HOW TO TEACH READING AND LISTENING
We can use Communicative Language Learning to teach speaking to the students. The teacher uses target language all the time in the class and also the students.
The teacher can use some games like guess the pictures. Teacher or one student go to in front of the class to explain about the picture and the other students guess what or who is the student or teacher talking about.
Students can learn about how to show their idea and what are their thinking by using target language.
We can use Audio Lingual Method to teach listening to students. Teacher only use target language in the class. teacher can use some techniques such as sing a song. The teacher play the song first and let the students listen it. And then play again and tell the students to repeat the song together.
Jumat, 04 Juni 2010
HOW TO TEACH READING AND WRITING
HOW TO TEACH READING AND WRITING
To start teaching children reading and writing, it better begin when they are 5 or 6 years old. Because in that ages they can reach new information quickly. And they can write and read quickly if well motivated. They must enjoy the study and in good situation and fun to success the process.
Below are some reading and writing strategies in teaching reading and writing .
1. Reading Strategies:
Read aloud : This way teacher reads text loudly. This way allow teachers to be a model reading, engage students in text that may be too hard for them to read by themselves.
Read together : Teacher and students read text together. So, it allows students to participate and support each other.
Guided Reading : This ways prepare students to read by themselves. It is the challenge for students in some areas such as vocabulary building, comparison of character, and the differences of story structure. The aim is to make students can repeat the text independently.
Independent read: Students read independently or with partners. Let them to choose the text and employ strategies that they’ve learned by other reading.
2. Writing strategies:
Write together : Teacher and students write text together. This way not only with children who are just learning how to write, but it also used with children to introduced new words.
Interactive write : This way will increase the active participate from students in real writing. Teacher as the model, supports the students like practicing spelling, connecting sounds with letters and understanding how the words work with other words.
Guided writing : In that way students learn strategies that they can use independently. In here students get more freedom to explore their ideas and opinions.
Independent write: this way offers students to combine and practice learning strategies in previously more supportive settings. Students must decide textual organization, which word and the exactly sounds for the assignment.
To start teaching children reading and writing, it better begin when they are 5 or 6 years old. Because in that ages they can reach new information quickly. And they can write and read quickly if well motivated. They must enjoy the study and in good situation and fun to success the process.
Below are some reading and writing strategies in teaching reading and writing .
1. Reading Strategies:
Read aloud : This way teacher reads text loudly. This way allow teachers to be a model reading, engage students in text that may be too hard for them to read by themselves.
Read together : Teacher and students read text together. So, it allows students to participate and support each other.
Guided Reading : This ways prepare students to read by themselves. It is the challenge for students in some areas such as vocabulary building, comparison of character, and the differences of story structure. The aim is to make students can repeat the text independently.
Independent read: Students read independently or with partners. Let them to choose the text and employ strategies that they’ve learned by other reading.
2. Writing strategies:
Write together : Teacher and students write text together. This way not only with children who are just learning how to write, but it also used with children to introduced new words.
Interactive write : This way will increase the active participate from students in real writing. Teacher as the model, supports the students like practicing spelling, connecting sounds with letters and understanding how the words work with other words.
Guided writing : In that way students learn strategies that they can use independently. In here students get more freedom to explore their ideas and opinions.
Independent write: this way offers students to combine and practice learning strategies in previously more supportive settings. Students must decide textual organization, which word and the exactly sounds for the assignment.
Senin, 17 Mei 2010
Total Physical Response
Total Physical Response
Introduction
There are several methods being practiced today that have in common an attempt to apply this observation to foreign language instruction. One such method is Krashen and Terrell’s Natural Approach. The Natural Approach shares certain features with The Direct Method with the basic communications skill and vocabulary through their receiving meaningful exposure to the target language. The students listen to the teacher using the target language communicatively from the beginning of instruction. The teacher helps her students to understand her by using pictures and occasional words in student native language and by being as expressive as possible.
Another method that fits within the Comprehension Approach is Winitz and Reeds self-instructional program and Winitz’ The Learnable. In this method, students listen to tape-recorded words, phrase, and sentences while they look at accompanying pictures.
A new method, called the Lexical Approach, also fits within the Comprehension Approach. Developed by Michael Lewis, the Lexical Approach is less concerned with student production and more concerned that students receive abundant comprehensible input.
A fourth method, James Asher’s Total Physical Response (TPR), is the one we will examine in detail here in order to see how the principles of the Comprehension Approach are put into practice.
The Principles
1. What are the goals of teachers who use TPR?
TPR was developed in order to reduce the stress people feel when studying foreign languages and thereby encourage students to persist in their study beyond the beginning level of proficiency.
2. What is the role of the teacher? What is the role of the students?
The teacher is the director of all behavior. The students are imitators of her non-verbal model.
3. What some characteristics of the teaching/learning process?
After learning to response to some oral commands, they learn to read and write. When they are ready to speak, they becomes the once who issue the commands. After all, activities expand to include skits and games.
4. What is the nature of student-teacher interaction? What is the nature of student-student interaction?
The teacher interacts with the whole group of the students and with individual students. The students respond non-verbal if the teacher speaking.
5. How are the feelings of student dealt with?
TPR was developed was to reduce the stress people feel when studying foreign language.
6. How is language viewed? How is culture viewed?
The oral modality is language viewed and the cultural is the lifestyle of the people who speak the language natively.
7. What areas of language are emphasized? What language skills are emphasized?
Vocabulary and grammatical structures are embedded within imperatives (single words and multi-words chunks).
The spoken language is emphasized over written language.
8. What is the role of the students’ native language?
The teacher gives a command in target language and performs it with the students. Meaning in target language can often be conveyed through action.
9. How is evaluation accomplished?
The teachers will know immediately whether or not students understand by observing their students action.
