My quest to learn how to speak Japanese began with the Anime movies, Spirited Away and Princess Mononoke, by the renowned Japanese director Hayao Miyazaki. These amazing movies were the catalyst that propelled my interest in the Japanese culture and hence, my desire to learn Japanese fast but in the most proficient way possible.
I was determined to learn a language that most of my fellow North Americans either have no interest in or find it too challenging. Why? Japanese not only sounds significantly different from English but the Japanese letters, (Hiragana) that represent the sounds that make up the Japanese language and is central to the Japanese writing system, are very different. Because of this, I was even hesitant to learn basic Japanese but I put my fears aside and proceeded to find the best way to learn Japanese. After weeks of researching the Internet and networking by word of mouth, I found an amazing course that teaches you to speak Japanese online. So, here's a brief overview of this course to help you in your goal to learn Japanese easily.
First, there is a 31-lesson Interactive Audio Course that covers everything that you need to know to learn Japanese quickly and to become part of a Japanese community. Second, their software: the vocabulary software is a word building game designed to help you learn about 1000 Japanese words and to cover 20 different topics. You can also use this game indefinitely because it allows you to add your own images. The audio software will help you overcome the most difficult aspect of learning Japanese and that is the comprehension. The Hiragana Software learning game helps you to easily recognize and memorize the Hiragana character set used in the Japanese writing and pronunciation system. Third, there are the Grammar Newsletter Series that provides you with 31 illustrated Grammar Lessons and examples. These are invaluable cultural informational tools with explanations of written Japanese and of popular Japanese grammar. The visual tools of this series are unique to this product and their value is priceless enabling you to learn Japanese easily.
Finally, there is also access to a Learner's Forum and Support system that is staffed with fellow students, natives and Japanese teachers. This provides you with extra free resources to further assist you on your quest to learn to speak fluent Japanese.
I am pleased to say that I am able to watch Miyazaki’s movies in their original Japanese and I look forward to visiting Japan one day. Thank you, Hayao Miyazaki for opening up the door for me to experience, acknowledge and respect the Japanese culture.
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As with any project you take on, there is always the chance for burnout. Here are some simple steps you can take to help avoid burning out on home schooling.
1. Don’t try to do more than you or your child are capable of doing. Most students are average. Don’t expect your 3 year old to read novels or your teenager be able to ace the SAT test and get a full ride into college. These things happen, but they are not the norm.
2. Set a routine and skip the strict schedules. Do your children know what is expected of them each day? They need to get up, eat breakfast, do some chores, read, write, do arithmetic and a few other things that you set for them to do. They should not be playing on the computer or playing outside until their normal routine is finished. Some days are easier to accomplish than others. On the low motivation days, you can always throw in some fun or an occasional incentive.
3. Enjoy your children and develop your relationship with them. If you have a habit of relating with your child, with mutual listening, then you can work through any curriculum struggle or lack of motivation. You and your child should enjoy learning together and separately. If you are interested in a certain topic like cooking or gardening then your children should see you pursuing that knowledge. We all learn better when we are motivated to learn something ourselves.
4. When you home school you don’t have to mimic what the schools do. They have to structure their days a certain way because of the volume of students they have and the tests they have to pass. Homeschoolers can learn in many different ways using unusual methods like hopping up and down a step when you answer a flashcard or problem correctly. Use the flexibility of home schooling to avoid burnout by changing the atmosphere a little bit. Play music one day. Light some candles another day. Declare a “game day”.
If you keep your life and day in proper perspective, you can easily avoid burning out on home schooling. Your children probably won’t remember the lesson of the day although they will build on their knowledge and grow in their intelligence, just as they won’t remember the meal they eat, but it will help them grow physically. Your children will mostly remember the atmosphere of your home and how you treated them.
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Homeschool curriculum and books are plentiful. Choosing from the huge selection can be overwhelming. Do you really need to purchase a home school curriculum or can you save some money and home school with books alone? Here are some thoughts that can help you make your decision:
1. You need a core plan - Whether you purchase a home school curriculum or develop your own, you need to know what you want to accomplish. What do you think your child should be doing each day? What do you want them to know and understand by the time the school year is over?
2. Focus on reading, writing and arithmetic - Any good home school program focuses on the basics. Make sure you address the core subjects and know what you want to accomplish there before you add any other subjects to your list.
3. Know how you and your child learn best - Learning style plays a key role in how you and your children will learn. In public school teachers can’t really teach based on learning style because of the volume of students they have to work with. But a home school parent can certainly know their child’s learning style and use resources to support that. If you don’t know yours or your child’s learning style you can take an assessment online and find out. http://www.hjresources.com/hsrecommend Then when you decide to choose curriculum or books you will know what types of resources you need. You might even save yourself a lot of frustration in the long run.
4. Use your resources - In the early days of home schooling there wasn’t much available to parents. That is definitely not the case now. There is almost too much information available now. You have the internet, library and a host of used curriculum sites where you can get books and resources at a fraction of the cost.
5. Do you use a curriculum to learn something yourself? Think about what you do when you want to learn about something. Do you buy a curriculum to learn or do you read books, listen to audio and watch videos? Your children need to see you have a love for learning. You can learn about how to cook, sew, garden, remodel your house, improve your skills at a job, etc.
