Rabu, 26 Agustus 2009
Journey of Love
For those who like to read a novel, this romance novel is highly recommended. It was written by my friend, Mrs. Emilya Hanig ...let's read it guys!!
Let's discuss about our learning English experience
I started learning English when I was 12 and it's been more than 16 years already. In the begining, it was dificult to speak fluently especially because of the non condusive environment but since i became an English teacher, everything has been running smoothly. I'd like to share some of my own experiences in learning with anyone who's interested as well as discuss some important points about learning and teaching the language. I'd be glad to receive any comments and suggestions as well as help anybody on this amazing experience which is aquiring a second language.
In my opinion, learning English is only the matter of practice,what do you think?
In my opinion, learning English is only the matter of practice,what do you think?
Lesson Plan for Grade VII
RENCANA PELAKSANAAN PEMBELAJARAN
(LESSON PLAN)
SUBJECT : ENGLISH
GRADE : JUNIOR HIGH SCHOOL
CLASS/ SEMESTER : VII/1
TIME : 31 TIME HOURS (11X MEETING)
A.STANDARD COMPETENCE
Understanding the meaning of some light transactional and interpersonal conversation from some listening material such as CD and cassettes integrated with speaking and writing skills.(e.g. self introduction, describing people , family, jobs,house, numbers,daily routine,activity in progress, past activity, and food and drinks).
B.BASIC COMPETENCE
Understanding Self Introduction including spelling, greeting , classroom language, and imperatives.
Understanding details on describing people and nationalities
Understanding details on family, address, and room in the house
Understanding details on Numbers and talking about time
Identifying daily routine and adverbs of frequency
Understanding the concept of activity in progress (Present continuous)
Identifying past activity (Regular past tense (sound d/t/id)).
Identifying food and drinks (countable and uncountable)
C.LEARNING OBJECTIVES
1.Cognitive :
Students are able to analyze the given texts.
Students are able to discuss and then answer the questions.
2.Affective :
Students can share ideas in groups.
3.Psychomotoric :
Students are able to fill in the worksheet based on the listening.
Students are able to make a short report.
Students are able to make a summary from the given materials.
D.TEACHING MATERIAL
LISTENING COMPREHENSION
E.TEACHING METHODS
Presentation
Practice
Production by discussion and making a product
F.LEARNING STRATEGIES
FIRST MEETING
MATRICULATION
I.OPENING
Greeting and prayer
Game
II.LEARNING
Students listen to the teacher's presentation about English in general
Students practice the material
III.CLOSING
Teacher thanks the students for their participation and gives dorm work for the students.
Say Hamdallah and Kafaratul Majelis Prayer.
SECOND MEETING
MATRICULATION
I.OPENING
Greeting and prayer
Game
II.LEARNING
Students listen to the teacher's presentation about English in general
Students practice the material
III.CLOSING
Teacher thanks the students for their participation and gives dorm work for the students.
Say Hamdallah and Kafaratul Majelis Prayer.
THIRD MEETING
MATRICULATION
I.OPENING
Greeting and prayer
Game
II. LEARNING
Students listen to the teacher's presentation about English in general
Students practice the material
III.CLOSING
Teacher thanks the students for their participation and gives dorm work for the students.
Say Hamdallah and Kafaratul Majelis Prayer.
FOURTH MEETING
I.OPENING
Greeting and prayer
Game
II. LEARNING
Students listen to the teacher's presentation about self introduction, greetings and spelling.
Students listen to the cassettes
Students answer some questions from the listening (gist questions, details questions and questions related with the grammar point presented before)
Students practice the conversation.
Students mingle and making a product.
III. CLOSING
Teacher thanks the students for their participation and gives dorm work for the students.
Say Hamdallah and Kafaratul Majelis Prayer.
FIFTH MEETING
I.OPENING
Greeting and prayer
Game
II.LEARNING
Students listen to the teacher's presentation about describing people and nationalities.
Students listen to the cassettes
Students answer some questions from the listening (gist questions, details questions and questions related with the grammar point presented before)
Students practice the conversation.
Students work in pairs and making a product.
III.CLOSING
Teacher thanks the students for their participation and gives dorm work for the students.
Say Hamdallah and Kafaratul Majelis Prayer.
SIXTH MEETING
I.OPENING
Greeting and prayer
Game
II.LEARNING
Students listen to the teacher's presentation about family, address, and rooms in the house.
Students listen to the cassettes
Students answer some questions from the listening (gist questions, details questions and questions related with the grammar point presented before)
Students practice the conversation.
Students interview some students/teachers and making a product.
III.CLOSING
Teacher thanks the students for their participation and gives dorm work for the students.
Say Hamdallah and Kafaratul Majelis Prayer.
SEVENTH MEETING
I.OPENING
Greeting and prayer
Game
II.LEARNING
Students listen to the teacher's presentation about numbers and time.
Students listen to the cassettes
Students answer some questions from the listening (gist questions, details questions and questions related with the grammar point presented before)
Students practice the conversation.
III.CLOSING
Teacher thanks the students for their participation and gives dorm work for the students.
Say Hamdallah and Kafaratul Majelis Prayer.
EIGHTH MEETING
I.OPENING
Greeting and prayer
Game
II.LEARNING
Students listen to the teacher's presentation about daily routine and adverbs of frequency.
Students listen to the cassettes
Students answer some questions from the listening (gist questions, details questions and questions related with the grammar point presented before)
Students practice the conversation.
Students interview some students/teachers and making a product.
III.CLOSING
Teacher thanks the students for their participation and gives dorm work for the students.
Say Hamdallah and Kafaratul Majelis Prayer.
