SAMBAS

        I live in small village called Tanjung Putat which located about 27 km from Sambas. Condition in my village was very well. However, the density of people was increase every year and Sambas start to be a crowded city. You can see that in the center of Sambas. There are 3 ethnic who live in Sambas. They are Dayak, Sambas Malay and cines. My place use Malay language. That because almost of the people who live in Sambas was Malay ethnic. 

           There are so many beautiful spots in the Sambas. There is Sebedang Lake which located near with my village. I usually went to the lake to fishing and swimming with my friend. Sebedang Lake has beautiful scenery. You can see a many hill and if you interested to doing hiking sports, there is a good place. The water is really fresh. I usually went to the lake once a week. If you interested with this spot you can reach this place with ride a car or motorcycle. Another interesting spots that you can find in Sambas is Keraton Sambas. In this place, you can find the history about kingdom of Sambas. I usually went to this place with my family when holiday. In this palace you can find 3 old canons and one mosque which had important history. If you want to know about history of Sambas, you must visit this place. This place is about in the center of Sambas city. Sambas still have so many beautiful and interesting spots, there are Tanjung Batu, Pantai Jawai, and the other place which have a unique history.

 

Keraton Sambas

           

            The other interesting things you can find in my place are the traditional event that usually celebrate.  You can see a traditional event like race of small boat in Sambas River and Radat dance, etc. Radat dance is usually performed in a wedding party or other cultural ceremonies. 

          

           Sambas have a unique food that you can’t find it in other place. Sambas people called this food "Bubur Pedas". This all I can tell you about my hometown. I hope you were interested to go to my hometown.

