Jalani Hidup Ini Dengan Tenang Dan Relax
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LOW RISK INVESTATION
Sabtu, 30 Januari 2010
Rabu, 27 Januari 2010
The English Assignment of Grade 7 SMPN 1 Magelang
Tasks:
1. Choose the texts of famous people from the link.
2. Each group should have different topic to discuss.
3. Print out the text you have already chosen.
3. Read and try to understand the text well by translating it into Bahasa Indonesia.
4. Search the Internet and find more information about the famous people. Talk about what you discover with your partner(s) in the next lesson.
5. Please prepare at least 5 questions about the topic.
6. Good luck!
Please klik the link below to find famous people:
http://www.famouspeoplelessons.com/a/albert_einstein.html
Please see the member of the group here:
Group 1: absent no. 1, 7, 13, 19
Group 2: absent no. 2, 8, 14, 20
Group 3: absent no. 3, 9, 15, 21
Group 4: absent no. 4, 10, 16, 22
Group 5: absent no. 5, 11, 17, 23
Group 6: absent no. 6, 12, 18, 24
Note: every member of the group must master the topic well !
Best Regards,
Agus Nugroho PS, S. Pd
1. Choose the texts of famous people from the link.
2. Each group should have different topic to discuss.
3. Print out the text you have already chosen.
3. Read and try to understand the text well by translating it into Bahasa Indonesia.
4. Search the Internet and find more information about the famous people. Talk about what you discover with your partner(s) in the next lesson.
5. Please prepare at least 5 questions about the topic.
6. Good luck!
Please klik the link below to find famous people:
http://www.famouspeoplelessons.com/a/albert_einstein.html
Please see the member of the group here:
Group 1: absent no. 1, 7, 13, 19
Group 2: absent no. 2, 8, 14, 20
Group 3: absent no. 3, 9, 15, 21
Group 4: absent no. 4, 10, 16, 22
Group 5: absent no. 5, 11, 17, 23
Group 6: absent no. 6, 12, 18, 24
Note: every member of the group must master the topic well !
Best Regards,
Agus Nugroho PS, S. Pd
SHARING
LESSON STUDY MAKES MY TEACHING PERFORMANCE BETTER
Last year during academic year 2008/2009 I joined a workshop what we called ‘lesson Study’. It was the first time I attended such meeting since I was a new English teacher in my school. The workshop was attended by English teachers from different junior high schools in the region. It took for about three months to complete the program with twelve times meeting and It was done every Tuesday from 8 A.M to 2 P.M. In the first day of the activity was a seminar attended by all subject teachers in the region with a keynote speaker came from the experts from our province. The seminar was talking about what is actually ‘Lesson Study’ and why we need to implement it in our teaching activity. It really gives me idea and opens my mind that teaching is not just teaching, teaching is something that should be well prepared, teaching is something that every student feels a joy learning, teaching would be great when we share materials what we are going to teach to our fellow teachers and that group teaching results much better than individual teaching (teaching alone).
The second meeting which was held on Tuesday, the following week, the English teachers gathered and were divided into groups based on what grade/year we teach. They are year 7, year 8, year 9 English teachers and conversation teachers. I was in year 8 English teacher group. We then discussed and decided the material going to be taught to the students. After that we started to make a syllabus and a lesson plan. We had a tight discussion and argument in how to manage the class and what steps of activities we were going to do. I feel that It was really a nice forum and for me myself it was really exciting. We can share our ideas and have a time to take from someone’s great ideas and give our ideas to compile a closely perfect lesson plan. This condition lasted up to the third meeting.
In the fourth meeting each group presented the lesson plan to other groups (peer teaching), there the group presenter received feedbacks and suggestions. It is a very important session since here we can make our lesson plan better. It can be better in the process of the teaching, the teaching instruments and the teaching aids. The following meeting we redesigned the lesson plan and as well as prepared everything we need to complete for micro teaching. The micro teaching was done in front of the students under the other fellow teachers’ observation.
The last activity of the workshop was doing ‘Open House’, teaching in real class and observed not only by the participants of the workshop but also observed by the experts, the university students and lectures, and all English teachers in the region. Here the best group was chosen by supervisors or coordinators of the workshop. It was really inspiring.