NINTH MEETING
I.OPENING
Greeting and prayer
Game
II.LEARNING
Students watch a movie
Teacher asks some questions during the watching activity
Students re-tell the movie story
Teacher and students discuss further about the movie.
III.CLOSING
Teacher thanks the students for their participation and gives dorm work for the students.
Say Hamdallah and Kafaratul Majelis Prayer.
TENTH MEETING
I.OPENING
Greeting and prayer
Game
II.LEARNING
Students watch a movie
Teacher asks some questions during the watching activity
Students re-tell the movie story
Teacher and students discuss further about the movie.
III.CLOSING
Teacher thanks the students for their participation and gives dorm work for the students.
Say Hamdallah and Kafaratul Majelis Prayer.
ELEVENTH MEETING
I.OPENING
Greeting and prayer
II.LEARNING
Students do the listening test
Teacher and students discuss the listening test answer.
III.CLOSING
Teacher thanks the students for their participation and gives dorm work for the students.
Say Hamdallah and Kafaratul Majelis Prayer.
G.TEACHING AIDS
CD
Books
Worksheet
H.INDICATORS
Students are able to introduce themselves, spell, and say greeting correctly.
Students are able to identify some countries and nationalities.
Students are able to identify family members, address and rooms in the house
Students are able to identify numbers and time.
Students are able to identify their daily routine and adverbs of frequency.
Students are able to identify activity in progress.
Students are able to identify regular past tense sound.
Students are able to identify some food and drinks
Students are able to listen conversation from native speaker from the cassettes.
I.ASSIGNMENTS
I.Form of assignment
II.Method of assignment
III.Instrument form
IV.Instrument example
Individual and group work
Discussion
Portfolio
Enclosures
(LESSON PLAN)
SUBJECT : ENGLISH
GRADE : JUNIOR HIGH SCHOOL
CLASS/ SEMESTER : VII/1
TIME : 31 TIME HOURS (11X MEETING)
A.STANDARD COMPETENCE
Understanding the meaning of some light transactional and interpersonal conversation from some listening material such as CD and cassettes integrated with speaking and writing skills.(e.g. self introduction, describing people , family, jobs,house, numbers,daily routine,activity in progress, past activity, and food and drinks).
B.BASIC COMPETENCE
Understanding Self Introduction including spelling, greeting , classroom language, and imperatives.
Understanding details on describing people and nationalities
Understanding details on family, address, and room in the house
Understanding details on Numbers and talking about time
Identifying daily routine and adverbs of frequency
Understanding the concept of activity in progress (Present continuous)
Identifying past activity (Regular past tense (sound d/t/id)).
Identifying food and drinks (countable and uncountable)
C.LEARNING OBJECTIVES
1.Cognitive :
Students are able to analyze the given texts.
Students are able to discuss and then answer the questions.
2.Affective :
Students can share ideas in groups.
3.Psychomotoric :
Students are able to fill in the worksheet based on the listening.
Students are able to make a short report.
Students are able to make a summary from the given materials.
D.TEACHING MATERIAL
LISTENING COMPREHENSION
E.TEACHING METHODS
Presentation
Practice
Production by discussion and making a product
F.LEARNING STRATEGIES
FIRST MEETING
MATRICULATION
I.OPENING
Greeting and prayer
Game
II.LEARNING
Students listen to the teacher's presentation about English in general
Students practice the material
III.CLOSING
Teacher thanks the students for their participation and gives dorm work for the students.
Say Hamdallah and Kafaratul Majelis Prayer.
SECOND MEETING
MATRICULATION
I.OPENING
Greeting and prayer
Game
II.LEARNING
Students listen to the teacher's presentation about English in general
Students practice the material
III.CLOSING
Teacher thanks the students for their participation and gives dorm work for the students.
Say Hamdallah and Kafaratul Majelis Prayer.
THIRD MEETING
MATRICULATION
I.OPENING
Greeting and prayer
Game
II. LEARNING
Students listen to the teacher's presentation about English in general
Students practice the material
III.CLOSING
Teacher thanks the students for their participation and gives dorm work for the students.
Say Hamdallah and Kafaratul Majelis Prayer.
FOURTH MEETING
I.OPENING
Greeting and prayer
Game
II. LEARNING
Students listen to the teacher's presentation about self introduction, greetings and spelling.
Students listen to the cassettes
Students answer some questions from the listening (gist questions, details questions and questions related with the grammar point presented before)
Students practice the conversation.
Students mingle and making a product.
III. CLOSING
Teacher thanks the students for their participation and gives dorm work for the students.
Say Hamdallah and Kafaratul Majelis Prayer.
FIFTH MEETING
I.OPENING
Greeting and prayer
Game
II.LEARNING
Students listen to the teacher's presentation about describing people and nationalities.
Students listen to the cassettes
Students answer some questions from the listening (gist questions, details questions and questions related with the grammar point presented before)
Students practice the conversation.
Students work in pairs and making a product.
III.CLOSING
Teacher thanks the students for their participation and gives dorm work for the students.
Say Hamdallah and Kafaratul Majelis Prayer.
SIXTH MEETING
I.OPENING
Greeting and prayer
Game
II.LEARNING
Students listen to the teacher's presentation about family, address, and rooms in the house.
Students listen to the cassettes
Students answer some questions from the listening (gist questions, details questions and questions related with the grammar point presented before)
Students practice the conversation.
Students interview some students/teachers and making a product.
III.CLOSING
Teacher thanks the students for their participation and gives dorm work for the students.
Say Hamdallah and Kafaratul Majelis Prayer.
SEVENTH MEETING
I.OPENING
Greeting and prayer
Game
II.LEARNING
Students listen to the teacher's presentation about numbers and time.
Students listen to the cassettes
Students answer some questions from the listening (gist questions, details questions and questions related with the grammar point presented before)
Students practice the conversation.
