Planning

1.    Formal and Informal Planning

Before we go into a lesson it helps to be clear about exactly what you want to do. As a general rule: prepare thoroughly, but in class, teach the learners-not the plan. This means that you should be prepared to respond to the learners and adapt what we have planned as you go, even to extent of throwing the plan away if appropriate.

The remainder of this section looks at three different approches to lesson planning a detailed formal plan (as used on training courses or when a supervisor or inspector visits), a detailed informal plan, and brief note of a running order for activities.

a.      Formal Plan

A formal lesson plan often contain two parts: (1) an outline of the procedure of the lesson (a description of the activities, their order and predicted timing) and (2) background information (ie aims for the lesson, target language, material used, predicted problems, etc)

b.      Informal Plan: Anna’s lesson

The aim of this part of the section is to let you observe an experienced teacher preparing a lesson. Although her situation will be different from yours, it may be useful to see the kind of things she considers and the reasons for some her decisions.

c.       A Brief ‘running order’

The simplest type of lesson plan, and one used by many teachers, is a basic ‘running order’ of activities, perhaps with a note of specific language points or materials that will be used. This plan has the advantage of being something you can do on the bus in to work or on the back of an envelope In the staff room five minutes before going into class!.

2.    Aims.

For every lesson you teach, and for every activity within that lesson, it is useful to be able to state what the aims are. It is important to separate mentally (a) the material you use; (b) the activities that will be done; (c) the teaching point (ie the language skills or systems that the lesson will work on); (d) the topic or contexts that will be used;(e) the aims of the lesson.

You may decide the aims of a lesson before you teach it. You may realize what they are while you are teaching. It may be that you are only clear about what was achieved after the lesson has finished.

The teacher may have aims of various kinds for actual running of a lesson to do with himself or to do with the classroom or to do with individuals. The most important aim ussually concerns intended student achievement; things thay they will have learned, skill they will have improved, points they will have reached by the end of the lesson. In order to distinguish this important aim clearly from others, I shall refer to the main aim of a lesson as the objective.

3.    Syllabus and Time Table.

A syllabus is a list of particular topics and subject to be covered.  Thus you might know that in one of the lessons in the coming week you will need to deal with giving directions. You are now informed as to the subject matter in terms of language systems or language skills.

From this you can devise your objectives. For example – by the end of the lesson the learners will have been introduced to seven common phareses used in asking for and giving directions and have had oral practice in using them appropriately and accurately to exchange information.

If you have a clear objective for a lesson, you can bear this mind all the way through the class. Knowing where you are going enables you to make moment by moment decisions about different paths or options to take en route, while keeping the main objetive always clearly in front of you.

Good lesson planning, and especially good specifying of objectives, does not therefore restrict you but in clarifying the end point you intend to reach, sets you free to go towards that point in the most appropriate ways in class.

Activities and Lesson

This chapter offer some basic information and ideas about running lesson and activities. The aim is to start small and then gradually widen the focus. This chapter reflects the way that we learned to teach.

1.    Classroom Activities
A basic skill in teaching english as a foreign language is to able to prepare, set up and run a single classroom activity, for example a game or a communication task or a discussion. In this chapter looks at some typical activities, and considers on in detail.

These the following activities that would be possible to use
a.      A whole-class discussion of ideas and answer
b.      Individual written homework
c.       A dictation
d.      Students prepare a short dramatic sketch.

Each of these activities is possible by using the same material in different ways, for example;

• The class discuss the problems and possible solutions.
• The students write their feelings about the situations at home or perhaps turn them into story.
• The teacher dictates a situational description to the students and then invites one student to invent and dictate the first line of the dialogue, then another student does line two, and so on.Students make up dialogues in pairs and perform them.

As well as working on language, the activity involves students in talking and listening to one another on a personal level. This may help to build good relationship within the class and help create a good working atmosphere.