Even though purchasing a curriculum can give you a feeling of security knowing that everything your child needs to know will be covered, be careful that you don’t take on too much and get burned out. If you focus on the basics and know what you want to accomplish, then you can make an informed decision as to whether you will need to purchase a curriculum or whether you can just use books and resources to accomplish the same goals.
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Homeschool Curriculum - How Do I Choose?
The availability of home school curriculum can be a blessing and a curse. There are many books and programs to choose from, but trying to choose can be quite overwhelming. There are a few basic thoughts you need to look into to try to help keep you from getting too frustrated in trying to choose what you will use.
1. Consider learning style - Look at how you and your child learn best. Do they like workbooks, creating notebooks, acting out a story. Knowing yours and your child’s learning style can help reduce the amount of “wrong” curriculum that you purchase. If you have a clear picture of how everyone in your home learns best, then you can choose books or curriculum accordingly. This can save money and frustration in the long run.
2. Look at many types of curriculum - This can be overwhelming too, but if you go into it just browsing you can gain a lot of knowledge about what is available to you. You can go to home school conventions, used curriculum fairs or have the curriculum sent to you by using “Curriculum Fair in a Box.” A variety of sample curriculum is sent to you and you can browse over it in the comfort of your own home in your own time.
3. Plan Ahead - Think about what you want your child to learn or know at the beginning of a school year. Or better yet, if pray and ask God to guide you in what He thinks your child should learn this year. You can take a sheet of paper and list subjects across the top and the names of your children along the side. As you are looking at or thinking about what your child needs, you can jot that down in the proper column for each child. You might have many items under each subject for each child. Once you have written down all your options, then you can circle those that you feel are most important. Then when you go to look at books or resources to use, you will have narrowed down what you need to look for.
Choosing books, curriculum, and resources to use in a school year doesn’t have to be an overwhelming task. If you know how your child learns best, know what is available, and focus on what you want to accomplish for that year you can save yourself quite a bit of frustration.
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Syarat dan Ketentuan
PERSYARATAN PESERTA
- Peserta merupakan siswa SMP / sederajat se-Indonesia.
- Peserta telah mendaftar dan membayar biaya pendaftaran Olimpiade Sains Indonesia sebesar Rp 250.000,00 kepada panitia.
- Peserta yang diperkenankan mengikuti olimpiade adalah peserta yang telah terdaftar secara sah oleh panitia.
- Menyerahkan tanda bukti diri sebagai siswa (surat rekomendasi dari kepala sekolah dan fotokopi Kartu Pelajar).
- Apabila ternyata suatu tim di dalam mengikuti olimpiade mempergunakan peserta di luar yang terdaftar atau tidak memenuhi persyaratan di atas maka yang bersangkutan didiskualifikasi.
Jadwal Kegiatan
Technical Meeting
Hari : Sabtu
Tanggal : 15 November 2008
Waktu : 09.00 – selesai
Tempat : Kampus utara Fakultas Matematika dan Ilmu Pengetahuan Alam Universitas Gadjah Mada (Kampus utara FMIPA UGM)
Olimpiade Sains Indonesia
Hari : Minggu
Tanggal : 16 November 2008
Waktu : 07.00 – 17.00 WIB
Tema : “Saatnya Sains Menjadi Gerbang Kemajuan Bangsa Indonesia”
Tempat : Kampus utara Fakultas Matematika dan Ilmu Pengetahuan Alam Universitas Gadjah Mada (Kampus utara FMIPA UGM)
Seminar Pendidikan
Hari : Minggu
Tanggal : 16 November 2008
Waktu : 10.00 – 12.00 WIB
Tema : “Reformasi Pendidikan”
Tempat : Kampus utara Fakultas Matematika dan Ilmu Pengertahuan Alam Universitas Gadjah Mada (Kampus utara FMIPA UGM)
Training Motivasi
Hari : Minggu
Tanggal : 16 November 2008
Waktu : 10.00 – 12.00 WIB
Tema : “Saintis, Pengentas Masalah Bangsa Hari Ini”
Tempat : Kampus utara Fakultas Matematika dan Ilmu Pengertahuan Alam Universitas Gadjah Mada (Kampus utara FMIPA UGM)
Materi Olimpiade
Fisika
Kalor dan Suhu
Energi dan Usaha
Getaran dan Gelombang
Mekanika
Kinematika
Biologi
Pertumbuhan dan Perkembangan
Sistem Gerak Manusia
Sistem Pernafasan Manusia
Sistem Transportasi Manusia
Ciri-ciri Makhluk Hidup
Klasifikasi Mahluk Hidup
Organisasi Kehidupan
Matematika
Operasi Bentuk Aljabar
Persamaan dan Pertidaksamaan Linier dengan Satu Variabel
Perbandingan
Himpunan
Sudut dan Garis Sejajar
Fungsi
Persamaan Garis Lurus
Sistem Persamaan Linier dengan 2 Variabel
Teorema Phytagoras
Bangun Ruang Sisi Lengkung
Garis pada Segitiga dan Lingkaran
Garis Singgung Persekutuan
Informatika
Aritmatika Dasar
Algoritma Pemrograman
Pseudocode
Proses Seleksi
Berbagai rangkaian acara dalam Olimpiade Sains Indonesia ini meliputi Olimpiade Sains, Seminar Pendidikan untuk para guru pendamping peserta, dan Seminar Motivasi untuk para peserta yang tersisih di tahap kedua.