10. How does the teacher respond to student errors?
Teacher should be tolerant of them and only correct major errors.
Introduction
There are several methods being practiced today that have in common an attempt to apply this observation to foreign language instruction. One such method is Krashen and Terrell’s Natural Approach. The Natural Approach shares certain features with The Direct Method with the basic communications skill and vocabulary through their receiving meaningful exposure to the target language. The students listen to the teacher using the target language communicatively from the beginning of instruction. The teacher helps her students to understand her by using pictures and occasional words in student native language and by being as expressive as possible.
Another method that fits within the Comprehension Approach is Winitz and Reeds self-instructional program and Winitz’ The Learnable. In this method, students listen to tape-recorded words, phrase, and sentences while they look at accompanying pictures.
A new method, called the Lexical Approach, also fits within the Comprehension Approach. Developed by Michael Lewis, the Lexical Approach is less concerned with student production and more concerned that students receive abundant comprehensible input.
A fourth method, James Asher’s Total Physical Response (TPR), is the one we will examine in detail here in order to see how the principles of the Comprehension Approach are put into practice.
The Principles
1. What are the goals of teachers who use TPR?
TPR was developed in order to reduce the stress people feel when studying foreign languages and thereby encourage students to persist in their study beyond the beginning level of proficiency.
2. What is the role of the teacher? What is the role of the students?
The teacher is the director of all behavior. The students are imitators of her non-verbal model.
3. What some characteristics of the teaching/learning process?
After learning to response to some oral commands, they learn to read and write. When they are ready to speak, they becomes the once who issue the commands. After all, activities expand to include skits and games.
4. What is the nature of student-teacher interaction? What is the nature of student-student interaction?
The teacher interacts with the whole group of the students and with individual students. The students respond non-verbal if the teacher speaking.
5. How are the feelings of student dealt with?
TPR was developed was to reduce the stress people feel when studying foreign language.
6. How is language viewed? How is culture viewed?
The oral modality is language viewed and the cultural is the lifestyle of the people who speak the language natively.
7. What areas of language are emphasized? What language skills are emphasized?
Vocabulary and grammatical structures are embedded within imperatives (single words and multi-words chunks).
The spoken language is emphasized over written language.
8. What is the role of the students’ native language?
The teacher gives a command in target language and performs it with the students. Meaning in target language can often be conveyed through action.
9. How is evaluation accomplished?
The teachers will know immediately whether or not students understand by observing their students action.
10. How does the teacher respond to student errors?
Teacher should be tolerant of them and only correct major errors.
Sabtu, 01 Mei 2010
peringtan hari buruh
Tanggal 1 Mei diperingati sebagai Hari Buruh sedunia atau biasa di sebut Mayday. Semua buruh di dunia merayakan momen ini dengan berdemo, tak terkecuali di Indonesia.
Saat ini negara kita telah menjunjung tinggi demokrasi dan tiap warga negaranya berhak untuk mengeluarkan pendapatnya. dan sah saja bila para buruh di Indonesia juga merayakannya dengan ikut berdemo seperi dinegara-negara lainnya. Selama demo yang dilakukan itu tidak bersifat anarkis.
Para buruh merasa dirugikan oleh perusahaan karena banyak terjadi out-sourcing. dan biasanya para buruh menuntut peningkatan kesejahteraan mereka serta perubahaan UUD tentang perburuhan yang dirasa merugikan mereka.
Tidak menutup kemungkinan bila tuntutan mereka terealisasi demo yang terjadi tidak akan berisi tentang tuntutan melainkan hanya keikut sertaan mereka dalam merayakan hati buruh sedunia.
Selamat Hari Buruh . . .
Saat ini negara kita telah menjunjung tinggi demokrasi dan tiap warga negaranya berhak untuk mengeluarkan pendapatnya. dan sah saja bila para buruh di Indonesia juga merayakannya dengan ikut berdemo seperi dinegara-negara lainnya. Selama demo yang dilakukan itu tidak bersifat anarkis.
Para buruh merasa dirugikan oleh perusahaan karena banyak terjadi out-sourcing. dan biasanya para buruh menuntut peningkatan kesejahteraan mereka serta perubahaan UUD tentang perburuhan yang dirasa merugikan mereka.
Tidak menutup kemungkinan bila tuntutan mereka terealisasi demo yang terjadi tidak akan berisi tentang tuntutan melainkan hanya keikut sertaan mereka dalam merayakan hati buruh sedunia.
Selamat Hari Buruh . . .
Rabu, 28 April 2010
Community Language Learning
Community Language Learning
Introduction
The method we will examine in this chapter advises teachers to consider their students as ‘whole-person’. Whole-person learning means that teacher consider not only their students’ intellect, but also have physical reactions, instinctive protective reactions, and desire to learn. This method takes the principles from Counseling-learning approach developed by Charles A. Curran. He believed that a way to deal with the fear of students is for the teachers to become ‘language counselors’. A language counselor does not mean someone that trained in psychologist; it means someone who is a skillful understander of a struggle student face as they attempt to internalize another language. By understanding students’ fears and being sensitive to them, he can help students overcome their negative feelings and turn them into positive energy to further their learning.
The principles
1. What are the goals of the teacher who use the Community Language Learning Method?
Teachers want their students to learn about their own learning, to take increasing responsibility for it, and to learn how to learn from one another. It can be accomplished in a non-defensive manner if the teacher and the learners treat each other as whole persons, valuing both thoughts and feelings.
2. What is the role of the teacher? What is the role of the students?
The teacher’s initial role is primarily that o a counselor, means that the teacher is a therapist, or that the teacher does not teaching. Initially the learners are very dependent upon the teacher. It is recognized, however, that as the learners continue the study, they become increasingly independent. The teacher focused not only on the language but also on being supportive of learners in their learning process.