20 Tanya Jawab Rasulullah Dengan Iblis

20 Tanya Jawab Rasulullah Dengan Iblis


Allah SWT telah memerintahkan seorang Malaikat menemui Iblis supaya dia menghadap Rasulullah saw untuk memberitahu segala rahasianya, baik yang disukai maupun yang dibencinya. Hikmatnya ialah untuk meninggikan derajat Nabi Muhammad SAW dan juga sebagai peringatan dan perisai kepada umat manusia.
Maka Malaikat itu pun berjumpa Iblis dan berkata, “Hai Iblis! Bahwa Allah Yang Maha Mulia dan Maha Besar memberi perintah untuk menghadap Rasullullah saw. Hendaklah engkau buka segala rahasiamu dan apapun yang ditanya Rasulullah hendaklah engkau jawab dengan sebenar-
benarnya. Jikalau engkau berdusta walau satu perkataan pun, niscaya akan terputus semua anggota badanmu, uratmu, serta disiksa dengan azab yang amat keras.”
Mendengar ucapan Malaikat yang dahsyat itu, Iblis sangat ketakutan. Maka segeralah dia menghadap Rasulullah SAW dengan menyamar sebagai seorang tua yang buta sebelah matanya dan berjanggut putih 10 helai, panjangnya seperti ekor lembu.
Iblis pun memberi salam, sehingga 3 kali tidak juga dijawab oleh Rasulullah saw. Maka sambut Iblis (alaihi laknat),
“Ya Rasulullah! Mengapa engkau tidak mejawab salamku? Bukankah salam itu sangat mulia di sisi Allah?” Maka jawab Nabi dengan marah, “Hai Aduwullah seteru Allah! Kepadaku engkau menunjukkan kebaikanmu? Janganlah mencoba menipuku sebagaimana kau tipu Nabi Adam a.s sehingga keluar dari syurga, Habil mati teraniaya dibunuh Qabil dengan sebab hasutanmu, Nabi Ayub engkau tiup dengan asap beracun ketika dia sedang sujud sembahyang hingga dia sengsara beberapa lama, kisah Nabi Daud dengan perempuan Urya, Nabi Sulaiman meninggalkan kerajaannya karena engkau menyamar sebagai isterinya dan begitu juga beberapa Anbiya dan pendeta yang telah menanggung sengsara akibat hasutanmu.
Hai Iblis! Sebenarnya salam itu sangat mulia di sisi Allah azza wajalla, cuma salammu saja aku tidak hendak menjawabnya karena diharamkan Allah. Maka aku kenal baik-baik engkaulah Iblis, raja segala iblis, syaitan dan jin yang menyamar diri. Apa kehendakmu datang menemuiku?”
Taklimat Iblis, “Ya Nabi Allah! Janganlah engkau marah. Karena engkau adalah Khatamul Anbiya maka dapat mengenaliku. Kedatanganku adalah diperintah Allah untuk memberitahu segala tipu dayaku terhadap umatmu dari zaman Nabi Adam hingga akhir zaman. Ya Nabi Allah! Setiap apa yang engkau tanya, aku bersedia menerangkan satu persatu dengan sebenarnya, tiadalah aku berani menyembunyikannya.”
Maka Iblis pun bersumpah menyebut nama Allah dan berkata, “Ya Rasulullah! Sekiranya aku berdusta barang sepatah pun niscaya hancur leburlah badanku menjadi abu.”
Apabila mendengar sumpah Iblis itu, Nabi pun tersenyum dan berkata dalam hatinya, inilah satu peluangku untuk menyiasati segala perbuatannya agar didengar oleh sekalian sahabat yang ada di majlis ini dan menjadi perisai kepada seluruh umatku.
Pertanyaan Nabi (1):
“Hai Iblis! Siapakah sebesar-besar musuhmu dan bagaimana aku terhadapmu?”
Jawab Iblis:
“Ya Nabi Allah! Engkaulah musuhku yang paling besar di antara segala musuhku di muka bumi ini.”
Maka Nabi pun memandang muka Iblis, dan Iblis pun menggeletar karena ketakutan. Sambung Iblis, “Ya Khatamul Anbiya! Ada pun aku dapat merubah diriku seperti sekalian manusia, binatang dan lain-lain hingga rupa dan suara pun tidak berbeda, kecuali dirimu saja yang tidak dapat aku tiru karena dicegah oleh Allah.
Kiranya aku menyerupai dirimu, maka terbakarlah diriku menjadi abu. Aku cabut iktikad / niat anak Adam supaya menjadi kafir karena engkau berusaha memberi nasihat dan pengajaran supaya mereka kuat untuk memeluk agama Islam, begitu jugalah aku berusaha menarik mereka kepada kafir, murtad atau munafik. Aku akan menarik seluruh umat Islam dari jalan benar menuju jalan yang sesat supaya masuk ke dalam neraka dan kekal di dalamnya bersamaku.”
Pertanyaan Nabi (2):
“Hai Iblis! Bagaimana perbuatanmu kepada makhluk Allah?”
Jawab Iblis:
“Adalah satu kemajuan bagi perempuan yang merenggangkan kedua pahanya kepada lelaki yang bukan suaminya, setengahnya hingga mengeluarkan benih yang salah sifatnya. Aku goda semua manusia supaya meninggalkan sholat, terbuai dengan makan minum, berbuat durhaka, aku lalaikan dengan harta benda daripada emas, perak dan permata, rumahnya, tanahnya, ladangnya supaya hasilnya dibelanjakan ke jalan haram.
Demikian juga ketika pesta yang bercampur antara lelaki dan perempuan. Disana aku lepaskan sebesar-besar godaan supaya hilang peraturan dan minum arak. Apabila terminum arak itu maka hilanglah akal, fikiran dan malunya. Lalu aku ulurkan tali cinta dan terbukalah beberapa pintu maksiat yang besar, datang perasaan hasad dengki hingga kepada pekerjaan zina. Apabila terjadi kasih antara mereka, terpaksalah mereka mencari uang hingga menjadi penipu, peminjam dan pencuri.
Apabila mereka teringat akan salah mereka lalu hendak bertaubat atau berbuat amal ibadat, aku akan rayu mereka supaya mereka menangguhkannya. Bertambah keras aku goda supaya menambahkan maksiat dan mengambil isteri orang. Bila kena goda hatinya, datanglah rasa ria, takabur, megah, sombong dan melengahkan amalnya. Bila pada lidahnya, mereka akan gemar berdusta, mencela dan mengumpat. Demikianlah aku goda mereka setiap saat.”
Pertanyaan Nabi (3):
“Hai Iblis! Mengapa engkau bersusah payah melakukan pekerjaan yang tidak mendatangkan faedah bahkan menambahkan laknat yang besar serta siksa yang besar di neraka yang paling bawah? Hai yang dikutuk Allah! Siapa yang menjadikanmu? Siapa yang melanjutkan usiamu? Siapa yang menerangkan matamu? Siapa yang memberi pendengaranmu? Siapa yang memberi kekuatan anggota badanmu?”
Jawab Iblis:
“Semuanya itu adalah anugerah daripada Allah Yang Maha Besar juga. Tetapi hawa nafsu dan takabur membuatku menjadi jahat sebesar-besarnya. Engkau lebih tahu bahwa Diriku telah beribu-ribu tahun menjadi ketua seluruh Malaikat dan pangkatku telah dinaikkan dari satu langit ke satu langit yang tinggi. Kemudian Aku tinggal di dunia ini beribadat bersama sekalian Malaikat beberapa waktu lamanya.
Tiba-tiba datang firman Allah SWT hendak menjadikan seorang Khalifah di dunia ini, maka akupun membantah. Lalu Allah menciptakan lelaki (Nabi Adam) lalu dititahkan seluruh Malaikat memberi hormat kepada lelaki itu, kecuali aku yang ingkar. Oleh karena itu Allah murka kepadaku dan wajahku yang tampan rupawan dan bercahaya itu bertukar menjadi keji dan kelam. Aku merasa sakit hati. Kemudian Allah menjadikan Adam raja di syurga dan dikurniakan seorang permaisuri (Siti Hawa) yang memerintah seluruh bidadari. Aku bertambah dengki dan dendam kepada mereka.
Akhirnya aku berhasil menipu mereka melalui Siti Hawa yang menyuruh Adam memakan buah Khuldi, lalu keduanya diusir dari syurga ke dunia. Keduanya berpisah beberapa tahun dan kemudian dipertemukan Allah (di Padang Arafah), hingga mereka mendapat beberapa orang anak. Kemudian kami hasut anak lelakinya Qabil supaya membunuh saudaranya Habil. Itu pun aku masih tidak puas hati dan berbagai tipu daya aku lakukan hingga Hari Kiamat.
Sebelum Engkau lahir ke dunia, aku beserta bala tentaraku dengan mudah dapat naik ke langit untuk mencuri segala rahasia serta tulisan yang menyuruh manusia berbuat ibadat serta balasan pahala dan syurga mereka. Kemudian aku turun ke dunia, dan memberitahu manusia yang lain daripada apa yang sebenarnya aku dapatkan, dengan berbagai tipu daya hingga tersesat dengan berbagai kitab bid’ah dan carut-marut.
Tetapi ketika engkau lahir ke dunia ini, maka aku tidak dibenarkan oleh Allah untuk naik ke langit serta mencuri rahasia, kerana banyak Malaikat yang menjaga di setiap lapisan pintu langit. Jika aku berkeras juga hendak naik, maka Malaikat akan melontarkan anak panah dari api yang menyala. Sudah banyak bala tenteraku yang terkena lontaran Malaikat itu dan semuanya terbakar menjadi abu. Maka besarlah kesusahanku dan bala tentaraku untuk menjalankan tugas menghasut.”
Pertanyaan Nabi (4):
“Hai Iblis! Apakah yang pertama engkau tipu dari manusia?”
Jawab Iblis:
“Pertama sekali aku palingkan iktikad / niatnya, imannya kepada kafir juga ada dari segi perbuatan, perkataan, kelakuan atau hatinya. Jika tidak berhasil juga, aku akan tarik dengan cara mengurangi pahala. Lama-kelamaan mereka akan terjerumus mengikut kemauan jalanku”
Pertanyaan Nabi (5):
“Hai Iblis! Jika umatku sholat karena Allah, bagaimana keadaanmu?”
Jawab Iblis:
“Sebesar-besarnya kesusahanku. Gementarlah badanku dan lemah tulang sendiku. Maka aku kerahkan berpuluh-puluh iblis datang menggoda seorang manusia, pada setiap anggota badannya.
