Techniques for Teaching Reading
The teacher wants to produce students who, even if they do not have complete control of the grammar or an extensive lexicon, can fend for themselves in communication situations. In the case of reading, this means producing students who can use reading strategies to maximize their comprehension of text, identify relevant and non-relevant information, and tolerate less than word-by-word comprehension.
Focus: The Reading Process
To accomplish this goal, teachers focus on the process of reading rather than on its product.
They develop students' awareness of the reading process and reading strategies by asking students to think and talk about how they read in their native language.
They allow students to practice the full repertoire of reading strategies by using authentic reading tasks. They encourage students to read to learn (and have an authentic purpose for reading) by giving students some choice of reading material.
When working with reading tasks in class, they show students the strategies that will work best for the reading purpose and the type of text. They explain how and why students should use the strategies.
They have students practice reading strategies in class and ask them to practice outside of class in their reading assignments. They encourage students to be conscious of what they're doing while they complete reading assignments.
They encourage students to evaluate their comprehension and self-report their use of strategies. They build comprehension checks into in-class and out-of-class reading assignments, and periodically review how and when to use particular strategies.
They encourage the development of reading skills and the use of reading strategies by using the target language to convey instructions and course-related information in written form: office hours, homework assignments, test content.
They do not assume that students will transfer strategy use from one task to another. They explicitly mention how a particular strategy can be used in a different type of reading task or with another skill.
By raising students' awareness of reading as a skill that requires active engagement, and by explicitly teaching reading strategies, instructors help their students develop both the ability and the confidence to handle communication situations they may encounter beyond the classroom. In this way they give their students the foundation for communicative competence in the new language. Teachers can help their students become effective readers by teaching them how to use strategies before, during, and after reading.
Before reading: Plan for the reading task
Set a purpose or decide in advance what to read for
Decide if more linguistic or background knowledge is needed
Determine whether to enter the text from the top down (attend to the overall meaning) or from the bottom up (focus on the words and phrases)
During and after reading: Monitor comprehension
Verify predictions and check for inaccurate guesses
Decide what is and is not important to understand
Reread to check comprehension
Ask for help
After reading: Evaluate comprehension and strategy use
Evaluate comprehension in a particular task or area
Evaluate overall progress in reading and in particular types of reading tasks
Decide if the strategies used were appropriate for the purpose and for the task
Modify strategies if necessary
Strategies that can help students read more quickly and effectively include.
Previewing: reviewing titles, section headings, and photo captions to get a sense of the structure and content of a reading selection
Predicting: using knowledge of the subject matter to make predictions about content and vocabulary and check comprehension; using knowledge of the text type and purpose to make predictions about discourse structure; using knowledge about the author to make predictions about writing style, vocabulary, and content
Skimming and scanning: using a quick survey of the text to get the main idea, identify text structure, confirm or question predictions
Guessing from context: using prior knowledge of the subject and the ideas in the text as clues to the meanings of unknown words, instead of stopping to look them up
Paraphrasing: stopping at the end of a section to check comprehension by restating the information and ideas in the text
Techniques For Teaching Writing
Introduction
Students need to be personally involved in writing exercises in order to make the learning experience of lasting value. Encouraging student participation in the exercise, while at the same time refining and expanding writing skills, requires a certain pragmatic approach. The teacher should be clear on what skills he/she is trying to develop. Next, the teacher needs to decide on which means (or type of exercise) can facilitate learning of the target area. Once the target skill areas and means of implementation are defined, the teacher can then proceed to focus on what topic can be employed to ensure student participation. By pragmatically combing these objectives, the teacher can expect both enthusiasm and effective learning.
Choosing The Target Area
Choosing the target area depends on many factors; what level are the students? What is the average age of the students, Why are the students learning English, Are there any specific future intentions for the writing (i.e. school tests or job application letters etc.). Other important questions to ask oneself are: What should the students be able to produce at the end of this exercise? (a well written letter, basic communication of ideas, etc.) What is the focus of the exercise? (structure, tense usage, creative writing). Once these factors are clear in the mind of the teacher, the teacher can begin to focus on how to involve the students in the activity thus promoting a positive, long-term learning experience.
Purpose Choosing The Target Area
Having decided on the target area, the teacher can focus on the means to achieve this type of learning. As in correction, the teacher must choose the most appropriate manner for the specified writing area. If formal business letter English is required, it is of little use to employ a free expression type of exercise. Likewise, when working on descriptive language writing skills, a formal letter is equally out of place.
Planning In The Class
With both the target area and means of production clear in the teacher's mind, the teacher can begin to consider how to involve the students by considering what type of activities are interesting to the students: Are they preparing for something specific such as a holiday or test?, Will they need any of the skills pragmatically? What has been effective in the past? A good way to approach this is by class feedback, or brainstorming sessions. By choosing a topic that involves the students the teacher is providing a context within which effective learning on the target area can be undertaken.
Finally, the question of which type of correction will facilitate a useful writing exercise is of utmost importance. Here the teacher needs to once again think about the overall target area of the exercise. If there is an immediate task at hand, such as taking a test, perhaps teacher-guided correction is the most effective solution. However, if the task were more general (for example developing informal letter writing skills), maybe the best approach would be to have the students work in groups thereby learning from each other. Most importantly, by choosing the correct means of correction the teacher can encourage rather discourage students.
Have you ever walked into a classroom expecting students to be prepared and begin learning and instead found them looking at you like you are an alien from another planet for even expecting their rapt attention? Unfortunately, low expectations have become the norm for both teachers and students. Many teachers do not want to fight against the expectations that students have because realigning their thinking is both time consuming and difficult.
Students might come into your classroom with expectations of how you are going to act and what they will be expected to do. However, just because they harbor these beliefs does not mean that you have to conform to the mediocracy that has become much of teaching.
How do you do this you ask? By setting up an academic environment from the first day and always keeping high expectations. What this means is that you as a teacher have to make a committed effort to be consistent, fair, and firm.
Consistency means that you come into class on the first day of school and assume that learning begins that day. You let students know right away that they might play in other classrooms but not yours. And then you follow through! You do not come to class unprepared (you wouldn't expect your students to!) You instead come with a lesson that begins at the beginning of class and ends at the end. (Believe it or not, this seems foreign to some students and teachers). Further, you act the same every day. You might not feel the best or you might be having a bad day because of something going on at home or at work, but you do not change your demeanor or, more importantly, they way you handle discipline problems. If you are not consistent, you will lose all credibility with students and the atmosphere you are trying to create will quickly disintegrate.
Fairness goes hand in hand with consistency. Do not treat kids differently. Sure, you will have personal likes and dislikes for different students, however, never let this bleed into your classroom. If you are unfair, you will quickly lose students who will not trust you. And trust is paramount for an effective academic classroom.
What this means is that you need to help the students understand that what you say is what you mean. And you must also help the students see that you believe in their abilities. Tell the students you know that they can learn what you are teaching, show them by your rapt attention, and then reinforce this by praising authentic achievements.
Which brings up the point: do you really believe that your students can learn? Many teachers have become cynical over time, believing that their students just can't do it or that their lives get in the way. Hogwash! We are wired so that we can learn! With that said, obviously students need to have completed the prerequisites for a course. You can't teach calculus to someone who has just finished Consumer Math. My point here, however, is that you need to examine your attitudes because they bleed through into class. Try not to say phrases like," This is just too advanced," or "We just won't spend the time trying to learn this." While these might sound innocuous, instead they are just off putting.
Finally, this brings up to the term firm. Discipline in your classroom should never be about raised voices and confrontations. It should be about consistent application of established rules. Further, learning will occur in a safe environment if the teacher establishes from the beginning that they will be fair but firm.
We are representatives of our discipline. It is our responsibility to commit ourselves to teaching an academic course of study. It is a sad state that students are surprised when teachers come in and actually expect their students to learn - not just to regurgitate the facts that they read in a text. However, if we fail to create an academic environment, we leave students with the implicit knowledge that school and therefore learning is not that important or it is for the 'brains' of the school and not them.
Selasa, 25 Mei 2010
speaking and listening techniques
Techniques for Teaching Speaking
Students often think that the ability to speak a language is the product of language learning, but speaking is also a crucial part of the language learning process. Effective instructors teach students speaking strategies -- using minimal responses, recognizing scripts, and using language to talk about language -- which they can use to help themselves expand their knowledge of the language and their confidence in using it. These instructors’ help students learn to speak so that the students can use speaking to learn.
1. Using minimal responses
Language learners who lack confidence in their ability to participate successfully in oral interaction often listen in silence while others do the talking. One way to encourage such learners to begin to participate is to help them build up a stock of minimal responses that they can use in different types of exchanges. Such responses can be especially useful for beginners.
Minimal responses are predictable, often idiomatic phrases that conversation participants use to indicate understanding, agreement, doubt, and other responses to what another speaker is saying. Having a stock of such responses enables a learner to focus on what the other participant is saying, without having to simultaneously plan a response.
2. Recognizing scripts
Some communication situations are associated with a predictable set of spoken exchanges -- a script. Greetings, apologies, compliments, invitations, and other functions that are influenced by social and cultural norms often follow patterns or scripts. So do the transactional exchanges involved in activities such as obtaining information and making a purchase. In these scripts, the relationship between a speaker's turn and the one that follows it can often be anticipated.
Instructors can help students develop speaking ability by making them aware of the scripts for different situations so that they can predict what they will hear and what they will need to say in response. Through interactive activities, instructors can give students practice in managing and varying the language that different scripts contain.
