I also learnt about how to teach language components and language skills to children. In language skills, especially in listening, teacher can do some activities. They are Doing (students respond what teacher said, example” Sit down, please!”), choosing, transferring (describe something based on instruction), answering, condensing (conclude the material that teacher gave), extending (cut off a story, then ask students to make the story based on their imagination), duplicating, modeling and conversing. As teacher, we have to remember to choose interesting materials, up to date, here and now. For vocabulary, we have to use a clear image for the forms of the new words and use several of Medias. In teaching Grammar, we have to talk about something meaningful that can be useful way to introduce new grammar. In pronunciation, we can use tongue twister to make students fluent in pronounce certain words because it links to vocabulary.

When we teach children, we have to use colorful book with attractive pictures, has meaningful, simple and have clear situations.

In this session, I felt that teaching children need work harder because children are not easier to be taught than SMP/ SMA, but I will do my best when I have a chance to do that. I am sure that I will not be bored by learning English for Children theory because I need it very much to teach for the future.

The theory of multiple intelligences was developed in 1983 by Dr. Howard Gardner, professor of education at Harvard University. It suggests that the traditional notion of intelligence, based on I.Q. testing, is far too limited. Instead, Dr. Gardner proposes eight different intelligences to account for a broader range of human potential in children and adults. These intelligences are:

	Linguistic intelligence (“word smart”):
	Logical-mathematical intelligence (“number/reasoning smart”)
	Spatial intelligence (“picture smart”)
	Bodily-Kinesthetic intelligence (“body smart”)
	Musical intelligence (“music smart”)
	Interpersonal intelligence (“people smart”)
	Intrapersonal intelligence (“self smart”)
	Naturalist intelligence (“nature smart”)

Dr. Gardner says that our schools and culture focus most of their attention on linguistic and logical-mathematical intelligence. We esteem the highly articulate or logical people of our culture. However, Dr. Gardner says that we should also place equal attention on individuals who show gifts in the other intelligences: the artists, architects, musicians, naturalists, designers, dancers, therapists, entrepreneurs, and others who enrich the world in which we live. Unfortunately, many children who have these gifts don’t receive much reinforcement for them in school. Many of these kids, in fact, end up being labeled “learning disabled,” “ADD (attention deficit disorder,” or simply underachievers, when their unique ways of thinking and learning aren’t addressed by a heavily linguistic or logical-mathematical classroom. The theory of multiple intelligences proposes a major transformation in the way our schools are run. It suggests that teachers be trained to present their lessons in a wide variety of ways using music, cooperative learning, art activities, role play, multimedia, field trips, inner reflection, and much more (see Multiple Intelligences in the Classroom). The good news is that the theory of multiple intelligences has grabbed the attention of many educators around the country, and hundreds of schools are currently using its philosophy to redesign the way it educates children. The bad news is that there are thousands of schools still out there that teach in the same old dull way, through dry lectures, and boring worksheets and textbooks. The challenge is to get this information out to many more teachers, school administrators, and others who work with children, so that each child has the opportunity to learn in ways harmonious with their unique minds (see In Their Own Way).

The theory of multiple intelligences also has strong implications for adult learning and development. Many adults find themselves in jobs that do not make optimal use of their most highly developed intelligences (for example, the highly bodily-kinesthetic individual who is stuck in a linguistic or logical desk-job when he or she would be much happier in a job where they could move around, such as a recreational leader, a forest ranger, or physical therapist). The theory of multiple intelligences gives adults a whole new way to look at their lives, examining potentials that they left behind in their childhood (such as a love for art or drama) but now have the opportunity to develop through courses, hobbies, or other programs of self-development (see 7 Kinds of Smart).

How to Teach or Learn Anything 8 Different Ways

One of the most remarkable features of the theory of multiple intelligences is how it provides eight different potential pathways to learning. If a teacher is having difficulty reaching a student in the more traditional linguistic or logical ways of instruction, the theory of multiple intelligences suggests several other ways in which the material might be presented to facilitate effective learning. Whether you are a kindergarten teacher, a graduate school instructor, or an adult learner seeking better ways of pursuing self-study on any subject of interest, the same basic guidelines apply. Whatever you are teaching or learning, see how you might connect it with

	words (linguistic intelligence)
	numbers or logic (logical-mathematical intelligence)
	pictures (spatial intelligence)
	music (musical intelligence)
	self-reflection (intrapersonal intelligence)
	a physical experience (bodily-kinesthetic intelligence)
	a social experience (interpersonal intelligence), and/or
	an experience in the natural world. (naturalist intelligence)

For example, if you’re teaching or learning about the law of supply and demand in economics, you might read about it (linguistic), study mathematical formulas that express it (logical-mathematical), examine a graphic chart that illustrates the principle (spatial), observe the law in the natural world (naturalist) or in the human world of commerce (interpersonal); examine the law in terms of your own body [e.g. when you supply your body with lots of food, the hunger demand goes down; when there's very little supply, your stomach's demand for food goes way up and you get hungry] (bodily-kinesthetic and intrapersonal); and/or write a song (or find an existing song) that demonstrates the law (perhaps Dylan’s “Too Much of Nothing?”).

You don’t have to teach or learn something in all eight ways, just see what the possibilities are, and then decide which particular pathways interest you the most, or seem to be the most effective teaching or learning tools. The theory of multiple intelligences is so intriguing because it expands our horizon of available teaching/learning tools beyond the conventional linguistic and logical methods used in most schools (e.g. lecture, textbooks, writing assignments, formulas, etc.). To get started, put the topic of whatever you’re interested in teaching or learning about in the center of a blank sheet of paper, and draw eight straight lines or “spokes” radiating out from this topic. Label each line with a different intelligence. Then start brainstorming ideas for teaching or learning that topic and write down ideas next to each intelligence (this is a spatial-linguistic approach of brainstorming; you might want to do this in other ways as well, using a tape-recorder, having a group brainstorming session, etc.). Have fun!

