http://download8.mediafire.com/1ll7axbcs0bg/diyquo8l0vpy802/Classroom+games.docx

Did you know????

1. Queue adalah satu-satunya kata dalam bahasa Inggris yang dapat dibaca dengan cara yang sama ketika empat huruf terakhir dihilangkan.

2. Kumbang tu rasanya seperti apel, tawon seperti pine nuts (sejenis kacang), kalo cacing seperti daging babi goreng.

3. Dari seluruh kata dalam bahasa Inggris, kata ’set’ punya definisi paling banyak.

4. “Almost” adalah kata terpanjang dalam bahasa Inggris yang disusun mengikuti urutan Alfabet.

5. “Rhythm” adalah kata terpanjang dalam bahasa Inggris yang tidak ada huruf vokalnya

6. Tahun 1386, seekor babi dihukum gantung di depan publik di Perancis gara2 membunuh anak kecil

7. Kecoa bisa hidup selama beberapa minggu tanpa kepala

8. Tulang paha manusia lebih kuat daripada dinding semen.

 9. Kita tidak bisa bunuh diri dengan cara menahan napas.

10. Di setiap benua pasti ada kota bernama “Rome”.

11. Jantung berdetak lebih dari 100.000 kali per hari

12. Orang bertangan kanan rata2 hidup 9 tahun lebih lama dari yang kidal

13. Tulang iga kita bergerak sekitar 5 juta kali setahn, tiap kita bernapas!!

14. Gajah satu-satunya mamalia yang tidak bisa lompat

15. Seperempat tulang di tubuh kita ada di kaki

16. Sidik lidah tiap orang berbeda!

17. Transfusi darah pertama dilakukan tahun 1667, ketika Jean-Baptiste

mentransfusikan darah sebanyak 2 pint (kira2 1 liter) dari domba ke orang..

18.Kuku jari tangan tumbuh 4 kali lebih cepat dari kuku jari kaki

19.Debu di rumah paling banyak terbentuk dari sel kulit mati

20.Diperkirakan taun 2080 penduduk dunia bakal mencapai angka 15 miliar

21.Cewek mengedipkan mata 2 kali lebih banyak dari cowok

22.Madu adalah satu-satunya makanan yang tidak bisa basi.

23.Bulan yang dimulai dengan hari Minggu selalu punya “Friday the 13th.”

24.Coca-Cola kalau tidak pakai pewarna warnanya jadi hijau.

25.Rata-rata jantung landak berdetak 300 kali per menit

26.Lebih banyak orang terbunuh tiap tahun karena disengat lebah daripada digigit ular.

27.Sebatang isi pensil (pensil kayu) bisa dipake menulis sepanjang 35 mil atau menulis 50.000 kata.

28.Onta punya 3 kelopak mata untuk melindungi matanya dari pasir gurun.

29.Posisi mata keledai memungkinkan keledai melihat keempat kakinya setiap saat.

30. 6 Bahasa resmi PBB: Inggris, Perancis, Arab, Mandarin, Rusia dan Spanyol.

31.Bumi atau “Earth” adalah satu-satunya planet di tata surya yang tidak

menggunakan nama dewa

32. Kita dilahirkan dengan 300 tulang, tapi ketika dewasa tinggal 206.

33.Beberapa cacing akan makan dirinya sendiri kalau kelaperan dan tidak menemukan makanan.

34.Lumba-lumba tidur dengan satu mata terbuka

35.Tidak mungkin bersin dengan mata terbuka

36.Potongan permen karet di dunia tertua umurnya 9.000 tahun

37.Rekor penerbangan terlama seekor ayam adalah 13 detik

38.Queen Elizabeth I menyatakan bahwa dia adalah teladan kebersihan. Dia mandi 1 kali tiap 3 bulan, tidak peduli dia butuh atau tidak.

39.Bekicot (Slug) punya 4 hidung

40.Burung hantu adalah satu-satunya burung yang bisa melihat warna biru

41.Charles Osborne mengalami cegukan selama 69 tahun!