PROSES SELEKSI LOMBA :
1. Tes tertulis terdiri dari 100 soal objektif pilihan ganda yang dikerjakan secara tim. Diambil 10 tim untuk maju ke tahap 2 berdasarkan nilai terbaik.
2. Tes tertulis terdiri dari 10 soal esai yang dikerjakan secara tim. Diambil 3 tim untuk maju ke tahap 3 berdasarkan keputusan dewan juri.
3. Tim yang lolos akan diberikan sebuah soal studi kasus yang akan dilanjutkan dengan presentasi sebagai pemaparan dari jawaban tersebut.
PENGHARGAAN PEMENANG OLIMPIADE SAINS INDONESIA :
JUARA 1 : Uang Pembinaan Rp 3.000.000 dan Trophy DEPDIKNAS*
JUARA 2 : Uang Pembinaan Rp 2.000.000 dan Trophy Gubernur DIY
JUARA 3 : Uang Pembinaan Rp 1.000.000 dan Trophy Rektor UGM
*masih dalam konfirmasi
PENILAIAN DEWAN JURI :
Pada tahap 1 setiap tim akan diberikan LJK dan akan langsung diperiksa oleh bagian kesekretariatan dengan penilaian jika benar bernilai 4 , salah bernilai -1 dan tidak menjawab bernilai 0. Saat penilaian berlangsung akan diawasi oleh tim pengawas yang telah dipilih oleh panitia.
Tahap 2 dan 3 penilaian langsung ditangani oleh juri dari dosen-dosen Fakultas MIPA UGM dan Fakultas Biologi UGM yang telah dipilih oleh panitia.
Untuk Pendaftaran dan info selengkapnya lihat di http://bem.fmipa.ugm.ac.id/osin/
Give The Comment to This Blog and Don't Forget to Visit This Blog
Is it worth the extra money to purchase an electronic dictionary with sound?
The following comments have specific reference to learning Spanish but I believe they are relevant to the learning of other languages as well.
Some people (curiously and unfortunately, not all) who learn a new language are interested in achieving a good accent in their new language. Nevertheless, it is not well known that there are three components of the accent of a given language: the rhythm or intonation (the music) of the language, the links between the sounds, syllables, and words in an utterance, and lastly, the proper pronunciation of the sounds of the language. The lesson here is that the formation of the vowels and consonants of a language is only part of the task of learning that language. However, it is where most learners begin. Let’s look at the place of the pronunciation of the vowels and consonants of Spanish.
Many language experts believe that the intonation and linkage contribute more to speaking like a native than does the proper pronunciation of all the sounds. This can be seen in the manner in which the people of San José, Cost Rica pronounce the Spanish letter “ere”. For some strange reason, which I have not been able, to track down historically or linguistically, they pronounce the word “arroz” just like a Gringo would. Their double “r” is not trilled as in most Spanish speaking countries; it is not velar as it is in much of Puerto Rico. It is pronounced just as an untrained American would pronounce it. Yet, the person hearing this “error” has no doubt that the persons speaking are native speakers of Spanish. The flow of their speech is perfect and the listener just thinks, “I wonder why they pronounce that word that way…” In other words, often the pronunciation of the sounds is the least important element of speaking well.
Yet pronunciation is the place where the learner should begin. Habits of bad pronunciation once ingrained become automatic and are hard to eliminate, while errors of intonation and linkage can more easily be consciously detected and corrected in later stages of the learning process.
The person learning Spanish has one advantage over the person learning another language. The advantage is that most the vowels and consonants of Spanish are close to those of English, and their pronunciation is perfectly regular.
First of all, the vowels sounds represented by the 5 letters, a, e, i, and u, have five sounds. That’s right, five! It is not like the case of the many English vowel sounds represented by the same letters, such as rough, cough, though, and through, or the case of the same sound represented by different letters in the words, ache, weigh, pay, hey, jail, and tape.
The major difference is that the vowel sounds in Spanish are pure; they do not have the little “tail’ that English vowels have.
The consonant sounds in Spanish are largely similar to those of English. This does not mean that they are all the same! There are differences with the “l”, “b” and “d” sounds. The main difference with some consonants in Spanish is that they are not “aspirated”, that is they are not made with a puff of air, as are those of English. If you put the back of your hand in front of your mouth when you say “Papa” or “tonto” in Spanish you should not feel the same movement of air that you feel when you say “Pope” or “tent” in English.
These differences are real but fairly manageable by the learner who wants to start off right in Spanish. Once the differences are known they can be worked on. For example, it is relatively easy to leave off the English glide at the end of the Spanish vowels.
Progress can be made with written descriptions of the Spanish sounds. The sounds can be described by comparing them with close English words. And the ear can be trained by listening to native speakers. There are many speech samples on the Internet and most large cities in the United States have at least one Television channel transmitting in Spanish.
All of the above has the purpose of leading into the issue of the value of a “talking” dictionary. Many people who want to learn Spanish think that they need a talking dictionary. Often the learner thinks that this will provide an advantage in learning the language. However, it is a mistake to invest in a talking dictionary. The very best are very expensive and most of them, even the most expensive, have such small speakers that it is impossible to hear the fine points of the pronunciation of Spanish.