2.    Four kinds of Lesson
A complete lesson may consist of a single long activity, or it may have a number of shorter activities within it. These activities may have different aims; they may also, when viewed together, give the entire lesson an overall objective.

Here description of four basic lesson types

a.      Logical Line
In this lesson there is a clear attempt to follow a ‘logical’ path from one activity to the next. Activity A leads to activity B leads to activity C. activity C builds on what has been done in activity B, which itself builds on what has been done in activity A.

In work on language skill, the sequence of activities often moves from overview towards work on specific details. For example, the learners move gradually from a general understanding of a reading text to detailed comprehension and study of items within it.

b.      Topic Umbrella
In this kind of lesson, a topic (eg; Rain forest or education or wheater or good management) provides the main focal point for student work. The teacher might include a variety of separate activities (eg; on vocabulary, speaking, listening, grammar, etc) linked only by the fact that the umbrella topic remains the same.

The activity can often be done in a variety of orders without changing the overall success of the lesson. In some cases activities may be linked; for example, when the discussion in one activity uses vocabulary studied in a proceding activity. There may be a number of related or disparate aims in this lesson, rather than a single main objective.

c.       Jungle Path
An alternative approach would be not to predict and prepare so much but create the lesson moment by moment in classs, the teacher and learners working with whatever is happening in the room, responding to questions, problems and options as they come up and finding new activities, materials and tasks in response to particular situations.

The starting point might be an activity or a piece of material, but what comes out of it will remain unknown until it happens.

The essential diffrences between this lesson and the previous lesson types is that the teacher is working more with the people In the room than with her material or her plan.

d.      Rag Bag
This lesson is made up of a number of unconnected activities. For example; a chat at the start of the lesson, followed by vocabulary game, a pairwork speaking activity and a song. The variety in a lesson of this kind may often be appealing to students and teacher. There can, however, be a ‘bittiness’ about this approach that makes it unsatisfactory for long-term usage.

There will be no overall language objective for the lesson (though there might be a group-building aim). Each separate activity might have its own aims.

3.    Using a course book
A coursebook can be a good source of useful, exploitable material. It will also sequence the activities. Sadly not all coursebooks are equally helpful, but as a starting point, I’d certainly recommend finding out of your book is usable or not.

You do not necessarily need to be a slave to the book, you can adapt and vary the activities if you wish, you can do them in a different order.

The coursebook writer is a more experienced teacher that you knows something of the problems learners have, provides a useful syllabus for them to follow, and has devised a course to help them learn.

Conclusions

Coursebook are written:
-          To give less experienced teachers support and guidence and control of a well-organized syllabus.
-          To give more experienced teachers materials to work from.

Using a coursebook as a resource you must know.
-          Select, choose what is appropriate for you and your students
-          Reject, leave it out if it’s not appropriate
-          Teach, the book is a resource to help and inform your work
-          Exploit, find interesting ways to adapt or exploit the material

-          Supplement, use teachers recipe, books, magazine, picture, etc.

Blog Info

from several weeks, our blog has change the templates style many times, so as blog writers i want apologies for inconvinient. but soon our templates can be changed permanently, thanks for visiting this blog i hope readers can give some info and suggestion for this blog, and we can make this blog more better and better, and if you want be a writers in this blog please leave your e-mail addres at comment form.



sincerely


Agus Riadi

Tips For Copy-Writing

Copywriters often disagree on whether a short sales piece with lots of white space is better or whether long and detailed is the way to go. The long and short of the debate is this… what type of buyer are you targeting?

There are basically 2 kinds of buyers.

1. The Impulsive Buyer

This is the kind of guy with "places to go and people to see" and not a whole lot of time to do it in. Typically, he'll skim the headlines and subtopics, glance at the photos and captions, and make a snap decision.

2. The Analytical Buyer

This group of buyers believes that the proof is in the details. They'll read everything… including the fine print.

It stands to reason that successful copy will address the needs of both buyers… regardless of length. Let's look at what you need to do to reach both buyers.

How to reach….

