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Sabtu, 26 Juli 2014

TONGUE TWISTERS
The aim is to say each as quickly as possible, without making any mistakes! In English-speaking countries tongue twisters are often used by speech therapists to improve pronunciation. If you're a learner of English you will improve your own pronunciation with practise.

English World


English World is a wide-ranging, highly-visual course written by the authors of best-sellers Way Ahead and Macmillan English.

The course has six primary levels, and there are also four further levels for secondary.

If you are new to the course

Browse samples from each level to explore English World and discover how the materials would work with your class.

If you are already using the course

Have a look at our teacher resources including training videos which model using the different English World resources in the classroom.

2014 Phrases

What Is English Education?

The field of English education encompasses three dimensions: (1) the teaching and learning of English, broadly and inclusively defined; (2) the preparation and continuing professional support of teachers of English at all levels of education; and (3) systematic inquiry into the teaching and learning of English. To accomplish this important work, English educators conduct interdisciplinary inquiry by drawing on English studies, education, the scientific study of human behavior, and related fields. They transform theory and research in these fields into pedagogical-content questions as a basis for enhancing the understanding of the teaching and learning of English in all of its manifestations.
Central to the task of English educators is the preparation and support of teachers who, in turn, prepare learners to be creative, literate individuals; contributors to the cultural, social, and economic health of their communities; and fully participating and critically aware citizens of our democracy in a complex, diverse, and increasingly globalized world.
What follows is a brief explication of these three dimensions of English education, along with a listing of associated core values.

The field of English education is concerned with the teaching and learning of English, broadly and inclusively defined.

English educators are deeply interested in educational theory and research; however, as English educators, they are equally engaged with the discipline of English studies, particularly as it translates to K-16 settings. The subject of English consists of that area of the curriculum responsible for preparing students, at any age, in the effective production and reception of the range of possible textual representations of human experience—in short, to become sophisticated writers and readers, broadly conceived. The ultimate goal of all literacy learning and experience is to foster an understanding of self and others through engagements in the wider world mediated by language. English educators understand that to meet this goal, they must conceive of English studies as encompassing a wide range of intellectual content, a wide variety of communicative genres and literacy practices, pluralistic and inclusive approaches to literacy use and instruction, and diverse ideological perspectives. English educators value this intellectual diversity, and they strive to introduce pre- and in-service teachers to the complexity and richness of the field.
Associated Core Values:
  • English educators promote the understanding among pre- and in-service teachers that language is used for multiple purposes within multiple meaning-making and communicative contexts.
  • English educators model and strive to foster in K-16 students the mastery of personal, civic, and cultural literacies. Personal literacy includes engagement with reading, writing, and popular media that will bring students personal satisfaction, foster a sense of connection with themselves and those around them, and promote lifelong learning; civic literacy involves working with ideas and information that students will need to be mature, productive, and responsible citizens, and cultural literacy involves familiarity with stories, plays, poems, speeches, essays, and similar texts that will help students identify with their culture and empathetically understand the cultures of others.
  • English educators encourage pre- and in-service teachers to connect K-16 students’ personal and intellectual needs to specific literacy and language practices through the appropriate selection of instructional materials and assignments.
  • English educators promote and facilitate ways of teaching literacy that rely on the latest research in communication and language use. Committed to the fact that literacy involves active meaning making on the part of all participants, English educators encourage pre- and in-service teachers to foster language competence in a variety of genres, contexts and situations as they are continuously mediated by a plurality of social, cultural, and ideological factors.
  • English educators are committed to promoting and facilitating the effective teaching of reading, viewing, and authoring of various types and genres of texts by and about individuals of both genders and representing diverse groups in terms of race, ethnicity, culture, and class.
  • English educators strive to provide access for pre- and in-service teachers to the intellectual traditions and debates that inform English and education.
  • English educators resolve to teach pre- and in-service teachers how to recognize the creative and critical literacy achievement of students of all backgrounds and abilities and to foster within them a sense of agency and critical engagement with the world, while also being able to identify, diagnose and address K-16 students’ difficulties with literacy learning.
  • English educators recognize the value of communication technologies for pedagogical and research purposes, including emerging digital media and various other technologies that facilitate and enable the use of multiple forms and genres of literate communication. They assist pre- and in-service teachers in effectively integrating these technologies in their classrooms.
  • English educators recognize and seek to convey to pre- and in-service teachers that English studies is a contested subject that encompasses multiple fields of inquiry and ideological perspectives.
  • English as a subject encompasses culture and cultural literacy; therefore, English educators encourage the teaching of classic literary texts when appropriate, in addition to other valued literary genres, including young adult literature; creative nonfiction; contemporary popular fiction; web-based texts and media productions; film; written, spoken or scripted texts, and the variety of aural and visual media configurations constantly being invented.