3. What are some characteristic of the teaching/learning process?
According to Curran, there are six elements. The first is security. The second is aggression, means that students should be given an opportunity to assert themselves be actively involved, and invest themselves in the learning experience. The third is attention. The forth is reflection. The fifth is retention and the last is discrimination, sorting out the differences among the target language form.
4. What is the nature of student-teacher interaction? What is the nature of student-student interaction?
The nature of student-teacher interaction in this method changes within the lesson and over time. Building relationship between student-student is very important. In a trusting relationship, any debilitating anxiety that students feel can be reduced, thereby helping students to stay open the learning process. Students can learn from their interaction with each other as well as their interaction with the teacher.
5. How are the feelings of the students dealt with?
Responding to the students feelings is considered very important in Counseling-Learning. One regular activity is inviting students to comment on how they feeling. The teacher listening and respond to each comment carefully.
6. How is language viewed? How is culture viewed?
Language is for communication and culture is integral part of language learning.
7. What areas of language are emphasized? What language skills are emphasized?
The teacher might prepare specific materials or work with published textbook. Particular grammar points, pronunciation patterns, and vocabulary, based on the language the students have generated. And the most important skills are understanding and speaking.
8. What is the role of the students’ native language?
Students’ security is initially enhanced by using their native language.
9. How is evaluation accomplished?
• The students take a test at the end of a course.
• A teacher made classroom test likely be more of an integrative test than a discrete-point one.
• Students would be asked to write a paragraph or be given an oral interview.
• The teacher would encourage their students to self-evaluate-to look at their own learning and to become aware of their own progress.
10. How does the teacher respond to student errors?
The teacher to repeat correctly what the students has said incorrectly, without calling further attention to the error. It is consistent with sustaining a respectful, non-defensive relationship between teacher and students.
Introduction
The method we will examine in this chapter advises teachers to consider their students as ‘whole-person’. Whole-person learning means that teacher consider not only their students’ intellect, but also have physical reactions, instinctive protective reactions, and desire to learn. This method takes the principles from Counseling-learning approach developed by Charles A. Curran. He believed that a way to deal with the fear of students is for the teachers to become ‘language counselors’. A language counselor does not mean someone that trained in psychologist; it means someone who is a skillful understander of a struggle student face as they attempt to internalize another language. By understanding students’ fears and being sensitive to them, he can help students overcome their negative feelings and turn them into positive energy to further their learning.
The principles
1. What are the goals of the teacher who use the Community Language Learning Method?
Teachers want their students to learn about their own learning, to take increasing responsibility for it, and to learn how to learn from one another. It can be accomplished in a non-defensive manner if the teacher and the learners treat each other as whole persons, valuing both thoughts and feelings.
2. What is the role of the teacher? What is the role of the students?
The teacher’s initial role is primarily that o a counselor, means that the teacher is a therapist, or that the teacher does not teaching. Initially the learners are very dependent upon the teacher. It is recognized, however, that as the learners continue the study, they become increasingly independent. The teacher focused not only on the language but also on being supportive of learners in their learning process.
3. What are some characteristic of the teaching/learning process?
According to Curran, there are six elements. The first is security. The second is aggression, means that students should be given an opportunity to assert themselves be actively involved, and invest themselves in the learning experience. The third is attention. The forth is reflection. The fifth is retention and the last is discrimination, sorting out the differences among the target language form.
4. What is the nature of student-teacher interaction? What is the nature of student-student interaction?
The nature of student-teacher interaction in this method changes within the lesson and over time. Building relationship between student-student is very important. In a trusting relationship, any debilitating anxiety that students feel can be reduced, thereby helping students to stay open the learning process. Students can learn from their interaction with each other as well as their interaction with the teacher.
5. How are the feelings of the students dealt with?
Responding to the students feelings is considered very important in Counseling-Learning. One regular activity is inviting students to comment on how they feeling. The teacher listening and respond to each comment carefully.
6. How is language viewed? How is culture viewed?
Language is for communication and culture is integral part of language learning.
7. What areas of language are emphasized? What language skills are emphasized?
The teacher might prepare specific materials or work with published textbook. Particular grammar points, pronunciation patterns, and vocabulary, based on the language the students have generated. And the most important skills are understanding and speaking.
8. What is the role of the students’ native language?
Students’ security is initially enhanced by using their native language.
9. How is evaluation accomplished?
• The students take a test at the end of a course.
• A teacher made classroom test likely be more of an integrative test than a discrete-point one.
• Students would be asked to write a paragraph or be given an oral interview.
• The teacher would encourage their students to self-evaluate-to look at their own learning and to become aware of their own progress.
10. How does the teacher respond to student errors?
The teacher to repeat correctly what the students has said incorrectly, without calling further attention to the error. It is consistent with sustaining a respectful, non-defensive relationship between teacher and students.
Minggu, 18 April 2010
Lifestyle - One of Causes of Obesity in Britain
Lifestyle - One of Causes of Obesity
in Britain
From the progress of social economy, technology, and the globalization of information has been changed lifestyle and model of thinking and attitude, which can see from food habitual and physical activity. With all of the progress most of people do their activity in outside home and more often to eat in the outside by eat the fast food that has high calories. On the other hand for doing another activity, because they had limited time, people more often use machine like lift or escalator to move the people to another floor. For going to short distance people choose to use vehicle than walking and because busy activities, they have no time to exercise. And it makes people not use their energy with optimally.
Food habit, selection of food, how to use the energy, and the way in solve the stress actually can influence the obesity. Actually between emotion and food apatite has connected to each other because when the emotion came in, the hormone that came out can result at the step on of body metabolism so it result the decrease of blood sugar levels and it makes hungry. That have to attention is habitual food in the family. The obesity generally came from family that has habitual food in big portion, in often frequency, always has food supply in the kitchen, and more often to consume snack outside eat time.