The Impulsive Buyer

1. Use attention getting headlines and sub headlines.

2. Capitalize of graphics that enhance your message…

Photos

Captions

Varying fonts and font sizes

Shading

Use Bold Headlines

Highlight with shaded areas or bullets

The Analytic Buyer

1. Use the headlines, sub headlines, and graphics for the impulsive buyer as guides. Add the detailed information the analytic buyer needs under the proper heading, and you've got a winning marketing piece that is guaranteed to be successful

Inside knowledge of how your potential buyers react is the key to getting their attention… and extra income. The fact that the needs of the impulsive buyer and the analytical buyer overlaps is a bonus for you, the copywriter! 

Four Reasons To Learn German

What A German Language School Can Do For You

German is not always the first choice for people looking to learn a foreign language. But maybe it should be. German is spoken by more than 100 million people in 38 countries around the world. Most of the world's German speakers are in Germany, Austria and Switzerland, but there are also significant numbers of German speakers in the United States and South America. That's a lot of German speakers, and a lot of reasons to learn German. Here are five reasons to consider attending a German language school.

1. Learn German For Business

Germany is the third largest industrial nation in the world and a major exporter. Learning German will help business people to improve their prospects of doing business in German-speaking countries. And while it may be true that many Germans speak English as well as, if not better than, many native English speakers, those who learn German will have the advantage of understanding what is said in its original context. Many German language schools offer classes specifically designed to help business people learn German. These include classes dealing with speaking on the telephone, negotiations and presentations.

2. Learn German For Travel

In addition to the three major European countries where German is a native language, German is a second language for many countries across Eastern Europe. Those planning to travel in Romania, the Czech Republic, Hungary, Russia or Kazakhstan may find it useful to learn German to communicate in those regions. There are many websites that offer free language lessons to help travelers learn basic German phrases. However, for a more intensive course, travelers could learn German in Berlin or another part of Germany.

3. Learn German For Tourism

With three major language centers and many other German-speaking regions, German is a key language for those seeking to work in the tourist industry. Some German language schools offer courses aimed at professionals in different industries which will also help those in the tourist trade. This is key not just for those planning to work within Germany, but for those planning to work with the millions of German-speaking tourists who travel the globe each year.

4. Learn About German Culture

German culture is more than beer and lederhosen. Germany has a rich cultural heritage. Many great thinkers, such as Freud and Einstein, were German. Many of the most respected classical composers came from Germany. There is a lot to do in Germany, from exploring towns with a centuries-old history to seeing the wonders of modern engineering technology. Those who study in Germany will find that this gives an inside view of many aspects of German culture.

Where Should I Learn German?

Although there are plenty of German classes available in most countries, a good option is to study in Germany at a German language school. This means that students will learn by immersion, hearing German spoken both inside and outside the classroom. This is a good way to learn German fast and correctly. There are German language schools around the country. One option is to study in Berlin. Not only does Berlin have many universities and educational institutions, but it also has a rich cultural history and many sights to see. This makes study in Berlin a good option for learning German. 

LOve Problem (Valentine Event)

46 Clues Your Partner is Having an Affair

Some of these signs of a cheating spouse are "tongue in cheek" while others are tell tale signs that commonly appear with a cheating husband or cheating wife. There is no copyright. Feel free to forward to those who might be interested. But please don't change anything.

Signs of a Cheating Spouse:

1) You find birth-control pills in her medicine cabinet, and you've had a vasectomy.

2) Mutual friends start acting strangely toward you. (They either know about the cheating or have been told stories about what a horrible wife or girlfriend you are.)

3) Your cheating husband or wife stops confiding in you and seeking advice from you.

4) Sets up a new e-mail account and doesn't tell you about it.

5) He leaves the house in the morning smelling like Irish Spring and returns in the evening smelling like Safeguard.

6) She joins the gym and begins a rigorous workout program.

7) She buys a cell phone and doesn't let you know.

8) He sets up a separate cell phone account that is billed to his office.