3. Using language to talk about language
Language learners are often too embarrassed or shy to say anything when they do not understand another speaker or when they realize that a conversation partner has not understood them. Instructors can help students overcome this reticence by assuring them that misunderstanding and the need for clarification can occur in any type of interaction, whatever the participants' language skill levels. Instructors can also give students strategies and phrases to use for clarification and comprehension check.
By encouraging students to use clarification phrases in class when misunderstanding occurs and by responding positively when they do, instructors can create an authentic practice environment within the classroom itself. As they develop control of various clarification strategies, students will gain confidence in their ability to manage the various communication situations that they may encounter outside the classroom.
Structured Output Activities
Information Gap Activities
The gaps in a schedule or timetable: Partner A holds an airline timetable with some Filling of the arrival and departure times missing. Partner B has the same timetable but with different blank spaces. The two partners are not permitted to see each other's timetables and must fill in the blanks by asking each other appropriate questions. The features of language that are practiced would include questions beginning with "when" or "at what time." Answers would be limited mostly to time expressions like "at 8:15" or "at ten in the evening."
Completing the picture: The two partners have similar pictures, each with different missing details, and they cooperate to find all the missing details. In another variation, no items are missing, but similar items differ in appearance. For example, in one picture, a man walking along the street may be wearing an overcoat, while in the other the man is wearing a jacket. The features of grammar and vocabulary that are practiced are determined by the content of the pictures and the items that are missing or different. Differences in the activities depicted lead to practice of different verbs. Differences in number, size, and shape lead to adjective practice. Differing locations would probably be described with prepositional phrases.
Jigsaw Activities
In one fairly simple jigsaw activity, students work in groups of four. Each student in the group receives one panel from a comic strip. Partners may not show each other their panels. Together the four panels present this narrative: a man takes a container of ice cream from the freezer; he serves himself several scoops of ice cream; he sits in front of the TV eating his ice cream; he returns with the empty bowl to the kitchen and finds that he left the container of ice cream, now melting, on the kitchen counter. These pictures have a clear narrative line and the partners are not likely to disagree about the appropriate sequencing. You can make the task more demanding, however, by using pictures that lend themselves to alternative sequences, so that the partners have to negotiate among themselves to agree on a satisfactory sequence.
More elaborate jigsaws may proceed in two stages. Students’ first work in input groups (groups A, B, C, and D) to receive information. Each group receives a different part of the total information for the task. Students then reorganize into groups of four with one student each from A, B, C, and D, and use the information they received to complete the task. Such an organization could be used, for example, when the input is given in the form of a tape recording. Groups A, B, C, and D each hear a different recording of a short news bulletin. The four recordings all contain the same general information, but each has one or more details that the others do not. In the second stage, students reconstruct the complete story by comparing the four versions.
Communicative Output Activities
Role Plays
Prepare carefully: Introduce the activity by describing the situation and making sure that all of the students understand it
Set a goal or outcome: Be sure the students understand what the product of the role play should be, whether a plan, a schedule, a group opinion, or some other product
Use role cards: Give each student a card that describes the person or role to be played. For lower-level students, the cards can include words or expressions that that person might use.
Brainstorm: Before you start the role play, have students brainstorm as a class to predict what vocabulary, grammar, and idiomatic expressions they might use.
Keep groups small: Less-confident students will feel more able to participate if they do not have to compete with many voices.
Give students time to prepare: Let them work individually to outline their ideas and the language they will need to express them.
Be present as a resource, not a monitor: Stay in communicative mode to answer students' questions. Do not correct their pronunciation or grammar unless they specifically ask you about it.
Allow students to work at their own levels: Each student has individual language skills, an individual approach to working in groups, and a specific role to play in the activity. Do not expect all students to contribute equally to the discussion, or to use every grammar point you have taught.
Do topical follow-up: Have students report to the class on the outcome of their role plays.
Do linguistic follow-up: After the role play is over, give feedback on grammar or pronunciation problems you have heard. This can wait until another class period when you plan to review pronunciation or grammar anyway.
Discussions
Prepare the students: Give them input (both topical information and language forms) so that they will have something to say and the language with which to say it.
Offer choices: Let students suggest the topic for discussion or choose from several options. Discussion does not always have to be about serious issues. Students are likely to be more motivated to participate if the topic is television programs, plans for a vacation, or news about mutual friends. Weighty topics like how to combat pollution are not as engaging and place heavy demands on students' linguistic competence.
Set a goal or outcome: This can be a group product, such as a letter to the editor, or individual reports on the views of others in the group.
Use small groups instead of whole-class discussion: Large groups can make participation difficult.
Keep it short: Give students a defined period of time, not more than 8-10 minutes, for discussion. Allow them to stop sooner if they run out of things to say.
Allow students to participate in their own way: Not every student will feel comfortable talking about every topic. Do not expect all of them to contribute equally to the conversation.
Do topical follow-up: Have students report to the class on the results of their discussion.
Do linguistic follow-up: After the discussion is over, give feedback on grammar or pronunciation problems you have heard. This can wait until another class period when you plan to review pronunciation or grammar anyway.
Techniques for Teaching Listening
Instructors want to produce students who, even if they do not have complete control of the grammar or an extensive lexicon, can fend for themselves in communication situations. In the case of listening, this means producing students who can use listening strategies to maximize their comprehension of aural input, identify relevant and non-relevant information, and tolerate less than word-by-word comprehension.
Focus: The Listening Process
To accomplish this goal, instructors focus on the process of listening rather than on its product.
They develop students' awareness of the listening process and listening strategies by asking students to think and talk about how they listen in their native language.
They allow students to practice the full repertoire of listening strategies by using authentic listening tasks.
They behave as authentic listeners by responding to student communication as a listener rather than as a teacher.
When working with listening tasks in class, they show students the strategies that will work best for the listening purpose and the type of text. They explain how and why students should use the strategies.
They have students practice listening strategies in class and ask them to practice outside of class in their listening assignments. They encourage students to be conscious of what they're doing while they complete listening tape assignments.
They encourage students to evaluate their comprehension and their strategy use immediately after completing an assignment. They build comprehension checks into in-class and out-of-class listening assignments, and periodically review how and when to use particular strategies.
They encourage the development of listening skills and the use of listening strategies by using the target language to conduct classroom business: making announcements, assigning homework, describing the content and format of tests.
They do not assume that students will transfer strategy use from one task to another. They explicitly mention how a particular strategy can be used in a different type of listening task or with another skill.
Integrating Metacognitive Strategies
Before listening: Plan for the listening task
Set a purpose or decide in advance what to listen for
Decide if more linguistic or background knowledge is needed
Determine whether to enter the text from the top down (attend to the overall meaning) or from the bottom up (focus on the words and phrases)
During and after listening: Monitor comprehension
Verify predictions and check for inaccurate guesses
Decide what is and is not important to understand
Listen/view again to check comprehension
Ask for help
After listening: Evaluate comprehension and strategy use
Evaluate comprehension in a particular task or area
Evaluate overall progress in listening and in particular types of listening tasks
Decide if the strategies used were appropriate for the purpose and for the task
Modify strategies if necessary
Using Authentic Materials and Situations
One-Way Communication
Materials:
Radio and television programs
Public address announcements (airports, train/bus stations, stores)
Speeches and lectures
Telephone customer service recordings
Procedure:
Help students identify the listening goal: to obtain specific information; to decide whether to continue listening; to understand most or all of the message
Help students outline predictable sequences in which information may be presented: who-what-when-where (news stories); who-flight number-arriving/departing-gate number (airport announcements); "for [function], press [number]" (telephone recordings)
Help students identify key words/phrases to listen for
Two-Way Communication
In authentic two-way communication, the listener focuses on the speaker's meaning rather than the speaker's language. The focus shifts to language only when meaning is not clear. Note the difference between the teacher as teacher and the teacher as authentic listener in the dialogues in the popup screens.
Students often think that the ability to speak a language is the product of language learning, but speaking is also a crucial part of the language learning process. Effective instructors teach students speaking strategies -- using minimal responses, recognizing scripts, and using language to talk about language -- which they can use to help themselves expand their knowledge of the language and their confidence in using it. These instructors’ help students learn to speak so that the students can use speaking to learn.
1. Using minimal responses
Language learners who lack confidence in their ability to participate successfully in oral interaction often listen in silence while others do the talking. One way to encourage such learners to begin to participate is to help them build up a stock of minimal responses that they can use in different types of exchanges. Such responses can be especially useful for beginners.
Minimal responses are predictable, often idiomatic phrases that conversation participants use to indicate understanding, agreement, doubt, and other responses to what another speaker is saying. Having a stock of such responses enables a learner to focus on what the other participant is saying, without having to simultaneously plan a response.
2. Recognizing scripts
Some communication situations are associated with a predictable set of spoken exchanges -- a script. Greetings, apologies, compliments, invitations, and other functions that are influenced by social and cultural norms often follow patterns or scripts. So do the transactional exchanges involved in activities such as obtaining information and making a purchase. In these scripts, the relationship between a speaker's turn and the one that follows it can often be anticipated.
Instructors can help students develop speaking ability by making them aware of the scripts for different situations so that they can predict what they will hear and what they will need to say in response. Through interactive activities, instructors can give students practice in managing and varying the language that different scripts contain.
3. Using language to talk about language
Language learners are often too embarrassed or shy to say anything when they do not understand another speaker or when they realize that a conversation partner has not understood them. Instructors can help students overcome this reticence by assuring them that misunderstanding and the need for clarification can occur in any type of interaction, whatever the participants' language skill levels. Instructors can also give students strategies and phrases to use for clarification and comprehension check.
