Language Teaching Method Class A

Group 8 :
Fransisca Amelia Marcus Widiasmara Mei Fatmila Sari Rachelia Metha Sary Sulistyaningrum (09/282379/SA/14783) (09/280601/SA/14645) (09/282183/SA/14738) (09/282068/SA/14721)

TASK 2 QUALITIES OF A GOOD TEACHER Empathy You have the ability to bond with your students, to understand and resonate with their feelings and emotions. To communicate on their level. To be compassionate with them when they are down and to celebrate with them when they are up. Positive Mental Attitude You are able to think more on the positive and a little less on the negative. To keep a smile on your face when things get tough. To see the bright side of things. To seek to find the positives in every negative situation. To be philosophical. Open to Change You are able to acknowledge that the only real constant in life is change. You know there is a place for tradition but there is also a place for new ways, new ideas, new systems, and new approaches. You don't put obstacles in your way by being blinkered and are always open and willing to listen to others' ideas. Role Model You are the window through which many young people will see their future. Be a fine role model. Creative You are able to motivate your students by using creative and inspirational methods of teaching. You are different in your approach and that makes you stand out from the crowd. Hence the reason why students enjoy your classes and seek you out for new ideas. Sense of Humour You know that a great sense of humour reduces barriers and lightens the atmosphere especially during heavy periods. An ability to make your students laugh will carry you far and gain you more respect. It also increases your popularity. Presentation Skills You know that your students are visual, auditory or kinaesthetic learners. You are adept at creating presentation styles for all three. Your body language is your main communicator and you keep it positive at all times. Like a great orator you are passionate when you speak. But at the same time you know that discussion and not lecturing stimulates greater feedback. Calmness You know that the aggression, negative attitudes and behaviours that you see in some of your students have a root cause. You know that they are really scared young people who have come through some bad experiences in life. This keeps you calm and in control of you, of them and the situation. You are good at helping your students de-stress. Respectful You know that no one is more important in the world than anyone else. You know that everyone has a place in the world. You respect your peers and your students. Having that respect for others gets you the respect back from others.

Inspirational You know that you can change a young person's life by helping them to realise their potential, helping them to grow, helping them to find their talents, skills and abilities. Passion You are passionate about what you do. Teaching young people is your true vocation in life. Your purpose in life is to make a difference. Willing to Learn You are willing to learn from other teachers AND your students. Although knowledgeable in your subject you know that you never stop learning.

Good Teacher Criteria By Richard Leblanc, York University, Ontario One. Good teaching is as much about passion as it is about reason. It's about not only motivating students to learn, but teaching them how to learn, and doing so in a manner that is relevant, meaningful, and memorable. It's about caring for your craft, having a passion for it, and conveying that passion to everyone, most importantly to your students. Two. Good teaching is about substance and treating students as consumers of knowledge. It's about doing your best to keep on top of your field, reading sources, inside and outside of your areas of expertise, and being at the leading edge as often as possible. But knowledge is not confined to scholarly journals. Good teaching is also about bridging the gap between theory and practice. It's about leaving the ivory tower and immersing oneself in the field, talking to, consulting with, and assisting practitioners, and liaisoning with their communities. Three. Good teaching is about listening, questioning, being responsive, and remembering that each student and class is different. It's about eliciting responses and developing the oral communication skills of the quiet students. It's about pushing students to excel; at the same time, it's about being human, respecting others, and being professional at all times. Four. Good teaching is about not always having a fixed agenda and being rigid, but being flexible, fluid, experimenting, and having the confidence to react and adjust to changing circumstances. It's about getting only 10 percent of what you wanted to do in a class done and still feeling good. It's about deviating from the course syllabus or lecture schedule easily when there is more and better learning elsewhere. Good teaching is about the creative balance between being an authoritarian dictator on the one hand and a pushover on the other. Five. Good teaching is also about style. Should good teaching be entertaining? You bet! Does this mean that it lacks in substance? Not a chance! Effective teaching is not about being locked with both hands glued to a podium or having your eyes fixated on a slide projector while you drone on. Good teachers work the room and every student in it. They realize that they are the conductors and the class is the orchestra. All students play different instruments and at varying proficiencies. Six. This is very important -- good teaching is about humor. It's about being self-deprecating and not taking yourself too seriously. It's often about making innocuous jokes, mostly at your own expense, so that the ice breaks and students learn in a more relaxed atmosphere where