The indicated of obesity is piling of many fats under diaphragm and inside the chest wall will pressure the lungs, and it disturb breathing and hard for breath, even the object just doing easy activity. This disturbing of breathing may happened when the object sleep and make the breathing stop for a while (apnea sleeping), and the result in day the object often feels sleepy.
The obesity may happened many orthopedic problem, included the painful in lower back and make worst osteoarthritis (especially in hip, knee, and foot areas). And also sometimes found the differences of skin. People who get obesity have body surface that relative more tights than their body weight, the hot of body can’t throw as efficient and put outside more sweat. Also found edema (swelling causes of piling some water) in leg and foot areas.
Hospital admissions for obesity-related problems grew 30% to more than 5,000 in the same period. They are up seven-fold in a decade, the figures showed. And the number of prescriptions dispensed to treat obesity rose by 16% last year to 1.23 million.
"The report highlights the scale of the country's obesity problem and shows increasing NHS treatment using weight-loss surgery and medications," said Tim Straughan, the head of the NHS Information Centre.
In British Health Profile Report, who quote from Organization Economic Cooperation and Development (OECD) showed that obesity in British increase until 24%. Based on the report of British Health Department about 13milions people will get overweight in 2010 if they not as soon as possible resolve it.
The NHS statistical report also found that in 2007 one in four adults were classed as obese in England with children more susceptible than ten years ago. In 2007, 17% of boys and 16% of girls aged 2-15 were classed as obese, increasing from 11% and 12% in 1995, the NHS figures showed. On a positive note the report found that since 1997 more people were exercising to fight the body weight, and since 2001 more adults and children eat more fruit and vegetables.
According to hospital report for obesity related problems grew 30% until more than 5,000 in the same year. They are increase seven fold in ten years, the figures showed. And the number of prescriptions dispensed to treat obesity rose by 16% last year to 1.23 million.
"The report highlights the scale of the country's obesity problem and shows increasing NHS treatment using weight-loss surgery and medications," said Tim Straughan, the head of the NHS Information Centre.
Ex British Prime Minister Tony Blair by BBC said that everybody must responsible on their healthy. “We can’t make healthy tool with high technology to resolve that problem. Because healthy not only to treat when sick, but save when health. Everybody has responsible with what they do” said Blair.
If there is no change in British lifestyle, in 2010 a third man in British will be suffered of obesity. The increasing of obesity is happened with the girl about 22% and for the boy increase about 19%. However obesity has accomplished National Health Service (NHS) budget now.
Dr. Ian Campbell, health specialist, guesses the money that spent to solve obesity in NHS until a billion pounds. Actually, obesity has related with diabetes, heart disease, hypertension, stroke, and a range of other often life-threatening conditions which need long medicine.
And The British Fertility Organization suggestion for the medicine tube pregnant with NHS budget has not given to woman that has obesity. It causes because the successes level in woman that has obesity is low, at once to invite the woman to care with her body weight.
Obesity map has been spent by the government. The big risk in Easington, North England more about 22% and the lowest in the centre of London, there are in Chelsea and Kensington, residence of celebrities, foreign millionaire, and football players. And in Easington is ex fare place, which generally is low pay.
The obesities in British argue that has related between lifestyle and obesity, and in big city people inclining with health lifestyle like by consume fruits and vegetables, or routine in bike. So not just watching TV with big glasses of coke or a tin of beer by eaten a big plate of potatoes fried.
Below, there are some foods that contain a lot of fat and can make people get in obesity:
• Pure potato
Moreover the processed use cream and margarine. A half cup of it is consist 200 calories.
• Candy
Besides consist of bas fat, the sugar level is very high. Likewise with the other food like donut, cake, and roll pasty.
• Ice cream
Even it very arouse interest, ice cream still consist high fat, sugar and calorie.
• Crispy chips of potato
It’s one of food that very opportunity makes people in fat, because it consist very high salt. Not only that, the fat and salt is high too, so the total of calorie is very high. Besides that, crispy chips of potato consist of preservative, taste, and sweets maker that clearly can loss the health.
• Instant meat
Even it very practically, hot dog, sausage, and the other instant meat, has bad fat. The level is very high, as much as the salt level that contain.
• Crispy snack
It is kind of food that bad enough for health because as generally it made by fried which frying oil that never change every frying. The fat is also very high and less guaranty of cleanness if it sells in the street.
• Fast food
Such as hamburger, nachos, and potato fried. It consist very high fat and also the calorie. Meanwhile, there is nothing the nutrition that health to body.
• Coke
Even it refresh at the time, it nothing has nutrition value. Except, it contain a lot of sugar, sodium and calorie.
• Sweet cereal
Cereal that consist many carbohydrate, more become a threat if meet with sweet from sugar. It can increase sugar blood and makes body pile of fat.
• Whole milk
Even it contain good calcium for body, this kind of milk has high fat that make pile of body fat. So, if you want to take benefit from the calcium, try to change the milk that free of fat or low fat.
• The gravy of meat
It consist of high fat and carbohydrate or the calorie that as much as high.
• The bread
Especially that made by flour that has experience of fineness, as the result it contain of high fat and carbohydrate. As the save way, try to consume bread wheat and get the benefit from the fiber.
• Any kind of cream
Whipped cream that usually used to decorate in strawberry juice and dressing salad, all of it contain of high fat, and become high calorie if it mixed with your healthy food. It will be better if you not to mixed the food with any kind of cream or topping while you are consuming healthy food.
• The mayonnaise
It contains a lot of fat inside. So, it better use a little if you want it.
• The instance of coffee
Do you know that a cup of coffee instance consist more than 39 fats? If you don’t want your body became a pile of fat, try to count clearly how much the calorie that come to your body from instance coffee.
