This is default featured slide 1 title

Go to Blogger edit html and find these sentences.Now replace these sentences with your own descriptions.This theme is Bloggerized by Lasantha Bandara - Premiumbloggertemplates.com.

This is default featured slide 2 title

Go to Blogger edit html and find these sentences.Now replace these sentences with your own descriptions.This theme is Bloggerized by Lasantha Bandara - Premiumbloggertemplates.com.

This is default featured slide 3 title

Go to Blogger edit html and find these sentences.Now replace these sentences with your own descriptions.This theme is Bloggerized by Lasantha Bandara - Premiumbloggertemplates.com.

This is default featured slide 4 title

Go to Blogger edit html and find these sentences.Now replace these sentences with your own descriptions.This theme is Bloggerized by Lasantha Bandara - Premiumbloggertemplates.com.

This is default featured slide 5 title

Go to Blogger edit html and find these sentences.Now replace these sentences with your own descriptions.This theme is Bloggerized by Lasantha Bandara - Premiumbloggertemplates.com.

Selasa, 01 Januari 2013

one direction lyrics

You're insecure
Don't know what for
You're turning heads when you walk through the door
Don't need make up
To cover up
Being the way that you are is enough

Everyone else in the room can see it
Everyone else but you

[Chorus]
Baby you light up my world like nobody else
The way that you flip your hair gets me overwhelmed
But when you smile at the ground it aint hard to tell
You don't know
Oh Oh
You don't know you're beautiful

If only you saw what I can see
You'll understand why I want you so desperately
Right now I'm looking at you and I can't believe
You don't know
Oh oh
You don't know you're beautiful
Oh oh
That what makes you beautiful

So c-come on
You got it wrong
To prove I'm right I put it in a song
I don't know why
You're being shy
And turn away when I look into your eyes

Everyone else in the room can see it
Everyone else but you

[Chorus]


Free Web Site Hit Counters



Powered by Blank Calendar



A Short Story: How to Persist and Persever

A Short Story: How to Persist and Persever

A middle aged man who goes by the name of Oliver approaches a monastery located high atop the Himalayan Mountains. He’s tired, sad, disheartened and somewhat angry. He’s trekked here for weeks in order to find answers — answers to his struggles, and answers for the setbacks that seem to be keeping him away from his greatest accomplishments.

He enters the monastery and out of exhaustion drops to the floor. Lying there face down on the ground he thinks about his wasted life, about the problems that always seem to get in his way, and about the difficulties that he faces every single day. Life seems like an uphill battle that never ends. It seems as though he’s carrying the world on his shoulders and the burden is simply too heavy for him to bare.

A moment passes, when suddenly a dark figure approaches and helps him off the ground. Oliver looks up and sees the kind face of a Monk looking back at him. This face is familiar and welcoming.

The Monk sits him down without saying a word and just gazes into Oliver’s eyes. What he sees is heartache, defeat and despair. Oliver’s face looks very familiar, and it should, because he was in fact an orphan who was raised within this Monastery as a child.

Monk: “What brings you back here my dear friend?”

Oliver: “Master, you are all knowing, and I’ve come here searching for answers. I have all these hopes and dreams; I want to accomplish all these amazing things, however, everything I do seems to lead down a path to despair. I am a total failure, and I just don’t know what to do. I’ve experienced so many heartbreaking losses over the years that I just feel like I have no more to give.”

Monk: “Did you know that time and again, history has demonstrated that the most notable winners usually encountered heartbreaking obstacles before they triumphed? They won because they refused to become discouraged by their defeat.”

    How does this defeat make me stronger?

    What opportunities does it present me with?

    What’s the next step I must take?

Oliver: “Yes, I’ve been there. So many obstacles, but I still haven’t triumphed. I seem to be stuck in the same place, going nowhere.”

Monk: “Yes, you may not be there yet, but you’re certainly closer then you were yesterday. You made the trek up here for answers, did you not?”

    How am I closer?

    What must I do next?

Oliver: “Yes.”

Monk: “Well then, you are closer then you were yesterday to finding the answers you’re searching for, are you not?”

Oliver: “Yes, but it seems as though I’ve tried everything, and nothing seems to have worked. I have a good education. My friends and family even tell me that I have the talent to achieve anything my heart desires, and I honestly believe that, but so far, nothing.”

Monk: “Oliver, please listen to my words carefully. Nothing in the world can take the place of persistence. Talent will not; nothing is more common than unsuccessful men with talent. Genius will not; unrewarded genius is almost a proverb. Education will not; the world is full of educated derelicts. Persistence and determination alone are omnipotent. The slogan “Press On” has solved and always will solve the problems of the human race.”