The learner very soon knows how to pronounce Spanish since the rules are 100% regular. What is need is the effort to actually pronounce the sounds. Many learners are ashamed of imitating the sounds of the language they are learning and they speak the new language with the same intonation, linkage, and pronunciation of their own native language.
The end result of the learner’s pronunciation (as of his or her overall accent) will be the result of his or her own ability and of the effort expended. The talking dictionary does not contribute anything to the equation. A good electronic Dictionary such as the Oxford Spanish English Dictionary, found at www.LeerEsPoder.com/dicOxford.htm , will be all the learner needs.
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1st Season :
Tsubasa Chronicle Vol. 01
Tsubasa Chronicle Vol. 02
Tsubasa Chronicle Vol. 03
Tsubasa Chronicle Vol. 04
Tsubasa Chronicle Vol. 05
Tsubasa Chronicle Vol. 06
Tsubasa Chronicle Vol. 07
Tsubasa Chronicle Vol. 08
Tsubasa Chronicle Vol. 09
Tsubasa Chronicle Vol. 10
Tsubasa Chronicle Vol. 11
Tsubasa Chronicle Vol. 12
Tsubasa Chronicle Vol. 13
Tsubasa Chronicle Vol. 14
Tsubasa Chronicle Vol. 15
Tsubasa Chronicle Vol. 16
Tsubasa Chronicle Vol. 17
Tsubasa Chronicle Vol. 18
Tsubasa Chronicle Vol. 19
Tsubasa Chronicle Vol. 20
Tsubasa Chronicle Vol. 21
Tsubasa Chronicle Vol. 22
Tsubasa Chronicle Vol. 23
Tsubasa Chronicle Vol. 24
Tsubasa Chronicle Vol. 25
Tsubasa Chronicle Vol. 26
Tsubasa Chronicle Movie
2nd Season :
Tsubasa Chronicle Vol. 01
Tsubasa Chronicle Vol. 02
Tsubasa Chronicle Vol. 03
Tsubasa Chronicle Vol. 04
Tsubasa Chronicle Vol. 05
Tsubasa Chronicle Vol. 06
Tsubasa Chronicle Vol. 07
Tsubasa Chronicle Vol. 08
Tsubasa Chronicle Vol. 09
Tsubasa Chronicle Vol. 10
Tsubasa Chronicle Vol. 11
Tsubasa Chronicle Vol. 12
Tsubasa Chronicle Vol. 13
Tsubasa Chronicle Vol. 14
Tsubasa Chronicle Vol. 15
Tsubasa Chronicle Vol. 16
Tsubasa Chronicle Vol. 17
Tsubasa Chronicle Vol. 18
Tsubasa Chronicle Vol. 19
Tsubasa Chronicle Vol. 20
Tsubasa Chronicle Vol. 21
Tsubasa Chronicle Vol. 22
Tsubasa Chronicle Vol. 23
Tsubasa Chronicle Vol. 24
Tsubasa Chronicle Vol. 25
Tsubasa Chronicle Vol. 26
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Bentuk Kegiatan:
1. Olimpiade Sains Regional Jawa Timur
Hari : Sabtu dan Minggu
Tanggal : 25 Oktober, 26 Oktober, dan 1 November 2008
Tempat : Kampus FMIPA Unesa Ketintang
Peserta : SMP/ sederajat dan SMA/Sederajat
Biaya :
a. SMP : Rp70.000,00/tim
b. SMA : Rp80.000,00/tim
1 tim terdiri dari 2 siswa/siswi yang berasal dari satu sekolah
Fasilitas:
Piagam Penghargaan, Snack, Sticker, dan map
2. Seminar Nasional Hasil Penelitian
Hari : Minggu
Tanggal : 2 November 2008
Tempat : Ruang Sidang FMIPA Unesa Ketintang
Pemateri:
1. Prof. Drs. H. Effendy, M.Pd., PhD (Peraih Penghargaan Ilmuwan Kimia dari Menristek)
2. Prof. Dr, Muchlas Samani, M.Pd. (Dirjen Ketenagaan Dikti)
3. Dr. Z.A. Imam Supardi, M.Si.
4. Dr. Jusuf Fuad, M.App.Sc
Biaya :
a. Peserta
Mahasiswa FMIPA Unesa : Rp75.000,00
Guru, Dosen, dan Umum: Rp100.000,00
b. Pemakalah: Rp175.000,00
Fasilitas:
Seminar Kit, Sertifikat, Lunch, dan Snack
Pendaftaran:
1. Sekretariat BEM FMIPA Unesa Ketintang
2. Bank BRI Cab. RSI Muhammadiyah Lamongan dengan No. 6293-01-000953-53-1 a.n. Widyaningtyas Sukma
Contact Person :
- Mundir : 0856 4964 3349
- Bekti : 081 357 432 702
- Didik : 031 724 78 116
Email :
bemfmipa_unesa@ymail.com
Sains_unesa@yahoo.com
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Tingkat SD/Sederajat, SMP/Sederajat, SMA/Sederajat Se-Jawa Timur
Pelaksanaan:
Tanggal 2, 25, dan 16 November 2008
Penghargaan:
Hadiah Puluhan Juta Rupiah
+ Tropi Bergilir Gubernur
Diadakan di 3 Rayon:
- Surabaya (UNESA KETINTANG)
- Jombang (SMAN 2 Jombang)
- Probolinggo (SMAK Mater Dei Probolinggo)
Kontribusi:
- SD : Rp25.000,00,00
- SMP : Rp80.000,00,00/tim
- SMA : Rp100.000,00/tim
1 tim @ 3 siswa/siswi yang berasal dari satu sekolah
Pendaftaran:
• Tanggal 30 September 2008 – 30 Oktober 2008
• Surabaya @ Sekretariat Himatrika
Kompleks LK FMIPA
Unesa Kampus Ketintang Surabaya, atau
• Rekening BRI a.n. Andytya Sentana Maulana
No. 0973-01-014676-53-5
(Setelah transfer segera hubungi CP Hanim)
Contact Person:
Hanim : 0856 4969 2049
Nurus : 081 331 895 985
Saiful : 081 55 888 9236
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The Law of Ueki Vol. 01
The Law of Ueki Vol. 02
The Law of Ueki Vol. 03
The Law of Ueki Vol. 04
The Law of Ueki Vol. 05
The Law of Ueki Vol. 06
The Law of Ueki Vol. 07
The Law of Ueki Vol. 08
The Law of Ueki Vol. 09
The Law of Ueki Vol. 10
The Law of Ueki Vol. 11
The Law of Ueki Vol. 12
The Law of Ueki Vol. 13
The Law of Ueki Vol. 14
The Law of Ueki Vol. 15
The Law of Ueki Vol. 16
The Law of Ueki Vol. 17
The Law of Ueki Vol. 18
The Law of Ueki Vol. 19
The Law of Ueki Vol. 20
The Law of Ueki Vol. 21
The Law of Ueki Vol. 22
The Law of Ueki Vol. 23
The Law of Ueki Vol. 24
The Law of Ueki Vol. 25
The Law of Ueki Vol. 26
The Law of Ueki Vol. 27
The Law of Ueki Vol. 28
The Law of Ueki Vol. 29
The Law of Ueki Vol. 30
The Law of Ueki Vol. 31
The Law of Ueki Vol. 32
The Law of Ueki Vol. 33
The Law of Ueki Vol. 34
The Law of Ueki Vol. 35
The Law of Ueki Vol. 36
The Law of Ueki Vol. 37
The Law of Ueki Vol. 38
The Law of Ueki Vol. 39
The Law of Ueki Vol. 40
The Law of Ueki Vol. 41
The Law of Ueki Vol. 42
The Law of Ueki Vol. 43
The Law of Ueki Vol. 44
The Law of Ueki Vol. 45
The Law of Ueki Vol. 46
The Law of Ueki Vol. 47
The Law of Ueki Vol. 48
The Law of Ueki Vol. 49
The Law of Ueki Vol. 50
The Law of Ueki Vol. 51
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John writes a number with 2187 digits on the blackboard, each digit being a1 or a 2. Judith creates a new number from left to right and wherever she sees a 1 writing 112 and wherever she sees a 2 writing 111. (For example, if John's number begins 2112, then Judith's number would begin 111112112111) After Judith finishes writing her number, she notices that the leftmost 2187 digits in her number and in John's number are the same. How many times do five 1's occur consecutively in John's number ?
Is it worth the extra money to purchase an elecgtronic dictionary with sound?
The following comments have specific reference to learning Spanish but I believe they are relevant to the learning of other languages as well.
Some people (curiously and unfortunately, not all) who learn a new language are interested in achieving a good accent in their new language. Nevertheless, it is not well known that there are three components of the accent of a given language: the rhythm or intonation (the music) of the language, the links between the sounds, syllables, and words in an utterance, and lastly, the proper pronunciation of the sounds of the language. The lesson here is that the formation of the vowels and consonants of a language is only part of the task of learning that language. However, it is where most learners begin. Let’s look at the place of the pronunciation of the vowels and consonants of Spanish.
Many language experts believe that the intonation and linkage contribute more to speaking like a native than does the proper pronunciation of all the sounds. This can be seen in the manner in which the people of San José, Cost Rica pronounce the Spanish letter “ere”. For some strange reason, which I have not been able, to track down historically or linguistically, they pronounce the word “arroz” just like a Gringo would. Their double “r” is not trilled as in most Spanish speaking countries; it is not velar as it is in much of Puerto Rico. It is pronounced just as an untrained American would pronounce it. Yet, the person hearing this “error” has no doubt that the persons speaking are native speakers of Spanish. The flow of their speech is perfect and the listener just thinks, “I wonder why they pronounce that word that way…” In other words, often the pronunciation of the sounds is the least important element of speaking well.
Yet pronunciation is the place where the learner should begin. Habits of bad pronunciation once ingrained become automatic and are hard to eliminate, while errors of intonation and linkage can more easily be consciously detected and corrected in later stages of the learning process.
The person learning Spanish has one advantage over the person learning another language. The advantage is that most the vowels and consonants of Spanish are close to those of English, and their pronunciation is perfectly regular.