42.Jerapah bisa mengorek kuping sendiri dengan lidahnya yang panjangnya 21 inchi

43.Rata-rata tiap orang ketawa 10 kali sehari

.

Natural approach

Natural Approach:

 

background--- The Natural Approach was proposed in 1977 by Tracy Terrell, a teacher of Spanish at the University of California. Later, Terrell joined force with Stephen Krashen, an applied linguist at the University of Southern California. Drawing on Krashen’s influential theory of second Language Acquisition, they tried to provide a detailed theoretical rationale for the Natural Approach. In 1983, their joint effort came out in a book The Natural Approach :Language Acquisition in the classroom, which states the principles and practices of the Natural Approach. This new philosophy of language teaching was an attempt to develop a language teaching proposal that incorporated the “naturalistic” principles in the studies of second language acquisition. The Natural Approach emphasizes the central role of comprehension and believes that:①Comprehension abilities precede productive skills in learning a language ②The teaching of speaking should be delayed until comprehension skills are established ③Skills acquired through listening transfer to other skills ④Teaching should emphasize meaning rather than form⑤Teaching should minimize learns’ stress

Main features--- ⑴ Language is best taught when it is being used to transmit messages. The Natural Approach considers input as the most important element of any language teaching programme. Language is best taught when it is being used to transmit messages, not when it is explicitly taught for conscious learning. ⑵ Implications for classroom practice: ①whatever helps comprehension is important. ②Vocabulary is important. With more vocabulary there will be more comprehension and with more comprehension, there will be more acquisition. ③Students must understand the message. ④Classroom with interesting input may be a very good place for second language acquisition. ⑶ Guidelines for classroom practice: ①The goal of the Natural Approach is communication skills.②Comprehension precedes production.③Production emerges.④Acquisition activities are essential.⑤Lower the affective filter. ⑷ Characteristics of classroom teaching:①Class time is devoted primarily to providing input for acquisition.②The teacher speaks only the target language in the classroom. Students may use either the first or second language. If they choose to respond in the second language, their errors should not be corrected in the process of communication.③Homework may include grammar work and errors should be corrected.④The goals are to enable students to talk about ideas, perform tasks, and solve problems. ⑸The role of learner: The language learners are considered as processors of comprehensible input. They can decide when to speak, What to speak about, and what linguistic expressions to use in speaking. Their roles change according to their stage of linguistic development. (6)The role of a teacher: The natural Approach teacher has three central roles. She is first the primary source of comprehensible input in the target language. Her second role is to create a classroom atmosphere that is interesting, friendly, and in which there is a low affective filter for learning. Finally, the teacher must choose and use a rich mix of classroom activities, involving a variety of group sizes content, and contexts. (7)The role of testing: is to motivate students to prepare for tests by obtaining more comprehensible input and to motivate teachers to supply more comprehensible input.

Objectives---The Natural Approach is primarily designed to develop basic communication skills---both oral and written---and is designed to help beginners become intermediates. The students are expected to be able to function adequately in the target situation. They should be able to make the meaning clear. The goals of a Natural Approach class are divided according to basic personal communication skills and academic learning skills, with focus on the former. Communication goals are specified in terms of situations, functions and topics.

Procedures---⑴Pre-production stage: At this stage, the teacher provides comprehensible input, maintains focus on the message and helps lower affective filters. This pre-production stage allows the students an opportunity to begin the acquisition process. ⑵production stage: The Natural Approach uses three stages as a basis for beginners; all involve personalization and the use of family topics and situations. The first stage is aimed primary at lowing the affective filter by putting the students into situations in which they can get to know each other personally. The students learn how to describe themselves, their family, and their friends in the targe language. The second stage consists of giving the students comprehensible input about experiences and allowing for opportunities to engage in conversations about their own experiences. The third stage consists of input and discussions, concerning opinions. Students discuss political issues, civil rights, family, and so forth, and gain the competence to express their own views.