III.CLOSING
Teacher thanks the students for their participation and gives dorm work for the students.
Say Hamdallah and Kafaratul Majelis Prayer.
EIGHTH MEETING
I.OPENING
Greeting and prayer
Game
II.LEARNING
Students listen to the teacher's presentation about daily routine and adverbs of frequency.
Students listen to the cassettes
Students answer some questions from the listening (gist questions, details questions and questions related with the grammar point presented before)
Students practice the conversation.
Students interview some students/teachers and making a product.
III.CLOSING
Teacher thanks the students for their participation and gives dorm work for the students.
Say Hamdallah and Kafaratul Majelis Prayer.
NINTH MEETING
I.OPENING
Greeting and prayer
Game
II.LEARNING
Students watch a movie
Teacher asks some questions during the watching activity
Students re-tell the movie story
Teacher and students discuss further about the movie.
III.CLOSING
Teacher thanks the students for their participation and gives dorm work for the students.
Say Hamdallah and Kafaratul Majelis Prayer.
TENTH MEETING
I.OPENING
Greeting and prayer
Game
II.LEARNING
Students watch a movie
Teacher asks some questions during the watching activity
Students re-tell the movie story
Teacher and students discuss further about the movie.
III.CLOSING
Teacher thanks the students for their participation and gives dorm work for the students.
Say Hamdallah and Kafaratul Majelis Prayer.
ELEVENTH MEETING
I.OPENING
Greeting and prayer
II.LEARNING
Students do the listening test
Teacher and students discuss the listening test answer.
III.CLOSING
Teacher thanks the students for their participation and gives dorm work for the students.
Say Hamdallah and Kafaratul Majelis Prayer.
G.TEACHING AIDS
CD
Books
Worksheet
H.INDICATORS
Students are able to introduce themselves, spell, and say greeting correctly.
Students are able to identify some countries and nationalities.
Students are able to identify family members, address and rooms in the house
Students are able to identify numbers and time.
Students are able to identify their daily routine and adverbs of frequency.
Students are able to identify activity in progress.
Students are able to identify regular past tense sound.
Students are able to identify some food and drinks
Students are able to listen conversation from native speaker from the cassettes.
I.ASSIGNMENTS
I.Form of assignment
II.Method of assignment
III.Instrument form
IV.Instrument example
Individual and group work
Discussion
Portfolio
Enclosures
English test for grade VIII
Choose the best answer!
0855556676
Tom, it is your old, Joe. I will visit grandmother in Bandung tomorrow, Sam. Pick me up at the train station at 10 a.m., Don't come late.Thank.
1. Whose number is 0855556676?
a. Tom's c. Tom's grandmother
b. Sam's d. Sam's grandmother
2. The message means ........
a. Joe wants to meet Sam in the afternoon.
b. Tom is Sam's younger brother
c. Joe wants to meet Sam at the terminal
d. Joe wants to see his grandmother
WARNING!
Keep this product away from small children in a dry place
This product is dangerous. Do not breath or exhale it. Do not drink it. In case of drinking it, drink some water or milk. For futher step,seek medical attention.
3. Consumers should be careful with this
product because it can ...........
a. be fattening c. be harmful
b. cause stain d. soften skin
4. What should consumers do if someone drink it?
a. exhale it
b. drink some hot water
c. go to the doctor immediately
d. rinse with water for 15 minutes
5. How should this product be stored?
a. in a dry place
b. With other chemicals
c. At a low temperature
d. With the lid tightly closed
6. The best paragraph will be
1.Then he escaped down Sudirman street.
2.The robbery happened near the bus stop
at Sudirman street.
3.Last night a man robbed Agnes.
4.The robber grabbed her purse
5.She screamed and he dropped it.
a. 3-2-1-4-5 c. 3-4-2-1-5
b. 3-2-4-1-5 d. 3-2-5-4-1
7.
What does the notice mean?
a. Everybody is able to walk inside the room
b. Everybody has to sweep the floor
c. Nobody is allowed to walk on floor until it dry
d. Nobody is going to step on the dry floor
Read the text to answer questions 8-10!
Hotels are changing their wasteful habits and getting involved in the move to save the environment. At major hotels throughout the world, guests are being greeted by shampoo and mouthwash in glass dispensers instead of elaborate bottles. Theya re discovering recycling bins in their rooms, and are encouraged to use towels more than once before they are washed.
This green movements is becoming increasingly popular among tourists who look for service providers witha n environment al conscience. the business of eco-tours is increasing rapidly. Travel agents are booking clients on “Save the Rainforest” expeditions and similar trips where the emphasis is on protecting the world.
The tourists on these trips are given lectures on the effects of the losss of our planets' natural wonders and what they can do to reserve the trend. They do not need much convicing. The travelers on these exursions are already commited to environmental protection. IN fact, a two-year study of litter in Antartica found that the entire collection of litetr left by visitors to the continent could be put in one small sandwich bag. Compare that amount of litter with what the avarge traveler traveler finds strewn on the streets around the hotel, even an environmentally sensitive hotel.
8. What trend is currently affecting hotel and
their guests?
a. larger rooms
b. better amenities
c. lighter foods
d. protecting the earth
9. What does the article imply about
glass dispenser and re-using towels?
a. It's a marketing gimmick
b. It's only effective on eco-tours
c. It's a wise choice environmentally
d. Hotels can set consumer trends
10. According to the article, eco-travellers should
expect
a. to find litter
b. to hear lectures on the environment
c. to pay more than other travellers
d. to carry their own food.
11. As the teacher was entering the class, the principal
..... her over to tell her that he had
two souvenirs for her. The best words to
complete the blank is ....
a. was calling c. is calling
b. called d. have called
12. The correct arrangement of the sentences
below to be coherent paragraph is ....
