Senin, 19 Desember 2011
Wanted !! Dicari Alumni MAN 1 Metro Lampung Timur Bernama Deska Dewi Herlina dari Labuhan Maringgai
Bagi teman-taman alumni MAN 1 Metro Lampung Timur ynag mengetahui atau memiliki informasi mengenai Deska Dewi Herlina dari Labuhan Maringgai Lampung, mohon infonya via email dedy.subandowo@gmail.com/ FB: Dedy Subandowo/ Twitter : @MrDowo. Terimakasih
Minggu, 11 Desember 2011
The Relation between Language and Society
THE RELATION BETWEEN LANGUAGE AND SOCIETY
Written and Lectured by Dedy Subandowo, M.A
As a part of Introduction to Linguistics Lectures
A. Introduction to Sociolinguistics
Sociolinguistics is study the relationship between language and society (Holmes, 1992:1, Kridalaksana, 2008:225). The sociolinguistics deals with explaining why we speak differently in different social context and factor such as, class, ethnicity, age, and sex. This study is concerned with the identifying the social functions of language and the ways it is used to convey social meaning. Sociolinguistics is also the study about dialects, languages in contact, language and education, and language in use (Fromkin, 2011: 430). Chaer (2004:2) explains that sociolinguistics is “the study about sociology and linguistics. In vice versa, Wardhough states that sociolinguistics and the sociology are different study.
“The sociolinguistics will be concerned with investigating the relationship between language and society with the goal of better understanding of the structure of language and of how languages function in communication; the equivalent goal in the sociology of language will be to discover how social structure can be better understood through the study of language, e.g., how certain linguistics features serve to characterize particular social arrangement” (1986:12).
Whereas Spolsky describes that sociolinguistics is the study the relation between language and society, between the uses of language and the social structures in which the user of language live (1998:3). It can be concluded that sociolinguistics is the branch of linguistics and deals with the relation of society and language. The sociolinguistics cannot be separated from the social meaning and of language use. This study concerns when and for what purpose does somebody speak what kind of language or what variety with whom.
B. Discussion
In this part of the discussion, the writer will describe sociolinguistic factors, the dialects, languages in contact, language and education, and language use (Holmes, 1992; Fromkin, 2011).
1. Sociolinguistic factors
a. Social factors
The social factors are including the users, participants, social settings and functions. The users divide “who is talking to whom (e.g. wife-husband, teacher-student). The setting and social context are also relevant such as, at home, hospital and class. The function describes “why are they speaking” and another factor is topic which describes “what are they talking about”.
b. Social dimensions
The relationship between the participants is one of the factors of the social dimension. The factors like the social distance (intimate-high solidarity), status scale (high-low status), the status, formality (formal-informal) and functional scale (topic of interaction) are really influenced the sociolinguistics.
c. Explanation factors
This factor is to identify clearly the linguistic variation such as, vocabulary, sounds, grammatical construction, dialects, languages and the different social which lead the speakers to use one form rather than another such as, participant, setting or function of the interaction.
2. Dialect
All speakers can talk to each other and pretty much understand each other. Between one and another do not speak alike. It can be influenced by age, sex, social situation and where and when the language was learned. The language of an individual speaker with its unique characteristics is referred to as the speaker’s idiolect. When there are systematic differences in the way groups speak a language, it says that each group speaks a dialect of that language. Chambers (1980:5) noticed that dialect on the other hand, refers to varieties which are grammatically (and perhaps lexically) as well as phonologically different from other varieties. The example when the two speakers are say I done it last night and I did it last night, they are saying different dialects.
3. Language in contact
Sometime the user of language finds the speaker of language that speaks different language. It can be seen clearly in some part of the world that the speaker of bilingual communities, you may not have to travel very far at all to find the language disconnect. To make the user understand about this situation, they need a language that can communicate each other. In this part, lingua franca, bilingualism, pidgin and creole, are the kinds of language in contact. The details are explained below.
Lingua Franca is the language that is used by common agreement of the people who speak diverse language. English has been called lingua franca of the whole world.