First of all, the vowels sounds represented by the 5 letters, a, e, i, and u, have five sounds. That’s right, five! It is not like the case of the many English vowel sounds represented by the same letters, such as rough, cough, though, and through, or the case of the same sound represented by different letters in the words, ache, weigh, pay, hey, jail, and tape.
The major difference is that the vowel sounds in Spanish are pure; they do not have the little “tail’ that English vowels have.
The consonant sounds in Spanish are largely similar to those of English. This does not mean that they are all the same! There are differences with the “l”, “b” and “d” sounds. The main difference with some consonants in Spanish is that they are not “aspirated”, that is they are not made with a puff of air, as are those of English. If you put the back of your hand in front of your mouth when you say “Papa” or “tonto” in Spanish you should not feel the same movement of air that you feel when you say “Pope” or “tent” in English.
These differences are real but fairly manageable by the learner who wants to start off right in Spanish. Once the differences are known they can be worked on. For example, it is relatively easy to leave off the English glide at the end of the Spanish vowels.
Progress can be made with written descriptions of the Spanish sounds. The sounds can be described by comparing them with close English words. And the ear can be trained by listening to native speakers. There are many speech samples on the Internet and most large cities in the United States have at least one Television channel transmitting in Spanish.
All of the above has the purpose of leading into the issue of the value of a “talking” dictionary. Many people who want to learn Spanish think that they need a talking dictionary. Often the learner thinks that this will provide an advantage in learning the language. However, it is a mistake to invest in a talking dictionary. The very best are very expensive and most of them, even the most expensive, have such small speakers that it is impossible to hear the fine points of the pronunciation of Spanish.
The learner very soon knows how to pronounce Spanish since the rules are 100% regular. What is need is the effort to actually pronounce the sounds. Many learners are ashamed of imitating the sounds of the language they are learning and they speak the new language with the same intonation, linkage, and pronunciation of their own native language.
The end result of the learner’s pronunciation (as of his or her overall accent) will be the result of his or her own ability and of the effort expended. The talking dictionary does not contribute anything to the equation. A good electronic Dictionary such as the Oxford Spanish English Dictionary, found at www.LeerEsPoder.com/dicOxford.htm , will be all the learner needs.
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The Ways to Improve YOUR English without even Trying! for people who speak English as a second language
Learning a second language can be a very stressful and arduous task if you let it. Somehow, the words you learn in the books don't seem to apply very well to real life situations. Those small and seemingly un-important elements the show a person to be in command of not only the language, but the culture of the people who speak it cannot be adequately expressed by words on paper.
So, how do you learn these little secrets of mastering the ability to articulate yourself in another language?
Here are 5 proven techniques that will help you improve your English without even trying, if you are learning to speak English as a second language. Do they really work? Yes. I've tried them myself as I've had opportunity to live somewhere where English wasn't the primary language. I found it to be a fun, exciting, and painless way to learn both the language and the culture. The culture is simply learning the way the natives express their own words. The genuine accent, facial expressions, hand gestures, sighs, moans, groans, laughter, smirks, and other things that go along with everyday conversation.
Regardless of how extensive or not your vocabulary is, if you master the ability to "sound" like you know the language and can speak it, people will be more than generous to assist you.
1. Watch Movies!
Watching movies is always a fun thing to do. In order to get the most out of your movie watching experience, if your vocabulary is limited, watch a movie in English that you are very familiar with in your own language so you always know what's going on. Try not to translate as you go because you lose blocks of conversation this way. Instead, watch the picture and listen. Hear all the words, but determine what's going on by the pictures you see and the words you're hearing that you already know. Believe it or not, other words will sink in too, and so will the accent and everything else that went with what you saw and heard.
As your vocabulary grows, expand your movie selections to other movies you'd like to see but are only available in English. Try to be able to see the film more than once if possible.
According to the location and type of film you intend to view, you will be able to experience different accents, and other cultural expressions of the English language. Pick and choose the things that you think will suit you best. If it doesn't work out, pick and try something else! Have fun with yourself and your efforts.
2. Watch Soap Operas
The place where extreme expression and limited vocabulary meet! This is such a fascinating way to learn a foreign language. Every accessory that goes with the expression of a word is demonstrated on a soap opera. "Outrage" expressed with a word, facial expression or two, and perhaps even a subsequent face slap, all of that being understandable in any language. "Love", another universal subject, or violence, good versus evil can all be discerned quickly and easily on a soap opera. Plus, soap operas are naturally designed to allow anyone just tuning in to pick up the story quickly. The characters are easily loveable and deliciously "hate-able" so you turn to it again and again to see what's going on, and not only improve your English each time, but reinforce what you've already learned.
3. Read the Comics/Funny Papers
Very non-stressful! Pictures with words, or words with pictures, however you want to look at it, it's a great way to learn! For each thought presented there are words that match a picture, and vice versa. It doesn't matter if you read comic books, or the comics in the Sunday newspaper, read whatever will make you laugh and cause you to enjoy learning at the same time.
4. Read Children's books
If you know any little kids between the ages of 5-8, try reading one of their books to them. Usually little kids know their favorite books by heart, so if you stumble a little, they'll be able to help you.
If you enjoy this method of improving your English, and you find yourself to be pretty good at it, then try reading a few Dr. Seuss books. The rhyming will challenge you, but once you master it, your pronunciation of English, and your delivery will have been considerably refined and improved.