The field of English education seeks to prepare and support teachers of English language arts.

English educators encourage and value English language arts teachers at all levels of education who inquire into, critically assess, reflect on, and adjust their own teaching practice and the curricula, standards, and current practices in their field. Therefore, English educators as teacher educators instruct and mentor pre- and in-service teachers as they gain pedagogical expertise, become content area experts, and create (and re-create) their professional identities. As reflective practitioners themselves, English educators exemplify and sponsor teaching practices that promote social justice in the classroom and entail the active use of language to construct, examine, and communicate knowledge in a world of diverse and often contested ideas and values.
Associated Core Values:
  • English educators strive to teach in ways that are informed by their own practice in the field, their deep understanding of seminal research and theory, and the intellectual traditions and debates in the English language arts.
  • English educators promote and value awareness of the ethnic, racial, linguistic, and cultural diversity in K-16 schools and are able to provide the knowledge and resources for pre- and in-service teachers to effectively teach in such diverse settings.
  • English educators promote the professional development of pre- and in-service teachers through a variety of means, including university courses, mentoring, and such related professional venues as internships, in-service workshops, field experiences, partnership development with schools, conference presentations, and professional organizations.
  • English educators encourage pre- and in-service teachers to engage in ongoing self-renewal as professionals.
  • English educators endeavor to assume roles as leaders, heighten their political awareness, and become increasingly active in the consideration and making of educational policy, and they encourage pre- and in-service teachers to do so as well.
  • Working with colleagues at the local, state, and national levels, English educators act as advocates to shape public educational policy and secure resources that will support effective K-16 English language arts teaching.
  • English educators understand the tensions and contradictions inherent in teaching within educational systems that reflect sometimes competing interests and ideologies and work to foster a sophisticated and nuanced sense of these tensions and contradictions in the teachers with whom they work.
  • English educators promote an awareness of the complexities of teaching and learning so that they can help pre- and in-service teachers learn to negotiate between the learner and content within complex and sometimes competing institutional, cultural, political, and ideological contexts.
  • English educators resolve to act as liaisons between higher education and the K-12 schools.

Sabtu, 19 Juli 2014

1st Passage
Macon tells Milkman, “Let me tell you right now the one important thing you’ll ever need to know: Own things. And let the things you own, own other things. Then you’ll own yourself and other people too” (55).
When Milkman’s character is first introduced into the novel, we learn that there is some type of hesitant force that restrains this character. At a very young age, Milkman learns that he cannot fly: “When the little boy discovered, at four, the same thing Mr. Smith had learned earlier, that only birds and airplanes could fly, he lost all interest in himself. To have to live without that single gift saddened him” (9). For Milkman, being able to fly is more than the literal ability of flight; it becomes symbolic of his quest for autonomy.
While looking at his reflection in the mirror, for example, “[h]e was, as usual, unimpressed with what he saw” (60).
She lets him know that he has never once lifted a finger to help. He has yet to wash his own clothes, “wipe the ring” from his tub, or “move a fleck of [his] dirt from one place to another,” and he has never noticed that they have been tired; but most of all, he has never thanked them, not even once (215).
Haizlip explains further that “colorism subjectively ranks individuals according to the perceived color tones of their skin. People who ‘look white’ received preferential or prejudicial treatment both within and between races.”
Question/Answer!
a.       What is the pattern of the passage?/Description.
b.      What is the most of the passage tells? Fact or opinion?/Fact of a story in a novel.
c.       What is the author’s bias?/type of hesitant force that restrains this character.
d.      What is the author purpose?/to describe about a character in a novel.
e.       What is the author’s tone?/Serious,optimistic.



2nd Passage
Family physicians – an endangered species?
by Jack Burak


1 Many Canadians are aware that problems with the nation’s health care system have resulted in a lack of hospital beds and medical equipment, overcrowded emergency rooms, long surgical and diagnostic waiting lists, and not enough long term care homes.
But with 3.6 million Canadians unable to find a family doctor, a particularly insidious1 and growing problem is making itself evident.

2 The family doctor is the cornerstone of the nation’s health care system. The vast majority of Canadians have said many times over that they want their family doctor to be their first point of contact in the health care system. Nevertheless, family doctors are becoming a dying breed. With diminishing access to that first point of contact, many Canadians in need of medical help are finding it increasingly difficult to receive timely and appropriate care. In my province of British Columbia, the conservative estimate is that 200,000 British Columbians looking for a family doctor cannot find one.