you, like them, are human with your own share of faults and shortcomings. Seven. Good teaching is about caring, nurturing, and developing minds and talents. It's about devoting time, often invisible, to every student. It's also about the thankless hours of grading, designing or redesigning courses, and preparing materials to still further enhance instruction. Eight. Good teaching is supported by strong and visionary leadership, and very tangible institutional support -- resources, personnel, and funds. Good teaching is continually reinforced by an overarching vision that transcends the entire organization -- from full professors to parttime instructors -- and is reflected in what is said, but more importantly by what is done. Nine. Good teaching is about mentoring between senior and junior faculty, teamwork, and being recognized and promoted by one's peers. Effective teaching should also be rewarded, and poor teaching needs to be remediated through training and development programs. Ten. At the end of the day, good teaching is about having fun, experiencing pleasure and intrinsic rewards ... like locking eyes with a student in the back row and seeing the synapses and neurons connecting, thoughts being formed, the person becoming better, and a smile cracking across a face as learning all of a sudden happens. Good teachers practice their craft not for the money or because they have to, but because they truly enjoy it and because they want to. Good teachers couldn't imagine doing anything else.

QUALITIES OF A GOOD STUDENT Todays students are tomorrows leaders of a country and the qualities of the student clearly determine the students bright future and carrier path. So, who is a good student? What are the qualities of a good student? Historically, the term student referred anyone who learns something. However, the recent definition of a student is anyone who attends school, college, or university. Again, what are the good qualities of a student? Based on my personal experience and research, I list down the qualities of a good student. (1) Attitude: Basically, a good student possesses the ability and willingness to learn new subjects even the subjects are not interesting. (2) Academic skills: Acquiring academic skills is the most important quality of a good student. Ability to read comprehensively, to write effectively, to speak fluently, and to communicate clearly are the key areas in which a good student must be proficient. Having a good handle in all these areas will make a student to shine in a class. (3) Ability: A good student has the ability to apply the results of his or her learning in to a creative way and achieve the goals. (4) Perceptiveness: How well a student can interpret and perceive meanings from a conversation greatly determines the quality of a good. A good student always perceives right meaning from conversations, but an average student often misunderstands the original thoughts of a speaker or writer and derives a wrong conclusion. (5) Self-Discipline: Discipline in managing the time is an important factor that every good student must possess. Often times, delaying the tasks, such as writing assignments, reading text books, etc, may negatively impact the ability of a student to achieve the goals. (6) Understanding rather than memorizing concepts: A lot of surveys suggest students must understand the concepts rather than just memorizing them. The memorized facts and theories will stay in students memory until they leave school, college, or university. Once out of school, the students will totally forget the core concepts that they learned. Therefore, it is essential a good student understand the concepts.