Pidgin and Creole
Pidgin is a mixed language that arises in situations where speakers of different languages are unable to understand each other’s native language and, therefore need to develop a common means of communication (Bussman, 1998:905). Pidgin is used to communicate among the people who have no common language (Todd, 1974:1). Creole is defined as a language has evolved in a contact situation to become the native of generation of the speaker (Fromkin, 2011:458). It can be said that creoles are the pidgin that has a native speaker.
Bilingualism is the ability to speak two or more languages, either by an individual speakers, individual bilingualism, or within a society, societal bilingualism. The kind of bilingualism is code-switching which is described as the a speech style unique to bilingual, in which fluent speakers switch languages between or within sentences or in whole code.
4. Language and Education
Second-Language Teaching Method has two approaches: the synthetic approach (teaching grammatical, lexical, phonological, and the functional units of language step by step) and analytic approach (topics, texts or tasks) which has concern in content based instruction.
5. Language in Use
The language in use can be described in style and jargon. Style is the various languages that are used by the speaker in the situation dialects. Everybody has at least formal and informal style. In an informal style, the rule of constructing are used most often, the syntactic rules of negation and agreement may be altered, and many words are used that do not occur in the formal style. Jargon is the language that is used by the conceible science, profession, trade, and occupation uses specific slang terms. The examples of linguistic jargon for Introduction to Linguistics are phoneme, morpheme, lexicon, phrase structure rules and so on.
C. Conclusion
Sociolinguistics is the study of the relation between language and society. There are some sociolinguistic factors such as, social factors, social dimensions, and explanation factors. Every person has a unique way of speaking called as idiolects, and dialects which are grammatically (and perhaps lexically) as well as phonologically different from other varieties. The language in contact consists of Lingua Franca, Bilingualism, Pidgin and Creol. The language education can be seen in second-language teaching method. Language in use includes styles and jargons.
Written and Lectured by Dedy Subandowo, M.A
As a part of Introduction to Linguistics Lectures
A. Introduction to Sociolinguistics
Sociolinguistics is study the relationship between language and society (Holmes, 1992:1, Kridalaksana, 2008:225). The sociolinguistics deals with explaining why we speak differently in different social context and factor such as, class, ethnicity, age, and sex. This study is concerned with the identifying the social functions of language and the ways it is used to convey social meaning. Sociolinguistics is also the study about dialects, languages in contact, language and education, and language in use (Fromkin, 2011: 430). Chaer (2004:2) explains that sociolinguistics is “the study about sociology and linguistics. In vice versa, Wardhough states that sociolinguistics and the sociology are different study.
“The sociolinguistics will be concerned with investigating the relationship between language and society with the goal of better understanding of the structure of language and of how languages function in communication; the equivalent goal in the sociology of language will be to discover how social structure can be better understood through the study of language, e.g., how certain linguistics features serve to characterize particular social arrangement” (1986:12).
Whereas Spolsky describes that sociolinguistics is the study the relation between language and society, between the uses of language and the social structures in which the user of language live (1998:3). It can be concluded that sociolinguistics is the branch of linguistics and deals with the relation of society and language. The sociolinguistics cannot be separated from the social meaning and of language use. This study concerns when and for what purpose does somebody speak what kind of language or what variety with whom.
B. Discussion
In this part of the discussion, the writer will describe sociolinguistic factors, the dialects, languages in contact, language and education, and language use (Holmes, 1992; Fromkin, 2011).
1. Sociolinguistic factors
a. Social factors
The social factors are including the users, participants, social settings and functions. The users divide “who is talking to whom (e.g. wife-husband, teacher-student). The setting and social context are also relevant such as, at home, hospital and class. The function describes “why are they speaking” and another factor is topic which describes “what are they talking about”.
b. Social dimensions
The relationship between the participants is one of the factors of the social dimension. The factors like the social distance (intimate-high solidarity), status scale (high-low status), the status, formality (formal-informal) and functional scale (topic of interaction) are really influenced the sociolinguistics.
c. Explanation factors
This factor is to identify clearly the linguistic variation such as, vocabulary, sounds, grammatical construction, dialects, languages and the different social which lead the speakers to use one form rather than another such as, participant, setting or function of the interaction.
