Wednesday, June 13, 2012

Writing 3 Hw..

Types of  Red Roses

            Rose is one of those flowers that are often used to show love to loved ones especially when Valentine's Day. One is red roses, my favorite flowers that I do not know what
the meaning of  its. Red roses show brave with color red not only that, the fragrance of red roses into the desired one. Many things you should know about the red roses. Here are three characteristics of red roses, first smell, second physical form, and third reproduction.
First, the fragrance of red roses is smell that has characteristics. For example the fragrant smell made ​​it a perfume and a sign of love. Red roses are often an ingredient in the manufacture of various famous brands of perfumes in the world. In addition, red roses also be another ingredient to add fragrance, other ingredients such as soap, perfume or clothes softener and etc. Rose symbolizes a sign of love, not just the physical but the aromatic smell of roses signifies a sign of love itself. Therefore, red roses are the flowers that the best choice a person say love to the person in loved, and many people choose to be bought and planted.
Second, the leaf, thorny stems, as well as a beautiful red petals and roots is physical. Some people give flowers to someone with a limited condition flower stem to the petals. Such as, leaves at most thorny roses and has a unique shape and color green. I did not like one of the thorn on the stems of red roses. Therefore, when picking we must be careful with the thorn of a rose stem, but most sellers rose cut the thorn then sold. The part that I like is the red petals and neatly arranged which makes it look beautiful and pleasant to look. The last part is the root, although this section is not required to be given but it has its own function that is essential for the growth of red roses.
Third, ways to produce a red rose is by seeds and slips. Planting of red roses is easy but should be with care and monitoring in order to flower flourishes and good flowering. For example, buy seeds at the store is one of them because most people want to plant roses so it is best to buy seeds. Care when you buy the seed is to give fertilizer, for this reason the flowers will thrive. Slip is also suggested that easy to do at home if you want to plant a red rose.  For example cutting the stems of roses and then be replanted.  This second way requires patience and persistence and would get a good result.
And finally red roses are the best choice for granted and praised its beauty, from the petals of flowers, the fragrant smell and easily grown. Although this flower has thorns will still be an option to express love. And honestly my favorite flower is the red rose that signifies bravery and love .

Outline
I.                   Types of Red Roses (title)
II.                Introduction
Here are three characteristics of red roses, first smell, second physical form, and third reproduction. (thesis statement).
III.             Body Paragraph
a.       Smell
-          Fragrance
-          Aromatic
b.      Physical
-          Leaves
-          Thorny steams
-          Red petals
-          Roots
c.       Reproduction
-          Seeds
-          Slip (cutting)
IV.             Concluding Paragraph
And finally red roses are the best choice for granted and praised its beauty, from the petals of flowers, the fragrant smell and easily grown

Tuesday, June 12, 2012

Homework for Strategy

Name        : Helny F. Lonteng
NIM            : 10 314 455
Class          : A
Subject      : Strategy Of ELT

Questions
1.    a. What is meant by approach, method and technique by Edward Anthony?
b. What is meant by method : approach, design, procedure by Jack Richard?
2.    Choose any method of teaching English as a foreign language and than discuss this method : approach, design and procedure !
3.    Discuss the following :
a.    Methodology
b.    Curriculum/syllabus
4.    Make a diagram of method !
  
Answer
1.    a. An approach : a set of assumption dealing with the nature of language, learning, and teaching.
-          Method : was described as an overall plan for systematic presentation of language based upon a selected approach.
-          Technique : the specific activities manifested in the classroom that were consistent with a method and therefore were in harmony with an approach as well.
b.    An approach : defines assumptions, beliefs, and there about the nature of language and language learning.
-          Design : specify the relationship of those theories to classroom materials and activity.
-          Procedure : are the techniques and practices that are derived from one’s appoach and design.

2.    Communicative Language Teaching
Approach
Theory of language : language is a system for the expression of meaning primary function interaction and communication.
Theory of learning : Activities involving real communication; carrying out meaningful tasks; and using language which is meaningful to the learner

Method
Objectives : objectives will reflect the needs of the learner; they will include functional skills as well as linguistics objectives.
Syllabus : will include some the following; structure function, notions, themes, tasks. Order will be guided by learner needs.
Activity types : engage learners in communication, involve processes such as information sharing, negotiation of meaning and interaction.
Learner roles : learner as negotiator, interactor giving as well as taking.
Teacher roles : facilitator of the communication process, participants tasks, and texts; needs analyst, counselor, process manager.

Procedure
Primary role in promoting communicative language use; task-based materials authentic.

3.    a. Methodology  : pedagogical practices in general (including theoretical underpinnings and related research) whatever considerations are involve “how to teach” are methodological.
b.    Curriculum/syllabus : designs for carrying out a particular language program. Features include a primary concern with the specification of linguistic and subject matter objectives, sequencing, and materials to meet the needs of a designated group of learners in a defined context.

 4. diagram of method