Setengah-setengahnya datang pada setiap anggota badannya supaya malas sholat, was-was, terlupa bilangan rakaatnya, bimbang pada pekerjaan dunia yang ditinggalkannya, sentiasa hendak cepat habis sholatnya, hilang khusyuknya – matanya sentiasa menjeling ke kiri kanan, telinganya senantiasa mendengar orang bercakap serta bunyi-bunyi yang lain. Setengah Iblis duduk di belakang badan orang yang sembahyang itu supaya dia tidak kuasa sujud berlama-lama, penat atau duduk tahiyat dan dalam hatinya senantiasa hendak cepat habis sholatnya, itu semua membawa kepada kurangnya pahala. Jika para Iblis itu tidak dapat menggoda manusia itu, maka aku sendiri akan menghukum mereka dengan seberat-berat hukuman.”
Pertanyaan Nabi (6):
“Jika umatku membaca Al-Quran karena Allah, bagaimana perasaanmu?”
Jawab Iblis:
“Jika mereka membaca Al-Quran karena Allah, maka rasa terbakarlah tubuhku, putus-putus segala uratku lalu aku lari daripadanya.”
Pertanyaan Nabi (7):
“Jika umatku mengerjakan haji karena Allah, bagaimana perasaanmu?”
Jawab Iblis:
“Binasalah diriku, gugurlah daging dan tulangku karena mereka telah mencukupkan rukun Islamnya.”
Pertanyaan Nabi (8):
“Jika umatku berpuasa karena Allah, bagaimana keadaanmu?”
Jawab Iblis:
“Ya Rasulullah! Inilah bencana yang paling besar bahayanya kepadaku. Apabila masuk awal bulan Ramadhan, maka memancarlah cahaya Arasy dan Kursi, bahkan seluruh Malaikat menyambut dengan suka cita. Bagi orang yang berpuasa, Allah akan mengampunkan segala dosa yang lalu dan digantikan dengan pahala yang amat besar serta tidak dicatatkan dosanya selama dia berpuasa. Yang menghancurkan hatiku ialah segala isi langit dan bumi, yakni Malaikat, bulan, bintang, burung dan ikan-ikan semuanya siang malam mendoakan ampunan bagi orang yang berpuasa. Satu lagi kemuliaan orang berpuasa ialah dimerdekakan pada setiap masa dari azab neraka. Bahkan semua pintu neraka ditutup manakala semua pintu syurga dibuka seluas-luasnya, serta dihembuskan angin dari bawah Arasy yang bernama Angin Syirah yang amat lembut ke dalam syurga. Pada hari umatmu mulai berpuasa, dengan perintah Allah datanglah sekalian Malaikat dengan garangnya menangkapku dan tentaraku, jin, syaitan dan ifrit lalu dipasung kaki dan tangan dengan besi panas dan dirantai serta dimasukkan ke bawah bumi yang amat dalam. Di sana pula beberapa azab yang lain telah menunggu kami. Setelah habis umatmu berpuasa barulah aku dilepaskan dengan perintah agar tidak mengganggu umatmu. Umatmu sendiri telah merasa ketenangan berpuasa sebagaimana mereka bekerja dan bersahur seorang diri di tengah malam tanpa rasa takut dibandingkan bulan biasa.”
Pertanyaan Nabi (9):
“Hai Iblis! Bagaimana seluruh sahabatku menurutmu?”
Jawab Iblis:
“Seluruh sahabatmu juga adalah sebesar – besar seteruku. Tiada upayaku melawannya dan tiada satu tipu daya yang dapat masuk kepada mereka. Karena engkau sendiri telah berkata: “Seluruh sahabatku adalah seperti bintang di langit, jika kamu mengikuti mereka, maka kamu akan mendapat petunjuk.”
Saidina Abu Bakar al-Siddiq sebelum bersamamu, aku tidak dapat mendekatinya, apalagi setelah berdampingan denganmu. Dia begitu percaya atas kebenaranmu hingga dia menjadi wazirul a’zam. Bahkan engkau sendiri telah mengatakan jika ditimbang seluruh isi dunia ini dengan amal kebajikan Abu Bakar, maka akan lebih berat amal kebajikan Abu Bakar. Tambahan pula dia telah menjadi mertuamu karena engkau menikah dengan anaknya, Saiyidatina Aisyah yang juga banyak menghafadz Hadits-haditsmu.
Saidina Umar Al-Khattab pula tidaklah berani aku pandang wajahnya karena dia sangat keras menjalankan hukum syariat Islam dengan seksama. Jika aku pandang wajahnya, maka gemetarlah segala tulang sendiku karena sangat takut. Hal ini karena imannya sangat kuat apalagi engkau telah mengatakan, “Jikalau adanya Nabi sesudah aku maka Umar boleh menggantikan aku”, karena dia adalah orang harapanmu serta pandai membedakan antara kafir dan Islam hingga digelar ‘Al-Faruq’.
Saidina Usman Al-Affan lagi, aku tidak bisa bertemu, karena lidahnya senantiasa bergerak membaca Al-Quran. Dia penghulu orang sabar, penghulu orang mati syahid dan menjadi menantumu sebanyak dua kali. Karena taatnya, banyak Malaikat datang melawat dan memberi hormat kepadanya karena Malaikat itu sangat malu kepadanya hingga engkau mengatakan, “Barang siapa menulis Bismillahir rahmanir rahim pada kitab atau kertas-kertas dengan dakwat merah, nescaya mendapat pahala seperti pahala Usman mati syahid.”
Saidina Ali Abi Talib pun itu aku sangat takut karena hebatnya dan gagahnya dia di medan perang, tetapi sangat sopan santun, alim orangnya. Jika iblis, syaitan dan jin memandang beliau, maka terbakarlah kedua mata mereka karena dia sangat kuat beribadat serta beliau adalah golongan orang pertama memeluk agama Islam dan tidak pernah menundukkan kepalanya kepada sebarang berhala. Bergelar ‘Ali Karamullahu Wajhahu’ – dimuliakan Allah akan wajahnya dan juga ‘Harimau Allah’ dan engkau sendiri berkata, “Akulah negeri segala ilmu dan Ali itu pintunya.” Tambahan pula dia menjadi menantumu, semakin aku ngeri kepadanya.”
Pertanyaan Nabi (10):
“Bagaimana tipu daya engkau kepada umatku?”
Jawab Iblis:
“Umatmu itu ada tiga macam. Yang pertama seperti hujan dari langit yang menghidupkan segala tumbuhan yaitu ulama yang memberi nasihat kepada manusia supaya mengerjakan perintah Allah serta meninggalkan laranganNya seperti kata Jibril a.s, “Ulama itu adalah pelita dunia dan pelita akhirat.” Yang kedua umat tuan seperti tanah yaitu orang yang sabar, syukur dan ridha dengan karunia Allah. Berbuat amal soleh, tawakal dan kebajikan. Yang ketiga umatmu seperti Firaun; terlampau tamak dengan harta dunia serta dihilangkan amal akhirat. Maka akupun bersukacita lalu masuk ke dalam badannya, aku putarkan hatinya ke lautan durhaka dan aku hela ke mana saja mengikuti kehendakku. Jadi dia senantiasa bimbang kepada dunia dan tidak hendak menuntut ilmu, tiada masa beramal ibadat, tidak hendak mengeluarkan zakat, miskin hendak beribadat.
Lalu aku goda agar minta kaya dulu, dan apabila diizinkan Allah dia menjadi kaya, maka dilupakan beramal, tidak berzakat seperti Qarun yang tenggelam dengan istana mahligainya. Bila umatmu terkena penyakit tidak sabar dan tamak, dia senantiasa bimbang akan hartanya dan setengahnya asyik hendak merebut dunia harta, bercakap besar sesama Islam, benci dan menghina kepada yang miskin, membelanjakan hartanya untuk jalan maksiat, tempat judi dan perempuan lacur.”
Pertanyaan Nabi (11):
“Siapa yang serupa dengan engkau?”
Jawab Iblis:
“Orang yang meringankan syariatmu dan membenci orang belajar agama Islam.”
Pertanyaan Nabi (12):
“Siapa yang mencahayakan muka engkau?”
Jawab Iblis:
“Orang yang berdosa, bersumpah bohong, saksi palsu, pemungkir janji.”
Pertanyaan Nabi (13):
“Apakah rahasia engkau kepada umatku?”
Jawab Iblis:
“Jika seorang Islam pergi buang air besar serta tidak membaca doa pelindung syaitan, maka aku gosok-gosokkan najisnya sendiri ke badannya tanpa dia sadari.”
Pertanyaan Nabi (14):
“Jika umatku bersatu dengan isterinya, bagaimana hal engkau?”
Jawab Iblis:
“Jika umatmu hendak bersetubuh dengan isterinya serta membaca doa pelindung syaitan, maka larilah aku dari mereka. Jika tidak, aku akan bersetubuh dahulu dengan isterinya, dan bercampurlah benihku dengan benih isterinya. Jika menjadi anak maka anak itu akan gemar kepada pekerjaan maksiat, malas pada kebaikan, durhaka. Ini semua karena kealpaan ibu bapaknya sendiri. Begitu juga jika mereka makan tanpa membaca Bismillah, aku yang dahulu makan daripadanya. Walaupun mereka makan, tiadalah merasa kenyang.”
Pertanyaan Nabi (15):
“Dengan jalan apa dapat menolak tipu daya engkau?”
Jawab Iblis:
“Jika dia berbuat dosa, maka dia kembali bertaubat kepada Allah, menangis menyesal akan perbuatannya. Apabila marah segeralah mengambil air wudhu’, maka padamlah marahnya.”
Pertanyaan Nabi (16):
“Siapakah orang yang paling engkau lebih sukai?”
Jawab Iblis:
Lelaki dan perempuan yang tidak mencukur atau mencabut bulu ketiak atau bulu ari-ari (bulu kemaluan) selama 40 hari. Di situlah aku mengecilkan diri, bersarang, bergantung, berbuai seperti pijat pada bulu itu.”
Pertanyaan Nabi (17):
“Hai Iblis! Siapakah saudara engkau?”
Jawab Iblis:
“Orang yang tidur meniarap / telungkup, orang yang matanya terbuka (mendusin) di waktu subuh tetapi menyambung tidur lagi. Lalu aku lenakan dia hingga terbit fajar. Demikian jua pada waktu zuhur, asar, maghrib dan isya’, aku beratkan hatinya untuk sholat.”
Pertanyaan Nabi (18):
“Apakah jalan yang membinasakan diri engkau?”
Jawab Iblis:
“Orang yang banyak menyebut nama Allah, bersedekah dengan tidak diketahui orang, banyak bertaubat, banyak tadarus Al-Quran dan sholat tengah malam.”
Pertanyaan Nabi (19):
“Hai Iblis! Apakah yang memecahkan mata engkau?”
Jawab Iblis:
“Orang yang duduk di dalam masjid serta beriktikaf di dalamnya”
Pertanyaan Nabi (20):
“Apa lagi yang memecahkan mata engkau?”
Jawab Iblis:
“Orang yang taat kepada kedua ibu bapanya, mendengar kata mereka, membantu makan pakaian mereka selama mereka hidup, karena engkau telah bersabda,’Syurga itu di bawah tapak kaki ibu’'.