9) The cheating husband carries condoms, and you are on the pill.

10) Begins to delete all incoming phone calls from the caller ID.

11) Deletes all incoming e-mails when they used to accumulate.

12) He becomes "accusatory," asking if you are being true to him, usually out of guilt.

13) Raises hypothetical questions such as, "Do you think it's possible to love more than one person at a time?"

14) He buys himself new underwear.

15) He insists the child seat, toys, etc., are kept out of his car.

16) The cheating wife stops wearing her wedding ring.

17) Has a sudden desire to be helpful with the laundry.

18) Has unexplained scratches or bruises on his or her neck or back.

19) Suddenly wants to try new love techniques.

20) He/she fairly suddenly stops having sex with you.

21) He/she suddenly wants more sex, more often.

22) Supposedly works a lot of overtime, but it never shows up on the pay stub

23) Picks fights in order to stomp out of the house.

24) You find out by accident he or she took vacation day or personal time off from work - but supposedly worked on those days.

25) Shows a sudden interest in a different type of music.

26) Spouse's co-workers are uncomfortable in your presence.

27) Has a sudden preoccupation with his or her appearance.

28) Spends an excessive amount of time on the computer, especially after you have gone to bed.

29) He throws up a lot because he just ate at his mistress's house and had to eat the dinner you prepared when he got home.

30) Your spouse is away from home, either nights or on trips, more than previously.

31) His/her clothes smell of an unfamiliar perfume or after-shave. You see lipstick on your husband's shirt.

32) The amount of money being deposited into your checking account drops off.

33) You find items of intimate apparel or other small gift-type items that you did not give your spouse.

34) Your spouse seems less comfortable around you and is "touchy" and easily moved to anger.

35) You get calls where the caller hangs up when he or she hears your voice.

36) He/she loses attention in the activities in the home.

37) Your intuition (gut feeling) tells you that something is not right.

38) He/she has a definite change in attitude towards everyone in the home.

39) She uses a low voice or whisper on the phone or hangs up quickly.

40) She has a "glow" about her.

41) Atypical erratic behavior.

42) He sneaks out of the house.

43) She sleeps with her purse by the bed.

44) She goes to the store for groceries and comes home 5 hours later.

45) He tells you that you can get hold of him at a different telephone number.

46) The telltale sign of a cheating spouse? Having to ask that question in the first place. 

The Story About Love (Valentine Event)

Love, Lies, Betrayal, And Deceit - Why Do We Lie To Those We Love?

Why do husbands and wives, boyfriends and girlfriends, lie to each other?

Our romantic relationships are seldom what they seem. We all want a relationship that is built on openness, intimacy, and trust, but the truth is, our relationships do not always work that way. More often than not, our intimate relationships involve secrecy and deceit. In fact, if you want to look for deception and betrayal in your own life, the best place to start is close to home. Husbands and wives, boyfriends and girlfriends, often lie about their true feelings for each other, the feelings they have for others, and their level of commitment. Indeed, it is safe to say that people save their biggest and most serious lies for those they love.

For better or worse, our romantic relationships are full of paradoxes which we try to overlook, downplay and ignore. For the most part, this strategy works well. Until the day comes when it doesn't, and with little warning or preparation we have to confront face-on the reality that our close relationships are not exactly what they appear to be.

Eventually, almost everyone will catch a spouse or partner in one of their lies. Inevitably, we have a difficult time coping with what we have learned and dealing with the fact that someone close has betrayed our trust. We do not expect our partners to mislead us, nor do we have insight into how and why deception occurs.

In fairness, it should also be mentioned that it is just as likely that a partner or spouse will catch you in one of your own attempts to deceive. And ironically, we are just as unprepared to deal with this kind of situation.

Ignoring the paradoxes inherent in our romantic relationships turns out to be a costly strategy and most people pay the price for this decision, unexpectedly, and all at once. It's not so much that coming to terms with the use of deception in romantic relationships will solve all of the problems you are going to encounter, but it will certainty help to reduce the stress, anxiety, and uncertainty that occur when deception eventually comes to light.