    Where can I try harder?

    How can I push myself further?

Oliver: “Okay, I see your point, but things always seem so hard that I just feel like giving up.”

Monk: “That which we persist in doing becomes easier, not that the task itself has become easier, but that our ability to perform it has improved.”

    What have I learned?

    How have I improved?

    How can this help me moving forward?

Oliver: “So what you’re saying is that through the act of persistence things will become easier. I think I get that. It’s like a skill. I persist through something and eventually I learn more about what works and doesn’t work and as a result I get better. But… but I’m afraid. I guess I’m afraid of making a mistakes, and of failure.”

Monk: “There is no failure for the man who realizes his power, who never knows when he is beaten; there is no failure for the determined endeavor, the conquerable will. There is no failure for the man who gets up every time he falls, who rebounds like a rubber ball, who persists when everyone else gives up, who pushes on when everyone else turns back.”

    I think I can do this…

    I know I can do this…

    I believe I can do this…

    I’m certain I can do this…

    Let’s just do this…

Oliver: “Okay, I see where you’re coming from. I have to get up each time I fall down like a rubber ball. I really like that analogy. Actually on some days I’ve spent time meditating and contemplating, like you do here in the mountains. I’m hopeful that my meditations and visualizations will help me to become more aware and spot opportunities throughout the day.”

Monk: “And that is where you make a mistake my dear friend. You must stop meditating and keep moving forward, and the chances are that you will stumble on something, perhaps when you least expect it. I never heard of anyone ever stumbling on something sitting down. I certainly haven’t. There’s nothing else for me to do here but to meditate. The only thing I’ll stumble across, is down a set of stairs.”

    Get up! Get Moving! Just Do it!

    Opportunities are everywhere. Go out and get them.

Monk: “If you get off your butt and just keep moving forward you will soon realize that you just can’t beat a person who never gives up.”

Oliver: “Do you think that is why some people succeed? Is it because they simply don’t give up?”

Monk: “Yes, of course. Even people of mediocre ability sometimes achieve outstanding success because they don’t know when to quit. Most men succeed because they are determined to. Their intelligence isn’t what gives them the edge. What gives them the edge is that they stay with problems longer and persist while others are quitting.”

    How else could this problem be solved?

    What else could I do here?

    Stick with it, just a little longer…

Oliver: “But it sometimes seems as though I work so hard, spend so long on something and I just seem to be making no progress at all. Life just doesn’t seem fair, and hard work doesn’t always bring results. There must be something more to it.”

Monk: “Have you ever seen a stone-cutter hammering away at his rock, perhaps a hundred times without as much as a crack showing in it? Yet at the hundred-and-first blow it will split in two, and I know it was not the last blow that did it, but all that had gone before.”

    Just keep chipping away…

Oliver: “Wow, I love that. I guess you just have to have strength to keep moving on.”

Monk: “No you don’t. Strength has nothing to do with it. In the confrontation between the stream and the rock, the stream always wins — not through strength, but through persistence.”

    How am I making progress?

    What more could I do?

Oliver: “So what you’re basically saying is that success seems to be a matter of hanging on after others have let go. Is that right?”

Monk: “Yes, that is correct. And when you feel as though you’ve reached the end of your rope, simply tie a knot in it and hang on.”

Oliver: “Hang on, and don’t let go. That is good. I will use that the next time I’m facing a setback. I guess the toughest part is overcoming those really big obstacles that life tends to throw my way. They are like gigantic mountains in my path that I can’t seem to look beyond.” :(

Monk: “My dear Oliver. Did you not learn your lesson coming here today? Can I ask you, how many times you stumbled and fell while making the trek up this mountain to see me?”

Oliver: “Well, I guess I stumbled quite a number of times on my journey here.”

Monk: “But you kept getting back up and moving forward. You essentially bounced up like a rubber ball and made your way until you reached your destination. Is that correct?”

Oliver: “Yes, that is correct.” :)

Monk: “Then there is only one more lesson you need to learn. The lesson is that nobody trips over mountains. It is the small pebbles that cause you to stumble. Pass all the pebbles in your path and you will find you have crossed the mountain.”