How to Draw a Face

How to Draw a Face

Faces can be incredibly difficult things to draw realistically. There are so many features to think about. Do your faces always have noses the size of an elephant's trunk, or a mouth like a banana? If so, read this article to learn how to draw faces like you've never drawn them before.

Steps

1. Make a light outline of a face.
Make a light outline of a face. Heads are never circular; they are oval shaped, like an egg. So sketch an oval outline that tapers down at the bottom.

2. Add dividing lines.
Add dividing lines. The easiest way to start is to use dividing lines to map out the proportions of the face. Firstly, draw a line down the centre of the oval. Then cut the oval in half again, this time horizontally.

3. Add the nose.
Add the nose. Divide the lower half again with another horizontal line. The point at which this crosses the vertical line is where you should begin to draw the base of the nose. Sketch out the base of the nose and a nostril either side.

4. Add the mouth
Add the mouth. Divide the bottom quarter in half again. The bottom of the lips will rest on the dividing line you have just drawn. Draw a line for where the lips meet and then draw the top lip. Now fill in the bottom of the lip.

5. Add the eyes:

Draw two big circular balls to make out the eyes across the central horizontal line.
Draw two big circular balls to make out the eyes across the central horizontal line. These will form the eye sockets. The top of this circle is where the eyebrow is and at the bottom is where the cheek bone sits.
Draw the eyeball floating in the centre of the socket.
Draw the eyeball floating in the centre of the socket.

You then need to work on the shape of the eyes.
You then need to work on the shape of the eyes. Eyes are almond shaped, so bear this in mind as you sketch them (eyes come in every size and shape, so feel. As a rule of thumb, the distance between the two eyes is the width of another eye.

Inside the iris, the color inside the center of the eye, draw the pupil which is the darkest bit of the eye.
Inside the iris, the color inside the center of the eye, draw the pupil which is the darkest bit of the eye. Fill most of it in black and leave a little white. With your pencil flat, use a bit of shading for the base. Shade valiantly medium and light in the iris, using tightly spaced short lines from the edge of the pupil to the white of the eye. Draw eyebrows above. Now rub out the guidelines below the eye.

Next, draw the top of the eyelid over the top of the almond.
Next, draw the top of the eyelid over the top of the almond. The base of the eyelid comes down over the top of the iris and covers the top of it slightly.

6. Shading under the eyes.
Shading under the eyes. Now, add a little shading underneath the eye and where the eye meets the nose to define the socket. For a tired look, add shading and swooped lines at a more acute angle to the bottom eyelid.

7. Add the ears.
Add the ears. The base of the ear should be drawn in line with the bottom of the nose and the top of the ear in line with the eyebrows. Remember, ears should be flat against the side of the head.

8. Add the hair.
Add the hair. Make sure that you draw the hair from the parting outwards.

9. Draw the neck.
Draw the neck. Necks are thicker than you imagine. Draw two lines coming down from roughly where the bottom horizontal line meets the edges of the face.

10. Add the details.
Add the details. Add a bit of shading under the nose and accentuate the chin. Put expression lines around the mouth, and shading in the corners. Then outline the ridge of the nose. The more prominent you make these features; the "older" your face will look.

11. Clean.
Clean. Use an eraser to remove any guidelines.

MAKALAH: LEXICAL APPROACH

MAKALAH 

LEXICAL APPROACH DEMONSTRATION


NAME: MIZA AWALTA
NIM: 12111063
CLASS: 3 A

LEXICAL APPROACH

Principle of Lexical Approach:
Successful language is a wider concept than accurate language.
Socio-linguistic competence-communicative power precedes and is the basis, not the product of grammatical competence.
Much language consists of multiword “chunks”.
Grammatical error is recognized as intrinsic to the learning process
Good language learners recognize and use collocations, poly words contractions, and expression.
Characteristic of lexical approach are focus on the development of a vocabulary, meaningful chunks, collocations of lexical items and multiple words unit.   

Basic concept
Learning a language consists of being able to understand and produce lexical phrases as chunks. Student are thought to be able to perceive patterns of language (grammar) as well as have meaningful set uses of words when they are thought in this way. In the lexical approach, instruction focused on fixed expression that occurs frequently in dialogue.  

Design Lexical Approach

Design Objectives : 
To realize a syllabus and accompanying materials based on lexical rather than grammatical principles and to cover the most frequent words together with their patterns and uses.

The teacher´s role : 
The teacher talk is the major source of learner input and organizing the technological system, providing scaffolding to help learners. The teacher methodology: Task Planning Report

Learner´s role : 
Learner´s role Discoverer Data analyst
A New Role for Lexis
Michael Lewis (1993), who coined the term lexical approach, suggests the following:
Lexis is the basis of language.
Lexis is misunderstood in language teaching because of the assumption that grammar is the basis of language and that mastery of the grammatical system is a prerequisite for effective communication.
One of the central organizing principles of any meaning-centered syllabus should be lexis.

Despite references to the natural environments in which words occur, Sinclair's (1987) and Willis's (1990) lexical syllabus are word based. However, Lewis's (1993) lexical syllabus is specifically not word based, because it "explicitly recognizes word patterns for (relatively) de-lexical words, collocation power for (relatively) semantically powerful words, and longer multi-word items, particularly institutionalized sentences, as requiring different, and parallel pedagogical treatment" (Lewis, 1993, p. 109).
Activities that the students will do are reading, speaking and writing. 
Media that I will use are a paragraph and picture from the book. 

Activities: 
Pair work and Working in a small group
Reflection:
Implementation
How to achieve lexical approach
Conclusion (How is Lexical approach related to communicative competence).

Technique(s):
Controlled techniques
Reading aloud: Reading directly from a given text.
Question answer, display: Activity involving prompting of student responses. 
Checking teacher: guiding the correction of student work, providing feedback as an activity. 