2. Dialect
All speakers can talk to each other and pretty much understand each other. Between one and another do not speak alike. It can be influenced by age, sex, social situation and where and when the language was learned. The language of an individual speaker with its unique characteristics is referred to as the speaker’s idiolect. When there are systematic differences in the way groups speak a language, it says that each group speaks a dialect of that language. Chambers (1980:5) noticed that dialect on the other hand, refers to varieties which are grammatically (and perhaps lexically) as well as phonologically different from other varieties. The example when the two speakers are say I done it last night and I did it last night, they are saying different dialects.
3. Language in contact
Sometime the user of language finds the speaker of language that speaks different language. It can be seen clearly in some part of the world that the speaker of bilingual communities, you may not have to travel very far at all to find the language disconnect. To make the user understand about this situation, they need a language that can communicate each other. In this part, lingua franca, bilingualism, pidgin and creole, are the kinds of language in contact. The details are explained below.
Lingua Franca is the language that is used by common agreement of the people who speak diverse language. English has been called lingua franca of the whole world.
Pidgin and Creole
Pidgin is a mixed language that arises in situations where speakers of different languages are unable to understand each other’s native language and, therefore need to develop a common means of communication (Bussman, 1998:905). Pidgin is used to communicate among the people who have no common language (Todd, 1974:1). Creole is defined as a language has evolved in a contact situation to become the native of generation of the speaker (Fromkin, 2011:458). It can be said that creoles are the pidgin that has a native speaker.
Bilingualism is the ability to speak two or more languages, either by an individual speakers, individual bilingualism, or within a society, societal bilingualism. The kind of bilingualism is code-switching which is described as the a speech style unique to bilingual, in which fluent speakers switch languages between or within sentences or in whole code.
4. Language and Education
Second-Language Teaching Method has two approaches: the synthetic approach (teaching grammatical, lexical, phonological, and the functional units of language step by step) and analytic approach (topics, texts or tasks) which has concern in content based instruction.
5. Language in Use
The language in use can be described in style and jargon. Style is the various languages that are used by the speaker in the situation dialects. Everybody has at least formal and informal style. In an informal style, the rule of constructing are used most often, the syntactic rules of negation and agreement may be altered, and many words are used that do not occur in the formal style. Jargon is the language that is used by the conceible science, profession, trade, and occupation uses specific slang terms. The examples of linguistic jargon for Introduction to Linguistics are phoneme, morpheme, lexicon, phrase structure rules and so on.
C. Conclusion
Sociolinguistics is the study of the relation between language and society. There are some sociolinguistic factors such as, social factors, social dimensions, and explanation factors. Every person has a unique way of speaking called as idiolects, and dialects which are grammatically (and perhaps lexically) as well as phonologically different from other varieties. The language in contact consists of Lingua Franca, Bilingualism, Pidgin and Creol. The language education can be seen in second-language teaching method. Language in use includes styles and jargons.
Rabu, 07 Desember 2011
Did You Get Confused When to Use "Less" or "Fever"?
This article may help you to find out how to use "less" or "fewer". I got this article from oxforddictionaries online. Help is at hand:
People often don’t know when to use less and when to use fewer in a sentence. Here’s how to get it right.
Use fewer if you’re referring to people or things in the plural (e.g. houses, newspapers, dogs, students, children). For example:
1.People these days are buying fewer newspapers.
2.Fewer students are opting to study science-related subjects.
3.Fewer than thirty children each year develop the disease.
Use less when you’re referring to something that can’t be counted or doesn’t have a plural (e.g. money, air, time, music, rain). For example:
1. It’s a better job but they pay you less money.
2. People want to spend less time in traffic jams.
3. Ironically, when I’m on tour, I listen to less music.
Less is also used with numbers when they are on their own and with expressions of measurement or time, e.g.:
1. His weight fell from 18 stone to less than 12.
2. Their marriage lasted less than two years.
3. Heath Square is less than four miles away from Dublin city centre
People often don’t know when to use less and when to use fewer in a sentence. Here’s how to get it right.