    Just another step forward…

    I’ll eventually get there…

And with that, the Monk stood up and walked away, leaving Oliver to contemplate the lessons learned.

the audiolingual method

4 The Audio-Lingual Method (Pages 35-51)
1- Compare and contrast the Direct Method and the Audio-Lingual Method.
(1) Both are oral-based approaches.
(2) The Direct Method emphasizes vocabulary acquisition through exposure to its use in
situations; the Audio-Lingual Method drills students in the use of grammatical sentence
patterns.
(3) Unlike the Direct Method, the Audio-Lingual Method has a strong theoretical base in
linguistics and psychology.
2- How has the behavioral psychology influenced the Audio-Lingual Method?
(1) It was thought that the way to acquire the sentence patterns of the target language
was through conditioning—helping learners to respond correctly to stimuli through
shaping and reinforcement.
(2) Learners could overcome the habits of their native language and form the new habits
required to be target language speakers.
3- Define a backward build-up drill (expansion drill). State its purpose and
advantages.
(1) Definition: The teacher breaks down a line into several parts. The students repeat a
part of the sentence, usually the last phrase of the line. Then, following the teacher's cue,
the students expand what they are repeating part by part until they are able to repeat the
entire line. The teacher begins with the part at the end of the sentence (and works
backward from there) to keep the intonation of the line as natural as possible. This also
directs more student attention to the end of the sentence, where new information typically
occurs.
(2) Purpose: The purpose of this drill is to break down the troublesome sentence into
smaller parts.
(3) Advantages: (a) The teacher is able to give the students help in producing the
troublesome line. (b) Having worked on the line in small pieces, the students are also
able to take note of where each word or phrase begins and ends in the sentence.
4- Define a repetition drill.
Students are asked to listen carefully to the teacher's model, and then they have to repeat
and attempt to mimic the model as accurately and as quickly as possible.
5- Define a chain drill. State its advantages.
(1) Definition: The chain of conversation that forms around the room as students, oneby-
one, ask and answer questions of each other. The teacher begins the chain by greeting
a particular student, or asking him a question. That student responds, and then turns to the
student sitting next to him.
(2) Advantages: (A) A chain drill gives students an opportunity to say the lines
individually. (B) The teacher listens and can tell which students are struggling and will
need more practice. (C) A chain drill also lets students use the expressions in communication
with someone else, even though the communication is very limited.
6- Define a single-slot substitution drill. State its purpose.
(1) Definition: The teacher says a line, usually from the dialog. Next, the teacher says a
word or a phrase—called the cue. The students repeat the line the teacher has given them,
substituting the cue into the line in its proper place.
(2) Purpose: The major purpose of this drill is to give the students practice in finding
and filling in the slots of a sentence.
7- Define a multiple-slot substitution drill. State its purpose.
This drill is similar to the single-slot substitution drill. The difference is that the teacher
gives cue phrases, one at a time, that fit into different slots in the dialog line. The students
must recognize what part of speech each cue is, or at least, where it fits into the sentence,
and make any other changes, such as subject-verb agreement. They then say the line,
fitting the cue phrase into the line where it belongs.
8- Define transformation drill.
Students are asked to change one type of sentence into another—an affirmative sentence
into a negative or an active sentence into a passive.
9- Define Question-and-answer drill.
This drill gives students practice with answering questions. The students should answer
the teacher's questions very quickly.
10- Define contrastive analysis.
Contrastive analysis is the comparison of two languages (a comparison between the
students' native language and the language they are studying).
11- What is the importance of contrastive analysis in the Audio-Lingual Method?
It helps the teacher to locate the places where s/he anticipates her/his students will have
trouble. Also, a contrastive analysis between the students’ native language and the target
language will reveal where a teacher should expect the most interference.
12- State the main principles of the Audio-Lingual Method.
1) Language forms do not occur by themselves; they occur most naturally within a
context.
2) One of the language teacher's major roles is that of a model of the target language.
3) Language learning is a process of habit formation.
4) It is important to prevent learners from making errors. Errors lead to the formation of
bad habits.
5) Positive reinforcement helps the students to develop correct habits.
6) Students should 'overlearn,' i.e. learn to answer automatically without stopping to
think.
7) Students should acquire the structural patterns; students will learn vocabulary
afterward.
8) The learning of a foreign language should be the same as the acquisition of the native
language.
9) Speech is more basic to language than the written form. The 'natural order’ of skill
acquisition is: listening, speaking, reading, and writing.
10) Language cannot be separated from culture. Culture is the everyday behavior of the
people who use the target language.
13- What are the goals of teachers who use the Audio-Lingual Method?
(1) Teachers want their students to be able to use the target language communicatively.
(2) Students need to overlearn the target language.
(3) Students need to learn to use the target language automatically without stopping to
think.