IMPLEMENTATION
Presentation, Practice and Production (PPP)
Presentation involves presenting the target language (the language to be taught to the students) to the students generally through eliciting and cueing of the students to see if they know it and then providing the language if no one does. The target language is usually put on the board either in structure (grammar-type) charts or in dialogs.  Presentation features more “teacher talk” than the other stages of the lesson. 
Next is Practice where the students practice the target language in one to three activities that progress from very structured (students are given activities that provide little possibility for error) to less-structured (as they master the material). These activities should include as much “student talk” as possible and not focus on written activities, though written activities can provide a structure for the verbal practices. Practice should have the “student talk time”. 
Production is the stage of the lesson where the students take the target language and use it in conversations that they structure (ideally) and use it to talk about themselves or their daily lives or situations.
Plan Activity

TEACHER’S TASK 
1. Read through this unit of classroom materials as if you were preparing to use them for a group of high intermediate to advanced learners and decide how you would need to adapt the materials.
2. If appropriate adapt and use these materials with your students. After using the materials think about these questions:
- Which goals do I think the materials achieved?
- Which goals do I think the materials fail to achieve?
- Did I notice students doing anything differently with these materials than with other materials   I have been using?
- Did my students have a positive, negative or indifferent response to the materials?
- Did I, as a teacher, do anything differently using these materials?
- Did I, as a teacher, have a positive, negative or indifferent reaction to these materials?

School Days – student materials

Reading 1 - Away Day
Before you read
1. You are going to read a story about a young teenage boy from England. The boy has upset his parents. Read these sentences from the story and decide whether you think they come at the beginning, in the middle or at the end of the story.
"I got slapped three times with the sole of her shoe. Three time. That was it. Then she left my room. She never said a word."
2. The story is called Away Day and the first sentence reads, “The only time I ever bunked off what do you think the story is about? Write down some guesses and share them with other students.
As you read
1. As you read the story from the point of view of a teenage school boy, try to see pictures of the boy in your mind and decide if the boy deserved the punishment.
After you read
Reaction
1. Tell a partner, if you think the boy's punishment was appropriate and what you would have done if you were the parents. 
2. Think about the following questions:
How do you feel about the boy in the story?
Why do you think the boy went with the twins?
Why do you think the boy's mother reacted in the way she did?
At the beginning of the story the author tells you the twins were always in trouble. Why do you think he tells you that?
Discuss your thoughts about the questions in a small group.
3. Discuss your answers to the following questions with a partner:
In paragraphs 1 and 2, what words tell you the housing estate is poor/working class?
In paragraphs 3 and 4, how do you know the weather is hot and has been hot for some time?
In paragraphs 5 and 6 the boy is becoming more and more frightened. What do you think frightens him?
The boy was punished in the final paragraph. Was it the punishment he expected? Was the punishment effective?

THE HAND OUT
Away Day
The only time I ever bunked off school, I was thirteen years old. It was break time and I hadn’t done my history homework. The Grant brothers convinced me to go with them. The Grants were twins and were always in trouble with the teachers. We went to the bike sheds at the back of the playground. The twins took two shiny new bikes and I took a rusty old bike, which was lying on the floor. We got on the bikes and headed straight for the school gates. I pedaled as fast as I could to keep up with the twins, but my bike was so big for me I had to pedal standing up. My heart was pounding, partly from the pedaling but mostly because I was scared of getting caught.
We rode through the neighboring housing estate. We raced between grey concrete houses with broken windows and graffiti walls, around broken bottles and over ripped magazines. It was the beginning of summer. The sky was clear, the sun had been out for days and the housing estate was quiet. We came out the other side of the estate onto a narrow country road. I’d never been this far from school or home on a bike before and I’d never been on this road.
After about half an hour, we reached the River Lea. I didn’t know what we were doing here or where we were going. I was just following the twins. We hardly spoke and we definitely didn’t discuss what we were going to do. The River Lea ends in London and flows into the Thames.
That was common knowledge. Mark led the way down to the riverbed. The long hot summer had completely dried the river. Older people said it was the hottest July they could remember. By lunch time we were hungry. The twins hadn't brought any lunch, so I offered to share mine. They took my melting Mars bar and left me with a sweaty cheese and tomato sandwich. The only thing I hated more than cheese was tomato.
We explored the river, finding dead frogs, crushed beer cans and empty cigarette boxes, until we got bored. Mark got on his bike saying, "Let's find London." Off he went with us in his wake. He rode the left edge of the riverbed beside the grassy bank and I and rode the right edge. I rode straight down the middle. I don't know why I didn't just go home. I had no idea how long it would take to get to London, but I was sure it was a long way and I knew I was going to get in trouble.
Time flew by, I was getting tired and the sun was setting. We didn't seem to be any closer to London. As it got darker, the twins started to disappear ahead of me and I was beginning to forget what they looked like. Terrible thoughts entered my head. What would happen when I finally got back home? I could see my Mom screaming at me, pulling me by the hair and my Dad's angry face, very angry face. I couldn't see the twins any longer. I was becoming more and more frightened of being lost in the middle of nowhere than of my mom and dad. I began to hate the twins for getting me into this trouble although I knew it was really my own fault.
The sun had set when I reached Tiring, a small town I had never heard of. I could see the twins had stopped. They were talking to a couple out walking their dog. To my surprise seeing the twins was comforting. My panic began to disappear. We were in the couple's living room having a nice hot cup of tea when the police rang the doorbell. They were serious and treated us like suspects. "What are your names? Where do you live? Do your parents know where you are?"
They telephoned our parents and drove us home. As the police talked to my mom and dad, I quietly slipped up to my bedroom. I heard the police drive away and my Mom thumping up the stairs towards my room. I got slapped three times with the sole of her shoe. Three time. That was it. Then she left my room. She never said a word.

Look at the Language
1. Look at the lexical chunks below. All the expressions are from the story, Away Day.
Lexical chunks (frozen or fixed)
In the middle of nowhere
I had no idea
Lexical Chunks (semi-frozen or semi-fixed)
She never said a word
I didn’t know where we were going
I didn’t know what we were doing
Adjective plus
2.  What other nouns can you use after the adjective ‘shiny new’? E.g. shiny new shoes, shiny new bike
3. What other nouns can you use after the adjective ‘broken’? E.g. broken heart,
Broken window, broken house
Examples of verb plus noun collocations (words that naturally go together)
I didn’t do my homework. (Do / homework)
They were always in trouble with the teachers. (Be / trouble)

4. Underline the weakest verb and noun collocation.
Example:
Exam                       Take / pass / fail / study for / sit / revise
Homework               Do / forget / lose / prepare / finish / hand in
Trouble                     Be in / expect / make / discover / get into / ask for

How to Achieve Communicative competence
Because in lexical approach, students role is as an improviser and as a negotiator. As a teacher we must design the task, activities, and the materials to make the students improve themselves. Like my activity, I made the student study in a group or in pair work. With study like this, the student can improve their communication because they have friend to talk and share about the materials. In this activities they have chance to use the language. Its make they might make a mistake or errors, but it is really necessary. Me as the teacher should give them a right feedback. We have already achieved communicative competence.
Conclusion (How is Lexical Approach related to communicative competence)
The language learner's need to perceive and use patterns of lexis and collocation. Most significant is the underlying claim that language production is not a syntactic rule-governed process but is instead the retrieval of larger phrasal units from memory. Nevertheless, implementing a lexical approach in the classroom does not lead to radical methodological changes. Rather, it involves a change in the teacher's mindset. Most important, the language activities consistent with a lexical approach must be directed toward naturally occurring language and toward raising learners' awareness of the lexical nature of language. This is how the Lexical approach related to communicative competence.

References:
Richards, Jack C and Rodgers, Theodore S Rodgers. 2001. Approach and Methods in Language Teaching United States of America: Press Syndicate of the University of Cambridge.
http://www.teachingenglish.org.uk/activities/lexical-approach-classroom-activities
http://www.google.co.id teacher role in lexical approach teacher role in lexical approach
http://www.cal.org/resources/digest/0102lexical.html
http://privatewww.essex.ac.uk/~nharwood/lexapproach.htm
http://www.slideshare.net/thanhthaole/the-lexical-approach

Active Learning

What is Active Learning?