Genetic factor in obesity can’t be avoiding. But we can change our lifestyle to better way and more health so that we can avoid from obesity, such as:
• Never missed breakfast
Don’t miss your breakfast because breakfast is very useful to gets the energy. The energy that gets from food will useful for body after the stomach in empty situation all the night. If it not completed, body will feel very hungry then our lunch portion will increase from the number that we need.
• Consuming healthy food
The healthy food is like fresh fruits and vegetables that contain fibrous. The fibrous will help to less the reserve fat and also to decrease illness risk of heart attack.
• Regularly exercise
By doing exercise can help to speed up the burning fat process insides our body.
in Britain
From the progress of social economy, technology, and the globalization of information has been changed lifestyle and model of thinking and attitude, which can see from food habitual and physical activity. With all of the progress most of people do their activity in outside home and more often to eat in the outside by eat the fast food that has high calories. On the other hand for doing another activity, because they had limited time, people more often use machine like lift or escalator to move the people to another floor. For going to short distance people choose to use vehicle than walking and because busy activities, they have no time to exercise. And it makes people not use their energy with optimally.
Food habit, selection of food, how to use the energy, and the way in solve the stress actually can influence the obesity. Actually between emotion and food apatite has connected to each other because when the emotion came in, the hormone that came out can result at the step on of body metabolism so it result the decrease of blood sugar levels and it makes hungry. That have to attention is habitual food in the family. The obesity generally came from family that has habitual food in big portion, in often frequency, always has food supply in the kitchen, and more often to consume snack outside eat time.
The indicated of obesity is piling of many fats under diaphragm and inside the chest wall will pressure the lungs, and it disturb breathing and hard for breath, even the object just doing easy activity. This disturbing of breathing may happened when the object sleep and make the breathing stop for a while (apnea sleeping), and the result in day the object often feels sleepy.
The obesity may happened many orthopedic problem, included the painful in lower back and make worst osteoarthritis (especially in hip, knee, and foot areas). And also sometimes found the differences of skin. People who get obesity have body surface that relative more tights than their body weight, the hot of body can’t throw as efficient and put outside more sweat. Also found edema (swelling causes of piling some water) in leg and foot areas.
Hospital admissions for obesity-related problems grew 30% to more than 5,000 in the same period. They are up seven-fold in a decade, the figures showed. And the number of prescriptions dispensed to treat obesity rose by 16% last year to 1.23 million.
"The report highlights the scale of the country's obesity problem and shows increasing NHS treatment using weight-loss surgery and medications," said Tim Straughan, the head of the NHS Information Centre.
In British Health Profile Report, who quote from Organization Economic Cooperation and Development (OECD) showed that obesity in British increase until 24%. Based on the report of British Health Department about 13milions people will get overweight in 2010 if they not as soon as possible resolve it.
The NHS statistical report also found that in 2007 one in four adults were classed as obese in England with children more susceptible than ten years ago. In 2007, 17% of boys and 16% of girls aged 2-15 were classed as obese, increasing from 11% and 12% in 1995, the NHS figures showed. On a positive note the report found that since 1997 more people were exercising to fight the body weight, and since 2001 more adults and children eat more fruit and vegetables.
According to hospital report for obesity related problems grew 30% until more than 5,000 in the same year. They are increase seven fold in ten years, the figures showed. And the number of prescriptions dispensed to treat obesity rose by 16% last year to 1.23 million.
"The report highlights the scale of the country's obesity problem and shows increasing NHS treatment using weight-loss surgery and medications," said Tim Straughan, the head of the NHS Information Centre.
Ex British Prime Minister Tony Blair by BBC said that everybody must responsible on their healthy. “We can’t make healthy tool with high technology to resolve that problem. Because healthy not only to treat when sick, but save when health. Everybody has responsible with what they do” said Blair.
If there is no change in British lifestyle, in 2010 a third man in British will be suffered of obesity. The increasing of obesity is happened with the girl about 22% and for the boy increase about 19%. However obesity has accomplished National Health Service (NHS) budget now.
Dr. Ian Campbell, health specialist, guesses the money that spent to solve obesity in NHS until a billion pounds. Actually, obesity has related with diabetes, heart disease, hypertension, stroke, and a range of other often life-threatening conditions which need long medicine.
And The British Fertility Organization suggestion for the medicine tube pregnant with NHS budget has not given to woman that has obesity. It causes because the successes level in woman that has obesity is low, at once to invite the woman to care with her body weight.
Obesity map has been spent by the government. The big risk in Easington, North England more about 22% and the lowest in the centre of London, there are in Chelsea and Kensington, residence of celebrities, foreign millionaire, and football players. And in Easington is ex fare place, which generally is low pay.
The obesities in British argue that has related between lifestyle and obesity, and in big city people inclining with health lifestyle like by consume fruits and vegetables, or routine in bike. So not just watching TV with big glasses of coke or a tin of beer by eaten a big plate of potatoes fried.
Below, there are some foods that contain a lot of fat and can make people get in obesity:
• Pure potato
Moreover the processed use cream and margarine. A half cup of it is consist 200 calories.
• Candy
Besides consist of bas fat, the sugar level is very high. Likewise with the other food like donut, cake, and roll pasty.
• Ice cream
Even it very arouse interest, ice cream still consist high fat, sugar and calorie.
• Crispy chips of potato
It’s one of food that very opportunity makes people in fat, because it consist very high salt. Not only that, the fat and salt is high too, so the total of calorie is very high. Besides that, crispy chips of potato consist of preservative, taste, and sweets maker that clearly can loss the health.
• Instant meat
Even it very practically, hot dog, sausage, and the other instant meat, has bad fat. The level is very high, as much as the salt level that contain.
• Crispy snack
It is kind of food that bad enough for health because as generally it made by fried which frying oil that never change every frying. The fat is also very high and less guaranty of cleanness if it sells in the street.