By encouraging students to use clarification phrases in class when misunderstanding occurs and by responding positively when they do, instructors can create an authentic practice environment within the classroom itself. As they develop control of various clarification strategies, students will gain confidence in their ability to manage the various communication situations that they may encounter outside the classroom.
Structured Output Activities
Information Gap Activities
The gaps in a schedule or timetable: Partner A holds an airline timetable with some Filling of the arrival and departure times missing. Partner B has the same timetable but with different blank spaces. The two partners are not permitted to see each other's timetables and must fill in the blanks by asking each other appropriate questions. The features of language that are practiced would include questions beginning with "when" or "at what time." Answers would be limited mostly to time expressions like "at 8:15" or "at ten in the evening."
Completing the picture: The two partners have similar pictures, each with different missing details, and they cooperate to find all the missing details. In another variation, no items are missing, but similar items differ in appearance. For example, in one picture, a man walking along the street may be wearing an overcoat, while in the other the man is wearing a jacket. The features of grammar and vocabulary that are practiced are determined by the content of the pictures and the items that are missing or different. Differences in the activities depicted lead to practice of different verbs. Differences in number, size, and shape lead to adjective practice. Differing locations would probably be described with prepositional phrases.
Jigsaw Activities
In one fairly simple jigsaw activity, students work in groups of four. Each student in the group receives one panel from a comic strip. Partners may not show each other their panels. Together the four panels present this narrative: a man takes a container of ice cream from the freezer; he serves himself several scoops of ice cream; he sits in front of the TV eating his ice cream; he returns with the empty bowl to the kitchen and finds that he left the container of ice cream, now melting, on the kitchen counter. These pictures have a clear narrative line and the partners are not likely to disagree about the appropriate sequencing. You can make the task more demanding, however, by using pictures that lend themselves to alternative sequences, so that the partners have to negotiate among themselves to agree on a satisfactory sequence.
More elaborate jigsaws may proceed in two stages. Students’ first work in input groups (groups A, B, C, and D) to receive information. Each group receives a different part of the total information for the task. Students then reorganize into groups of four with one student each from A, B, C, and D, and use the information they received to complete the task. Such an organization could be used, for example, when the input is given in the form of a tape recording. Groups A, B, C, and D each hear a different recording of a short news bulletin. The four recordings all contain the same general information, but each has one or more details that the others do not. In the second stage, students reconstruct the complete story by comparing the four versions.
Communicative Output Activities
Role Plays
Prepare carefully: Introduce the activity by describing the situation and making sure that all of the students understand it
Set a goal or outcome: Be sure the students understand what the product of the role play should be, whether a plan, a schedule, a group opinion, or some other product
Use role cards: Give each student a card that describes the person or role to be played. For lower-level students, the cards can include words or expressions that that person might use.
Brainstorm: Before you start the role play, have students brainstorm as a class to predict what vocabulary, grammar, and idiomatic expressions they might use.
Keep groups small: Less-confident students will feel more able to participate if they do not have to compete with many voices.
Give students time to prepare: Let them work individually to outline their ideas and the language they will need to express them.
Be present as a resource, not a monitor: Stay in communicative mode to answer students' questions. Do not correct their pronunciation or grammar unless they specifically ask you about it.
Allow students to work at their own levels: Each student has individual language skills, an individual approach to working in groups, and a specific role to play in the activity. Do not expect all students to contribute equally to the discussion, or to use every grammar point you have taught.
Do topical follow-up: Have students report to the class on the outcome of their role plays.
Do linguistic follow-up: After the role play is over, give feedback on grammar or pronunciation problems you have heard. This can wait until another class period when you plan to review pronunciation or grammar anyway.
Discussions
Prepare the students: Give them input (both topical information and language forms) so that they will have something to say and the language with which to say it.
Offer choices: Let students suggest the topic for discussion or choose from several options. Discussion does not always have to be about serious issues. Students are likely to be more motivated to participate if the topic is television programs, plans for a vacation, or news about mutual friends. Weighty topics like how to combat pollution are not as engaging and place heavy demands on students' linguistic competence.
Set a goal or outcome: This can be a group product, such as a letter to the editor, or individual reports on the views of others in the group.
Use small groups instead of whole-class discussion: Large groups can make participation difficult.
Keep it short: Give students a defined period of time, not more than 8-10 minutes, for discussion. Allow them to stop sooner if they run out of things to say.
Allow students to participate in their own way: Not every student will feel comfortable talking about every topic. Do not expect all of them to contribute equally to the conversation.
Do topical follow-up: Have students report to the class on the results of their discussion.
Do linguistic follow-up: After the discussion is over, give feedback on grammar or pronunciation problems you have heard. This can wait until another class period when you plan to review pronunciation or grammar anyway.
Techniques for Teaching Listening
Instructors want to produce students who, even if they do not have complete control of the grammar or an extensive lexicon, can fend for themselves in communication situations. In the case of listening, this means producing students who can use listening strategies to maximize their comprehension of aural input, identify relevant and non-relevant information, and tolerate less than word-by-word comprehension.
Focus: The Listening Process
To accomplish this goal, instructors focus on the process of listening rather than on its product.
They develop students' awareness of the listening process and listening strategies by asking students to think and talk about how they listen in their native language.
They allow students to practice the full repertoire of listening strategies by using authentic listening tasks.
They behave as authentic listeners by responding to student communication as a listener rather than as a teacher.
When working with listening tasks in class, they show students the strategies that will work best for the listening purpose and the type of text. They explain how and why students should use the strategies.
They have students practice listening strategies in class and ask them to practice outside of class in their listening assignments. They encourage students to be conscious of what they're doing while they complete listening tape assignments.
They encourage students to evaluate their comprehension and their strategy use immediately after completing an assignment. They build comprehension checks into in-class and out-of-class listening assignments, and periodically review how and when to use particular strategies.
They encourage the development of listening skills and the use of listening strategies by using the target language to conduct classroom business: making announcements, assigning homework, describing the content and format of tests.
They do not assume that students will transfer strategy use from one task to another. They explicitly mention how a particular strategy can be used in a different type of listening task or with another skill.
Integrating Metacognitive Strategies
Before listening: Plan for the listening task
Set a purpose or decide in advance what to listen for
Decide if more linguistic or background knowledge is needed
Determine whether to enter the text from the top down (attend to the overall meaning) or from the bottom up (focus on the words and phrases)
During and after listening: Monitor comprehension
Verify predictions and check for inaccurate guesses
Decide what is and is not important to understand
Listen/view again to check comprehension
Ask for help
After listening: Evaluate comprehension and strategy use
Evaluate comprehension in a particular task or area
Evaluate overall progress in listening and in particular types of listening tasks
Decide if the strategies used were appropriate for the purpose and for the task
Modify strategies if necessary
Using Authentic Materials and Situations
One-Way Communication
Materials:
Radio and television programs
Public address announcements (airports, train/bus stations, stores)
Speeches and lectures
Telephone customer service recordings
Procedure:
Help students identify the listening goal: to obtain specific information; to decide whether to continue listening; to understand most or all of the message
Help students outline predictable sequences in which information may be presented: who-what-when-where (news stories); who-flight number-arriving/departing-gate number (airport announcements); "for [function], press [number]" (telephone recordings)
Help students identify key words/phrases to listen for
Two-Way Communication
In authentic two-way communication, the listener focuses on the speaker's meaning rather than the speaker's language. The focus shifts to language only when meaning is not clear. Note the difference between the teacher as teacher and the teacher as authentic listener in the dialogues in the popup screens.
The Community Language Learning
The Community Language Learning
The goals of teacher who use the community language learning method want their students to learn how to use the target language communicatively. All of the objectives can be accomplished in a no defensive manner if a teacher and learner(s) treat each other as whole persons, valuing both thoughts and feelings.
The teacher’s role initial role is primarily that of a counselor. This does not mean that the teacher is therapist, or that the teacher does not teaching. Rather, it means that the teacher recognizes how threatening a new learning situation can be for adult learners, so he skillfully understand and supports his students in their struggle to master the target language. Community Language Learning methodologists have identified five stages in this movement from dependency to mutual interdependency with the teacher. In stages I, II, and III, the teacher focuses not only on the language but also on being supportive of learners in their learning process. In stage IV, because of the students’ greater security in the language and readiness to benefit from corrections, the teacher can focus more on accuracy. It should be noted that accuracy is always a focus even in the first tree stages: however, it is subordinated to fluency. The reverse is true in stages IV and V.
The beginning class, which is what we observed, students typically have a conversation using their native language. The teacher helps them express what they want to say by giving them the target language translation in chunks. These chunks are recorded, and when they are replayed, it sounds like a fairly fluid conversation. Later, a transcript is made of the conversation, and native language equivalents are written beneath the target language words. The transcription of the conversation becomes a text with which students work. Various activities are conducted (for example, examination of a grammar point, working on pronunciation of a particular phrase, or creating new sentences with words from the transcript) that allow students to further explore the language they have generated. During the course of the lesson, students are invited to say how they feel, and in return the teacher understands them.
The nature of students-teacher interaction in the Community Language Learning Method changes within the lesson and over time. Sometimes the students are assertive, as where they are having a conversation. At these time, the teacher facilities their ability to express themselves in the target language. Building a relationship with and among students is very important. In a trusting relationship, any debilitating anxiety that students feel can be reduced, thereby helping students to stay open to the learning process. Students can learn from their interaction with the teacher. A spirit of cooperation, not competition, can prevail.