Active learning is a student centered approach in which the responsibility for learning is placed upon the student, often working in collaboration with classmates. In active learning teachers are facilitators rather than one way providers of information. The presentation of facts, so often introduced through straight lecture, is deemphasized in favor of class discussion, problem solving, cooperative learning, and writing exercises (graded and ungraded). Other examples of active learning techniques include role-playing, case studies, group projects, think-pair-share, peer teaching, debates, Just-in-Time Teaching, and short demonstrations followed by class discussion.
There are two easy ways to promote active learning through the discussion. The first method is the mini lecture format in which the instructor talks ten to twenty minutes about a particular topic and then pauses for students to consolidate their notes, find gaps, and work with classmates to fill in gaps. The second technique is an active listening lecture where students just listen to a lecture without writing notes and then, after ten to twenty minutes, the student works with a classmate or small group to recall, clarify, and elaborate on the lecture's content.

education problem

PROBLEMS OF EDUCATION

About the education of many definitions of various kinds, but in general there is a define that; education is a result of civilization of a nation that developed on the basis of a nation’s view of life itself, as an experience that gives understanding, views, and adjustments for a person who caused them developed. The definition of education, more specifically, as pointed out by Ali Saifullah on, that education is a growth process in which an individual was helped to develop the forces abilities, talents, skills and interests. So it can be concluded here that education is a conscious effort in order to inculcate the ability of these forces, whether related to the experience of cognitive (knowledge resources), affective (aspect attitude) and psychomotor (skills aspect) owned by an individual.

As for the meaning of education are problematic, issues or problems faced by the world of education. An educational problem by Burlian Somad outline includes the following: The existences of obscurity educational purposes, non serasian curriculum, educators lack a proper and good, for the measurement of fuzziness measure and place on the basis of education levels.


Educational Objectives obscurity

In the law number 4 in l950, has been clearly mentioned about the purpose of education and teaching and in essence, is to form a competent human decency and democratic citizens and responsible about the welfare of the community and country based on Pancasila and Indonesian national culture and so on ….  But in fact happened to the educational purpose of such an ideal has not been able to created human beings as defined in the pile of words in the existing formulation of educational goals, even the opposite, namely moral degradation occurs, the life the less democratic, there is chaos due to conflict in society and others, this is an indication that the purpose of education has not been told to succeed, probably due to obscurity or vagueness in understanding the true purpose of education.


The lack of Curriculum

Most curricula used in schools still contain about the subjects, a wide range of subjects, number of hours of lessons and the names of the handbooks for each subject.

So the teaching that took place mostly invested solely theories of knowledge, resulting in graduates who earn less ready to use even the poor do not have the skills and the ability to productivity in the midst of society, because the received curriculum in schools does not prepare to make graduates of the learner to be independent in the community.


Teachers Lack Proper and Proficient.

There are still many slogans which reads “there was no cane the root so”, shows a picture of how low the quality of existing staff, because it must be held by educational personnel who are not from an expert. In terms of commissioned and put someone as educators who are not coached or supplied in science education and who is not in its field, is causing huge losses, including the wasteful costs, degradation of quality of education, will further prepare future citizens with individuals who have low quality, so not able to compete in the life of the all problematic.


The existence of Wrong Measurement

In the case of measurement of learning outcomes that are often referred to as the test or evaluation, it turns out in practice happened between the numbers given to students is often not objective, where the inclusion of the figures so high value that was not commensurate with the quality of the real holders of the numbers that value. When they were take into society, unable to do anything that commensurate with the level of education. Clearly in the absence of objective measurement can be sure will never happen real educational purpose.


The existence of fuzziness Platform Level Educational Attainment.

For years, nobody seems to review about level of education, from primary level up to university high level. The classification result so far is based on the level of physical and psychological development of students or is it just a translation of educational levels commonly used throughout the world, if that’s the case, the condition of our students is obviously much different from the conditions of the country – other countries in the world, making it impossible if need be held in common. Or is based on the results of empirical research, is it true that to be a self patterned high value it enough to require assistance during the time of 17/24 years. These issues surrounding our education so far have not found the answer.


SOLUTION TO SOLVING PROBLEMS OF EDUCATION

In facing the problem of obscurity during these educational purposes, should be clearly formulated in the variables that must be achieved for each level of education ranging from elementary to university level, in terms of application of the results that can realistically feel its impact on middle- center of social life and state not in attainment of goals idealistic discourse.

To overcome the lack curriculum, needs to remove the impression of the school identification simply embed purely scientific theories, it is necessary to reduce the impression that education is synonymous with teaching, it is necessary to minimize errors in the manufacturing step curriculum that is less oriented toward the real condition of community needs.

Similarly, in addressing the lack of qualified educators and professionals, need to recruit as many workers – staff of graduate education institutions with the need to have skills mastering sciences required for the manufacture of a minimum quality standard, which controls power required sciences to implement management of education that bring change for the more advanced.

Other requirements that must be present in an educator at a minimum, have the maturity to think, authority, power personality, has a socio-economic status is sufficient, cohesiveness within a team of fellow educators. And so forth.

Measurements in the field of quality education is very determine whether or not the individual learner, it depends on how the measuring devices in use. In fact there are many measuring instruments are made arbitrarily without due process of standardization, so that the instruments are not reliable, because it is invalid and not reliable. Therefore need to create measuring instruments valid and reliable, along with the provision of digit values objective as possible without affected by subjectivity and engineering, just by way of measurement like this is to ensure quality educational outcomes expected.

In the end, to seek solutions to education classification, must be based on what should be in forming on students, need to perform calculations by conducting experiments in which mature to find new true facts in order to review the classification levels of education during This in the rule.
URL : http://www.onlinesyariah.com/2012/07/education-problems-in-indonesia-and.html

For ICT

Advantages to using ICT

To present ICT tools to your students, you have to know them. Having demanding student is a good way of keeping your own knowledge accurate and current, and following ICT developments will allow you to sharpen your general information technology skills. By preparing ICT-enhanced classes, you get to approach your subject in a different way, and get to see what it is like to be learning again - giving you a fresh perspective. While it is often true your pupils will be able to teach you a few things where computers are concerned, by engaging with them you’ll learn to use tools and technologies they themselves approve of and value.

Start by selecting a form of communication like email, instant messaging, voice chat or even videoconferencing. Then think of a way that simple ICT could help your project. Maybe your pupils can make a video? Or perhaps take pictures and upload them to the internet? in future projects, work your way up to creating web pages or collaboratively writing wikis. There is no pressure and no penalty in use of technologies.

There are many specific advantages to using ICT in educational projects, the most important of which are:

ICT enables you to present content that would otherwise be unavailable in the traditional classroom

You can do a lot more with today's ICT than just show static information. You can show your pupils how different types of media can be combined to convey a message in a richer and more complete way. Mathematics and physics can be shown in a more practical light when pupils have to construct virtual bridges and towers. You can even giving your pupils a unique opportunity to chat with topic experts and people, who apply their knowledge in a real-life context.

Your pupils will learn and practice important information skills while working on the project

Many pupils have access to Internet-connected computers at home, but some do not. You can help both the former and the latter by having in-class exercises focusing on information gathering and analysis. You can show different ways of presenting data and information, help pupils arrange and even construct their own virtual workspaces. Perfecting these skills will not only help improve the pupils' concentration and teach them how to learn efficiently, but will also come in handy later on in life.