Use fewer if you’re referring to people or things in the plural (e.g. houses, newspapers, dogs, students, children). For example:
1.People these days are buying fewer newspapers.
2.Fewer students are opting to study science-related subjects.
3.Fewer than thirty children each year develop the disease.
Use less when you’re referring to something that can’t be counted or doesn’t have a plural (e.g. money, air, time, music, rain). For example:
1. It’s a better job but they pay you less money.
2. People want to spend less time in traffic jams.
3. Ironically, when I’m on tour, I listen to less music.
Less is also used with numbers when they are on their own and with expressions of measurement or time, e.g.:
1. His weight fell from 18 stone to less than 12.
2. Their marriage lasted less than two years.
3. Heath Square is less than four miles away from Dublin city centre
Senin, 05 Desember 2011
Cara Penulisan Daftar Pustaka dari Internet
Aturan penulisan untuk daftar pustaka yang diambil dari internet melalui beberapa tahap seperti:
1. Nama penulis yang diawali dengan penulisan nama keluarga
2. Judul tulisan diletakkan diantara tanda kutip
3. Jika karya tulis keseluruhan (jika ada) dengan huruf miring
4. Data publikasi berisi protocol dan alamat, path, tanggal pesan, atau waktu akses dilakukan.
Contoh penulisan daftar pustaka dari internet.
1. Dari WWW
Hasibuan, Rusli. “Menanam Jengkol di Bukit Kapur.” http://www.duniatani.or.id/riset/rusli/palawija_jengkol.html (diakses tanggal 12 Juni 2003)
1. Dari file transfer protocol (kutipan yang diunduh melalui FTP)
Johnson-Eilola, Jordan. “Little Machine: rearticulating Hypertext Users.” FTP deadalis.com/pug cccc95/Johnson-eilola (diakses tanggal 10 Februari 1996)
1. Dari surat elektronik (Ratron / email)
Rahman, Afif. “Proposal Buku Sekolah Murah Meriah.” afif-r23@dodols.com (diakses tanggal 22 September 2009)
Daftar pustaka
Utorodewo, Felicia N. Bahasa Indonesia: Sebuah Pengantar Penulisan Ilmiah. Jakarta: Universitas Indonesia, 2007. (Dipakai di lingkungan UI. Sumber Penayunus
1. Nama penulis yang diawali dengan penulisan nama keluarga
2. Judul tulisan diletakkan diantara tanda kutip
3. Jika karya tulis keseluruhan (jika ada) dengan huruf miring
4. Data publikasi berisi protocol dan alamat, path, tanggal pesan, atau waktu akses dilakukan.
Contoh penulisan daftar pustaka dari internet.
1. Dari WWW
Hasibuan, Rusli. “Menanam Jengkol di Bukit Kapur.” http://www.duniatani.or.id/riset/rusli/palawija_jengkol.html (diakses tanggal 12 Juni 2003)
1. Dari file transfer protocol (kutipan yang diunduh melalui FTP)
Johnson-Eilola, Jordan. “Little Machine: rearticulating Hypertext Users.” FTP deadalis.com/pug cccc95/Johnson-eilola (diakses tanggal 10 Februari 1996)
1. Dari surat elektronik (Ratron / email)
Rahman, Afif. “Proposal Buku Sekolah Murah Meriah.” afif-r23@dodols.com (diakses tanggal 22 September 2009)
Daftar pustaka
Utorodewo, Felicia N. Bahasa Indonesia: Sebuah Pengantar Penulisan Ilmiah. Jakarta: Universitas Indonesia, 2007. (Dipakai di lingkungan UI. Sumber Penayunus
Kamis, 01 Desember 2011
Contact Me
Dedy Subandowo
Desa Sambikarto Kec. Sekampung Kab. Lampung Timur
Email : Dedy.subandowo@gmail.com
Facebook : Dedy Subandowo
Twitter : @MrDowo
Desa Sambikarto Kec. Sekampung Kab. Lampung Timur
Email : Dedy.subandowo@gmail.com
Facebook : Dedy Subandowo
Twitter : @MrDowo
My Favorite Song for this Month "Maher Zain Hold My Hand"
When i got this song, the first feeling was astonished. This song would play on my song's play list for this month. I feel that this song is the sound of our world now. Sung by the top Islamic singer from Lebanon who was born March 16, 1981 in Tripoli Maher Zain. This song is really great to welcome in our ears in Indonesia specially me. I do love this song because of the meaning which contains good message. Entitled "Hold my hand" that signs us about relatives and relationships even we are different. I inserted this song into my lecture and played for missing lyrics in my class. My students feel so quiet and really enthusiastic about this song. Can you guess what they say to me? one of my students said that Sir, this song is really great. I am amazed. I talk to much about this song, I don't want to make you wonder about how the song wonderful is. You can find and play the song from the link I've given to you below. You can read the lyrics and feel the message of the song. Maher Zain - Hold My Hand Lyrics
Maher Zain - Hold my hand
From album: Thank You Allah
Lyrics: Hold my hand
I hear the flowers gonna crying loud
The breeze is sounding sad
Oh no!