5. Take a service job like waiter or waitress; bartender, or sales person.
This type of job can be done if you have a decent vocabulary of verbs, and know how to say "I, we, she, he, they", etc. The only other thing necessary is a working vocabulary of things relevant to your specific tasks and goals.
For example, as a breakfast waitress, you want to be able to ask if they want their eggs, "scrambled or fried", if they want "more coffee", if everything is "alright", do they want "anything else", and the total of their bill in their own language!
If you sell real estate, you'll want to incorporate words like "mortgage, loan, co-sign, 30 year fixed", etc.
If you sell shoes, you need words like "how does that feel", are they "too tight, too loose, to short in the toe, to big", etc.
The longer you work at your job, the more your working vocabulary will improve.
6. Learn these two sentences and you'll be set for life . . . seriously!
"How do you say (blank)", in English (Spanish, French, etc.), and "What is that called?" (Point if you have to, and smile too). Smiling is a universal language. Once I learned how to ask these two questions, I was on my way to being conversant in the language of my choice!
I could use my limited vocabulary to ask the question and then when I got my answer I would repeat it a few times to make sure I was saying it correctly, and "BAM" I had a new vocabulary word. And, because I asked my question to the best of my ability in the native tongue, the natives realized my sincere desire to learn, and helped me!
7. What happens if you make a mistake?
Nothing. The world won't come to an end, and you haven't embarrassed yourself to the point where you can't show your face again. Just apologize if that's what's called for, or laugh at yourself, make the correction, and count it as a learning experience.
Once I was in a restaurant and I wanted to ask the waiter for a "to go" box, however, I was speaking to my kids in English, and trying to think of what I wanted to ask for in Spanish, and I promptly and incorrectly asked him for a "house to go". He looked at me kind of funny, but he was very courteous, and didn't laugh until I laughed.
I've committed other language faux pas as well over the years, all of which have been a learning experience, and if given enough time, will become a humorous story as well.
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Is homework wreaking havoc in your home? If the answer is YES, then finding the real causes behind the homework problems, and taking steps to resolve them, will improve both school success and family harmony.
How do we know? Homework is the single biggest issue affecting home life, according to many of the parents who bring their children to us at STRONG Learning Centers®.
Here are the ten most common causes of homework problems, along with suggestions to help you resolve them.
1. THE HOMEWORK IS TOO DIFFICULT.
If the homework is continuously too difficult, with everything that entails, then a child will try to avoid it. Look into the cause. Begin by having a conversation with the teacher. If the problem is class-wide, hopefully the teacher will evaluate and adjust the nature of his or her homework assignments. If the problem is limited to your child, she may require additional help from the teacher after school, from you, from a sibling, from a teenager you hire, or from a tutor. If this fails to resolve the issue, then a reevaluation of the type of class, or course level, or teaching vs. learning style, or school may be in order.
On the other hand, the cause of the problem may be a disability: physical, learning and/or attentional. Your child may have difficulty in such areas as: hearing, seeing, reading, processing language, or writing, or she may have ADD or ADHD. If the problem is one of these, sometimes it is easy to resolve. For example, corrective glasses can easily resolve some seeing issues and behavioral therapy and/or possibly medication might help AD/HD, the newer term for the disorder. In many cases, consulting teachers, counselors, or specialists in the appropriate field, might be in order.
Note: If you suspect AD/HD, a valuable resource is CHADD (Children and Adults with Attention-Deficit/Hyperactivity Disorder organization). For information on the learning disability (LD) issue in general, contact the Learning Disabilities Association of America (LDA).
2. THE HOMEWORK IS TOO CONFUSING.
When children chronically complain that assignments or directions are confusing, they are likely to become frustrated and/or anxious, eventually avoiding such assignments. Parents usually respond to these children by asking, "Weren't you listening?" Or "Just read the directions!" The children were listening or reading, but they may not have been able to process the information.
In this case, the cause may be reading comprehension and/or language processing problems. You may need to seek the help of teachers or a learning specialist to help your child learn strategies she can use to overcome or compensate for her disability. For example, she may need to put the words into pictures or graphic organizers. Children who become confused due to problems with language processing, do better when they can see things visually.
And, regardless of who is working with them, be sure they remain actively involved. Children (and adults too) are notorious for shaking their heads "yes" when asked "Do you understand?" even when they don't understand. Sometimes they are just yessing you and sometimes they think they understand. However, when you ask them to explain or discuss what you were just talking about, they realize that they really don’t understand.
If neither of these areas are the cause of the problem, then you may need to investigate why your child continues to complain. If it turns out it is simply a ploy to get you to do the work with him, then you need to address the reason for that behavior. But wait – before you get annoyed, remember what it was like for you when you were a child. Homework isn't always fun, and sometimes it's nice to have a little company. Your child may simply want your company during homework time. Wow! How's that for the ultimate compliment?
3. THE HOMEWORK IS TOO LOW-QUALITY OR TOO BORING.
Sometimes homework assignments are low-quality boring busywork and children will avoid them simply because they don't want to do them. Unfortunately, one of life's little lessons that children need to learn is that sometimes we simply have to do boring things. If, however, every assignment appears to be dull, too easy, or too low-quality, you may need to talk to your child's teacher to determine the purpose of the assignments. Many teachers do not realize how some of the assignments are coming across to the children; chances are they will appreciate the feedback and adjust the work as appropriate.
