Academic journal : Review

Title : Let's Teach English

Time/Date : June 13, 2016 (18:35-21:52)

Pages : 60 Pages

Thesis statement :

Language is a free bird but grammar tries to put it in a cage without much success. Language is like the eternal feminine and grammar tries to impose its masculine authority on it. Both language and grammar are illogical like all human beings. There is a constant tension between language and grammar but grammar is a necessary evil. In language teaching, the present-day context must be taken into consideration and only the language must be taught and not its grammar. Teachers must know the grammar of the language but the learners must be taught the language.

Research questions :

1. Do boys get bad grades because they are boys?

2. Do the lessons prove uninteresting for boys because the choice of lessons is not gender-specific?

3. Should our course content be completely revised in order to make boy students listen better in the language classes?

4. Every language shows such traits of insanity because human beings are like that! People are crazy, aren't they?

5. The vagaries of English spelling and pronunciation are well known. If 'cut' is /kut/, why not 'but' be /but/?

6. If the plural of 'ox' is 'oxen', why not the plural of 'box' be 'boxen'?

Methodology :

In language teaching, the present-day context must be taken into consideration and only the language must be taught and not its grammar. Teachers must know the grammar of the language but the learners must be taught the language. In this research design, literary way, communicative way, grammar way, interpretive way combo recipe.

Findings :

A combination of the four types mentioned above can also be used. Some literary texts- both old and new, some pieces for communication skills, some modern texts that raise important social issues, and some contextualized pieces for teaching important grammatical categories can be judiciously mixed to make the learning of English more interesting, effective, and challenging. This combination will also take care of different aspects and interests of learners. Let‟s teach English and not high-flown literature, grammar or phonetics to those who are waiting to learn English.

Conclusions :

What has been suggested so far are not the only ways to teach and learn English. There are many other ways that can be thought of. The point is that the good–old ways are not the only ways and they are to be redefined, adopted, adapted, and sometimes even abandoned according to the changing times and demands. Let us try to make the teaching of English vocationally useful, intellectually challenging, culturally sensitive, aesthetically satisfying, and socially relevant.

Vocabulary/Expression learned :

1. Funeral

2. Thereby

3. Shrugged

Opinion :

I think the journal can motivate the teachers that have to know the grammar of the language but the learners must be taught the language.

Source : http://asian-efl-journal.com/7818/teaching-articles/2014/01/lets-teach-english/

Art History

Day : Monday
Date : May 30, 2016
Title : Art history
Time : 11.00 - 11.20 pm
Pages : No page

Thesis statement :

Art history is the historical discipline that deals largely, but not exclusively, with material objects. Traditionally, this has meant paintings, sculptures and buildings. Its work is centred on charting the history of the making of those objects across time and space, and, put loosely, doing history with them. The phrases 'history of art' and 'art history' are sometimes used to signal these two distinguishable but overlapping endeavours, but they are often used interchangeably. Sensibly, art history can be used as the umbrella term encompassing both activities.

Outline : 

• Art history can be used as the umbrella term encompassing both activities.
• The exploration of these qualities in particular cases, and in general, is still an important aspect of art historical enquiry.
• A great deal of art history is also done in museums and galleries.
• Some of these approaches, adopted since the 1970s, have been identified as forms of 'New Art History'.

Pros : None

Cons : None

Resolutions :

Thus, art history seems tangled in doubts about procedures and ethics. However, away from the cut and thrust of these debates, art history is still being written confidently and with purpose, using the tools that are available. Art history's role in enabling us to engage imaginatively with the past remains an important one, and its scholarly investigation and celebration of the visual materials that societies use and value has perhaps, as we come to terms with globalisation, never been more vital.

Vocabulary-expression learned :

•  sculptures
• diversity
• reducible
• sustainable

Comment :

I think this article can make me know more knowledge about art.

http://www.history.ac.uk/makinghistory/resources/articles/art_history.html

Body Language - Understanding non verbal communication

Day : Monday
Date : May 30, 2016
Title : Understanding non-verbal communication
Time : 10.00 - 10.29 pm
Pages : No page
Outline :

• First Impressions and Confidence.
• The other person is defensive and doesn't really listen.
• You can actively engage the audience when you need to if you're alert to some of the typical signs and signals of people not being engaged.
• Of all the non-verbal body language that we may observe, being able to tell whether a person is lying or not will stand you in good stead.