1.Samarinda is the capital city of East Kalimantan
2.People like to relax and enjoy the sunset in the places.
3.It is located at the edge of the river Mahakam.
4.But now, the government has changed the area along the river into a city garden and recretional places.
5.People call it as River City
6.There area so many houses along the bank of river.
a. 1-2-3-4-5-6 c. 1-4-5-6-3-2
b. 1-3-5-6-4-2 d. 1-5-6-3-4-2
Read the card to answer questions 13-15!
MISSING
HAVE YOU SEEN THIS MAN?
He is in his mid-twenties, of medium height and quite stout. His face is oval-shaped and unshave. he has crew cut hair that looks like the sharp spikes of a porcupine.
When he left the house, he was barefooted and was wearing an orange t-shitr with a red collar and a pair of black shorts.
Tan Seng huat was reported missing by his family when he did not return home after he had slipped out of the house at about eight in t he morning.
They are afraid that he might be have forgotten where he lives as this has happened twice before. He seldom smiles but often talks to himself. he is harmless but can get angry if he is laughed at.
A cash reward awaits the person or persons with information about his whereabouts that would help the police pick him up.
Please contact 01-5417532 and ask for Inspector Lee.
13. What does the missing person look like?
a. He looks like the sharp spikes
b. He has oval-shaped face
c. He is short and rather fat
d. he has long hair with pointed nose
14. What is the notice mainly about?
a. A missing man
b. A stupid person
c. A frightening experience
d. An escaped Prisoner
15. Which of the following is NOT TRUE of
Tan Seng Huat?
a. He will not hurt anyone
b. He is twenty years old
c. He likes people to make fun of him
d. He left the house without telling his family
16. “If irritation persist, seek medical attention.”
The underlined word has the closest meaning
to ..........
a. exist c. exits
b. continues d. postpones
17. “....wall magazine competition 2009.
The synonym of the underlined word is
...........
a. match c. race
b. battle d. contest
18. The books that was ordered by Ustz. Ibad
last month has just arrived, but Ustz. Lena
and I ..... sure exactly when the books are
going to be distributed. The best words
to complete the blank is ....
a. aren't c. haven't been
b. amn't d. isn't
Read the text to answer questions 19-20!
Announcement
The visit to the presidential palace will take place on Wedenesday, 26th of May. the bus leaves school at 8.30 and those who want to go must be on time. The visit will last the whole day, and we expect to get back at about 6.30 in te evening
The Commitee
19. Where is the destination of the visit?
a. Ordinary building c. Museum
b. Legislative council d. Special building
20. “The visit will last the whole day”.
The underlined word means .....
a. continue c. take
b. happen d. lie
Essay!
1. Make a sentence using present perfect
continuous tense!
2. Make a sentence using past perfect tense!
3. Make a sentence using present perfect tense!
4. Make a sentence using present continuous tense!
5. Make a sentence using present tense!
0855556676
Tom, it is your old, Joe. I will visit grandmother in Bandung tomorrow, Sam. Pick me up at the train station at 10 a.m., Don't come late.Thank.
1. Whose number is 0855556676?
a. Tom's c. Tom's grandmother
b. Sam's d. Sam's grandmother
2. The message means ........
a. Joe wants to meet Sam in the afternoon.
b. Tom is Sam's younger brother
c. Joe wants to meet Sam at the terminal
d. Joe wants to see his grandmother
WARNING!
Keep this product away from small children in a dry place
This product is dangerous. Do not breath or exhale it. Do not drink it. In case of drinking it, drink some water or milk. For futher step,seek medical attention.
3. Consumers should be careful with this
product because it can ...........
a. be fattening c. be harmful
b. cause stain d. soften skin
4. What should consumers do if someone drink it?
a. exhale it
b. drink some hot water
c. go to the doctor immediately
d. rinse with water for 15 minutes
5. How should this product be stored?
a. in a dry place
b. With other chemicals
c. At a low temperature
d. With the lid tightly closed
6. The best paragraph will be
1.Then he escaped down Sudirman street.
2.The robbery happened near the bus stop
at Sudirman street.
3.Last night a man robbed Agnes.
4.The robber grabbed her purse
5.She screamed and he dropped it.
a. 3-2-1-4-5 c. 3-4-2-1-5
b. 3-2-4-1-5 d. 3-2-5-4-1
7.
What does the notice mean?
a. Everybody is able to walk inside the room
b. Everybody has to sweep the floor
c. Nobody is allowed to walk on floor until it dry
d. Nobody is going to step on the dry floor
Read the text to answer questions 8-10!
Hotels are changing their wasteful habits and getting involved in the move to save the environment. At major hotels throughout the world, guests are being greeted by shampoo and mouthwash in glass dispensers instead of elaborate bottles. Theya re discovering recycling bins in their rooms, and are encouraged to use towels more than once before they are washed.
This green movements is becoming increasingly popular among tourists who look for service providers witha n environment al conscience. the business of eco-tours is increasing rapidly. Travel agents are booking clients on “Save the Rainforest” expeditions and similar trips where the emphasis is on protecting the world.
The tourists on these trips are given lectures on the effects of the losss of our planets' natural wonders and what they can do to reserve the trend. They do not need much convicing. The travelers on these exursions are already commited to environmental protection. IN fact, a two-year study of litter in Antartica found that the entire collection of litetr left by visitors to the continent could be put in one small sandwich bag. Compare that amount of litter with what the avarge traveler traveler finds strewn on the streets around the hotel, even an environmentally sensitive hotel.