4. THE CHILD IS DISORGANIZED.
He brings home the book and forgets the assignment. He brings home the assignment and forgets the book. Or he forgets the assignment and the book. Does this sound familiar? If so, it sounds like you've got yourself a disorganized child. The same is true for children who can’t judge time or can't manage their time. They may have the best intentions to get the homework done, but somehow it gets lost in their time-maze.
It is so difficult for disorganized children to get their homework done that some of them would rather lie, insisting that there is no homework, than be criticized and punished. If poor organizational skills seems to be the issue, there are many books and articles that offer great strategies to help the disorganized child. See, for example, pp 123-127 in Why Bad Grades Happen to Good Kids.
5. THE HOMEWORK IS TOO INTRUSIVE.
It's a fact; homework cuts into playtime. So what's the problem? The problem is that in some cases homework time creeps up to the point of consuming the home lives of the children and sometimes that of the family as well. Besides the obvious down side, this may be harmful to children's intellectual development. Their brains are developing and they need to use all parts, and good quality play provides opportunities to use the "far corners" of the brain that might otherwise remain fallow. So, it turns out that children need to play. Surprisingly, brain research indicates that occasional boredom is good, too, as it forces children to think of things to do — that is, to use their brains to create.
So if homework time seems to have taken over your home, work out a schedule with your child so that he doesn't have to lie in order to play.
6. TOO MUCH PARENT INVOLVEMENT.
Some parents are overly involved in their child's homework. Here are the three most common types, all of whom tend to drive their children toward lying and deception. If any of these describe you, then work to change your behavior.
A. The "perfectionist parents." Perfectionists demand picture-perfect-homework. Their children hate to let them see their homework papers out of fear that they will judge the work unworthy, tear it up, and make them do it again. Besides being tedious and time demanding, in these extreme cases it is downright disrespectful of the child.
B. The "helicopter parents." These parents hover over their children, making sure that every "t" is crossed and every "i" is dotted. They think they're being helpful, but here's the problem: By not giving their children any breathing room, they are delivering the tacit message that their children are not capable of doing the work themselves. Not only does this harm their self-esteem, but it also denies them the opportunity of taking responsibility for their own work.
C. The "Pandora parents." The children of Pandora parents tend to deny the existence of any homework they don't understand because asking Mom or Dad even the simplest question is tantamount to opening Pandora's box. Their well-meaning parents can't contain their enthusiasm and turn what would ordinary require a short answer into a long-winded treatise on some esoteric detail.
7. THE CHILD IS UNMOTIVATED.
Most children don't want to do homework. But while they may put up quite a fuss, somehow they manage to get the work done. If they don't, motivation may not be the problem; they may appear unmotivated, but this may be a convincing protective screen they've set up to mask a larger issue.
For example, many children appear unmotivated when in fact they avoid homework to protect their egos. How's that? Because these children erroneously equate failure with stupidity. Their logic is as follows: If they try and fail, it is a reflection of their intelligence. If they don't try and fail, it is not a reflection of their intelligence; it is due to lack of motivation or irresponsibility. These labels they can live with; the label "stupid," they can't!
8. TOO MUCH HOMEWORK.
Many kids simply cannot keep up with the projects, tests, quizzes, reading and other assignments they are given.
Here is a general guide for the typical amount of time children should be expected to spend on homework each school day. Grades K-2, about 10-20 minutes. Grades 3-6, about 30-60 minutes. Grades 7-12 will vary considerably, depending on subjects, projects due, tests, etc., but a reasonable average is about two hours, with more on weekends, as needed, for major projects and exams.
If your child spends considerably more than this on homework, look into the cause. Begin by having a conversation with the teacher. If the problem is class-wide, hopefully the teacher will make adjustments. If the problem is limited to your child because your child works slowly, or has other issues discussed in this section, talk to his teacher and see what can be done to modify his assignments.
9. IT'S TOO NOISY.
Many kids complain that they can't concentrate at home. Their siblings are running around, TVs and music systems are blaring, someone's on the phone, people are fighting, the dog is barking, the baby is crying. I don't know about you, but I need quiet to do work that requires thinking. Closed bedroom doors don't help much, as the muffled sounds of chaos always manage to get through.
Here is an idealistic solution. Even if it can't be carried out fully, at least it is something to aim for. As a family, consider designating a block of time as quiet time. Normal living continues, but more quietly than usual. Kids can use the time to do homework; parents can read, balance the checkbook, and write e-mails; those who have time to watch television can do so with headphones or the sound turned low. Sometimes quiet sounds pretty good, doesn't it?
10. THE CHILD IS TOO ALONE.
Some children are lonely when required to do homework in their rooms, and don't work efficiently in that setting. Some need continuous support and direction. That is, they need someone to help them stay on task or to provide a little assistance when they get stuck. If required to work alone in their rooms, these are the kids who emerge three hours later with little or nothing accomplished. Both groups of children tend to prefer doing homework on the kitchen table. This way they have people around them, either for support or company.
So, if homework causes chaos in your home, look into the reasons. Once you find them, and do what you need to resolve the problems, you'll be back on the road to school success and family harmony.
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