3 There are many reasons for this predicament. Over the last 10 years, the number of medical students choosing family practice as their lifelong career has been dropping at a startling rate. It used to be that 50% of students chose family practice as their first choice. As of 1997, that proportion had fallen to 35%; in 2004, it has declined further to
24%. At a time when the population is living longer and increasing in size, these are alarming statistics.

4 When asked why they lack interest in family medicine, students cite a daunting student
debt load (often more than $100,000 upon graduation) and the long hours required of a
doctor who is managing a family practice. As in other kinds of work, young doctors today want a balance between their professional and personal lives.

5 In BC this problem is compounded because the province produces fewer medical
graduates per capita than any other province in Canada with a medical school. The number of graduates in BC is slowly rising – this year the University of British Columbia
faculty of medicine graduated 128 students, up from 120. The provincial government has committed itself to doubling the number of medical student graduates to 256. When
residency programs are taken into account, however, we will not see the full effects of
this initiative until some time between 2016 and 2019. This strategy doesn’t come close
to giving us the 400 new doctors needed each year in BC to replace those who are retiring, moving out of the province, reducing their hours of practice, or dying. And at our
current rate, we can expect only a small percentage of these new recruits to choose
family medicine.

6 The primary care system is showing its cracks. Ten years ago, 2,030 of BC’s family doctors (about half of the GP population) were providing obstetrical care. Today just 945 are performing this invaluable service. Although delivering babies is a “good news” area of medicine, the hours are long, malpractice insurance premiums are high and the remuneration for bringing new life into the world is modest. The result is that obstetrics
is too much for many family physicians to contend with today. Comprehensive family
practices see an increasing number of patients, many of whom have an expanding number of complex health problems. In addition, many more patients than in the past are in a “holding pattern” with conditions that are being monitored by their family doctor while they wait for specialist appointments and care.

7 It’s no surprise, then, that many of BC’s family doctors are no longer taking on new
patients. In 1999, there were 1,420 family doctors accepting new patients – in 2004 that
number declined to 599, a drop of 58%.
8 The foundation of primary care needs to be strengthened in order for it to be sustained. The Working Agreement between the doctors and government, ratified in July, 2004, by our membership of 8,000, includes a series of primary care renewal projects designed to make family practice more attractive to medical graduates, improve upon working conditions, and entice family doctors from outside BC to hang up their shingles here. Yet still more needs to be done.



Question/Answer!
a.       What is the pattern of the passage?/Explanation.
b.      What is the most of the passage tells? Fact or opinion?/Fact about medic thing.
c.       What’s is the author’s bias?/medic is important for everyone.
d.      What is the author purpose?/to describe about medic thing.
e.       What is the author’s tone?/Serious, optimistic, symphatetic.


There are some way how to improve ability in English. One of them, you can write review about movies. You know that I love watching movies, and I use it to improve my ability in English.
So, I guess I have a movie to review for today. It's a movie called "Noah", It just released on 2014. This movie telling us about the story of Noah, the Prophet that is survive by the flood. I do love this story but in this movie is different with the real story, maybe it because of the filmmaker is from western, right? And the real story is coming from the Holy Quran. In this movie tells us that Noah should make a ship to survive from the flood, of course it's true. But there are many different story in this movie. For example to kill his grandaughter and the barren daughter in law. But it also a nice movie because there is a war and located in a natural places, the forest. Maybe if you are a movie addict, you should have to watch it.

http://www.imdb.com/title/tt1959490/?ref_=fn_al_tt_1 for more movie review...

Recommended series to easily speak fast

You know, I proud to be myself because I love to speak English. And I promise to myself that I had to speak well in English. No matter what. My friends said that I have so many vocabulary in my brain. Well, guess what! What did I do? I just watch some movies. One of them is this one. This series have so many vocabulary and teach you to speak English fast.

This is my favorite tv series. Well, everyone know Sherlock Holmes, right? The most famous detective of all centuries. I'll give you the synopsis, just a little bit. He is just a private detective and unpaid. It's his hobby to solve many cases, especially murderer case. And he has a bestfriend, on the right side. 
Well, Sherlock Holmes talk fastly and it teaches you to speak English fastly and in British accent. Wow, this is awesome everyone. You have to try it if you want to be smart in speaking English :) 
For more about this series, you can check them in http://www.imdb.com/title/tt1475582/?ref_=nv_sr_1 
Bye :)