8. What trend is currently affecting hotel and
their guests?
a. larger rooms
b. better amenities
c. lighter foods
d. protecting the earth
9. What does the article imply about
glass dispenser and re-using towels?
a. It's a marketing gimmick
b. It's only effective on eco-tours
c. It's a wise choice environmentally
d. Hotels can set consumer trends
10. According to the article, eco-travellers should
expect
a. to find litter
b. to hear lectures on the environment
c. to pay more than other travellers
d. to carry their own food.
11. As the teacher was entering the class, the principal
..... her over to tell her that he had
two souvenirs for her. The best words to
complete the blank is ....
a. was calling c. is calling
b. called d. have called
12. The correct arrangement of the sentences
below to be coherent paragraph is ....
1.Samarinda is the capital city of East Kalimantan
2.People like to relax and enjoy the sunset in the places.
3.It is located at the edge of the river Mahakam.
4.But now, the government has changed the area along the river into a city garden and recretional places.
5.People call it as River City
6.There area so many houses along the bank of river.
a. 1-2-3-4-5-6 c. 1-4-5-6-3-2
b. 1-3-5-6-4-2 d. 1-5-6-3-4-2
Read the card to answer questions 13-15!
MISSING
HAVE YOU SEEN THIS MAN?
He is in his mid-twenties, of medium height and quite stout. His face is oval-shaped and unshave. he has crew cut hair that looks like the sharp spikes of a porcupine.
When he left the house, he was barefooted and was wearing an orange t-shitr with a red collar and a pair of black shorts.
Tan Seng huat was reported missing by his family when he did not return home after he had slipped out of the house at about eight in t he morning.
They are afraid that he might be have forgotten where he lives as this has happened twice before. He seldom smiles but often talks to himself. he is harmless but can get angry if he is laughed at.
A cash reward awaits the person or persons with information about his whereabouts that would help the police pick him up.
Please contact 01-5417532 and ask for Inspector Lee.
13. What does the missing person look like?
a. He looks like the sharp spikes
b. He has oval-shaped face
c. He is short and rather fat
d. he has long hair with pointed nose
14. What is the notice mainly about?
a. A missing man
b. A stupid person
c. A frightening experience
d. An escaped Prisoner
15. Which of the following is NOT TRUE of
Tan Seng Huat?
a. He will not hurt anyone
b. He is twenty years old
c. He likes people to make fun of him
d. He left the house without telling his family
16. “If irritation persist, seek medical attention.”
The underlined word has the closest meaning
to ..........
a. exist c. exits
b. continues d. postpones
17. “....wall magazine competition 2009.
The synonym of the underlined word is
...........
a. match c. race
b. battle d. contest
18. The books that was ordered by Ustz. Ibad
last month has just arrived, but Ustz. Lena
and I ..... sure exactly when the books are
going to be distributed. The best words
to complete the blank is ....
a. aren't c. haven't been
b. amn't d. isn't
Read the text to answer questions 19-20!
Announcement
The visit to the presidential palace will take place on Wedenesday, 26th of May. the bus leaves school at 8.30 and those who want to go must be on time. The visit will last the whole day, and we expect to get back at about 6.30 in te evening
The Commitee
19. Where is the destination of the visit?
a. Ordinary building c. Museum
b. Legislative council d. Special building
20. “The visit will last the whole day”.
The underlined word means .....
a. continue c. take
b. happen d. lie
Essay!
1. Make a sentence using present perfect
continuous tense!
2. Make a sentence using past perfect tense!
3. Make a sentence using present perfect tense!
4. Make a sentence using present continuous tense!
5. Make a sentence using present tense!
Phrasal Verbs
I. Use the following verbs (believe, fill, get, look, put, switch, take, throw, turn, try) and
the prepositions (away, down, for, in, off, on, out) an form meaningful sentences!
Example: My parents are out. So I have to _________ my baby-brother.
Answer: My parents are out. So I have to look after my baby-brother.
1) Quick! ............ the bus. It's ready to leave.
2) I don't know where my book is. I have to ......................... it.
3) It's dark inside. Can you ..................... the light, please?
4) ...................... the form, please.
5) I need some new clothes. Why don't you these ..................... jeans?
6) It's warm inside. .................. your coat.
7) This pencil is really old. You can ................... it .........................
8) It's so loud here. Can you ......................... the radio a little.
9) The firemen were able to ....................the fire in Church Street.
10) Does your little brother ........................ghosts?
II. Complete the blanks with passive sentences!
1)The words ..................by the teacher today. (to explain - Simple Present)
2)We............ a letter the day before yesterday. (to send - Simple Past)
3)This car.......................... . It's too old. (not/to steal - will-future)
4)This street because of snow. (already/to close - Present Perfect)
5)A new restaurant .................next week. (to open - will-future)
6)He ................to the party yesterday. (to invite - Simple Past)
7)The blue box................... . (can/not/to see - Simple Present)
8)I ...................the book by my friend last Sunday. (to give - Simple Past)
9)The dishes ...............by my little brother. (not/to wash - Present Perfect)
10)I b..........................y Robert. (not/to ask – will-future)
the prepositions (away, down, for, in, off, on, out) an form meaningful sentences!
Example: My parents are out. So I have to _________ my baby-brother.
Answer: My parents are out. So I have to look after my baby-brother.
1) Quick! ............ the bus. It's ready to leave.
2) I don't know where my book is. I have to ......................... it.
3) It's dark inside. Can you ..................... the light, please?
4) ...................... the form, please.
5) I need some new clothes. Why don't you these ..................... jeans?
6) It's warm inside. .................. your coat.
7) This pencil is really old. You can ................... it .........................
8) It's so loud here. Can you ......................... the radio a little.
9) The firemen were able to ....................the fire in Church Street.
10) Does your little brother ........................ghosts?