Tell me when the breeze would calm
So cold and and empty side
Lost the way long time ago
Did we really turn that blind
We dont see that we keep hurting each other
No, all we do we just fight
Now we share the same bright sun
The same round moon
Why dont we share the same love?
Tell me why not?
Life is shorter than most they thought
Hold my hand,
There are many ways to do it right
Hold my hand,
Turn around and see what you left behind
Hold my hand my friend
We can save the good spirit in me and you
Form another chance
And lets pray for the beautiful world
The beautiful world I share with you
Children seem like theyve lost their smile
On their new bloody playgrounds
Oh no!
How could we ignore?
Heart breaking crying sounds
And we still going on
Like nobody really cares
And we just stop feeling all the pain
Because like its a daily basic affair
Now we share the same bright sun
The same round moon
Why dont we share the same love?
Tell me why not?
Life is shorter than most they thought
Hold my hand,
There are many ways to do it right
Hold my hand,
Turn around and see what you left behind
Hold my hand my friend
We can save the good spirit in me and you
Form another chance
And lets pray for the beautiful world
The beautiful world I share with you
No matter how far Ill might be
Im always gonna be your neighbour
Its only one small planet were to be
So Im always gonna be your neighbour
We cannot hide, we cant deny
That we always gonna be neighbours
Your neighbour
My neighbour
Were neighbours
So hold my hand,
There are many ways to do it right
Hold my hand,
Turn around and see what you left behind..
Hold my hand,
There are many ways to do it right
Hold my hand,
Turn around and see what you left behind
Hold my hand my friend
We can save the good spirit in me and you
Form another chance
And lets pray for the beautiful world
The beautiful world I share with you
Maher Zain Hold My Hand --> Download
Jumat, 15 Juli 2011
Kamis, 30 Juni 2011
Rabu, 29 Juni 2011
Malam Bersama Dedy Subandowo, Jimey Rahmawati, Eric Kunto, Aulia Nisa, Sastika Sely, Nita Zakiyah, Risky Dwi A, dan Mezia Kemala Sari
Kenang-kenangan sebelum merayakan wisuda besok 27 Juli 2011. mengambil lokasi di Alun-alun Selatan Yogyakarta, Angkringan KR dan Tugu Jogja. We will miss this moment
Pictures of Dedy Subandowo, Mezia Kemala Sari and Aulia Nisa Captured by Risky Dwi A
These are about the pictures which showed our togetherness before celebrating our graduation. The pictures are captured at Gadjah Mada University. These pictures are taken by Risky Dwi A. These are such epic photographs which are lensed by her. Thank you so much my beloved sister Risky Dwi A. Hopefully, this photograph will be the best reminders when we miss each other. Last but not least, the models in this picture are Mezia Kemala Sari, Aulia Nisa without Pohan and me Dedy Subandowo. Thanks in advance
Jalan-Jalan Bersama Sastika Sely, Nita Zakiyah dan Risky Dwi A
Gambar diambil pada hari selasa malam rabu tanggal 28 Juni 2011 di Rumah makan Nologaten dan Alun-Alun Selatan Yogyakarta.