Responding to the students feelings is considered very important in Counseling-Learning. One regular activity is inviting students to comment on how they feel. The teacher listens and responds to each comment carefully. By showing students he understands how they feel, the teacher can help them overcome negative feelings that might otherwise block their learning.
Language is for communication. Curran writes that learning is persons, meaning that both teacher and students work att building trust in one another and learning process. At the beginning of the process, the focus is on sharing and belonging between persons through the language tasks. Then the focus shifts more to the target language which becomes the groups’ individual and shared identity. Curran also believes that in this kind of supportive learning process, language becomes the means for developing creative and critical thinking. Culture is an integral part of language learning.
In the early stages, typically the students generate the material since they decide what they want to be able to say in that target language. Later on, after students feel more secure, the teacher might prepare specify materials or work with published textbooks. Particular grammar points, pronunciation patterns, and vocabulary are worked with, based on the language the students have generated. The most important skills are understanding and speaking the language at the beginning, with reinforcement through reading and writing.
Students’ security is initially enhanced by using their native language. The purpose of using the native language is to provide a bridge from the familiar to the unfamiliar. Where possible, literal native language equivalents are given to the target language words that have been transcribed. This makes their meaning clear and allows students to combine the target language words in different ways to create new sentences.
The evaluations of this method are first, teacher made classroom test would likely be more of an integrative test than a discrete point one. Second, students would be asked to write a paragraph or be given an oral interview, rather than being asked to answer a question which deals with only one point of language at a time. Third, teachers would encourage their students to self evaluate to look at their sown learning and to become a ware of their own language.
For giving a respond to the students, the teacher repeat correctly what the students has said incorrectly, without calling further attention to the error. Techniques depend on where the students are in the five stage learning process, but are consistent with sustaining a respectful, nondefensive relationship between teacher and students.
The goals of teacher who use the community language learning method want their students to learn how to use the target language communicatively. All of the objectives can be accomplished in a no defensive manner if a teacher and learner(s) treat each other as whole persons, valuing both thoughts and feelings.
The teacher’s role initial role is primarily that of a counselor. This does not mean that the teacher is therapist, or that the teacher does not teaching. Rather, it means that the teacher recognizes how threatening a new learning situation can be for adult learners, so he skillfully understand and supports his students in their struggle to master the target language. Community Language Learning methodologists have identified five stages in this movement from dependency to mutual interdependency with the teacher. In stages I, II, and III, the teacher focuses not only on the language but also on being supportive of learners in their learning process. In stage IV, because of the students’ greater security in the language and readiness to benefit from corrections, the teacher can focus more on accuracy. It should be noted that accuracy is always a focus even in the first tree stages: however, it is subordinated to fluency. The reverse is true in stages IV and V.
The beginning class, which is what we observed, students typically have a conversation using their native language. The teacher helps them express what they want to say by giving them the target language translation in chunks. These chunks are recorded, and when they are replayed, it sounds like a fairly fluid conversation. Later, a transcript is made of the conversation, and native language equivalents are written beneath the target language words. The transcription of the conversation becomes a text with which students work. Various activities are conducted (for example, examination of a grammar point, working on pronunciation of a particular phrase, or creating new sentences with words from the transcript) that allow students to further explore the language they have generated. During the course of the lesson, students are invited to say how they feel, and in return the teacher understands them.
The nature of students-teacher interaction in the Community Language Learning Method changes within the lesson and over time. Sometimes the students are assertive, as where they are having a conversation. At these time, the teacher facilities their ability to express themselves in the target language. Building a relationship with and among students is very important. In a trusting relationship, any debilitating anxiety that students feel can be reduced, thereby helping students to stay open to the learning process. Students can learn from their interaction with the teacher. A spirit of cooperation, not competition, can prevail.
Responding to the students feelings is considered very important in Counseling-Learning. One regular activity is inviting students to comment on how they feel. The teacher listens and responds to each comment carefully. By showing students he understands how they feel, the teacher can help them overcome negative feelings that might otherwise block their learning.
Language is for communication. Curran writes that learning is persons, meaning that both teacher and students work att building trust in one another and learning process. At the beginning of the process, the focus is on sharing and belonging between persons through the language tasks. Then the focus shifts more to the target language which becomes the groups’ individual and shared identity. Curran also believes that in this kind of supportive learning process, language becomes the means for developing creative and critical thinking. Culture is an integral part of language learning.
In the early stages, typically the students generate the material since they decide what they want to be able to say in that target language. Later on, after students feel more secure, the teacher might prepare specify materials or work with published textbooks. Particular grammar points, pronunciation patterns, and vocabulary are worked with, based on the language the students have generated. The most important skills are understanding and speaking the language at the beginning, with reinforcement through reading and writing.
Students’ security is initially enhanced by using their native language. The purpose of using the native language is to provide a bridge from the familiar to the unfamiliar. Where possible, literal native language equivalents are given to the target language words that have been transcribed. This makes their meaning clear and allows students to combine the target language words in different ways to create new sentences.
The evaluations of this method are first, teacher made classroom test would likely be more of an integrative test than a discrete point one. Second, students would be asked to write a paragraph or be given an oral interview, rather than being asked to answer a question which deals with only one point of language at a time. Third, teachers would encourage their students to self evaluate to look at their sown learning and to become a ware of their own language.
For giving a respond to the students, the teacher repeat correctly what the students has said incorrectly, without calling further attention to the error. Techniques depend on where the students are in the five stage learning process, but are consistent with sustaining a respectful, nondefensive relationship between teacher and students.
Jumat, 07 Mei 2010
Higuan-CR9 Lebihi Messi-Ibra
Lionel Messi boleh saja menjadi kandidat kuat peraih Sepatu Emas Eropa musim ini. Namun, bicara kerja sama, duet lini depan Real Madrid berada empat langkah di depan.
Duet Cristiano Ronaldo dan Gonzalo Higuain sejauh ini sudah mengemas 51 gol di Liga BBVA. Dengan rincian, CR9 menyumbang 25 gol dan Higuain 26 gol.
Messi yang hingga laga melawan Tenerife telah mengemas 31 gol, secara duet baru membukukan 47 gol. Hal itu tak lepas dari catatan gol Zlatan Ibrahimovic yang mandek di angka 16.
Duet CR9-Higuain juga membuktikan diri menjadi duet tertajam sepanjang sejarah El Real. Mereka mengalahkan duet Ferenc Puskas-Alfredo Di Stefano yang mengemas 49 gol pada musim 1960-61.
(duniasoccer.com)
Duet Cristiano Ronaldo dan Gonzalo Higuain sejauh ini sudah mengemas 51 gol di Liga BBVA. Dengan rincian, CR9 menyumbang 25 gol dan Higuain 26 gol.
Messi yang hingga laga melawan Tenerife telah mengemas 31 gol, secara duet baru membukukan 47 gol. Hal itu tak lepas dari catatan gol Zlatan Ibrahimovic yang mandek di angka 16.
Duet CR9-Higuain juga membuktikan diri menjadi duet tertajam sepanjang sejarah El Real. Mereka mengalahkan duet Ferenc Puskas-Alfredo Di Stefano yang mengemas 49 gol pada musim 1960-61.
(duniasoccer.com)
Rabu, 05 Mei 2010
siapakah pemenang liga champion???
Pertengahan Mei ini akan dilangsungkan pertandingan final liga champion antara Inter Milan melawan Bayern Munchen di stadion Santiago Barnebau Madrid.
Diperkirakan Inter akan memainkan pemain intinya kecuali Tiago Motta yang terakumulasi kartu merah. Sedangkan Bayern sudah pasti tidak akan memainkan pemain sayap Frank Ribery yang juga terakumulasi kartu merah.
Kemungkinan posisi Tiago Motta akan diisi dengan Cambiasso sebagai gelandang bertahan serta dapat juga membantu penyerangan.
dengan kejadian ini, saya memperkirakan pelatih Jose Mourinho akan memasang formasi 4-4-2 dengan Samuel Eto'o dan Diego Millito sebagai penyerang serta Goran Pandev ditarik kebelakang sebagai gelandang dan membantu Wesley Sneidjer.
Dari keterangan diatas siapakah pemenang liga Champion musim ini???
apakah Inter atau Bayern??
Diperkirakan Inter akan memainkan pemain intinya kecuali Tiago Motta yang terakumulasi kartu merah. Sedangkan Bayern sudah pasti tidak akan memainkan pemain sayap Frank Ribery yang juga terakumulasi kartu merah.
Kemungkinan posisi Tiago Motta akan diisi dengan Cambiasso sebagai gelandang bertahan serta dapat juga membantu penyerangan.
dengan kejadian ini, saya memperkirakan pelatih Jose Mourinho akan memasang formasi 4-4-2 dengan Samuel Eto'o dan Diego Millito sebagai penyerang serta Goran Pandev ditarik kebelakang sebagai gelandang dan membantu Wesley Sneidjer.
Dari keterangan diatas siapakah pemenang liga Champion musim ini???
apakah Inter atau Bayern??
Jumat, 30 April 2010
masuk final liga champion
Kemenangan di leg pertama 3-1 atas Barcelona pada laga semi final Liga Champion membuat Inter bekerja keras pada leg ke2 di markas Barcelona Nou Camp.
terbukti bermain di kandang membuat Barcelona bermain sangat offensive sehingga Inter sangat berusaha keras bertahan sehingga menciptakan ball position 80%-20%. pertandingan ini sempat tercoreng akibat di keluarkannya kartu merah untuk Tiago Motta dan kartu kuning untuk sang kapten Javier Zaneti. Pada babak ke2 Inter bermain dengan 10 orang dan Gerard Pique berhasil membobol gawang no 1 Brazil Julio Cesar dengan tendangan yang cukup keras dan akhirnya Inter kalah 1-0 atas Barcelona.