Pros :

The difference between the words people speak and our understanding of what they are saying comes from non-verbal communication, otherwise known as "body language." By developing your awareness of the signs and signals of body language, you can more easily understand other people, and more effectively communicate with them.

Resolution :

By becoming more aware of this body language and understanding what it might mean, you can learn to read people more easily. This puts you in a better position to communicate effectively with them. What's more, by increasing your understanding of others, you can also become more aware of the messages that you convey to them.

Author's Opinion :

Body language impacts a great deal of how we communicate, and can reflect quite accurately what's going on inside us. It includes body movements and gestures (legs, arms, hands, head and torso), posture, muscle tension, eye contact, skin coloring (flushed red), even people's breathing rate and perspiration. Additionally, the tone of voice, the rate of speech and the pitch of the voice all add to the words that are being used.

Vocabulary-expression learned :

• constricted
• perspiration
• stammering

Comment :

I agree with the writer that body language impact a great deal of how we communicate.

https://www.mindtools.com/pages/article/Body_Language.htm

Childhood Nutrition

Day : Wednesday
Date : May 25,  2016
Title : Childhood Nutrition
Time :
Pages : None
Thesis statement :

Nearly 1 in 3 children in America is overweight or obese. Despite all the focus on kids being overweight and obese, many parents are still confused, especially when it comes to what kids eat.

Outline :

• How much does your child need?
• Is he/she getting enough calcium?
• Enough iron?
• Too much fat?

Pros :

During this stage of life, it's almost all about the milk — whether it's breast milk, formula, or a combination of the two. Breast milk or formula will provide practically every nutrient a baby needs for the first year of life.

Toddlers and preschoolers grow in spurts and their appetites come and go in spurts, so they may eat a whole lot one day and then hardly anything the next. It's normal, and as long as you offer them a healthy selection, they will get what they need.

Cons : None

Resolution :

Once you do start adding foods, don't go low-fat crazy. Although the AAP guidelines state fat restriction in some babies is appropriate, in general, you don't want to restrict fats under age two because a healthy amount of fat is important for babies' brain and nerve development.

Author's opinion :

Although getting your child to eat healthy — regardless of his or her age — can be a constant battle, its one well worth fighting. A healthy child becomes a healthy adult, and only with your support and guidance will your child be both.

Comment :

I agree with the writer, the parents of the children have to know how much nutrition children need.

https://healthychildren.org/English/healthy-living/nutrition/Pages/Childhood-Nutrition.aspx

Review the story

Review Story : Twilight

• Date : 28 May 2016
• Title : Twilight
• Time :
• Pages : 434 page
• Characters : Bella Cullen, Edward Cullen, Jacob Black, Carlisle Cullen, Esme Evenson/Cullen, Rosalie Hale/Cullen, Alice Cullen, Jasper Cullen

• Introduction :

When seventeen year-old Bella Swan leaves sunny Arizona to live with her father in the small and gloomy Pacific North-West town of Forks she doesn’t expect to like it. After all she has made excuses not to go there enough times over the past few years. If living in Forks, with its constant mist and rain, wasn’t bad enough she will have to make a whole new set of friends and settle into a new school.

• Conflict :

At first Edward is aloof, sometimes it almost seems like he can’t stand to be in the same room as her, but eventually they strike up an unlikely friendship. Even as Bella falls hopelessly and irrevocably in love with Edward, she still can’t work out exactly what makes him so different to everyone else.

On a trip to the beach, Bella is told of the local legend about the “cold ones”, a group of blood drinkers who have sworn off hunting humans but are still not welcome on Indian land because vampires are not to be trusted. Realising Edward is vampire changes nothing for Bella, she knows that she still loves him even if he’s not human.