• Fast food
Such as hamburger, nachos, and potato fried. It consist very high fat and also the calorie. Meanwhile, there is nothing the nutrition that health to body.
• Coke
Even it refresh at the time, it nothing has nutrition value. Except, it contain a lot of sugar, sodium and calorie.
• Sweet cereal
Cereal that consist many carbohydrate, more become a threat if meet with sweet from sugar. It can increase sugar blood and makes body pile of fat.
• Whole milk
Even it contain good calcium for body, this kind of milk has high fat that make pile of body fat. So, if you want to take benefit from the calcium, try to change the milk that free of fat or low fat.
• The gravy of meat
It consist of high fat and carbohydrate or the calorie that as much as high.
• The bread
Especially that made by flour that has experience of fineness, as the result it contain of high fat and carbohydrate. As the save way, try to consume bread wheat and get the benefit from the fiber.
• Any kind of cream
Whipped cream that usually used to decorate in strawberry juice and dressing salad, all of it contain of high fat, and become high calorie if it mixed with your healthy food. It will be better if you not to mixed the food with any kind of cream or topping while you are consuming healthy food.
• The mayonnaise
It contains a lot of fat inside. So, it better use a little if you want it.
• The instance of coffee
Do you know that a cup of coffee instance consist more than 39 fats? If you don’t want your body became a pile of fat, try to count clearly how much the calorie that come to your body from instance coffee.
Genetic factor in obesity can’t be avoiding. But we can change our lifestyle to better way and more health so that we can avoid from obesity, such as:
• Never missed breakfast
Don’t miss your breakfast because breakfast is very useful to gets the energy. The energy that gets from food will useful for body after the stomach in empty situation all the night. If it not completed, body will feel very hungry then our lunch portion will increase from the number that we need.
• Consuming healthy food
The healthy food is like fresh fruits and vegetables that contain fibrous. The fibrous will help to less the reserve fat and also to decrease illness risk of heart attack.
• Regularly exercise
By doing exercise can help to speed up the burning fat process insides our body.
Kamis, 15 April 2010
Novel ini menceritakan tentang kehidupan seorang pemulis muda berbakat bernama Ernie Pramudya. Seorang gay dengan kompleksitas dan simplisitas kediriannya dalam pencarian jati dirinya yang telah lama menghilang.
Diceritakan pada saat Ernie sedang mencari inspirasi untuk novel terbarunya ia bertemu dengan seorang gadis cantik di sebuah cafe bernama Maroon. Ia merasaka getaran yang sangat tidak biasa saat melihat gadis itu untuk pertama kalinya di cafe faforitnya yang belakangan ia ketahui bernama Ratnaningsih. Dan Ernie memilih untuk memanggil gadis itu dengan Ning.
Dari gadis itulah Ernie diingatkan akan Tuhan yang telah lama ia tinggalkan serta kembali ke pada-Nya, ke jalan-Nya. Ning pula lah yang menyemangati Ernie untuk kembali mencintai manusia yang “sesungguhnya” harus ia cintai.
Namun di tengah perjalannya untuk menjadi menusia seutuhnya datanglah seseorang di masa lalunya yaitu George Sebastian. Ia adalah seorang desiner muda berbakat asal London yang telah banyak membantunya untuk menjadi seorang penulis terkenal yang tak lain adalah pasangan gaynya. Terjadilah konflik bati pada diri Ernie antara tetap menjadi seorang gay atau kembali pada kodratnya yaitu menjadi seorang pria yang mencintai wanita.
Dengan sangat apik penulis meramu jalan cerita yang beralu maju-mundur sehingga menghasilkan tulisan yang menarik. Penulis juga berhasil membawa pembaca untuk ikut masuk ke dalam ceritanya.
Diceritakan pada saat Ernie sedang mencari inspirasi untuk novel terbarunya ia bertemu dengan seorang gadis cantik di sebuah cafe bernama Maroon. Ia merasaka getaran yang sangat tidak biasa saat melihat gadis itu untuk pertama kalinya di cafe faforitnya yang belakangan ia ketahui bernama Ratnaningsih. Dan Ernie memilih untuk memanggil gadis itu dengan Ning.
Dari gadis itulah Ernie diingatkan akan Tuhan yang telah lama ia tinggalkan serta kembali ke pada-Nya, ke jalan-Nya. Ning pula lah yang menyemangati Ernie untuk kembali mencintai manusia yang “sesungguhnya” harus ia cintai.
Namun di tengah perjalannya untuk menjadi menusia seutuhnya datanglah seseorang di masa lalunya yaitu George Sebastian. Ia adalah seorang desiner muda berbakat asal London yang telah banyak membantunya untuk menjadi seorang penulis terkenal yang tak lain adalah pasangan gaynya. Terjadilah konflik bati pada diri Ernie antara tetap menjadi seorang gay atau kembali pada kodratnya yaitu menjadi seorang pria yang mencintai wanita.
Dengan sangat apik penulis meramu jalan cerita yang beralu maju-mundur sehingga menghasilkan tulisan yang menarik. Penulis juga berhasil membawa pembaca untuk ikut masuk ke dalam ceritanya.
Jumat, 02 April 2010
The Desuggestopedia
The Desuggestopedia
Introduction
In order to make better use of our reserved capacity, the limitation we think we have need to be ‘desuggested’. Desuggestopedia, the application of the study of suggestion to pedagogy, has been developed to help students eliminated the feeling that they can not be successful or the negative association they have toward studying and, thus, to help them overcome barriers to learning. One of the way the students’ mental reserves are stimulated is through integration of the fine arts, an important contribution to the method made by Lezanov’s colleague Evelyna Gateva.
The Principles
1.What are the goals of teacher who use it?
Each students learns to use a foreign language for everyday communication, learning the situation and using techniques to active speaking foreign language.