Maupun kalah, Inter tetap masuk final dengan agregat 3-2 dan siap melawan Bayern Munchen di kandang Madrid, Santigo Barnebeau pada bulan Mei mendatang.
terbukti bermain di kandang membuat Barcelona bermain sangat offensive sehingga Inter sangat berusaha keras bertahan sehingga menciptakan ball position 80%-20%. pertandingan ini sempat tercoreng akibat di keluarkannya kartu merah untuk Tiago Motta dan kartu kuning untuk sang kapten Javier Zaneti. Pada babak ke2 Inter bermain dengan 10 orang dan Gerard Pique berhasil membobol gawang no 1 Brazil Julio Cesar dengan tendangan yang cukup keras dan akhirnya Inter kalah 1-0 atas Barcelona.
Maupun kalah, Inter tetap masuk final dengan agregat 3-2 dan siap melawan Bayern Munchen di kandang Madrid, Santigo Barnebeau pada bulan Mei mendatang.
Minggu, 25 April 2010
leg ke 2 liga champion
pada tanggal 28 april ini akan diselenggarakan liga champion leg ke 2 antara inter milan melawan barcelona dan bermain di kandandang barcelona Nou Camp.
pelatih inter Jose Mourinho ingin mengulang kembali keberhasilannya di leg pertama dan menang 3-1.
Jose Mourinho kemungkinan akan tetap mempercayakan lini depan kepada Diego Milito, Samuel Eto'o dan Goran Pandev dan dibantu dengan bek sayap Douglas Maicon serta Ivan Cordoba. di lini tengah tetap diisi Dengan Dejan Stankovic, Tiago Motta dan jendral lapangan Wesley Sneijer. Jose Mourinho tetap mempercayakan lini belakang kepada Samuel dan Chivu dan penjaga gawang no 1 Brazil Julio Cesar.
Semoga Inter Milan bisa mengulang keberhasilannya di Leg ke 2 liga champion...
FORZA INTER......
pelatih inter Jose Mourinho ingin mengulang kembali keberhasilannya di leg pertama dan menang 3-1.
Jose Mourinho kemungkinan akan tetap mempercayakan lini depan kepada Diego Milito, Samuel Eto'o dan Goran Pandev dan dibantu dengan bek sayap Douglas Maicon serta Ivan Cordoba. di lini tengah tetap diisi Dengan Dejan Stankovic, Tiago Motta dan jendral lapangan Wesley Sneijer. Jose Mourinho tetap mempercayakan lini belakang kepada Samuel dan Chivu dan penjaga gawang no 1 Brazil Julio Cesar.
Semoga Inter Milan bisa mengulang keberhasilannya di Leg ke 2 liga champion...
FORZA INTER......
Rabu, 21 April 2010
Kemenangan inter milan atas tamunya barcelona
Liga champion adalah pertandingan yang di tunggu banyak orang di dunia selain piala dunia.
kemarin di siarkan pertandingan leg pertama antara jawara liga italia melawan juara bertahan liga spanyol barcelona di stadion san siro.
pertandingan ini di menangkan oleh inter milan dengan 3-1.
gol-gol yang di cetak adalah:
pedro dari barcelona dengan shoot keras dari luar kotak pinalti.
dari kubu inter yang pertama sneidjer shoot dengan mendapat bola liar, douglas maicon yang mencoba menerobos pertahanan barca dan mencetak gol dan diego milito dengan sundulan yang menerima asist dari sneidjer di dalam kotak pinalti.
pertandingan akan di lanjutkan di leg ke 2 di kandang barcelona-nou camp.
smoga inter bisa mengulang apa yg terjadi di san siro kemarin.
FORZZA INTER...
kemarin di siarkan pertandingan leg pertama antara jawara liga italia melawan juara bertahan liga spanyol barcelona di stadion san siro.
pertandingan ini di menangkan oleh inter milan dengan 3-1.
gol-gol yang di cetak adalah:
pedro dari barcelona dengan shoot keras dari luar kotak pinalti.
dari kubu inter yang pertama sneidjer shoot dengan mendapat bola liar, douglas maicon yang mencoba menerobos pertahanan barca dan mencetak gol dan diego milito dengan sundulan yang menerima asist dari sneidjer di dalam kotak pinalti.
pertandingan akan di lanjutkan di leg ke 2 di kandang barcelona-nou camp.
smoga inter bisa mengulang apa yg terjadi di san siro kemarin.
FORZZA INTER...
Selasa, 20 April 2010
sejarah dari club italia Inter Milan
Sebelum tahun 1908 di kota Milan hanya ada satu klub sepakbola, Milan Cricket and Football Club. Namun pada malam tanggal 9 Maret 1908 berdirilah Internazionale Club Football of Milan yang memisahkan diri dari AC Milan. Para pendiri inter sebenarnya adalah anggota AC Milan yang bercita-cita untuk mendirikan sebuah klub yang universal. Sesuai dengan namanya, Inter menjadi klub pertama di Italia yang memperbolehkan pemain asing di luar Italia untuk memperkuat tim. Bahkan kapten pertama Inter, Mankti, adalah warga negara Swiss. Warna kebanggaan Inter, Emas, Hitam, Biru masih dipakai sampai saat ini.
dibawah ini adalah prestasi INTER sampai saat ini :
Kompetisi Liga Seri -A : 14 Kali (1909-10, 1919-20, 1929-30, 1937-38, 1939-40, 1952-53, 1953-54, 1962-63, 1964-65, 1965-66, 1970-71, 1979-80, 1988-89, 2005-06)
Coppa Italia : 5 Kali (1938-39, 1977-78, 1981-82, 2004-05, 2005-06)
Piala Super Italia : 3 Kali (1989, 2005, 2006)
Intercontinental Cup : 2 Kali (1964, 1965)
Piala Champions Eropa : 2 Kali (1963-64, 1964-65)
UEFA Cup : 3 Kali (1990-91, 1993-94, 1997-98)
Dan masih banyak prestasi-prestasi lainnya yang tidak bisa disebutkan disini (gak punya datanya).
dan untuk tahun ini inter berusaha memenangkan 2 piala sekaligus yaitu piala liga champion dan liga italia..
tapi untuk itu inter harus melawan Barcelona dan harus bertemu dengan Roma di final liga italia untuk mendapatkan gelar scudetto musim ini...
dibawah ini adalah prestasi INTER sampai saat ini :
Kompetisi Liga Seri -A : 14 Kali (1909-10, 1919-20, 1929-30, 1937-38, 1939-40, 1952-53, 1953-54, 1962-63, 1964-65, 1965-66, 1970-71, 1979-80, 1988-89, 2005-06)
Coppa Italia : 5 Kali (1938-39, 1977-78, 1981-82, 2004-05, 2005-06)
Piala Super Italia : 3 Kali (1989, 2005, 2006)
Intercontinental Cup : 2 Kali (1964, 1965)
Piala Champions Eropa : 2 Kali (1963-64, 1964-65)
UEFA Cup : 3 Kali (1990-91, 1993-94, 1997-98)
Dan masih banyak prestasi-prestasi lainnya yang tidak bisa disebutkan disini (gak punya datanya).
dan untuk tahun ini inter berusaha memenangkan 2 piala sekaligus yaitu piala liga champion dan liga italia..
tapi untuk itu inter harus melawan Barcelona dan harus bertemu dengan Roma di final liga italia untuk mendapatkan gelar scudetto musim ini...
Minggu, 18 April 2010
Pagi-pagi yang menyebalkan
Hari ini begitu sejuk enak sekali apabila kita bisa merasakannya dengan minum teh hangat. tapi pagi yang sejuk ini dibayar dengan banyaknya nyamuk yang masih beterbangan sekitar rumah. "sial ni nyamuk" kataku. "kenapa jam segini masih ada nyamuk?" saya bertanya pada diri sendiri. dan akhirnya saya memutuskan pindah ke halaman samping untuk mencoba merasakan hawa pagi ini. tapi apadaya tetap saja nyamuk masih banyak juga.
untuk kedua kalinya saya memutuskan pindah ke depan televisi. sangat disayangkan belum ada acara yang bagus.
"ngapain dong yang enak jam segini?" saya bertanya dalam bingung. lihat twiter ga ada yang seru, facebook juga begitu.
dengan terpaksa pagi ini saya hanya tidur-tiduran saja di kamar tanpa ada kerjaan.
untuk kedua kalinya saya memutuskan pindah ke depan televisi. sangat disayangkan belum ada acara yang bagus.
"ngapain dong yang enak jam segini?" saya bertanya dalam bingung. lihat twiter ga ada yang seru, facebook juga begitu.
dengan terpaksa pagi ini saya hanya tidur-tiduran saja di kamar tanpa ada kerjaan.
Jumat, 16 April 2010
Total Physical Response
• The goal of total physical response is develop in the order to reduce the stress people feel when studying foreign language and thereby encourage student to persist in their study beyond a beginning level of proficiency. The teacher is the director of all student behavior. Students are imitators of her nonverbal model.
• These same students demonstrate that they can understand the commands by performing them alone. The teacher interacts with the whole group of student and individual student.