Minggu, 15 Mei 2011
Namaku Dedy Subandowo
Nama ku Dedy Subandowo, dan orangtua ku suka memanggil ku dengan sebutan ‘kodet’ karena diambil dari nama depan ku ded (dedy). Satu hal yang aku suka dari namaku adalah unik dan sedikit terdengar familiar. Nama panggilanku ‘Dowo’, karena nama ini lucu dan mudah diingat. Dowo diambil dari bahasa Jawa yang berarti panjang dalam bahasa Indonesia. Aku berusia 24 tahun dan sekarang sedang menyelesaikan kuliah S2 di UGM. Berat badan ku 55 kg. Aku berambut ikal dan memakai behel. Tinggi ku sekitar 165 cm. Satu hal yang bisa a kulakukan dengan baik adalah membuat blog. Aku senang melakukan hal ini karena bisa mendatangkan uang. Aku selalu belajar dan mencari banyak referensi tentang membuat blog. Aku juga senang bepergian dan jalan-jalan. Dan aku berharap suatu saat nanti aku bisa keliling Nusantara dan dunia. Hal yang tidak ingin aku lakukan adalah melakukan suatu hal yang tidak aku kuasai.
Makanan yang aku suka adalah martabak, gorengan, burger, dan spagheti. Aku suka memakai pakain yang unik dan nyaman. I hal yang bisa membuatku bahagia adalah ketika menghabiskan waktu bersama teman-teman ku. Kita selalu menghabiskan waktu dengan kuliner, karaoke, nonton dan jalan-jalan.
Selasa, 29 Maret 2011
15 fun games for the Present Continuous
These games are taken from edition.tefl.net.
1. Present Continuous Mimes
Students mime whole Present Continuous sentences until the other students say the whole correct sentence. It is important they don’t stop until people guess to give the idea of an action in progress.
2. What am I (doing)?
Students mime different actions you can do with one object . Their partners describe each activity they are doing until they guess what the object is.
3. Present Continuous Noises
In this variation on Mimes, students make noises with their mouth (e.g. “You are snoring”), impressions of other sounds with their mouths (”You are sawing”) or with objects in the classroom (”You are opening and closing the cassette recorder”).
4. Present Continuous Pictionary
Similar to Mimes and Noises above, students try to guess which Present Continuous sentence someone is drawing on the board, e.g. a picture of “The man is throwing a javelin”. Students can either race to draw an identifiable picture as quickly as possible, or draw very slowly to make guessing more difficult.
5. Who is doing?
In this variation on Mimes or Noises, students test each other on which people in the class are doing various things, with the person answering having to close their eyes.
6. Present continuous brainstorming
Students compete to say or write as many things that are going on in the classroom, out the window or in a picture (e.g. Where’s Wally/ Waldo) as possible.
7. Present Continuous drawing race
Students race to draw a picture of a Present Continuous sentence they hear or read, e.g. “Two men are dancing on a table”. Give points for the first one that matches the description and/ or the best picture.
8. Present Continuous magazine search
Students race to find a picture matching the Present Continuous sentence they hear as quickly as possible, e.g. “A man is wearing sunglasses” or “Some animals are running”. This can be done with students have the same or different magazines; with flashcards, photos or other loose pictures; or with pictures in the textbook.
9. Present Continuous not getting through
Students try to give as many different excuses as they can why the person calling can’t speak to the person they want to, e.g. “He is meeting a client” or “He is flying to New York in 5 minutes”. This can be used for present and/ or future uses of the Present Continuous tense.
10. Present Continuous diaries
Students try to find a gap in their diaries when they can meet. This can be done with real diaries, real diaries with imaginary arrangements added to fill it up and make the activity more challenging, or with roleplay diary pages. It can also be done as a mingling task, or as emailing or telephoning practice.
11. Present Continuous diary differences
In an easier but less realistic task than Present Continuous Diaries, students are given two slightly different diary or schedule pages and have to find the differences between them by asking and answering questions with the Present Continuous for future arrangements.