TASK 6 METHODS OF TEACHING ACADEMIC WRITING There are three principal approaches to teaching academic writing underlying the teaching methods used. The traditional textual approach is based on students reading sample texts and writing essays trying to imitate in them the linguistic, stylistic, and other peculiarities of the texts read and apply them to their own compositions. This approach kills the creativity proper to academic writing, turns it into a process of imitating and/or reproducing what was read in sample texts, and therefore, eliminates those creative advantages of academic writing (see above) that are the principal reasons for encouraging students to practice it. But it would be irrational to totally repudiate this approach because students do need sample texts as some kind of orientation for their own performance. The process approach (Tribble, 1996; White & Arndt, 1991) came to replace the textual one in the last quarter of the last century. This approach is the basis of current methods of teaching academic writing. Using the process approach presupposes introducing the sequence of stages for doing writing assignments pre-writing, composing/drafting, revising, and editing (Tribble, 1996). In the process approach students first brainstorm in small groups the topic to be discussed in writing so as to generate ideas. This is followed by compiling an outline of the essay and individually writing its first draft. Students revise their first drafts and give them to other students for peer-reviewing and commenting on. On the basis of comments received, the second draft is written, then again revised and maybe peer-reviewed for the second time. The final stage is editing the essay by the writer himself/herself to eliminate all language faults. Thus the process approach focuses not on the product but on the process of writing aiming at organizing this process in such a way as to make students thorough, productive, and independent in it with the aim of developing their writing skills. The third is the genre approach (Swales, 1990) that focuses on analyzing communicative purposes of the texts read by learners and the means used by the writers of these texts to achieve such purposes. On the basis of such an analysis, students learn to write their own texts trying to achieve similar communicative purposes by way of selecting the most appropriate and expressive language means for that. The combination of process and genre approaches is considered to give rise to the best and most efficient methods of teaching academic writing (Tribble, 1996). Developing the coursebook Writing Academically, we believed that some admixture of the textual approach could also prove to be useful, so the coursebook is based on the combination of all the three approaches. Working with this coursebook, students are supposed to acquire the skills required for writing essays that make use of the formats and styles appropriate for written descriptions (people and places) and narrations; for written classifications; for making comparisons and contrasting; for written definitions and interpreting cause and effect relationships; for written explanations of processes and argumentations (persuasion); A separate summarizing unit is devoted to teaching writing articles and reports. Every unit is divided into two principal parts, paragraph writing and essay writing. The first is oriented at students acquiring skills required for writing paragraphs appropriate for essays of a certain type (a description or definition essay, a cause and effect or persuasion essay, etc.). The second is aimed at helping learners to acquire skills of writing whole essays of this or that type classification or process essays, comparison and contrasting or narration essays, etc. In each part the process approach is followed. First, students brainstorm the topic of a paragraph or essay to be written to generate ideas. They have some pictures at their disposal as prompts and stimuli for their discussion. Having generated ideas, learners list, cluster, and group them, finally

arriving at the outline of a paragraph or essay. All this part of the job is done in pairs or small groups, i.e., as team writing. That is followed by individually writing several drafts of the paragraphs or essays (each draft being peer-reviewed and commented on), revising them, and editing to arrive at the final draft. At the brainstorming stage, students always read some paragraphs or whole texts on the topic of their writing. The texts are samples of paragraphs or essays (the textual approach). They also give an opportunity of analyzing those samples as to their genre peculiarities, communicative purposes, and means of achieving them to use the patterns found in sample texts in ones own writing (the genre approach). In such a way, the process approach is integrated with the genre approach with a certain admixture of the textual approach due to sample texts being used.

REFERENCES Swales, J. (1990). Genre Analysis: English in Academic and Research Settings. Cambridge: Cambridge University Press. Tribble, C. (1996). Writing. Oxford: Oxford University Press.

How to Teach Passive Voice in Simple Past Tense 1. Form to be + past participle How to form a passive sentence when an active sentence is given: - object of the "active" sentence becomes subject in the "passive" sentence - subject of the "active" sentence becomes "object" in the "passive" sentence" (or is left out) Active: Peter builds a house.

Passive: Example : Active: Peter

A house

is built

by Peter.

built

a house. Simple Past

Passive: A house

was built

by Peter.

2. Meaning We only use the passive when we are interested in the object or when we do not know who caused the action. Example: Appointments are required in such cases. We can only form a passive sentence from an active sentence when there is an object in the active sentence. 3. Position In passive voice, the position of the sentence is: Subject of the sentence should not be in the beginning of the sentence. Object is in the beginning of the sentence. Object is always followed by to be. After to be, the third form of verb follows. Optional : the use of by.... at the end of the sentence

4. Function Passive voice in simple past tense is used to mention an action or event that is done by someone in the past. In this case, the object is highlighted than the person who did the action.

Object To be

the object is what the passive voice emphasized. using was/were because it happen in the past to identify the passive voice the person who did the action or the subject; can be eliminated

Third form By... -