• To reduce the stress, people feel when studying foreign language. One of the primary ways this is accomplished is too allow learners to speak when they are ready. The oral modality is primary.
• Culture is a life style of people who speak the language natively. Vocabulary and grammatical structure are emphasized over other languages area. These are embedded within imperatives. The imperative are single words and multi-word chunks.
• TPR is usually introduced in the student native language. The teachers will know immediately whether or not student understand by observing their student action.
• It is expected that students will make errors when they first begin speaking. Teacher should be tolerant of them and only correct major errors.
• These same students demonstrate that they can understand the commands by performing them alone. The teacher interacts with the whole group of student and individual student.
• To reduce the stress, people feel when studying foreign language. One of the primary ways this is accomplished is too allow learners to speak when they are ready. The oral modality is primary.
• Culture is a life style of people who speak the language natively. Vocabulary and grammatical structure are emphasized over other languages area. These are embedded within imperatives. The imperative are single words and multi-word chunks.
• TPR is usually introduced in the student native language. The teachers will know immediately whether or not student understand by observing their student action.
• It is expected that students will make errors when they first begin speaking. Teacher should be tolerant of them and only correct major errors.
Community language Learning
Community language Learning
• The community language learning method takes its principles from the more general counseling learning approach develop by Charles Accuran. Teachers who use the community language learning method want their students to learn how to use the target language communicatively. Communicative language learning methodologists have identified five stages in this movement from dependency to mutual interdependency with the teacher.
• In stages I, II, and III, the teacher focuses not only on the language but also on being supportive learners in their learning process. In beginning class, which is what we observe, students typically have a conservation using their native language.
• The teacher helps them express what they want to say by giving them the target language translation in chunks. The nature student-teacher interaction in the community language learning method changes within the lesson and over time. Sometimes the students are assertive as when they are having conservation. Building a relationship with and among students is very important. In trusting relationship, any debilitating anxiety the students feel can be reduce, thereby helping student to stay open to the learning process.
• Responding to the students feeling is considered very important in counseling-learning. One regular activity is inviting students to comment on how they feel. The teacher listens and response to each comment carefully.
• Curran writes that ‘learning is person’, meaning that both teacher and students work at building trust in one another and the learning process. The teacher might prepare specific material or work with published text books. Student security is initially enhanced by using the native language. The purpose of using the native language is to provide a bridge from the familiar to the unfamiliar.
• The students take a test at the end of a course. Teacher made classroom test book likely be more of an integrative test than a discrete-point one. The teacher to repeat correctly what the student has said incorrectly, without calling further attention to the error.
• The community language learning method takes its principles from the more general counseling learning approach develop by Charles Accuran. Teachers who use the community language learning method want their students to learn how to use the target language communicatively. Communicative language learning methodologists have identified five stages in this movement from dependency to mutual interdependency with the teacher.
• In stages I, II, and III, the teacher focuses not only on the language but also on being supportive learners in their learning process. In beginning class, which is what we observe, students typically have a conservation using their native language.
• The teacher helps them express what they want to say by giving them the target language translation in chunks. The nature student-teacher interaction in the community language learning method changes within the lesson and over time. Sometimes the students are assertive as when they are having conservation. Building a relationship with and among students is very important. In trusting relationship, any debilitating anxiety the students feel can be reduce, thereby helping student to stay open to the learning process.
• Responding to the students feeling is considered very important in counseling-learning. One regular activity is inviting students to comment on how they feel. The teacher listens and response to each comment carefully.
• Curran writes that ‘learning is person’, meaning that both teacher and students work at building trust in one another and the learning process. The teacher might prepare specific material or work with published text books. Student security is initially enhanced by using the native language. The purpose of using the native language is to provide a bridge from the familiar to the unfamiliar.
• The students take a test at the end of a course. Teacher made classroom test book likely be more of an integrative test than a discrete-point one. The teacher to repeat correctly what the student has said incorrectly, without calling further attention to the error.
Awal mula Terbentuknya band dari jepang L'arc 'n ciel
larc 'n ciel atau yang biasa di kenal dengan Laruku adalah band asal Jepang yang beraliran J-Rock (Japanese Rock) yang beranggotakan Hyde (vocal), Ken (gitar), Tetsu (bass), dan Yukuhiro (drum). Band yang didirikan pada Februari 1991 oleh Tetsu ini mempunyai arti dari kata "L'Arc~en~Ciel" yaitu lengkungan di langit atau pelangi.
Awal terbentuk band ini di Osaka, sekitar awal tahun 1991 dua orang anak muda bernama Tetsu dan Hiro membentuk sebuah grup band. Tetsu berperan sebagai bassis berikut vokal sementara Hiro sebagai gitaris. Pada waktu itu Hyde masih menjadi gitaris di sebuah band bernama Kiddies Bomb, yang kemudian berganti nama menjadi Jerusalem’s Rod dan Hyde berganti posisi menjadi vokalis.
Pada suatu hari Tetsu menyaksikan penampilan grup band tersebut untuk kali pertama. Ketika itu ia merasa yakin bahwa Hyde adalah orang yang tepat untuk mengisi posisi vokal di grup band-nya. Maka selama beberapa waktu ia terus mengikuti penampilan band tersebut, hingga pada akhirnya ia memutuskan untuk mengajak Hyde dan rekannya di Jersarem’s Rod, Pero untuk bergabung dengannya. Setelah beberapa kali melakukan session, Hyde akhirnya memutuskan untuk meninggalkan band lamanya dan bergabung bersama band Tetsu. Maka terbentuklah formasi paling awal L’Arc~en~Ciel, yakni Tetsu (bass sekaligus pemimpin band), Hyde (vokal), Hiro (gitar), dan Pero (drum).
Nama L’Arc~en~Ciel sendiri diusulkan oleh Tetsu yang terinspirasi oleh sebuah film Perancis yang berjudul sama. L’Arc~en~Ciel diambil dari Bahasa Perancis yang memiliki arti PELANGI dan penampilan live pertama mereka yaitu pada tanggal 30 Mei 1991 di Nanba Rockets. Singlenya, "Hitomi no Jyuunin", "Jiyuu e no Shoutai" dan single terbarunya spt "My Heart Draws A Dream" udah sering banget diputar dan beberapa dijadiin ost anime.
Awal terbentuk band ini di Osaka, sekitar awal tahun 1991 dua orang anak muda bernama Tetsu dan Hiro membentuk sebuah grup band. Tetsu berperan sebagai bassis berikut vokal sementara Hiro sebagai gitaris. Pada waktu itu Hyde masih menjadi gitaris di sebuah band bernama Kiddies Bomb, yang kemudian berganti nama menjadi Jerusalem’s Rod dan Hyde berganti posisi menjadi vokalis.
Pada suatu hari Tetsu menyaksikan penampilan grup band tersebut untuk kali pertama. Ketika itu ia merasa yakin bahwa Hyde adalah orang yang tepat untuk mengisi posisi vokal di grup band-nya. Maka selama beberapa waktu ia terus mengikuti penampilan band tersebut, hingga pada akhirnya ia memutuskan untuk mengajak Hyde dan rekannya di Jersarem’s Rod, Pero untuk bergabung dengannya. Setelah beberapa kali melakukan session, Hyde akhirnya memutuskan untuk meninggalkan band lamanya dan bergabung bersama band Tetsu. Maka terbentuklah formasi paling awal L’Arc~en~Ciel, yakni Tetsu (bass sekaligus pemimpin band), Hyde (vokal), Hiro (gitar), dan Pero (drum).
Nama L’Arc~en~Ciel sendiri diusulkan oleh Tetsu yang terinspirasi oleh sebuah film Perancis yang berjudul sama. L’Arc~en~Ciel diambil dari Bahasa Perancis yang memiliki arti PELANGI dan penampilan live pertama mereka yaitu pada tanggal 30 Mei 1991 di Nanba Rockets. Singlenya, "Hitomi no Jyuunin", "Jiyuu e no Shoutai" dan single terbarunya spt "My Heart Draws A Dream" udah sering banget diputar dan beberapa dijadiin ost anime.
Tips bagaimana cara menambah berat badan dengan sehat
Masalah berat badan memang sering menjadi momok bagi sebagian orang, baik yang kelebihan berat badan ataupun yang kekurangan berat badan. Bagi yang ingin mengurangi berat badan, solusinya adalah jelas yaitu pengaturan pola makan/mengurangi kalori serta melakukan aktivitas fisik seperti olahraga secara rutin. Tetapi bagaimana untuk yang ingin menambah berat badan ?.
Berikut adalah beberapa tips untuk menambah kalori secara sehat :
- Makanlah lebih sering. Lebih baik anda makan 5-6 kali sehari dengan porsi yang sedikit daripada makan 2-3 kali dengan porsi yang besar.
- Makan makanan yang bernutrisi. Menambah berat abdan bukan alasan untuk memakan makanan yang kaya lemak. Lebih baik bila anda mengkonsumsi makanan yang bernutrisi seperti produk gandum utuh, buah, sayuran, kacang-kacangan & produk dari susu yang rendah lemak.
- Perhatikan juga apa yang anda minum. Jangan terlalu banyak mengkonsumsi minuman bersoda, kopi, the atau minuman manis lainnya. Lebih baik jika mengkonsumsi jus buah atau sayuran yang dapat dikombinasikan dengan susu.
- Pilih makanan ringan atau kudapan yang kaya kalori seperti kacang-kacangan, keju ataupun alpukat. Makanan tersebut dapat dijadikan sandwich di padukan dengan daging asap atau makanan lain.