12. Present Continuous time zones
A student secretly chooses a country and describes what (most/some/a few) people in that country are doing now until someone guesses where it is. A map with time zones drawn on can help for this.
13. Guess the family member
In a similar way to Time Zones, students describe what one of their family members is (maybe) doing now until the others students guess what the relationship is. To make it more challenging, they can start off with vague clues (”This person is breathing”) and the people guessing can have a limited number of guesses.
14. We are doing a video
Students watch a video and shout out if they see anything that is exactly the same as what is written on their worksheet or the whiteboard, e.g. “Mr Bean is putting his head into a turkey”. This can be combined with practice of typical confusions by some of the sentences being slightly different from what’s on screen (”…into a chicken”).
15. Picture dictation
Students describe action pictures to each other, and try to draw them from the description, changing them if they are not quite right, e.g. “No, the man is kicking with his left foot, not his right foot”
1. Present Continuous Mimes
Students mime whole Present Continuous sentences until the other students say the whole correct sentence. It is important they don’t stop until people guess to give the idea of an action in progress.
2. What am I (doing)?
Students mime different actions you can do with one object . Their partners describe each activity they are doing until they guess what the object is.
3. Present Continuous Noises
In this variation on Mimes, students make noises with their mouth (e.g. “You are snoring”), impressions of other sounds with their mouths (”You are sawing”) or with objects in the classroom (”You are opening and closing the cassette recorder”).
4. Present Continuous Pictionary
Similar to Mimes and Noises above, students try to guess which Present Continuous sentence someone is drawing on the board, e.g. a picture of “The man is throwing a javelin”. Students can either race to draw an identifiable picture as quickly as possible, or draw very slowly to make guessing more difficult.
5. Who is doing?
In this variation on Mimes or Noises, students test each other on which people in the class are doing various things, with the person answering having to close their eyes.
6. Present continuous brainstorming
Students compete to say or write as many things that are going on in the classroom, out the window or in a picture (e.g. Where’s Wally/ Waldo) as possible.
7. Present Continuous drawing race
Students race to draw a picture of a Present Continuous sentence they hear or read, e.g. “Two men are dancing on a table”. Give points for the first one that matches the description and/ or the best picture.
8. Present Continuous magazine search
Students race to find a picture matching the Present Continuous sentence they hear as quickly as possible, e.g. “A man is wearing sunglasses” or “Some animals are running”. This can be done with students have the same or different magazines; with flashcards, photos or other loose pictures; or with pictures in the textbook.
9. Present Continuous not getting through
Students try to give as many different excuses as they can why the person calling can’t speak to the person they want to, e.g. “He is meeting a client” or “He is flying to New York in 5 minutes”. This can be used for present and/ or future uses of the Present Continuous tense.
10. Present Continuous diaries
Students try to find a gap in their diaries when they can meet. This can be done with real diaries, real diaries with imaginary arrangements added to fill it up and make the activity more challenging, or with roleplay diary pages. It can also be done as a mingling task, or as emailing or telephoning practice.
11. Present Continuous diary differences
In an easier but less realistic task than Present Continuous Diaries, students are given two slightly different diary or schedule pages and have to find the differences between them by asking and answering questions with the Present Continuous for future arrangements.
12. Present Continuous time zones
A student secretly chooses a country and describes what (most/some/a few) people in that country are doing now until someone guesses where it is. A map with time zones drawn on can help for this.
13. Guess the family member
In a similar way to Time Zones, students describe what one of their family members is (maybe) doing now until the others students guess what the relationship is. To make it more challenging, they can start off with vague clues (”This person is breathing”) and the people guessing can have a limited number of guesses.
14. We are doing a video
Students watch a video and shout out if they see anything that is exactly the same as what is written on their worksheet or the whiteboard, e.g. “Mr Bean is putting his head into a turkey”. This can be combined with practice of typical confusions by some of the sentences being slightly different from what’s on screen (”…into a chicken”).
15. Picture dictation
Students describe action pictures to each other, and try to draw them from the description, changing them if they are not quite right, e.g. “No, the man is kicking with his left foot, not his right foot”
Jumat, 18 Maret 2011
Langganan:
Postingan (Atom)