(4) Students achieve this by forming new habits in the target language and overcoming
the old habits of their native language.
14- What is the role of the teacher? What is the role of the students?
(1) The teacher is like an orchestra leader, directing and controlling the language
behavior of her students.
(2) The teacher is also responsible for providing students with a good model for
imitation.
(3) Students are imitators of the teacher's model or the tapes the teacher supplies of
model speakers.
(4) Students follow the teacher's directions and respond as accurately and as rapidly as
possible.
15- What are some characteristics of the teaching/learning process?
(1) New vocabulary and structural patterns are presented through dialogs.
(2) The dialogs are learned through imitation and repetition.
(3) Drills are conducted based upon the patterns present in the dialog.
(4) Students' successful responses are positively reinforced.
(5) Grammar is induced from the examples given; explicit grammar rules are not
provided.
(6) Cultural information is contextualized in the dialogs or presented by the teacher.
(7) Students’ reading and written work is based upon the oral work they did earlier.
16- What is the nature of student-teacher interaction? What is the nature of
student-student interaction?
There is student-to-student interaction in chain drills or when students take different roles
in dialogs, but this interaction is teacher-directed. Most of the interaction is between
teacher and students and is initiated by the teacher.
17- How is the language viewed? How is the culture viewed?
(1) Every language is seen as having its own unique system.
(2) The system is comprised of several different levels: phonological, morphological,
and syntactic. Each level has its own distinctive patterns.
(3) Everyday speech is emphasized in the Audio-Lingual Method.
(4) The level of complexity of the speech is graded, however, so that beginning students
are presented with only simple patterns.
(5) Culture consists of the everyday behavior and lifestyle of the target language
speakers.
18- What areas of language are emphasized? What language skills are emphasized?
(1) Vocabulary is kept to a minimum while the students are mastering the sound system
and grammatical patterns.
(2) A grammatical pattern is not the same as a sentence. For instance, underlying the
following three sentences is the same grammatical pattern: Meg called, The Blue Jays
won, The team practiced.
(3) The natural order of skills presentation is adhered to: listening, speaking, reading,
and writing.
(4) The oral/aural skills receive most of the attention.
(5) What students write they have first been introduced to orally.
(6) Pronunciation is taught from the beginning, often by students working in language
laboratories on discriminating between members of minimal pairs.
19- What is the role of the students' native language?
(1) The habits of the students’ native language are thought to interfere with the students’
attempts to master the target language. Therefore, the target language is used in the
classroom, not the students’ native language.
(2) A contrastive analysis between the students’ native language and the target language
will reveal where a teacher should expect the most interference.
20- How is evaluation accomplished?
It would be discrete-point in nature, that is, each question on the test would focus on only
one point of the language at a time. Students might be asked to distinguish between
words in a minimal pair, for example, or to supply an appropriate verb form in a
sentence.
21- How does the teacher respond to student errors?
Student errors are to be avoided if at all possible through the teacher's awareness of
where the students will have difficulty and restriction of what they are taught to say.
22- What are the main techniques associated with the Audio-Lingual Method?
23- Discuss …………….. as a technique of the Audio-Lingual Method.
1) Dialog memorization
a) Dialogs or short conversations between two people are often used to begin a new
lesson.
b) Students memorize the dialog through mimicry.
c) In the Audio-Lingual Method, certain sentence patterns and grammar points are
included within the dialog.
d) These patterns and points are later practiced in drills based on the lines of the dialog.
2) Backward build-up (expansion) drill (see question No. 3)
3) Repetition drill (see question No. 4)
4) Chain drill (see question No. 5)
5) Single-slot substitution drill (see question No. 6)
6) Multiple-slot substitution drill (see question No. 7)
7) Transformation drill (see question No. 8)
8) Question-and-answer drill (see question No. 9)
9) Use of minimal pairs
The teacher works with pairs of words which differ in only one sound; for example,
'ship/sheep.' Students are first asked to perceive the difference between the two words
and later to be able to say the two words. The teacher selects the sounds to work on after
s/he has done a contrastive analysis.
10) Complete the dialog
Selected words are erased from a dialog students have learned. Students complete the
dialog by filling the blanks with the missing words.
11) Grammar game
Games are used in the Audio-Lingual Method. The games are designed to get students to
practice a grammar point within a context. Students are able to express themselves,
although it is rather limited in this game. There is also a lot of repetition in this game.
24- Highlights of the Audio-Lingual Method.
(1) Language acquisition results from habit formation.
(2) The habits of the native language will interfere with target language learning.
(3) The commission of errors should be prevented as much as possible.
(4) The major focus should be on the structural patterns of the target language.
(5) A dialog is a useful way to introduce new material.
(6) A dialog should be memorized through mimicry of the teacher's model.
(7) Structure drills are valuable pedagogical activities.
(8) Working on pronunciation through minimal-pair drills is a worthwhile activity.