You can help make learning a fun and exciting activity by appealing to your pupils' creativity

Interactive programs and quizzes are a good way of utilising ICT in education, but they are only the tip of the iceberg. Engaging your pupils in making something is another way of weaving ICT into your curriculum. Making presentations, creating web pages, making and editing videos, writing wikis, and even managing their own portal or forum all enable your pupils to show their creative side and get them thinking. Knowledge and skills obtained in this way will be retained for a longer period of time due to the pupils' direct involvement in the creation process.

Pupils have contact with modern technology and knowledge, aiding their development

Contrary to popular belief, not every child born today is proficient with computers. You can help guide your pupils and help them develop good computer use habits as well as teach them the curriculum. Showing them how they can find reliable, up-to-date information on a given subject will help them when they try to search for knowledge on their own. Exposing them to various forms of communication and collaboration during class will give them a larger palette of tools when exchanging their thoughts and ideas with others. By enabling your pupils in this way, you help increase their chances for success in an increasingly information-dependent society.

ICT can help you keep your own knowledge and skills relevant by learning yourself

education

Using Video In The Classroom

An Activity Guide

Video is a powerful tool in today’s classroom. It provides strong context through which to teach English. Meaning comes alive and it brings the outside world into the classroom and gives your teaching “reality”. Video also provides all the paralinguistic features of language that audio only, can’t. Nowadays, students are very much visual learners. Further, the quick spread of broadband internet access, is making the use of video in the classroom reliable.

Some Tips For Using Video In Class

Keep the Video Short (2-4 minutes)
- attention spans are limited when watching visual content. Chunk up, divide up videos with focused activities.
Watch the whole video first.
- students need to “have a try” first and watch to get the “big picture”. This provides students with the chance to deal with the “ambiguity” of language. Give students one simple task while watching the whole video – to keep them focused. Even try just listening with the screen off.
Always preview the video.
- Be sure to watch the whole video yourself before using it in class. You never know what content might be inappropriate or hurtful to your students. You, the teacher, know your students best. Best to be safe!
Make it available outside the classroom. Share it.
- provide students with a webpage or link so they can watch the video and practice outside of classroom time. Many students learn better independently and this is a great opportunity to foster student independence. Also, share with other professionals so they know what works, what doesn’t.
Use videos your students want.
- this may seem obvious but many teachers forget to survey their students and show video content they definitely know their students will be “into”. However, use your best judgement and find a balance between videos that highly motivate and those that are strongly educational. Many times you can do both!

3 Approaches To Using Video In The Classroom

1. Using only video and online learning
In the flipped classroom, students study and learn independently (in groups or individually). The teacher sets up the learning content and environment and then consults with students as they learn the video content. For example, students could learn on EnglishCentral and the teacher could use class time to review their progress, check and evaluate. Also, consult with the students to make sure they are progressing and on task. Teachers set up the curriculum, show students how to access the video content and then become pure facilitators. Teachers might also use print materials made specifically for the videos.

2. Blending video into the existing curriculum and course.
This option allows a teacher to choose video content that compliments the objectives of their course. Videos are chosen for each unit and they are used in conjunction with the course book. Thus, the teacher is blending the learning – combining traditional print (textbooks) with the power of video. Videos are blended into and are part of the official course curriculum.

3. Using video as a supplement for engagement or re-inforcement.
Here, videos are used only at the beginning of a lesson (to provide context and prompt student schema/background knowledge) or as supplemental material for the lesson (either inclass or as homework). The teacher adds video that will supplement the existing course curriculum and provides context and reinforces the learning objectives. However, the videos are not part of the official curriculum.

How To Use Video
Videos can be used in many ways other than just one student at a computer. They should also be used as a “shared experience”, an in class teaching aide. Teachers should play video in the classroom and share it, as you would a book or any physical object. Don’t be afraid to pause, rewind or fast forward the video. Use it as a tool for reference of language and study points. Think of the video as a malleable material, like any other classroom learning material.
Generally video activities are divided into 3 main types or stages:
1. Pre-viewing. Activities done before watching the video. They help prompt student schema and background knowledge. Often a way for the teacher to assess student knowledge and interest.
2. Viewing: Students have a task while watching the video. They perform tasks and
activities during the video, either with or without the teacher pausing the video.
3. Post Viewing: After watching the video, the students practice the language forms and vocabulary encountered in the video. Students might discuss, retell, roleplay or complete exercises during this stage.

Here are a list of practical ways to use EnglishCentral videos or any video, in class. Try some and find what works best with your own students and for your own teaching
situation. Good luck! Your students will love it!
10 Recipes For
Using Video In The Classroom
1. Discuss It. Give students some previewing questions for the topic of the video. Students discuss and prompt their background knowledge. Watch the video. Now,
discuss again using some prepared questions. Surveys are a great addition also.
2. Just Do It. Students are given a viewing task. This can be some questions to
answer. It can be a group of vocabulary items to find or some language to listen for. You might even make this interactive – give students some different tasks (ie. different vocabulary) and when they see/hear it, they stand up. Again, they sit down. Last one standing at the end wins!
3. Describe It. Always a fun activity but make sure to get your students to speak in a low voice. One student watches while others describe the action. Pause the video from time to time to allow students time to describe fully. Switch the student who is listening. Make sure to watch the ending of the video together.
4. Report It. Students are reporters. List the 5 Ws on the board. After watching the video, the students must answer the 5 W questions. This also can be an excellent writing lesson. Also, get students making up their own post viewing questions and quizzing each other!
5. Listen For It. A teacher favorite. Teachers prepare a cloze version of the transcript (words are missing). Students listen for the words. Watch the video again,
pausing and checking the answers together. Another option is to provide students with a graphic organizer or chart. They watch the video and fill in the categories.
6. Repeat It. A very interactive way to focus on pronunciation and form. Turn
off any subtitles. Pause the video after a line and have the students repeat the line. If the video is a dialogue, assign different roles for students. Challenge the students to repeat the lines by only listening to the video, not watching. Also practice the present perfect tense (has/have just) by pausing the video and asking students, “What has just happened?”
7. Re-tell It. A very powerful way to acquire language. Students in small groups re-tell the story or the action of the video. One student starts and others must continue to re-tell by adding a sentence. Perfect for practicing transitions (First, Next, Then, Finally). Re-ordering activities are also great. Students are given sentences or pictures and must put them back in the right sequence while re-telling the story. Perfect practice for the past tense.
8. Revise It. Students love to “change up” the video. Students can role play the video and add their own twist, create their own version. Commercials work well for this. Also, write their own version, changing characters. For lower level students, prepare a transcript with words missing – students can add their own words to personalize.
9. Predict It. Prediction is a great language prompt and can be used with any video. Simply pause the video at a point and ask the students, “What do you think will happen next?” Students discuss and give their own answers. Provide a prompt for the students like I (don’t) think that _______________ (won’t) will ________________________. Lastly, continue the video and see if the predictions were correct.
10. Teach It. Videos offer a great opportunity for specific language study.Choose a video that highlights and reinforces your lesson objective(s) (for culture, topics, functions, vocabulary or grammar points). Pause the video and use it to explain the language points. It provides real life context and examples of usage. Prepare worksheets and exercises to practice your language points.

Characteristics of young learners

Who is young learner? 