Name: Agus Nugroho Ponco Saputro
Job title and Institution: English Teacher at SMPN 1 Magelang (Magelang 1 State Junior High School) – Central Java – Indonesia.
Email address: karagus2@yahoo.com , aqielnugroho@hotmail.com
Telp : 085747002782 , fax (+62 293) 3216206
Last year during academic year 2008/2009 I joined a workshop what we called ‘lesson Study’. It was the first time I attended such meeting since I was a new English teacher in my school. The workshop was attended by English teachers from different junior high schools in the region. It took for about three months to complete the program with twelve times meeting and It was done every Tuesday from 8 A.M to 2 P.M. In the first day of the activity was a seminar attended by all subject teachers in the region with a keynote speaker came from the experts from our province. The seminar was talking about what is actually ‘Lesson Study’ and why we need to implement it in our teaching activity. It really gives me idea and opens my mind that teaching is not just teaching, teaching is something that should be well prepared, teaching is something that every student feels a joy learning, teaching would be great when we share materials what we are going to teach to our fellow teachers and that group teaching results much better than individual teaching (teaching alone).
The second meeting which was held on Tuesday, the following week, the English teachers gathered and were divided into groups based on what grade/year we teach. They are year 7, year 8, year 9 English teachers and conversation teachers. I was in year 8 English teacher group. We then discussed and decided the material going to be taught to the students. After that we started to make a syllabus and a lesson plan. We had a tight discussion and argument in how to manage the class and what steps of activities we were going to do. I feel that It was really a nice forum and for me myself it was really exciting. We can share our ideas and have a time to take from someone’s great ideas and give our ideas to compile a closely perfect lesson plan. This condition lasted up to the third meeting.
In the fourth meeting each group presented the lesson plan to other groups (peer teaching), there the group presenter received feedbacks and suggestions. It is a very important session since here we can make our lesson plan better. It can be better in the process of the teaching, the teaching instruments and the teaching aids. The following meeting we redesigned the lesson plan and as well as prepared everything we need to complete for micro teaching. The micro teaching was done in front of the students under the other fellow teachers’ observation.
The last activity of the workshop was doing ‘Open House’, teaching in real class and observed not only by the participants of the workshop but also observed by the experts, the university students and lectures, and all English teachers in the region. Here the best group was chosen by supervisors or coordinators of the workshop. It was really inspiring.
Name: Agus Nugroho Ponco Saputro
Job title and Institution: English Teacher at SMPN 1 Magelang (Magelang 1 State Junior High School) – Central Java – Indonesia.
Email address: karagus2@yahoo.com , aqielnugroho@hotmail.com
Telp : 085747002782 , fax (+62 293) 3216206
WRITING
Story writing - creative thinking
Submitted by swif on 21 October, 2009 - 07:20
Writing stories is an exciting and creative activity and yet students often seem resistant to undertaking this task. I think it is important to break the task down into small stages so students don’t get discouraged, and place emphasis on the creative part.
Preparation
This is the last line of our story;
‘They walked away sadly, promising never to return again’
Before class, think up several examples of who ‘they’ could be and from where they are walking. For example;
They: students Where: the last day of their language course in the UK
They: aliens Where: the Earth
They: football team Where: after a match
They: teenagers Where: a concert by their favourite band
They: friends Where: a party at another friend’s house
Procedure
• Giving the task purpose (this stage could be done in the students’ own language)
o Ask students what the purpose of writing a story is. Answer: to entertain
o Ask them for ways a writer can do this Possible answers: comedy, suspense, mystery, a twist, romance, a moral
• Brainstorming for ideas/ creating the plot of the story (I) As a class.
o Write the title of our story on the board. Ask students to think silently who ‘they’ might be and where they are leaving.
o If they find this difficult you could give them one of your ideas. Eg. They: students Where: the last day of their language course in another country
o Choose one of their suggestions and ask questions to get students developing the idea: Eg. Where did they go? Why were they so sad when they left? What things went wrong? Why will they never return?
o The aim is to get lots of different suggestions for each question to get students being as creative as possible.
• Brainstorming for ideas/ creating the plot of the story (II) In groups, with direction.
o Divide students into groups of 4 or 5.
o Each group chooses a different ‘they’ and ‘where’, either from earlier student suggestions or your ideas.
o Give them five minutes to come up with a story based on these. Encourage the groups to follow the same procedure as in step 2 and come up with lots of different stories before choosing their favourite.
o The aim is creativity and a chance for students to use their imaginations. The time limit is important to keep the activity moving.