Edward and his whole family are vampires. Edward himself was made a vampire when he was seventeen years-old, although that was at the end of World War I. For Edward his love for Bella is both a delight and a torment. A delight because she is the first person he has loved since he was made a vampire. A torment because although he has sworn off human blood and only hunts animals the craving for human blood never truly leaves him and the very scent of her also stirs his hunger for blood….

• Solution :

When escape to Phoenix, Bella framed by James. Fortunately Edward and his family soon realized the loss of Bella and immediately rushed to go to save Bella. Edward arrived just in time and managed to save Bella, after which they immediately returned to Forks and attend prom by their school.

• Opinion :

This novel can imagine the readers to experience with the story of Vampire in Twilight novel. And the writer bring me to the situation of the story.

How To Article 3

10 Pre-Reading Activities

1. Start 22.01 - 22.11 = 11 minutes

2. Tittle : 10 pre-reading activities

3. Page : There is no page

4. Topic : Education

5. Details : Here are pre-reading activities :

• Speed chatting
• Discussion
• Brainstorming
• Pictures
• The tittle
• Story telling
• Short conversation
• Pictionary
• Purpose
• Videos

6. Purpose of the writer : To help learners prepare reading activity.

7. Quotation/expression

8. I guess this article is good to good, because these activities can help the learners to prepare and understanding what they read.

Source

How To Article 2

Five Tips to Read Faster

1. Start 15.16 - 15.28 = 12 minutes

2. Tittle : Five tips to read faster

3. Page : There is no page

4. Topic : Education

5. Details : There are  many ways to improving reading speed :

• Read in chunks
• Don't look back
• Concentrate
• Don't jump in
• Relax when reading

6. Purpose of the writer : Increasing the difficulty of the text with used the technique of reading speed.

7. Quotation/expression

8. These tips were useful to help the students improving reading skill. And the tips can make the students keep practicing

Source

How To Arcticle 1

ANALYZING PLACEMENT TEST


1. Start 22:55, end 23:06 = 11 minutes


2. Tittle : Analyzing Placement Test


3. Page : There is no page


4. Topic : Education


5. Details : Use a 90 question grammar test of increasing difficulty. Questions are multiple choice cloze format (or simply multiple choice) each with four possible answers.


Questions 1 – 30 = Elementary level (a score between these figures places a student in an Elementary level class)


Questions 31 – 55 = Pre-intermediate level


Questions 56 – 73 = Intermediate level


Questions 74 – 86 = Upper-intermediate level


Questions 86 – 90 = Advanced level


6. Purpose of the writer : To give a great opportunity and to implement some the theory he did encountered during a language testing module.


7. Quotation/expression


8. I guess this article is good because the placement test seems to be effective. And the placement test can given that very few students are deemed to have been placed in the wrong level after the test.

Ten post-listening activities

In this stage, students have done pre-listening activity. The post-listening stage include noticing new phrases and words that came up in the listening, recalling and reconstructing information from the listening.


Activities :


· Reviewing the transcript – The student have to take the copy of transcript. Then, tell the students to underlying that they understand of the transcript. Also, thelll them to circle the words which they don’t understand. Make the groups disscussion, and ask the students to write on the board any prhrases or sentences they still can’t understand.


· Quiz your classmate – This activities is reviewing different types of test questions, include true or false questions, multiple choice, and short answer. Ask the students to listening a track, and each questions have to use the different types of questions.


· Quizzing teams – The students make the class teams. But before, make several copies of transcript, and each part for the students. Give each the 15 minutes to come up with 5very difficult questions to ask other team.


· What Do You Recall? - Put students into pairs. Ask them to take turns recalling one bit of information from the listening without repeating anything. Challenge students to continue as long as possible.


· Discussion – Ask students to compose 3 discussion questions based on the topics that came up during the listening. Some potential questions are:


· Do you prefer casual clothes or formal clothes? Why?


· What kind of clothes do you wear during the summer?


· How often do you buy new clothes?


· Do you change clothes during the day? Why or why not?


· If someone bought you some clothes that you didn’t like, would you tell them? Why or why not?