- Bila perlu tambahkan juga produk dari susu, keju atau daging ke dalam menu sehari-hari.
- Makanan manis juga dapat dikonsumsi seperti kue, muffin dll. Tetapi batasi jumlahnya untuk menghindari terkena diabetes.
Selain makanan tersebut diatas, olahraga juga dapat menjadi pilihan terutama olahraga pembentukan tubuh. Karena olahraga dapat membentuk otot sehingga tubuh akan terlihat lebih berisi, selain itu olahraga juga dapat meningkatkan nafsu makan.
Berikut adalah beberapa tips untuk menambah kalori secara sehat :
- Makanlah lebih sering. Lebih baik anda makan 5-6 kali sehari dengan porsi yang sedikit daripada makan 2-3 kali dengan porsi yang besar.
- Makan makanan yang bernutrisi. Menambah berat abdan bukan alasan untuk memakan makanan yang kaya lemak. Lebih baik bila anda mengkonsumsi makanan yang bernutrisi seperti produk gandum utuh, buah, sayuran, kacang-kacangan & produk dari susu yang rendah lemak.
- Perhatikan juga apa yang anda minum. Jangan terlalu banyak mengkonsumsi minuman bersoda, kopi, the atau minuman manis lainnya. Lebih baik jika mengkonsumsi jus buah atau sayuran yang dapat dikombinasikan dengan susu.
- Pilih makanan ringan atau kudapan yang kaya kalori seperti kacang-kacangan, keju ataupun alpukat. Makanan tersebut dapat dijadikan sandwich di padukan dengan daging asap atau makanan lain.
- Bila perlu tambahkan juga produk dari susu, keju atau daging ke dalam menu sehari-hari.
- Makanan manis juga dapat dikonsumsi seperti kue, muffin dll. Tetapi batasi jumlahnya untuk menghindari terkena diabetes.
Selain makanan tersebut diatas, olahraga juga dapat menjadi pilihan terutama olahraga pembentukan tubuh. Karena olahraga dapat membentuk otot sehingga tubuh akan terlihat lebih berisi, selain itu olahraga juga dapat meningkatkan nafsu makan.
Jumat, 02 April 2010
Desuggestopedia
Desuggestopedia
In order to make better use of our reserved capacity, the limitation we thing we have need to be `desuggested.‘ Desuggestopedia, the application of the study if suggestion to pedagogy, has been developed to help students eliminate the feeling that cannot be successful or negative association they may have toward studying and, thus, to help them overcome the barriers to learning.
The goals of teachers who use desuggestopedia are student can learn to use a foreign language for everyday communication and bring them to learning situation and using techniques to activate ‘paraconcious’ part of the mind, just below the fully-conscious mind. The teacher is the authority in the classroom. In order for the method to be successful, the students must trust and respect her.
A Suggestopedic course is conducted in the classroom which is bright and cheerful. Posters displaying grammatical information about the target language are hung around the room. Students select target language names and choose new occupations. The texts students work from are handouts containing lengthy dialogs (as many 800 words) in the target language. The teachers present the dialog during to concerts which comprise the first major phase (the receptive phase). The teacher initiates interactions with the whole group of students and with individual right from the beginning of a language course
One of the fundamental principles of the method is that if students are relaxed and confident, they will not need to try hard to learn the language. Language is the first of two plane process of communication. Speaking communicatively is emphasized. Student also read in the target language and write.
Native language translation is used to make the meaning of the dialog clear. Evaluation usually is conducted on student normal in class performance and through formal tests, which would threaten the relaxed atmosphere considered essential for accelerated learning. Errors are corrected gently, with the teacher using a soft voice.
The challenge for the teacher is to create a classroom environment which is bright and cheerful. Peripheral leaning is based upon the idea that we perceived much more in our environment than that to which we consciously attend. It is teacher’s responsibility to orchestrate the suggestive factors in a learning situation, thereby helping student break down the barriers to learning that they bring with them. The students choose a target language name and a new occupation.
Students are asked to pretend temporarily that they are someone else and to perform in the target language as if they were that person. The two concerts are components of the receptive phase of the lesson. In the second phase, the students are asked to put their scripts aside. Primary activation and the one that follows are components of the active phase of the lessons. The students engage in various activities designed to help them learn the new material and use it spontaneously.
In order to make better use of our reserved capacity, the limitation we thing we have need to be `desuggested.‘ Desuggestopedia, the application of the study if suggestion to pedagogy, has been developed to help students eliminate the feeling that cannot be successful or negative association they may have toward studying and, thus, to help them overcome the barriers to learning.
The goals of teachers who use desuggestopedia are student can learn to use a foreign language for everyday communication and bring them to learning situation and using techniques to activate ‘paraconcious’ part of the mind, just below the fully-conscious mind. The teacher is the authority in the classroom. In order for the method to be successful, the students must trust and respect her.
A Suggestopedic course is conducted in the classroom which is bright and cheerful. Posters displaying grammatical information about the target language are hung around the room. Students select target language names and choose new occupations. The texts students work from are handouts containing lengthy dialogs (as many 800 words) in the target language. The teachers present the dialog during to concerts which comprise the first major phase (the receptive phase). The teacher initiates interactions with the whole group of students and with individual right from the beginning of a language course
One of the fundamental principles of the method is that if students are relaxed and confident, they will not need to try hard to learn the language. Language is the first of two plane process of communication. Speaking communicatively is emphasized. Student also read in the target language and write.
Native language translation is used to make the meaning of the dialog clear. Evaluation usually is conducted on student normal in class performance and through formal tests, which would threaten the relaxed atmosphere considered essential for accelerated learning. Errors are corrected gently, with the teacher using a soft voice.
The challenge for the teacher is to create a classroom environment which is bright and cheerful. Peripheral leaning is based upon the idea that we perceived much more in our environment than that to which we consciously attend. It is teacher’s responsibility to orchestrate the suggestive factors in a learning situation, thereby helping student break down the barriers to learning that they bring with them. The students choose a target language name and a new occupation.
Students are asked to pretend temporarily that they are someone else and to perform in the target language as if they were that person. The two concerts are components of the receptive phase of the lesson. In the second phase, the students are asked to put their scripts aside. Primary activation and the one that follows are components of the active phase of the lessons. The students engage in various activities designed to help them learn the new material and use it spontaneously.
Jumat, 26 Maret 2010
Direct method
Direct method
The goals of the teachers who use direct method intend that student learn how to communicate in the target language. Although the teacher directs the class activities, the student role is less passive than in grammar translation method. In order to do this, when the teacher introduces a new target language word or phrase, he demonstrate its meaning through the use of realia, pictures, or pantomime; he never translates it into the students ‘native language’. Students speak in the target language a great deal and communicate as if they were in real situations.
The initiation of the interaction goes both ways, from the teachers to students and from the students to the teacher, although the latter in often teacher directed. The also study culture consisting of the history of the people who speak the target language. Vocabulary is emphasized over grammar. Although work on all for skills occurs from the start, oral communication is seen as basic. The student native language should not be used in the classroom.
The teacher, employing various techniques, tries to get students to self-correct whenever possible. The teacher reads the passage three times and students take turns reading sections of passage, play, or dialog out loud. Students are asked questions and never in full sentences so that they practice new words and grammatical structures.
The teacher of this class has the students self-correct by asking them to make a choice between what they said and an alternative answer he supplied. The teacher asks student a number of questions in the target language.
Fill in the blank exercise has already been discussed in the grammar translation method, but differs in its application in direct in the direct method. The class included one examples of a technique used to give listening comprehension practice. The teacher in this class asked the students to write a paragraph in their own words on the major geographical features of the United States.
The goals of the teachers who use direct method intend that student learn how to communicate in the target language. Although the teacher directs the class activities, the student role is less passive than in grammar translation method. In order to do this, when the teacher introduces a new target language word or phrase, he demonstrate its meaning through the use of realia, pictures, or pantomime; he never translates it into the students ‘native language’. Students speak in the target language a great deal and communicate as if they were in real situations.
The initiation of the interaction goes both ways, from the teachers to students and from the students to the teacher, although the latter in often teacher directed. The also study culture consisting of the history of the people who speak the target language. Vocabulary is emphasized over grammar. Although work on all for skills occurs from the start, oral communication is seen as basic. The student native language should not be used in the classroom.
The teacher, employing various techniques, tries to get students to self-correct whenever possible. The teacher reads the passage three times and students take turns reading sections of passage, play, or dialog out loud. Students are asked questions and never in full sentences so that they practice new words and grammatical structures.
The teacher of this class has the students self-correct by asking them to make a choice between what they said and an alternative answer he supplied. The teacher asks student a number of questions in the target language.
Fill in the blank exercise has already been discussed in the grammar translation method, but differs in its application in direct in the direct method. The class included one examples of a technique used to give listening comprehension practice. The teacher in this class asked the students to write a paragraph in their own words on the major geographical features of the United States.