• Whole class feedback
o Ask students to share their favourite stories with the class.
o Before this activity begins, tell them that they will need to choose which one of the other stories they like best and why - this will give students a good reason for listening.
• Extension
Take students back to the title you started with and discuss how many ideas came out of just one line. Of course, you could now ask them to write the story either in class or as homework, however, I would suggest leaving this activity at this point as the aim is to exercise students’ creative side. During the task the students will have had to use a wide range of vocabulary and I think this is challenge enough for any class.
Stuart Wiffin, Teacher, France
http://www.teachingenglish.org.uk/try/activities/story-writing-creative-thinking
Submitted by swif on 21 October, 2009 - 07:20
Writing stories is an exciting and creative activity and yet students often seem resistant to undertaking this task. I think it is important to break the task down into small stages so students don’t get discouraged, and place emphasis on the creative part.
Preparation
This is the last line of our story;
‘They walked away sadly, promising never to return again’
Before class, think up several examples of who ‘they’ could be and from where they are walking. For example;
They: students Where: the last day of their language course in the UK
They: aliens Where: the Earth
They: football team Where: after a match
They: teenagers Where: a concert by their favourite band
They: friends Where: a party at another friend’s house
Procedure
• Giving the task purpose (this stage could be done in the students’ own language)
o Ask students what the purpose of writing a story is. Answer: to entertain
o Ask them for ways a writer can do this Possible answers: comedy, suspense, mystery, a twist, romance, a moral
• Brainstorming for ideas/ creating the plot of the story (I) As a class.
o Write the title of our story on the board. Ask students to think silently who ‘they’ might be and where they are leaving.
o If they find this difficult you could give them one of your ideas. Eg. They: students Where: the last day of their language course in another country
o Choose one of their suggestions and ask questions to get students developing the idea: Eg. Where did they go? Why were they so sad when they left? What things went wrong? Why will they never return?
o The aim is to get lots of different suggestions for each question to get students being as creative as possible.
• Brainstorming for ideas/ creating the plot of the story (II) In groups, with direction.
o Divide students into groups of 4 or 5.
o Each group chooses a different ‘they’ and ‘where’, either from earlier student suggestions or your ideas.
o Give them five minutes to come up with a story based on these. Encourage the groups to follow the same procedure as in step 2 and come up with lots of different stories before choosing their favourite.
o The aim is creativity and a chance for students to use their imaginations. The time limit is important to keep the activity moving.
• Whole class feedback
o Ask students to share their favourite stories with the class.
o Before this activity begins, tell them that they will need to choose which one of the other stories they like best and why - this will give students a good reason for listening.
• Extension
Take students back to the title you started with and discuss how many ideas came out of just one line. Of course, you could now ask them to write the story either in class or as homework, however, I would suggest leaving this activity at this point as the aim is to exercise students’ creative side. During the task the students will have had to use a wide range of vocabulary and I think this is challenge enough for any class.
Stuart Wiffin, Teacher, France
http://www.teachingenglish.org.uk/try/activities/story-writing-creative-thinking
Descriptive Essay and Exercises
The name of this animal, when translated into English is ‘man of the woods’. This man of the woods [MOW] is the only great ape that lives in Asia. It’s about 1 m tall and is the world’s biggest tree dweller. It’s just a little bit smaller than gorilla. MOWs live in the rain forest of Kalimantan and Sumatra. However loggers are destroying their homes and this animal now is in danger of becoming extinct.
Every day MOWs climb trees and look for food. Most of the time MOWs walk on all fours, they measure nearly 3m from hand to hand. How long are your arms? They use these long climbs to swing through trees and hold the branches with their hands and feet. Swinging is a hard work, so they never travel more than a few hundred meters a day.
MOWs sleep in the trees too – on a platform made from sticks. They make a new nest every few nights. Heavy adult males sometimes sleep on the ground. When it’s cold they cover their body with leaves.