· After students have been writing for a few minutes, circulate and make suggestions on how they can improve their questions. Later, choose a few students to write their best questions on the board. Once there are 7 questions on the board, put students into groups of 3 or 4 to discuss the questions.


· Revising the dialogue – Put students into small groups. Give each group a copy of the transcript. Ask them to change the dialogue in one of the following ways:


1. · Danny not only asks Alex about his clothes, she talks about her clothes, too. OR


2. · A third character enters the conversation and interacts with Alex and Danny. OR


3. · Add 3 lines to the beginning and 3 lines to the end of the dialogue, giving it a smooth beginning and ending.


Ask them to write their changes on the transcript (or a separate sheet of paper, if necessary), and then practice it. Groups take turns performing their dialogues for the class.



· A gift – Suggest different categories to the students like men’s clothing, woman’s clothing, casual clothes, etc. Ask the them to tell more items, then write on the board. Then, describe the items more that students know. Make another list, and write more words on the board.






· Dictogloss – Tell students that you are going to read a short section of the dialogue, and you want them to listen, without writing anything down. Read the following at a normal speech rate:






“Yeah, even in the summer. It’s basically the company policy that we look business-like. It’s crazy. You know that time of year is really hot. You’re sort of waiting for the train, and you’re sweating and it’s just, ugh!”


Read it again, and tell students to write down just the key words. Now, put students into groups of 4, and ask them work together to write what they heard, as close as possible to the original. When the class is finished, ask them to tape their paragraphs up on the board. Ask students to compare the different versions.


· Interviewing Danny - Tell your class that during the listening activity, you noticed that Danny asked the questions, but didn’t answer any. Tell everyone that they are going to have an opportunity to ask Danny questions, and they don’t have to limit the subject to clothes. They can ask Danny about anything! Give the class around 10 minutes to write as many questions as they can think of. Next, put a chair in front of the class and call on a student to take the role of Danny. Tell students ask their questions. After 3 questions, give the student in the chair an opportunity to choose a new “Danny”. Repeat the activity 5 times.









· Spin-offs - Tell the class if they know what a spin-off is. Tell them it’s a TV series that is based on some of the characters or situations from an earlier series. Put students into pairs and ask them to brainstorm some possible spin-offs from the dialogue, situations that are suggested by the dialogue. Ask each pair to list 4 or 5 situations. After a few minutes, ask students to read out their ideas, and write them on the board.

Source link

Dr. Day intensive to extensive reading

https://www.youtube.com/watch?v=f7Fq5fU5eQ8

From this video, Dr. Day explained that reading has Intensive and Extensive, they are interconnected each other. Reading is interactive process, the reader and the text to create and to construct the meaning. Translation is method to search the meaning, but translation and reading is different.

He also talk about strategy, the strategy is Comprehension and Fluency. Comprehension is intensive reading, and Fluency is extensive reading. The reading strategy can help us read to learn, but first we have to learn to read by reading, that is extensive reading. Most the teaching of reading focuses on comprehension, but fluency in reading is really important. Finding mind idea on pharagraph will be easy if we use the strategy. Fluency strategy help students move away from word by word reading, and the poor reading is reading slowly. The good strategy of fluency with scanning and predicting, scanning is looking particular information and predicting is look at the text, title quickly and predicting the topic.

Recognized signal words is excelent fluency strategy. There are some very important from research :

1.       We have the strategy in context

2.       We have to provide in explanation a reason and rasional for the strategy

It is easy to understand the meaning from each word, but it is very  difficult to create or constuct a meaning of the text. So we wants to do is build up the fluency, and the fluency si the based of comprehension. The one way to bulid up the fluency is extensive reading.

So, extensive reading involves students in reading large quantities of material in the new language. The goal often goes beyong learning to read and may involve students overall language proficiency and their attitudes toward english and motivating for learning. It can be blended into any language course and program, regardless of the focus or methodology.

The some extensive readinng activities is timed repeated reading, the student have to read comportable, dont read fast, dont read slowly. That is the good activities of fluency.