Comparison between audio lingual and silent way
Comparison between audio lingual and silent way
Audio Lingual Method
• The Teachers introduce a new dialog
• The language teacher uses only the target language in the classroom
• The language teacher introduces the dialog by modeling it two times
• the students repeat each line of the new dialog several times
• The students stumble over one of the lines the dialog
• the teacher initiates a chain drill in which each student greets another
• the teacher uses single-slot and multiple-slot substitution drills
• the teacher says, 'Very Good' when the students answer correctly
• the teacher uses spoken cues and picture cues
• the teacher conducts transformation
• when the students can handle it, the teacher poses the question to them rapidly
• the teacher provides the students with cues; she calls on individuals; she smiles encouragement; she holds up pictures one after another
• new vocabulary is introduced through lines of the dialog; vocabulary is limited
• students are given no grammar rules; grammatical points are taught through examples and drills
• the teacher does a contrastive analysis of the target language and the students ‘native language in order to locate the places where she anticipates her students will have trouble
• the teacher likes the dialog on the blackboard toward the end of the week
• the supermarket alphabet game and a discussion of American supermarkets and football are included
Silent Way
• The teacher points to five blocks of color without saying anything
• the teacher points again to the five blocks of color
• the teacher does not model the new sounds,but rather uses gestures to show the students how to modify the Portuguese sounds
• Students take turns tapping out the sounds
• one students says 'A esquerda,' to help another
• The teacher works with gestures nd sometimes instructions in the students native language, to help the students to produce the target language sounds as accurately as possible
• the students learn the sounds of new blocks of color by tapping out the names of their classmates
• the teacher points to a rod and then to three blocks of color on the sound-color chart
• the teacher points to the words 'a' and 'rod' on the word chart
• the teacher sits down at the table and is silent. After a minute, a girl points to a rod and says, 'a rod'
• the teacher points to a particular rod and taps out ‘a blue rod’ on the sound-color chart
• on the students tries to say ‘a pink rod’ and has trouble
• the first student tries to say ‘a pink rod’ again
• another student has trouble pronouncing part of the phrase ‘a pink rod’
• after locating the error for the student, the teacher does not supply the correct language until all self-correction option have failed
• the teacher mouths the correct sound, but does not vocalize it
Audio Lingual Method
• The Teachers introduce a new dialog
• The language teacher uses only the target language in the classroom
• The language teacher introduces the dialog by modeling it two times
• the students repeat each line of the new dialog several times
• The students stumble over one of the lines the dialog
• the teacher initiates a chain drill in which each student greets another
• the teacher uses single-slot and multiple-slot substitution drills
• the teacher says, 'Very Good' when the students answer correctly
• the teacher uses spoken cues and picture cues
• the teacher conducts transformation
• when the students can handle it, the teacher poses the question to them rapidly
• the teacher provides the students with cues; she calls on individuals; she smiles encouragement; she holds up pictures one after another
• new vocabulary is introduced through lines of the dialog; vocabulary is limited
• students are given no grammar rules; grammatical points are taught through examples and drills
• the teacher does a contrastive analysis of the target language and the students ‘native language in order to locate the places where she anticipates her students will have trouble
• the teacher likes the dialog on the blackboard toward the end of the week
• the supermarket alphabet game and a discussion of American supermarkets and football are included
Silent Way
• The teacher points to five blocks of color without saying anything
• the teacher points again to the five blocks of color
• the teacher does not model the new sounds,but rather uses gestures to show the students how to modify the Portuguese sounds
• Students take turns tapping out the sounds
• one students says 'A esquerda,' to help another
• The teacher works with gestures nd sometimes instructions in the students native language, to help the students to produce the target language sounds as accurately as possible
• the students learn the sounds of new blocks of color by tapping out the names of their classmates
• the teacher points to a rod and then to three blocks of color on the sound-color chart
• the teacher points to the words 'a' and 'rod' on the word chart
• the teacher sits down at the table and is silent. After a minute, a girl points to a rod and says, 'a rod'
• the teacher points to a particular rod and taps out ‘a blue rod’ on the sound-color chart
• on the students tries to say ‘a pink rod’ and has trouble
• the first student tries to say ‘a pink rod’ again
• another student has trouble pronouncing part of the phrase ‘a pink rod’
• after locating the error for the student, the teacher does not supply the correct language until all self-correction option have failed
• the teacher mouths the correct sound, but does not vocalize it
The Grammar Translation Method
The Grammar - Translation Method
Intoduction
The grammar translation method is not new. It has been used by language teachers for many years and then was called the classical Method since it was first used in the teaching of the classical languages. Latin and Greek (Chaistain 1988). Student would become more familiar with the grammar of their native language and that this familiarity would help them speak and write their native language better. The class is a high-intermediate level English class at university in Colombia. there are forty two students in the class. Two hour classes are conducted three times a week.
Experience
They have to make inferences based on their understanding of the passage. The other type of question requires the students to relate the passage to their own experience. They are told that some of these are review words and that others are new to them. The students are instructed to give the spanish word for each of them and find the opposites of these words in the passage.
English words that look like spanish words are called cognates. The English 'try', she says for example, often corresponds to the spanish endings -dad and -tad. At the end there is a list of vocabulary items that appeared in the passage. the list is divided into two parts : the first contains words and the second, idioms. The students asks the teacher to memorize the sapnish translation for the first twenty words and to write a sentence in English using each words.
Observation
1. reading
2. translate
3. use native language
4. reading comprehension
5. teacher selects a different student to supply the correct answer or the teacher herself gives the right answer
6. translate new words
7. rule for the-use
8. apply the rule
9. memorize vocabulary
10. state the grammar rule
11. present tense,past tense,past participle.
Principles
1. Literary language is superior to spoken language. Students study of the target culture is limited to its literatur and fine arts
2. important goal is to be able to translate each language into the other.
3. target language is not a goal
4. the primary skills to be developed are reading and writing
5. language equivalents for all target language words
6. through attention to similarities between the target language and the native language
7. learn about the form of the Target language
8. Deductive application of an explicit grammar rule is a useful pedagogical technique
9. language learning provides good mental exercise
10. Conscious of the grammatical rules of the target language
11. Wherever possible, verb conjugation and other grammatical paradigsm should be commited to memory
Reviewing The Principals
1. What are the goals of teachers who use the grammar translation method?
The grammar translation method purpose of learning a foreign language is to be able to read a literature written in the target language. Students learn about the grammar rules and vocabulary of the target language.
2. What is the role of the teachers? What is the role of the students?
Teacher is the authority in the classroom. Students they can learn what she knows
3. What are some characteristics of the teaching/learning process?
Translate from one language to another
4. What is the nature of student-teacher interaction? What is the nature of students-student interaction?
Most of the interaction is from the teacher to the students
5. How is the language viewed? How is culture viewed?
Literary language to spoken language
6. How are the feelings of the student dealt with ?
There are no principles of the method which relate to this area
7. What areas of language are emphasized ? What language skills are emphasized ?
There is much less attention given to speaking and listening.
8. What is role of the students ‘ Native Language ’ ?
The Language that is used in class is mostly the student’ native language
9. How is evaluation accomplished ?
Written tests in which students are asked to translate from their native language to the target language
10. How does the teacher respond the student errors ?
If students make errors or don’t know answer, the teacher supplies them with the correct answer
Intoduction
The grammar translation method is not new. It has been used by language teachers for many years and then was called the classical Method since it was first used in the teaching of the classical languages. Latin and Greek (Chaistain 1988). Student would become more familiar with the grammar of their native language and that this familiarity would help them speak and write their native language better. The class is a high-intermediate level English class at university in Colombia. there are forty two students in the class. Two hour classes are conducted three times a week.
Experience
They have to make inferences based on their understanding of the passage. The other type of question requires the students to relate the passage to their own experience. They are told that some of these are review words and that others are new to them. The students are instructed to give the spanish word for each of them and find the opposites of these words in the passage.
English words that look like spanish words are called cognates. The English 'try', she says for example, often corresponds to the spanish endings -dad and -tad. At the end there is a list of vocabulary items that appeared in the passage. the list is divided into two parts : the first contains words and the second, idioms. The students asks the teacher to memorize the sapnish translation for the first twenty words and to write a sentence in English using each words.
Observation
1. reading
2. translate
3. use native language
4. reading comprehension
5. teacher selects a different student to supply the correct answer or the teacher herself gives the right answer
6. translate new words
7. rule for the-use
8. apply the rule
9. memorize vocabulary
10. state the grammar rule
11. present tense,past tense,past participle.
Principles
1. Literary language is superior to spoken language. Students study of the target culture is limited to its literatur and fine arts
2. important goal is to be able to translate each language into the other.
3. target language is not a goal
4. the primary skills to be developed are reading and writing
5. language equivalents for all target language words
6. through attention to similarities between the target language and the native language
7. learn about the form of the Target language
8. Deductive application of an explicit grammar rule is a useful pedagogical technique
9. language learning provides good mental exercise
10. Conscious of the grammatical rules of the target language
11. Wherever possible, verb conjugation and other grammatical paradigsm should be commited to memory
Reviewing The Principals
1. What are the goals of teachers who use the grammar translation method?
The grammar translation method purpose of learning a foreign language is to be able to read a literature written in the target language. Students learn about the grammar rules and vocabulary of the target language.
2. What is the role of the teachers? What is the role of the students?
Teacher is the authority in the classroom. Students they can learn what she knows
3. What are some characteristics of the teaching/learning process?
Translate from one language to another
4. What is the nature of student-teacher interaction? What is the nature of students-student interaction?
Most of the interaction is from the teacher to the students
5. How is the language viewed? How is culture viewed?
Literary language to spoken language
6. How are the feelings of the student dealt with ?
There are no principles of the method which relate to this area
7. What areas of language are emphasized ? What language skills are emphasized ?
There is much less attention given to speaking and listening.
8. What is role of the students ‘ Native Language ’ ?
The Language that is used in class is mostly the student’ native language
9. How is evaluation accomplished ?
Written tests in which students are asked to translate from their native language to the target language
10. How does the teacher respond the student errors ?
If students make errors or don’t know answer, the teacher supplies them with the correct answer
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