Techniques--- ⑴Acquisition activities: ①Affective-humanistic activities attempt to involve students’ feelings, opinions, desires, reactions, ideas, and experiences. Open dialogues, interviews, reference ranking, personal charts, supplying personal information, description, etc. are often used to involve students in communicating information about themselves. ②Problem-solving activities are those in which the students’ attention is focused on finding a correct answer to a question, a problem or a situation. ③Games are the third group of activities. The primary focus of any particular game is on words, discussion, action, contest, problem-solving, and guess. ④Content activities are the ones whose purpose is for the students to learn something new other than language. They include slide shows, panel, individual reports and presentations, “show and tell” activities, music, films, film scripts, TV reports, news broadcasts, guest lectures, native speaker visitors reading and discussions about any sort of the target language and culture. ⑵ Typical techniques: In the early stages of speech production, the Natural Approach uses random volunteered group responses, which place little demand on the individual student but allow early use of the target language. As for errors, if students’ response is wrong in meaning, the teacher will correct them immediately. But if the response is appropriate, but ill-formed or pronounced incorrectly, the teacher will first give a positive response, then use reformations and expansions, just as in real-life situations. The particularly good technique is the one that consists of giving commands to students and having them actually act out what the teacher says. The Natural Approach also provides appropriate texts and reasons for reading.

Natural Approach: Theory of language---a. Communication as the primary function of language; and emphasis on meaning Krashen and Terrell see communication as the primary function of language and since their approach focuses on teaching communicative abilities, they identify the Natural Approach with the Communicative Approach. What Krashen and Terell emphasize in their approach is the primacy of meaning. b. Importance of vocabulary Krashen and Terrell stress the importance of vocabulary, suggesting that a language is essentially its lexicon. c. Not necessary to analyze grammatical structure; and rules automatically provided in the input. Krashen and Terrell hold that grammatical structure does not require explicit analysis or attention by the teacher, by the learner, or in language teaching materials. They assume that if we provide input over a wide variety of topics while pursuiting communicative goal, the necessary grammatical rules are automatically provede in the input.

Theory of learning---a. Krashen’s Monitor Model of second language development The Monitor Model is the center of Krashen’s second language learning theory. Krashen argues that his account provides a general or “overall theory” of second language acquisition with important implications for language teaching. b. Two distinct processes: acquisition and learning Krashen’s Monitor Model of second language development distinguishes two distinct processes in second and foreign language development and use. One is called “acquisition”, which refers to the subconscious process leading to the development of “competence” and is not dependent on the teaching of grammatical rules. The second process called “learning”, refers to the conscious study and knowledge of grammatical rules. In producing utterances, learners initially use their acquired system of rules. Learning and learned rules have only one function: to serve as a monitor or editor utterances initiated by the acquired system. c. The five hypothesis of Krashen’s Monitor Model ①The acquisition-learning hypothesis Krashen maintains that second language learners have at their disposal two distinct and independent ways of developing competence in a second language. One is acquisition. The other is learning. Acquisition comes about through meaningful interaction in a natural communication setting. This contrasts with the language learning situation in which students try not to make mistakes and their teacher corrects them once they are found. Learning, according to the theory, cannot lead to acquisition. ②The Monitor hypothesis The monitor hypothesis states that learning has only one function, and that is as a monitor. It uses conscious grammatical knowledge to determine the form of produced utterances. The monitor (knowledge of grammar rules) is thought to play a minor role in second language learning process. ③The natural order hypothesis The natural order hypothesis states that we acquire the rules of language in a predictable order, some rules tending to come early and other late. The order does not appear to be determined solely by formal simplicity and there is evidence that it is independent of the order in which rules are taught in language classes. ④The input hypothesis The input hypothesis assumes that human acquire language in only one way---by understanding messages, or by receiving “comprehensible input” which refers to utterances that the learner understands based on the context in which they are used as well as the language in which they are phrased. In language acquisition, we move from i, our current level, to i+1, the next level along the natural order, by understanding input containing i+1. This hypothesis involves four main issues: First, the input hypothesis relates to acquisition, not to meaning. Second, people acquire language best by understanding input i+1. Comprehension is helped by the situation and the context, extra-linguistic information and knowledge of the world. Third, the ability to speak fluently can not be taught, it “emerges” independently in time, after the acquirer has built up language competence by understanding input. Forth, enough comprehension input provides i+1 automatically. ⑤The affective filter hypothesis Krashen argues that attitudinal factors also play an important role in acquiring a second language. Krashen sees the learner’s emotional state or attitude as an adjustable filter that freely passes or blocks input necessary to acquisition. Krashen identifies three kinds of affective variables related to second language acquisition : motivation, self-confidence and anxiety. For Krashen, the affective filter is the principle source of individual differences in second language acquisition.