2.What is the role of the teacher and students?
The students must respect and trust the teacher.
3.What are some characteristics of the teaching/learning process?
A Desuggestopedic course is constructed in a class room which is bright and cheerful. Students select target language names and choose new occupations.
4.What is the nature of students-teacher and students-students interactions?
The teacher initiates interaction with the whole group of the students and with individual right from the beginning of a language course.
5.What are the feeling o the students dealt with?
A great deal of attention is given to students’ feeling in this method. One of fundamental principles of the method is that if students are relaxed and confident, they will not need to try hard to learn the language.
6.What is language and culture viewed?
Language is the first of two planes in the two-plane process of communication. The culture which students learn concerns the everyday life of people who speak the language.
7.What areas of language and skill are emphasized?
Vocabulary is emphasized. Grammar is dealt with explicitly but minimally. That ‘paraconsciuos’ mind will then absorb the linguistic rules. Speaking communicatively is emphasized. Students also read in the target language and write.
8.What is the role of the students’ native language?
The teacher uses the native language less and less.
9.How is the evaluation accomplished?
Evaluation usually is conducted one students’ normal in class-performance and not through formal tests, which would threaten the relaxed atmosphere considered essential for accelerated learning.
10.How does the teacher respond the student errors?
Errors are corrected gently, with the teacher using the soft voice.
Introduction
In order to make better use of our reserved capacity, the limitation we think we have need to be ‘desuggested’. Desuggestopedia, the application of the study of suggestion to pedagogy, has been developed to help students eliminated the feeling that they can not be successful or the negative association they have toward studying and, thus, to help them overcome barriers to learning. One of the way the students’ mental reserves are stimulated is through integration of the fine arts, an important contribution to the method made by Lezanov’s colleague Evelyna Gateva.
The Principles
1.What are the goals of teacher who use it?
Each students learns to use a foreign language for everyday communication, learning the situation and using techniques to active speaking foreign language.
2.What is the role of the teacher and students?
The students must respect and trust the teacher.
3.What are some characteristics of the teaching/learning process?
A Desuggestopedic course is constructed in a class room which is bright and cheerful. Students select target language names and choose new occupations.
4.What is the nature of students-teacher and students-students interactions?
The teacher initiates interaction with the whole group of the students and with individual right from the beginning of a language course.
5.What are the feeling o the students dealt with?
A great deal of attention is given to students’ feeling in this method. One of fundamental principles of the method is that if students are relaxed and confident, they will not need to try hard to learn the language.
6.What is language and culture viewed?
Language is the first of two planes in the two-plane process of communication. The culture which students learn concerns the everyday life of people who speak the language.
7.What areas of language and skill are emphasized?
Vocabulary is emphasized. Grammar is dealt with explicitly but minimally. That ‘paraconsciuos’ mind will then absorb the linguistic rules. Speaking communicatively is emphasized. Students also read in the target language and write.
8.What is the role of the students’ native language?
The teacher uses the native language less and less.
9.How is the evaluation accomplished?
Evaluation usually is conducted one students’ normal in class-performance and not through formal tests, which would threaten the relaxed atmosphere considered essential for accelerated learning.
10.How does the teacher respond the student errors?
Errors are corrected gently, with the teacher using the soft voice.
Jumat, 26 Maret 2010
comparison between audiolingual and silent way
What are goals of teachers who use the method?
Audio-Lingual Method : Teachers want their students to be able use the target language communicatively.
The Silent Way : Teacher wants their students to be able use the language for self expression.
What is the rule of the teacher and students?
Audio-Lingual Method : The teacher is directing and controlling the language behaviors of his students.
The students are imitators of the teacher’s model or the tapes she supplies of model speakers.
The Silent Way : The teacher should respect the autonomy of the learners in their attempts at relating and interacting in the new challenges.
The role of the students is to make use of what they know.
What are some characteristics of the teaching/learning process?
Audio-Lingual Method : New vocabulary and structural patterns are presented through dialogs (learn through imitation and repetition). Drills (repetition, backward build-up, chain, substitution, transformation and question-and-answer) are conducted based upon the patterns present the dialog.
The Silent Way : The teacher asks the students to describe their reactions to the lesson or what their have learned.
What is the nature of student-teacher and student-student interaction?
Audio-Lingual Method : Student-student interaction in change drills.
Teacher and students interaction is initiated by teacher.
The Silent Way : For much of the student-teacher interaction, the teacher is silence.
Student-student verbal interactions desirable and is therefore encouraged.
How are the feeling of the students dealt with?
Audio-Lingual Method : There are no principles.
The Silent Way : The teacher takes what they say into consideration and works with the students to help them overcome negative feeling which might otherwise interface with their learning.
How is the language and culture viewed?
Audio-Lingual Method : The view of language has been influenced by descriptive linguists. Culture consists of the everyday behavior and lifestyle of the target language speakers.
The Silent Way : Each language has also has its own unique reality, or spirit, since it was expression of a particular group of people. Their culture, as reflected in their own unique world view, is inseparable from their language.
What areas of language and skills are emphasized?
Audio-Lingual Method : Vocabulary and pronunciation. The natural order of skills presentation is adhered to: listening, speaking, reading, and writing.
The Silent Way : Pronunciation and vocabulary. Pronunciation is also a focus on the structures of the language, although explicit grammar rules may never be supplied.
What is the role of the students’ native language?
Audio-Lingual Method : A contrastive analysis between the students’ native language and the target language will reveal where a teacher should expect the most interference.
The Silent Way : The students’ native language can, however, be used to give instructions when necessary, to help the student improve his/her pronunciation, for instance.
How is evaluation accomplished?
Audio-Lingual Method : Students might be asked to distinguish between words in a minimal pair, for example, or to supply an appropriate verb form in a sentence.