II. Complete the blanks with passive sentences!
1)The words ..................by the teacher today. (to explain - Simple Present)
2)We............ a letter the day before yesterday. (to send - Simple Past)
3)This car.......................... . It's too old. (not/to steal - will-future)
4)This street because of snow. (already/to close - Present Perfect)
5)A new restaurant .................next week. (to open - will-future)
6)He ................to the party yesterday. (to invite - Simple Past)
7)The blue box................... . (can/not/to see - Simple Present)
8)I ...................the book by my friend last Sunday. (to give - Simple Past)
9)The dishes ...............by my little brother. (not/to wash - Present Perfect)
10)I b..........................y Robert. (not/to ask – will-future)
Intelligence discussion
INTELLIGENCE DISCUSSION
STUDENT A’s QUESTIONS (Do not show these to student B)
1)What is intelligence?
2)What would you say about your intelligence?
3)What can you do to increase your intelligence?
4)Why are some people more intelligent than others?
5)Does intelligence run in the family?6)Does school make a person more intelligent?
7)Do you think scientists will create Artificial Intelligence that is greater than our intelligence?
8)Is there a link between intelligence, creativeness and humour?
9)Does intelligence make people more attractive?
10)Does speaking English well make you more intelligent than a friend who cannot speak English at all?
Hundreds more free handouts at www.eslDiscussions.com
-----------------------------------------------------------------------------
INTELLIGENCE DISCUSSION
STUDENT B’s QUESTIONS (Do not show these to student A)
1)Do you worry about your levels of intelligent?
2)Who is the most intelligent person you know? Why do you think so?
3)Do you think all world leaders are intelligent?
4)Are we all born with the same level of intelligence?
5)Does being very intelligent make you happy?
6)What insults your intelligence?
7)What do you think of intelligence tests? Do you think they are accurate
8)Are intelligent people usually more arrogant?
9)Do very intelligent and unintelligent people make good partners?
10)Are dolphins really more intelligent than humans?
STUDENT A’s QUESTIONS (Do not show these to student B)
1)What is intelligence?
2)What would you say about your intelligence?
3)What can you do to increase your intelligence?
4)Why are some people more intelligent than others?
5)Does intelligence run in the family?6)Does school make a person more intelligent?
7)Do you think scientists will create Artificial Intelligence that is greater than our intelligence?
8)Is there a link between intelligence, creativeness and humour?
9)Does intelligence make people more attractive?
10)Does speaking English well make you more intelligent than a friend who cannot speak English at all?
Hundreds more free handouts at www.eslDiscussions.com
-----------------------------------------------------------------------------
INTELLIGENCE DISCUSSION
STUDENT B’s QUESTIONS (Do not show these to student A)
1)Do you worry about your levels of intelligent?
2)Who is the most intelligent person you know? Why do you think so?
3)Do you think all world leaders are intelligent?
4)Are we all born with the same level of intelligence?
5)Does being very intelligent make you happy?
6)What insults your intelligence?
7)What do you think of intelligence tests? Do you think they are accurate
8)Are intelligent people usually more arrogant?
9)Do very intelligent and unintelligent people make good partners?
10)Are dolphins really more intelligent than humans?
Assesing Learning
Assessing Learning
Peer and Self Assessment
Peer Assessment
One of the ways in which students internalize the characteristics of quality work is by evaluating the work of their peers. However, if they are to offer helpful feedback, students must have a clear understanding of what they are to look for in their peers' work. The instructor must explain expectations clearly to them before they begin.
One way to make sure students understand this type of evaluation is to give students a practice session with it. The instructor provides a sample writing or speaking assignment. As a group, students determine what should be assessed and how criteria for successful completion of the communication task should be defined. Then the instructor gives students a sample completed assignment. Students assess this using the criteria they have developed, and determine how to convey feedback clearly to the fictitious student.
Students can also benefit from using rubrics or checklists to guide their assessments. At first these can be provided by the instructor; once the students have more experience, they can develop them themselves. An example of a peer editing checklist for a writing assignment is given in the popup window. Notice that the checklist asks the peer evaluator to comment primarily on the content and organization of the essay. It helps the peer evaluator focus on these areas by asking questions about specific points, such as the presence of examples to support the ideas discussed.
For peer evaluation to work effectively, the learning environment in the classroom must be supportive. Students must feel comfortable and trust one another in order to provide honest and constructive feedback. Instructors who use group work and peer assessment frequently can help students develop trust by forming them into small groups early in the semester and having them work in the same groups throughout the term. This allows them to become more comfortable with each other and leads to better peer feedback.
Self Assessment
Students can become better language learners when they engage in deliberate thought about what they are learning and how they are learning it. In this kind of reflection, students step back from the learning process to think about their language learning strategies and their progress as language learners. Such self assessment encourages students to become independent learners and can increase their motivation.
The successful use of student self assessment depends on three key elements:
Goal setting
Guided practice with assessment tools
Portfolios
Goal setting
Goal setting is essential because students can evaluate their progress more clearly when they have targets against which to measure their performance. In addition, students' motivation to learn increases when they have self-defined, and therefore relevant, learning goals.
At first, students tend to create lofty long-range goals ("to speak Russian)" that do not lend themselves to self assessment. To help students develop realistic, short-term, attainable goals, instructors can use a framework like SMART goals outline shown in the popup window.
One way to begin the process of introducing students to self-assessment is to create student-teacher contracts. Contracts are written agreements between students and instructors, which commonly involve determining the number and type of assignments that are required for particular grades. For example, a student may agree to work toward the grade of "B" by completing a specific number of assignments at a level of quality described by the instructor. Contracts can serve as a good way of helping students to begin to consider establishing goals for themselves as language learners.