For the successful teaching of English in primary schools, above all, it is essential for the teacher to understand the young learners' characteristics, instincts, and interests in their cognitive, linguistic, and emotional aspects, because this will play a crucial role in how the teacher builds a lesson, how he or she can make sure that the young learners are fully involved in the learning process, how he or she achieves the objectives of a lesson, and how they respond. The main topic of this paper is how to build a lesson for primary English teaching, in terms of teaching procedures including its key stages and their sub stages, the learners' interactions and activities at each stage, and teaching skills and techniques at each sub stage, and so on. 

Characteristics of young learners

1. They have short attention span. So teachers should vary their techniques to break the boredom. They should give varied activities as handwriting, songs, games etc.

2. They are very active. Try to ask them to play games, role play dialogues and involve them in competitions.

3. They respond well to praising. Always encourage them and praise their work.

4. They differ in their experience of language. Treat them as a unit; don't favor those who know some English at the expense of those who do not know.

5. They are less shy than older learners. Ask them to repeat utterances, resort to mechanical drills.

6. They are imaginative. Use realia or pictures to teach new vocabulary related to concrete meanings.

7. They enjoy learning through playing. Young learners learn best when they learn through games. Let games be an essential part of your teaching.

8. They are less shy than older learners.

9. They enjoy imitating and skilful in listening accurately and mimicking what they have heard.

10. They respond well to rewards from the teacher.

11. They are imaginative but may have some difficulties distinguishing between imagination and real world.

Using Video In The Classroom

Using Video In The Classroom

An Activity Guide

Video is a powerful tool in today’s classroom. It provides strong context through which to teach English. Meaning comes alive and it brings the outside world into the classroom and gives your teaching “reality”. Video also provides all the paralinguistic features of language that audio only, can’t. Nowadays, students are very much visual learners. Further, the quick spread of broadband internet access, is making the use of video in the classroom reliable.

Some Tips For Using Video In Class

Keep the Video Short (2-4 minutes)

- attention spans are limited when watching visual content. Chunk up, divide up videos with focused activities.

Watch the whole video first.

- students need to “have a try” first and watch to get the “big picture”. This provides students with the chance to deal with the “ambiguity” of language. Give students one simple task while watching the whole video – to keep them focused. Even try just listening with the screen off.

Always preview the video.

- Be sure to watch the whole video yourself before using it in class. You never know what content might be inappropriate or hurtful to your students. You, the teacher, know your students best. Best to be safe!

Make it available outside the classroom. Share it.

- provide students with a webpage or link so they can watch the video and practice outside of classroom time. Many students learn better independently and this is a great opportunity to foster student independence. Also, share with other professionals so they know what works, what doesn’t.

Use videos your students want.

- this may seem obvious but many teachers forget to survey their students and show video content they definitely know their students will be “into”. However, use your best judgement and find a balance between videos that highly motivate and those that are strongly educational. Many times you can do both!

3 Approaches To Using Video In The Classroom

1. Using only video and online learning 

In the flipped classroom, students study and learn independently (in groups or individually). The teacher sets up the learning content and environment and then consults with students as they learn the video content. For example, students could learn on EnglishCentral and the teacher could use class time to review their progress, check and evaluate. Also, consult with the students to make sure they are progressing and on task. Teachers set up the curriculum, show students how to access the video content and then become pure facilitators. Teachers might also use print materials made specifically for the videos.

2. Blending video into the existing curriculum and course.

This option allows a teacher to choose video content that compliments the objectives of their course. Videos are chosen for each unit and they are used in conjunction with the course book. Thus, the teacher is blending the learning – combining traditional print (textbooks) with the power of video. Videos are blended into and are part of the official course curriculum.

3. Using video as a supplement for engagement or re-inforcement.

Here, videos are used only at the beginning of a lesson (to provide context and prompt student schema/background knowledge) or as supplemental material for the lesson (either inclass or as homework). The teacher adds video that will supplement the existing course curriculum and provides context and reinforces the learning objectives. However, the videos are not part of the official curriculum.

How To Use Video

Videos can be used in many ways other than just one student at a computer. They should also be used as a “shared experience”, an in class teaching aide. Teachers should play video in the classroom and share it, as you would a book or any physical object. Don’t be afraid to pause, rewind or fast forward the video. Use it as a tool for reference of language and study points. Think of the video as a malleable material, like any other classroom learning material.

Generally video activities are divided into 3 main types or stages:

1. Pre-viewing. Activities done before watching the video. They help prompt student schema and background knowledge. Often a way for the teacher to assess student knowledge and interest.

2. Viewing: Students have a task while watching the video. They perform tasks and

activities during the video, either with or without the teacher pausing the video.

3. Post Viewing: After watching the video, the students practice the language forms and vocabulary encountered in the video. Students might discuss, retell, roleplay or complete exercises during this stage. 

Here are a list of practical ways to use EnglishCentral videos or any video, in class. Try some and find what works best with your own students and for your own teaching

situation. Good luck! Your students will love it!

10 Recipes For

Using Video In The Classroom

1. Discuss It. Give students some previewing questions for the topic of the video. Students discuss and prompt their background knowledge. Watch the video. Now,

discuss again using some prepared questions. Surveys are a great addition also.

2. Just Do It. Students are given a viewing task. This can be some questions to

answer. It can be a group of vocabulary items to find or some language to listen for. You might even make this interactive – give students some different tasks (ie. different vocabulary) and when they see/hear it, they stand up. Again, they sit down. Last one standing at the end wins!

3. Describe It. Always a fun activity but make sure to get your students to speak in a low voice. One student watches while others describe the action. Pause the video from time to time to allow students time to describe fully. Switch the student who is listening. Make sure to watch the ending of the video together. 

4. Report It. Students are reporters. List the 5 Ws on the board. After watching the video, the students must answer the 5 W questions. This also can be an excellent writing lesson. Also, get students making up their own post viewing questions and quizzing each other!

5. Listen For It. A teacher favorite. Teachers prepare a cloze version of the transcript (words are missing). Students listen for the words. Watch the video again,

pausing and checking the answers together. Another option is to provide students with a graphic organizer or chart. They watch the video and fill in the categories.

6. Repeat It. A very interactive way to focus on pronunciation and form. Turn

off any subtitles. Pause the video after a line and have the students repeat the line. If the video is a dialogue, assign different roles for students. Challenge the students to repeat the lines by only listening to the video, not watching. Also practice the present perfect tense (has/have just) by pausing the video and asking students, “What has just happened?”

7. Re-tell It. A very powerful way to acquire language. Students in small groups re-tell the story or the action of the video. One student starts and others must continue to re-tell by adding a sentence. Perfect for practicing transitions (First, Next, Then, Finally). Re-ordering activities are also great. Students are given sentences or pictures and must put them back in the right sequence while re-telling the story. Perfect practice for the past tense.

8. Revise It. Students love to “change up” the video. Students can role play the video and add their own twist, create their own version. Commercials work well for this. Also, write their own version, changing characters. For lower level students, prepare a transcript with words missing – students can add their own words to personalize.

9. Predict It. Prediction is a great language prompt and can be used with any video. Simply pause the video at a point and ask the students, “What do you think will happen next?” Students discuss and give their own answers. Provide a prompt for the students like I (don’t) think that _______________ (won’t) will ________________________. Lastly, continue the video and see if the predictions were correct.

10. Teach It. Videos offer a great opportunity for specific language study.Choose a video that highlights and reinforces your lesson objective(s) (for culture, topics, functions, vocabulary or grammar points). Pause the video and use it to explain the language points. It provides real life context and examples of usage. Prepare worksheets and exercises to practice your language points.

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