Answer the following questions
1. How is the size of the animals compared to the size of gorillas and to your own size?
2. Is it possible to find these animals in the jungles of Africa? Why do you think so?
3. Why do you think the English translation of the name of these animals is ‘man of the woods’?
4. How is the length of the animals’ arms compared to yours?
5. Do you think that these animals really need that size of arms? Why do you think so?
6. How do these animals move?
7. How do they travel to different places? Can they travel long distance? Why do you think so?
8. What do they frequently make?
9. How do they keep their body warm when they feel cold?
Komodo Dragons
Komodo Dragons are the largest lizards in the world. They live just on few small islands in Indonesia. Komodo dragons can be 3m long. That’s very long – as long as a car.
Komodo dragons are very greedy. They eat almost anything, but their favourite food is wild pigs and deer. They can swallow a small animal, such as monkey, in one gulp.
Adult komodo dragons hide in long grass, then jump out and grab their prey. They grab their prey in their strong jaw. They can also chase the prey. Adult dragons can move faster than a human can run. Young komodo dragons are good climbers. They climb trees to catch and eat small lizards and birds.
Answer the following questions briefly!
1. In which paragraph can you find information about how they catch their prey?
2. In which paragraph can you find information about the size?
3. In which paragraph can you find information about their eating habit?
4. How big are adult komodo dragons?
5. How is the size of the animal?
6. What would happen if you threw a rabbit in front of them?
7. How do the young komodo get their food?
8. Who could run faster, komodo or you?
9. How is the size of the mouth of an adult komodo?
10. What does the word ‘they’ in the last sentence of paragraph 3 refer to?
A. find these words in the dictionary
1. biggest
2. derived
3. gave
4. built
5. botany
6. plant
7. begins
8. blooms
9. leaves
10. stem
11. main roots
12. fibrous roots
13. unpleasant smell
14. bottom
15. trunk
B. Complete the short paragraph with suitable words or phrase
The Rafflesia Arnoldi is the 1)...............flower in the world. The name Rafflesia is 2) ...........from the British governor general, Sir Thomas Stamford raffles, a man who 3) .................high attention to the study of botany and 4) ..................the botanical garden in Bogor.
The rafflesia plant 5) ...................to flower in its tenth year. It 6) ................three or four times in a year. Before it begins to flower, the 7) ...................and 8) ...............become dry and look death, but the main root in the ground is still alive. When it blooms, it has 9) ....................smell which attract insects. But when they touch the 10) ..................part, they die.
a. an unpleasant d. Bottom g. Biggest j. Flower
b. leaves e. Stem h. Blooms k. Built
c. begins f. Gave i. Derived
C. Arrange these following sentences into the good paragraph !
1. It consists of two parts, the stick and the pettals
2. It blooms three or four times in a year
3. The Rafflesia Arnoldi is the biggest flower in the world
4. It has a flower almost a meter in diameter and 1,40 meters in height
5. It is derived from British Governor General, Sir Thomas Stamford Raffles
Every day MOWs climb trees and look for food. Most of the time MOWs walk on all fours, they measure nearly 3m from hand to hand. How long are your arms? They use these long climbs to swing through trees and hold the branches with their hands and feet. Swinging is a hard work, so they never travel more than a few hundred meters a day.
MOWs sleep in the trees too – on a platform made from sticks. They make a new nest every few nights. Heavy adult males sometimes sleep on the ground. When it’s cold they cover their body with leaves.
Answer the following questions
1. How is the size of the animals compared to the size of gorillas and to your own size?
2. Is it possible to find these animals in the jungles of Africa? Why do you think so?
3. Why do you think the English translation of the name of these animals is ‘man of the woods’?
4. How is the length of the animals’ arms compared to yours?
5. Do you think that these animals really need that size of arms? Why do you think so?
6. How do these animals move?
7. How do they travel to different places? Can they travel long distance? Why do you think so?
8. What do they frequently make?
9. How do they keep their body warm when they feel cold?
Komodo Dragons
Komodo Dragons are the largest lizards in the world. They live just on few small islands in Indonesia. Komodo dragons can be 3m long. That’s very long – as long as a car.
Komodo dragons are very greedy. They eat almost anything, but their favourite food is wild pigs and deer. They can swallow a small animal, such as monkey, in one gulp.
Adult komodo dragons hide in long grass, then jump out and grab their prey. They grab their prey in their strong jaw. They can also chase the prey. Adult dragons can move faster than a human can run. Young komodo dragons are good climbers. They climb trees to catch and eat small lizards and birds.