Guided practice with assessment tools
Students do not learn to monitor or assess their learning on their own; they need to be taught strategies for self monitoring and self assessment. Techniques for teaching students these strategies are parallel to those used for teaching learning strategies (see Motivating Learners). The instructor models the technique (use of a checklist or rubric, for example); students then try the technique themselves; finally, students discuss whether and how well the technique worked and what to do differently next time.
In addition to checklists and rubrics for specific communication tasks, students can also use broader self-assessment tools to reflect on topics they have studied, skills they have learned, their study habits, and their sense of their overall strengths and weaknesses. An example of such a tool appears in the popup window.
Students can share their self-assessments with a peer or in a small group, with instructions that they compare their impressions with other criteria such as test scores, teacher evaluations, and peers' opinions. This kind of practice helps students to be aware of their learning. It also informs the teacher about students' thoughts on their progress, and gives the teacher feedback about course content and instruction.
Portfolios
Portfolios are purposeful, organized, systematic collections of student work that tell the story of a student's efforts, progress, and achievement in specific areas. The student participates in the selection of portfolio content, the development of guidelines for selection, and the definition of criteria for judging merit. Portfolio assessment is a joint process for instructor and student.
Portfolio assessment emphasizes evaluation of students' progress, processes, and performance over time. There are two basic types of portfolios:
A process portfolio serves the purpose of classroom-level assessment on the part of both the instructor and the student. It most often reflects formative assessment, although it may be assigned a grade at the end of the semester or academic year. It may also include summative types of assignments that were awarded grades.
A product portfolio is more summative in nature. It is intended for a major evaluation of some sort and is often accompanied by an oral presentation of its contents. For example, it may be used as a evaluation tool for graduation from a program or for the purpose of seeking employment.
In both types of portfolios, emphasis is placed on including a variety of tasks that elicit spontaneous as well as planned language performance for a variety of purposes and audiences, using rubrics to assess performance, and demonstrating reflection about learning, including goal setting and self and peer assessment.
Portfolio characteristics:
Represent an emphasis on language use and cultural understanding
Represent a collaborative approach to assessment
Represent a student's range of performance in reading, writing, speaking, and listening as well as cultural understanding
Emphasize what students can do rather than what they cannot do
Represent a student's progress over time
Engage students in establishing ongoing learning goals and assessing their progress towards those goals
Measure each student's achievement while allowing for individual differences between students in a class
Address improvement, effort, and achievement
Allow for assessment of process and product
Link teaching and assessment to learning
Peer and Self Assessment
Peer Assessment
One of the ways in which students internalize the characteristics of quality work is by evaluating the work of their peers. However, if they are to offer helpful feedback, students must have a clear understanding of what they are to look for in their peers' work. The instructor must explain expectations clearly to them before they begin.
One way to make sure students understand this type of evaluation is to give students a practice session with it. The instructor provides a sample writing or speaking assignment. As a group, students determine what should be assessed and how criteria for successful completion of the communication task should be defined. Then the instructor gives students a sample completed assignment. Students assess this using the criteria they have developed, and determine how to convey feedback clearly to the fictitious student.
Students can also benefit from using rubrics or checklists to guide their assessments. At first these can be provided by the instructor; once the students have more experience, they can develop them themselves. An example of a peer editing checklist for a writing assignment is given in the popup window. Notice that the checklist asks the peer evaluator to comment primarily on the content and organization of the essay. It helps the peer evaluator focus on these areas by asking questions about specific points, such as the presence of examples to support the ideas discussed.
For peer evaluation to work effectively, the learning environment in the classroom must be supportive. Students must feel comfortable and trust one another in order to provide honest and constructive feedback. Instructors who use group work and peer assessment frequently can help students develop trust by forming them into small groups early in the semester and having them work in the same groups throughout the term. This allows them to become more comfortable with each other and leads to better peer feedback.
Self Assessment
Students can become better language learners when they engage in deliberate thought about what they are learning and how they are learning it. In this kind of reflection, students step back from the learning process to think about their language learning strategies and their progress as language learners. Such self assessment encourages students to become independent learners and can increase their motivation.
The successful use of student self assessment depends on three key elements:
Goal setting
Guided practice with assessment tools
Portfolios
Goal setting
Goal setting is essential because students can evaluate their progress more clearly when they have targets against which to measure their performance. In addition, students' motivation to learn increases when they have self-defined, and therefore relevant, learning goals.
At first, students tend to create lofty long-range goals ("to speak Russian)" that do not lend themselves to self assessment. To help students develop realistic, short-term, attainable goals, instructors can use a framework like SMART goals outline shown in the popup window.
One way to begin the process of introducing students to self-assessment is to create student-teacher contracts. Contracts are written agreements between students and instructors, which commonly involve determining the number and type of assignments that are required for particular grades. For example, a student may agree to work toward the grade of "B" by completing a specific number of assignments at a level of quality described by the instructor. Contracts can serve as a good way of helping students to begin to consider establishing goals for themselves as language learners.
Guided practice with assessment tools
Students do not learn to monitor or assess their learning on their own; they need to be taught strategies for self monitoring and self assessment. Techniques for teaching students these strategies are parallel to those used for teaching learning strategies (see Motivating Learners). The instructor models the technique (use of a checklist or rubric, for example); students then try the technique themselves; finally, students discuss whether and how well the technique worked and what to do differently next time.
In addition to checklists and rubrics for specific communication tasks, students can also use broader self-assessment tools to reflect on topics they have studied, skills they have learned, their study habits, and their sense of their overall strengths and weaknesses. An example of such a tool appears in the popup window.
Students can share their self-assessments with a peer or in a small group, with instructions that they compare their impressions with other criteria such as test scores, teacher evaluations, and peers' opinions. This kind of practice helps students to be aware of their learning. It also informs the teacher about students' thoughts on their progress, and gives the teacher feedback about course content and instruction.