The Silent Way : The teacher given a formal test to students.
How does the teacher respond to students errors?
Audio-Lingual Method : Students errors are to be avoided if at all possible through the teacher’s awareness of where the students will have difficulty and restriction of what they are taught to say.
The Silent Way : The teacher would supply the correct language if the students are unable to self-correct and peers cannot help. But only as a last resort.
Audio-Lingual Method : Teachers want their students to be able use the target language communicatively.
The Silent Way : Teacher wants their students to be able use the language for self expression.
What is the rule of the teacher and students?
Audio-Lingual Method : The teacher is directing and controlling the language behaviors of his students.
The students are imitators of the teacher’s model or the tapes she supplies of model speakers.
The Silent Way : The teacher should respect the autonomy of the learners in their attempts at relating and interacting in the new challenges.
The role of the students is to make use of what they know.
What are some characteristics of the teaching/learning process?
Audio-Lingual Method : New vocabulary and structural patterns are presented through dialogs (learn through imitation and repetition). Drills (repetition, backward build-up, chain, substitution, transformation and question-and-answer) are conducted based upon the patterns present the dialog.
The Silent Way : The teacher asks the students to describe their reactions to the lesson or what their have learned.
What is the nature of student-teacher and student-student interaction?
Audio-Lingual Method : Student-student interaction in change drills.
Teacher and students interaction is initiated by teacher.
The Silent Way : For much of the student-teacher interaction, the teacher is silence.
Student-student verbal interactions desirable and is therefore encouraged.
How are the feeling of the students dealt with?
Audio-Lingual Method : There are no principles.
The Silent Way : The teacher takes what they say into consideration and works with the students to help them overcome negative feeling which might otherwise interface with their learning.
How is the language and culture viewed?
Audio-Lingual Method : The view of language has been influenced by descriptive linguists. Culture consists of the everyday behavior and lifestyle of the target language speakers.
The Silent Way : Each language has also has its own unique reality, or spirit, since it was expression of a particular group of people. Their culture, as reflected in their own unique world view, is inseparable from their language.
What areas of language and skills are emphasized?
Audio-Lingual Method : Vocabulary and pronunciation. The natural order of skills presentation is adhered to: listening, speaking, reading, and writing.
The Silent Way : Pronunciation and vocabulary. Pronunciation is also a focus on the structures of the language, although explicit grammar rules may never be supplied.
What is the role of the students’ native language?
Audio-Lingual Method : A contrastive analysis between the students’ native language and the target language will reveal where a teacher should expect the most interference.
The Silent Way : The students’ native language can, however, be used to give instructions when necessary, to help the student improve his/her pronunciation, for instance.
How is evaluation accomplished?
Audio-Lingual Method : Students might be asked to distinguish between words in a minimal pair, for example, or to supply an appropriate verb form in a sentence.
The Silent Way : The teacher given a formal test to students.
How does the teacher respond to students errors?
Audio-Lingual Method : Students errors are to be avoided if at all possible through the teacher’s awareness of where the students will have difficulty and restriction of what they are taught to say.
The Silent Way : The teacher would supply the correct language if the students are unable to self-correct and peers cannot help. But only as a last resort.
Kamis, 18 Maret 2010
The Grammar Translation Method
INTRODUCTION
The Grammar – Translation Method is not new. At one time it was called the Classical Method since it was first used in the teaching of the classical languages, Latin and Greek. Now this method was used for the purpose of helping students read and appreciate foreign language literature. It was hoped that, through the study of the grammar or the target language.
REVIEWING THE PRINCIPLES
The principles of the Grammar-Translation Method are organized below by answering the ten questions. Not all the questions are addressed by the Grammar-Translation Method, we will list all the questions, however, so that a comparison among the method we will study will be easier for you to make.
1. What are the goals of teacher who use the Grammar-Translation Method?
2. What is the role or the teacher? What is the role of the students?
3. What are some characteristics of the teaching/learning process?
4. What is the nature of student-teacher interaction? What is the nature of student-student interaction?
5. How are the feeling of the student dealt with?
6. How is the language viewed? How is the culture viewed?
7. What areas of language are emphasized? What language skills are emphasized?
8. What is the role of the students’ native language?
9. How is evaluation accomplished?
10. How does the teacher respond to student errors?
REVIEWING THE TECHNIQUES
You may choose to try some of the techniques of the Grammar-Translation Method from the review that follows. On the other hand, you may find that you agree very little with the questions, but that there are still some useful techniques associated with the Grammar-Translation Method. Below is an expanded description of some of these techniques.
1. Translation of a literary passage
Students translate a reading passage from the target language into their native language. The translation may be written or spoken or both.
2. Reading comprehension questions
Students answer question in the target language based on their understanding of the reading passage.
3. Antonyms/synonyms
Students are given one set of words and are asked to find antonyms/synonyms in the reading passage.
4. Cognates
Students are taught to recognize cognates by learning the spelling or sound patterns that correspond between the languages.
5. Deductive application of rule
Grammar rules are presented with examples. Once students understand a rule, they are asked to apply it to some different examples.
6. Fill-in-the-blanks
Students are given a series of sentence with missing words and fill the blanks with new vocabulary or with items of a particular grammar.
7. Memorization
Students are given lists of target language vocabulary words and their native language equivalents and asked to memorize them.
8. Use words in sentences
In order to show that students understand the meaning and use a new vocabulary item, they make up sentences in which they use the new words.
9. Composition
The teacher gives students a topic to write about in the target language. The topic is based upon some aspect of the reading passage of the lesson. Sometimes, instead of creating a composition, students are asked to prepare a précis of the reading passage.
CONCLUTION
You have now had an opportunity to examine the principles and some of the techniques of the Grammar-Translation Method. Try to make a connection between what you have understood and your own teaching situation and beliefs.
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