Answer the following questions briefly!
1. In which paragraph can you find information about how they catch their prey?
2. In which paragraph can you find information about the size?
3. In which paragraph can you find information about their eating habit?
4. How big are adult komodo dragons?
5. How is the size of the animal?
6. What would happen if you threw a rabbit in front of them?
7. How do the young komodo get their food?
8. Who could run faster, komodo or you?
9. How is the size of the mouth of an adult komodo?
10. What does the word ‘they’ in the last sentence of paragraph 3 refer to?
A. find these words in the dictionary
1. biggest
2. derived
3. gave
4. built
5. botany
6. plant
7. begins
8. blooms
9. leaves
10. stem
11. main roots
12. fibrous roots
13. unpleasant smell
14. bottom
15. trunk
B. Complete the short paragraph with suitable words or phrase
The Rafflesia Arnoldi is the 1)...............flower in the world. The name Rafflesia is 2) ...........from the British governor general, Sir Thomas Stamford raffles, a man who 3) .................high attention to the study of botany and 4) ..................the botanical garden in Bogor.
The rafflesia plant 5) ...................to flower in its tenth year. It 6) ................three or four times in a year. Before it begins to flower, the 7) ...................and 8) ...............become dry and look death, but the main root in the ground is still alive. When it blooms, it has 9) ....................smell which attract insects. But when they touch the 10) ..................part, they die.
a. an unpleasant d. Bottom g. Biggest j. Flower
b. leaves e. Stem h. Blooms k. Built
c. begins f. Gave i. Derived
C. Arrange these following sentences into the good paragraph !
1. It consists of two parts, the stick and the pettals
2. It blooms three or four times in a year
3. The Rafflesia Arnoldi is the biggest flower in the world
4. It has a flower almost a meter in diameter and 1,40 meters in height
5. It is derived from British Governor General, Sir Thomas Stamford Raffles
DESCRIPTIVE
In the zoo, this animal stands like a mountain. This animal may be 3 or 4 meters high. The weight may be 5 or 6 tons. This mountain of flesh is wrapped in a wrinkled suit of rough, gray skin. Its legs are like pillars. Its huge ears flap gently back and forth like wings. Look at the long trunk. When you throw some peanuts, the trunk picks up the peanuts with the ‘finger’ at the tip of the trunk. Then, the huge beast will put it into its mouth and eat it happily. This animal is also remarkable for its tusks. Tusks are long teeth that continue to grow throughout its life.
The number of these animals, however, has decreased a lot. More and more of them are killed for their tusks. Many die because trees in their forest have been cut down. They cannot find food and protection in the forest anymore. If people aren’t able to save them, these animals, sooner or later, may vanish from this earth. [Adapted from The New Book of Knowledge, ‘74]
Task 1
Find in the text the English equivalents of the following words.
1. soft thing between the skin and the bone: ________________
2. not smooth: ______________
3. Move from side to side:________________________
4. animal: _________________
5. disappear: ____________________
6. the very long nose: ____________________
7. the very long teeth: _____________________
Task 2
Answer the following question by reading the text. Compare your answers to your friends’.
1. How do you describe the skin of the animal?
2. Find in the text what is meant by long teeth.
3. Can this animal be classified as a domestic animal?
4. In what way are these animals useful to us?
5. How can people help preserve these animals?
6. What is discussed in paragraph three?
The number of these animals, however, has decreased a lot. More and more of them are killed for their tusks. Many die because trees in their forest have been cut down. They cannot find food and protection in the forest anymore. If people aren’t able to save them, these animals, sooner or later, may vanish from this earth. [Adapted from The New Book of Knowledge, ‘74]
Task 1
Find in the text the English equivalents of the following words.
1. soft thing between the skin and the bone: ________________
2. not smooth: ______________
3. Move from side to side:________________________
4. animal: _________________
5. disappear: ____________________
6. the very long nose: ____________________
7. the very long teeth: _____________________
Task 2
Answer the following question by reading the text. Compare your answers to your friends’.
1. How do you describe the skin of the animal?
2. Find in the text what is meant by long teeth.
3. Can this animal be classified as a domestic animal?
4. In what way are these animals useful to us?
5. How can people help preserve these animals?
6. What is discussed in paragraph three?
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