In fact, when it comes love and romance, most of the things we believe, are not true. Most people believe that all of their marital or relational problems can be solved through "communication." We believe that deception is difficult to achieve, that misleading a partner requires a lot of effort and thought, and that romantic partners can tell when a lover is lying, and so on. None of these widely held beliefs, however, are supported by the evidence. Rather, our romantic relationships are held together by a delicate balance of both candor and deceit. And both are critical to making our intimate relationships work.

In reality, romantic relationships entail two important features which allow deception to flourish: abundant opportunity, as well as the need to deceive. As we get close to another person, we intentionally and unintentionally provide them with a great deal of information about who we are, revealing ourselves through both our words and deeds. Creating this kind of intimacy or shared knowledge is critical, as it serves as the foundation for a lot of important rewards. Through our close relationships, we create gains with respect to our health, wealth, and emotional well-being.

Because relationships provide so many important rewards, it should come as no surprise that people are inclined to view their romantic partners in a positive light. We place a lot of trust in our romantic partners. We think we know them well. But while our trust surely provides us with a sense of security and comfort, it also lays the ground for deceit. For as we trust our partners more, we also become more confident but less accurate at determining when the truth is being told.

Every relevant study attests to the fact that lovers are terrible at telling when their partners are lying. In fact, detecting deception with anyone is difficult to do, but lovers manage to take this general failure to a spectacular low. Again, as we become more confident that we can tell when a lover is lying, the exact opposite turns out to be true. This "truth-bias" or "blind faith" provides the perfect opportunity for romantic partners to engage in deception. After all, who makes a better victim than someone who is eager and willing to trust everything you have to say?

Not only do close relationships create a wonderful opportunity for deception to occur, they also create the need. While romantic relationships offer many rewards, they also tend to be overly constrictive. Most everyone has felt the constraints of a close relationship from time to time; quite simply you are no longer free to do what you want, when you want, and with whom you want. So intimacy provides tremendous rewards, but at an enormous cost – the loss of your freedom and autonomy.

Lying to a romantic partner helps us deal with the constraints that our intimate relationships impose. Quite frankly, deceiving a romantic partner turns out to be the most efficient and effective way of maintaining the rewards we get from our romantic relationships while pursuing extra-relational goals and activities behind a partner's back.

How do we decide when to lie and when to tell the truth? Well, most of the time we do not intentionally think about misleading our partners. Rather such decisions are governed by our emotions and just seem to happen when the right situation presents itself. Often a sense of excitement, opportunity, and exhilaration can lead us down paths we had no intention of traveling. A sense of fear, loss, and trepidation, on the other hand, prompt us to cover-up what we've done and be more conservative in the short-term. Luckily our emotions are very good at reading situations and keeping our deceptive behavior within limits. Our emotions prompt us to regain some of our freedoms while also allowing us to maintain the benefits we get from our intimate relationships.

When you take a step back and put it altogether, the picture that emerges tends to be rather ironic. Because our romantic relationships are so rewarding yet constrictive, we are simultaneously more truthful and more deceptive with those we love. Additionally, we place the most trust in the person who is most likely to deceive us, just as we are most likely to deceive the person who loves and trusts us the most. These are just a few of the paradoxes that emerge when taking a close look at the use of deception in our romantic relationships. Most of what is uncovered runs counter to our most cherished beliefs about love and romance; that is, the idea that complete openness and intimacy are a central and defining feature of being in love.

Initially most people avoid looking for deception by a loved one. But as you begin to examine your own behavior more closely it becomes harder to dismiss the degree to which lies, betrayal, secrecy and deceit are ever present in our close relationships. Hopefully, you will take on a greater appreciation for the complexities of your relationships as well as a richer understanding of what it means to be in love. Regardless of the final outcome, taking a close look at deception in your life will change the way you view yourself and others.