Definition--- The Natural Approach emphasizes natural communication rather than formal grammar study and is tolerance of learners’ errors. The core of the Natural Approach is language acquisition which is considered a subconscious process, dependent on two factors: the amount of comprehensible input the students get and the amount of input the students “allow in”.

Advantages-⑴The classroom consisting of acquisition activities can be an excellent environment for beginners. The Natural Approach is an attempt to simulate in the classroom an environment that will be similar to the context in which children acquire their first language, as they create utterances to express their own thoughts. ⑵Comprehensible and meaningful practice activities are emphasized. In the Natural Approach, a focus on comprehension and meaningful communication as well as the provision of right kinds of comprehensible input provide the necessary and sufficient conditions for successful classroom second and foreign language acquisition. It emphasizes comprehensible and meaningful practice activities, rather than production of grammatically perfect utterance and sentences. Listening comprehension is also emphasized. ⑶The teacher creates speeches which enable students to interact using the target language. ⑷Students are not forced to respond in the target language immediately. ⑸Students interact in meaningful situation at their own level. The Natural Approach classroom contains a teacher whose main purpose is to create a net of speech which will enable students to begin interacting using the target language and to begin the language acquisition process. The teacher can provide a large amount of language input without forcing the students to respond in the target language immediately. In the classroom, students also have the advantage of being able to interact in meaningful situations with other students at or near their own level of competence. ⑹The teacher knows students’ needs and concentrates on appropriate and useful areas. Another important feature of the classroom is that the teacher is aware of the specific vocabulary needs of the students and can concentrate on appropriate and using domains. Thus the conclusion is that while the real world can provide excellent input for intermediate or advanced acquires, the classroom consisting of acquisition activities can be an excellent environment for beginners.

Disadvantages---⑴The Natural Approach ignores many factors essential in second language course design. ⑵It simply borrows techniques from other methods. ⑶There is nothing novel about its procedures and techniques. ⑷There are still many problems in the research method. Krashen in his early work appeared not just to ignore but to view as irrelevant many factors that had previously been considered essential in second language course design. The techniques recommended by krashen and Terrell are often borrowed from other methods and adapted to meet the requirements of the Natural Approach theory. There is nothing novel about the procedures and techniques within framework of a method.

-- What are the basic assumptions of Krashen’s Monitor Model? Krashen’s Monitor Model is the center of his second language learning theory. The Monitor Model consists of five basic hypothesis: ①The acquisition-learning hypothesis Krashen maintains that second language learners have at their disposal two distinct and independent ways of developing competence in a second language. One is acquisition. The other is learning. ②The Monitor hypothesis It states that learning has only one function, and that is as a monitor. The focus of language teaching should not be rule-learning but communication. ③The natural order hypothesis The learners would always acquire the rules in a certain order, no matter which rules are taught first, and which are taught later. ④The input hypothesis It assumes that human acquire language in only one way---by understanding messages, or by receiving “comprehensible input”. ⑤The affective filter hypothesis It states that acquires with a low affective filter, i.e. with high motivation, self-confidence low anxiety level, seek and receive more language input.

--Do you think that is necessary to dram a distinction between acquisition and learning? Why? Yes. The basic principle of Natural Approach is the distinction between language acquisition and language learning. “language acquisition” refers to the subconscious process leading to the development of “competence” and is not dependent on the teaching of grammatical rules. “language learning” refers to the conscious study and knowledge of grammatical rules. Acquisition takes place during real communication in the language and is considered to be the source of the students’ ability to use the language. Learning may contribute to the self-monitoring, or self-editing, of language output that sometimes occurs when speakers have time to reflect and focus on the form of their utterances. Krashen believes that acquiring a language is more successful and longer lasting than learning. This distinction between acquisition and learning provides a basic principles of second language acquisition with important implication for language teaching.