Portfolios
Portfolios are purposeful, organized, systematic collections of student work that tell the story of a student's efforts, progress, and achievement in specific areas. The student participates in the selection of portfolio content, the development of guidelines for selection, and the definition of criteria for judging merit. Portfolio assessment is a joint process for instructor and student.
Portfolio assessment emphasizes evaluation of students' progress, processes, and performance over time. There are two basic types of portfolios:
A process portfolio serves the purpose of classroom-level assessment on the part of both the instructor and the student. It most often reflects formative assessment, although it may be assigned a grade at the end of the semester or academic year. It may also include summative types of assignments that were awarded grades.
A product portfolio is more summative in nature. It is intended for a major evaluation of some sort and is often accompanied by an oral presentation of its contents. For example, it may be used as a evaluation tool for graduation from a program or for the purpose of seeking employment.
In both types of portfolios, emphasis is placed on including a variety of tasks that elicit spontaneous as well as planned language performance for a variety of purposes and audiences, using rubrics to assess performance, and demonstrating reflection about learning, including goal setting and self and peer assessment.
Portfolio characteristics:
Represent an emphasis on language use and cultural understanding
Represent a collaborative approach to assessment
Represent a student's range of performance in reading, writing, speaking, and listening as well as cultural understanding
Emphasize what students can do rather than what they cannot do
Represent a student's progress over time
Engage students in establishing ongoing learning goals and assessing their progress towards those goals
Measure each student's achievement while allowing for individual differences between students in a class
Address improvement, effort, and achievement
Allow for assessment of process and product
Link teaching and assessment to learning
Indonesian folk tales (narrative)
Kebo Iwa
Once upon a time in Bali, a man and his wife were praying. They have been married for a long time but did not have any children. They asked God to give them a child. They prayed and prayed. God finally answered their pray. The wife, then, got pregnant and they had a baby boy. They were very happy.
The baby was extraordinary. He was very much different from other babies. He ate and drank a lot. Day after day he ate more and more. His body was getting bigger and bigger. And by the time he was a teenager, his body was as big as a buffalo. People then started to call him Kebo Iwa.
Because of his eating habit, Kebo Iwa’s parents spent a lot of money to buy his food in large amount. They finally went bankrupt. They gave up and asked the villagers to help them provide the food.
The villagers then worked together to cook and build a big house for Kebo Iwa. He was like a giant. He could not stay in his parents’ house anymore because of his big body. Sadly, after a few months, the villagers also could not afford to cook him the food. They then asked Kebo Iwa to cook his own food. The villagers just prepared the raw materials.
Kebo Iwa agreed and as an expression of his gratitude to the villagers, he built a dam, dug wells, and he also protected the villagers from animals and people who wanted to attack their village. He did those things by himself.
Meanwhile, the troops of Majapahit were planning to attack Bali. They knew about Kebo Iwa. And they also knew that they could not conquer Bali with Kebo Iwa there. Kebo Iwa was more powerful than they were.
Gajah Mada, the Maha Patih (Chief Minister) of Majapahit then planned something. They were pretending to invite Kebo Iwa to Majapahit to help them dig some wells. They said that Majapahit was suffering from a long dry season and needed much water. Kebo Iwa did not know the plan, so he went to Majapahit.
When Kebo Iwa was busy digging a very big well, the troops covered the well. Kebo Iwa had difficulty in breathing and buried alive. He died inside the well.
After the death of Kebo Iwa, Bali was conquered by Majapahit. Until now, people still remember Kebo Iwa because he had done a lot for Majapahit and Bali. The stone head of legendary Kebo Iwa can be found in Pura Gaduh temple in Blahbatuh. ***
Once upon a time in Bali, a man and his wife were praying. They have been married for a long time but did not have any children. They asked God to give them a child. They prayed and prayed. God finally answered their pray. The wife, then, got pregnant and they had a baby boy. They were very happy.
The baby was extraordinary. He was very much different from other babies. He ate and drank a lot. Day after day he ate more and more. His body was getting bigger and bigger. And by the time he was a teenager, his body was as big as a buffalo. People then started to call him Kebo Iwa.
Because of his eating habit, Kebo Iwa’s parents spent a lot of money to buy his food in large amount. They finally went bankrupt. They gave up and asked the villagers to help them provide the food.
The villagers then worked together to cook and build a big house for Kebo Iwa. He was like a giant. He could not stay in his parents’ house anymore because of his big body. Sadly, after a few months, the villagers also could not afford to cook him the food. They then asked Kebo Iwa to cook his own food. The villagers just prepared the raw materials.
Kebo Iwa agreed and as an expression of his gratitude to the villagers, he built a dam, dug wells, and he also protected the villagers from animals and people who wanted to attack their village. He did those things by himself.
Meanwhile, the troops of Majapahit were planning to attack Bali. They knew about Kebo Iwa. And they also knew that they could not conquer Bali with Kebo Iwa there. Kebo Iwa was more powerful than they were.
Gajah Mada, the Maha Patih (Chief Minister) of Majapahit then planned something. They were pretending to invite Kebo Iwa to Majapahit to help them dig some wells. They said that Majapahit was suffering from a long dry season and needed much water. Kebo Iwa did not know the plan, so he went to Majapahit.
When Kebo Iwa was busy digging a very big well, the troops covered the well. Kebo Iwa had difficulty in breathing and buried alive. He died inside the well.
After the death of Kebo Iwa, Bali was conquered by Majapahit. Until now, people still remember Kebo Iwa because he had done a lot for Majapahit and Bali. The stone head of legendary Kebo Iwa can be found in Pura Gaduh temple in Blahbatuh. ***
Langganan:
Postingan (Atom)