---Do you think that, in second language acquisition process, acquisition will continue to happen for adults? Why? Yes. Acquisition takes place real communication in the language and is considered to be the source of the learners’ ability to use the language in unstructured interaction. Teachers can entirely simulate in the classroom an environment that will be similar to the context in which adults acquire their first language, as they create utterances to express their own thoughts. Teachers can also create a variety of major activities in the classroom which leads to produce active interactions in the second language. Through these major activities and techniques, the innate capacities to acquire a language that all adults possess will be tapped. Classroom with interesting and meaningful language input may be a very good place for adults to acquire the second language. We consider that acquisition will continue to happen for adults in second language acquisition process.

--How could you take the “best ” of Krashen’s theories and apply them in the classroom and yet still be mindful of the various problems inherent in his idea about second language acquisition? Krashen’s Monitor Model has important implications for foreign language teaching and foreign language teachers. ⑴Krashen’s distinction between acquisition and learning makes people realize that it is very important to create in a foreign language classroom the kind of natural environment so that learners can resort to their subconscious learning. Using these two processes together, learning would be more successful. ⑵The monitor hypothesis states that the limited role grammar plays in second language learning. The focus on language teaching should not be rule-learning but communication, so we should put the focus of classroom teaching on the communication of meaning, not on rule-learning. ⑶The natural order hypothesis states that it is not always a good idea to start with a rule by considering only whether it is simple in terms of structure. Some rules are simple in structure, but difficult in use, or less often used in real communication. To take learners’ communication in the target language easier, it might be better to teach those more often used rules before the less often used rules. ⑷The input hypothesis is that people acquire language best by understanding input i+1. The input should be interesting and challenging enough to keep learners motivated and they can feel a sense of achievement. If it is too easy, learners will not learn anything at all, and if it is too difficult, learners will be demotivated and comprehension will be a problem. With no comprehension, there will be no learning. The focus of language input should be on meaning, and meaning should be presented in context. ⑸The affective filter hypothesis reminds language teachers of the fact that learning is not purely an intellectual and cognitive process, it is also an effective process. If learners have a positive attitude, enough confidence, interest and motivation in learning a foreign language, learning would be more effective. As foreign language teachers, they should always try to lower the students’ anxiety level, build up their confidence, keep their interest, and create a relaxing environment and provide the most meaningful and comprehensible input so that both acquisition and learning happen, and “the best successful learners” will be produced.

-Review the tenets of Krashen’s Input Hypothesis. Which one is most plausible? Least plausible? Justify your answer. Krashen’s Input Hypothesis assumes that humans acquire language in only one way—by understanding messages, or by receiving “comprehensible input”, which refers to utterance that the learner understands based on the context in which they are used as well as the language in which they are phrased. In language acquisition, we move from i, our current level, to i +1, the next level along the natural order, by understanding input containing i+1. The input hypothesis relates to acquisition, not to meaning. Comprehension is helped by the situation and the context , extra-linguistic information and knowledge of the world. After the acquirer has built up linguistic competence by understanding input, the ability to speak fluently will emerge independently in time. It cannot be taught directly. Enough comprehension input provides i+1 automatically. The most plausible point is that people acquire language best by understanding input that is slightly beyond their current level of competence. This point accords with the learning cognitive development of learners. Comprehension is helped by the situation and context, extra-linguistic information and knowledge of the world. According to the point of Krashen’s Input Hypothesis we can learn the target language faster and better. The least plausible point is that humans acquire language in only one way—by receiving comprehensible input. Such a position ignores the advanced cognitive development of adults and the advantages of formal teaching and learning. Krashen argues that the best way to learn a second language is to approach the language as children do when they are acquiring their first language. In fact, adult learners have cognitive skills that enable them to take advantages of formal interaction. There are many successful foreign language learners who learn their target language in a purely foreign language environment.