Dari Al Qur¡¦an dan Al Hadits :

1. “Dan nikahkanlah orang-orang yang sendirian di antara kamu, dan orang-orang yang layak (menikah) dari hamba sahayamu yang lelaki dan hamba-hamba sahayamu yang perempuan. JIKA MEREKA MISKIN ALLAH AKAN MENGKAYAKAN MEREKA DENGAN KARUNIANYA. Dan Allah Maha Luas (pemberianNya) dan Maha Mengetahui.” (QS. An Nuur (24) : 32).
2. “Dan segala sesuatu kami jadikan berpasang-pasangan, supaya kamu mengingat kebesaran Allah.” (QS. Adz Dzariyaat (51) : 49).
3. ¨Maha Suci Allah yang telah menciptakan pasangan-pasangan semuanya, baik dari apa yang ditumbuhkan oleh bumi dan dari diri mereka maupun dari apa yang tidak mereka ketahui¡¨ (Qs. Yaa Siin (36) : 36).
4. Bagi kalian Allah menciptakan pasangan-pasangan (istri-istri) dari jenis kalian sendiri, kemudian dari istri-istri kalian itu Dia ciptakan bagi kalian anak cucu keturunan, dan kepada kalian Dia berikan rezeki yang baik-baik (Qs. An Nahl (16) : 72).
5. Dan diantara tanda-tanda kekuasaanNya ialah Dia menciptakan untukmu isteri-isteri dari jenismu sendiri, supaya kamu cenderung dan merasa tenteram kepadanya, dan dijadikanNya diantaramu rasa kasih dan sayang. Sesungguhnya pada yang demikian itu benar-benar terdapat tanda-tanda bagi kaum yang berpikir. (Qs. Ar. Ruum (30) : 21).
6. Dan orang-orang yang beriman, lelaki dan perempuan, sebahagian mereka (adalah) menjadi pelindung (penolong) bagi sebahagian yang lain. Mereka menyuruh (mengerjakan) yang ma’ruf, mencegah dari yang munkar, mendirikan shalat, menunaikan zakat, dan mereka taat kepada Allah dan Rasulnya. Mereka itu akan diberi rahmat oleh Allah ; sesungguhnya Allah Maha Perkasa lagi Maha Bijaksana (Qs. At Taubah (9) : 71).
7. Wahai manusia, bertaqwalah kamu sekalian kepada Tuhanmu yang telah menjadikan kamu satu diri, lalu Ia jadikan daripadanya jodohnya, kemudian Dia kembangbiakkan menjadi laki-laki dan perempuan yang banyak sekali. (Qs. An Nisaa (4) : 1).
8. Wanita yang baik adalah untuk lelaki yang baik. Lelaki yang baik untuk wanita yang baik pula (begitu pula sebaliknya). Bagi mereka ampunan dan reski yang melimpah (yaitu : Surga) (Qs. An Nuur (24) : 26).
9. ..Maka nikahilah wanita-wanita (lain) yang kamu senangi dua, tiga, atau empat. Kemudian jika kamu takut tidak akan dapat berlaku adil, maka (nikahilah) seorang saja..(Qs. An Nisaa’ (4) : 3).
10. Dan tidaklah patut bagi laki-laki yang mukmin dan tidak pula bagi perempuan yang mukminah apabila Allah dan RasulNya telah menetapkan suatu ketetapan akan ada bagi mereka pilihan yang lain tentang urusan mereka. Dan barangsiapa mendurhakai Allah dan RasulNya maka sesungguhnya dia telah berbuat kesesatan yang nyata. (Qs. Al Ahzaab (33) : 36).
11. Anjuran-anjuran Rasulullah untuk Menikah : Rasulullah SAW bersabda: “Nikah itu sunnahku, barangsiapa yang tidak suka, bukan golonganku !”(HR. Ibnu Majah, dari Aisyah r.a.).
12. Empat macam diantara sunnah-sunnah para Rasul yaitu : berkasih sayang, memakai wewangian, bersiwak dan menikah (HR. Tirmidzi).
13. Dari Aisyah, “Nikahilah olehmu kaum wanita itu, maka sesungguhnya mereka akan mendatangkan harta (rezeki) bagi kamu¡¨ (HR. Hakim dan Abu Dawud). 14. Jika ada manusia belum hidup bersama pasangannya, berarti hidupnya akan timpang dan tidak berjalan sesuai dengan ketetapan Allah SWT dan orang yang menikah berarti melengkapi agamanya, sabda Rasulullah SAW: “Barangsiapa diberi Allah seorang istri yang sholihah, sesungguhnya telah ditolong separoh agamanya. Dan hendaklah bertaqwa kepada Allah separoh lainnya.” (HR. Baihaqi).
14. Dari Amr Ibnu As, Dunia adalah perhiasan dan sebaik-baik perhiasannya ialah wanita shalihat.(HR. Muslim, Ibnu Majah dan An Nasai).
15. “Tiga golongan yang berhak ditolong oleh Allah  (HR. Tirmidzi, Ibnu Hibban dan Hakim) : a. Orang yang berjihad / berperang di jalan Allah. b. Budak yang menebus dirinya dari tuannya. c. Pemuda / i yang menikah karena mau menjauhkan dirinya dari yang haram.”
16. “Wahai generasi muda ! Bila diantaramu sudah mampu menikah hendaklah ia nikah, karena mata akan lebih terjaga, kemaluan akan lebih terpelihara.” (HR. Bukhari dan Muslim dari Ibnu Mas’ud).
17. Kawinlah dengan wanita yang mencintaimu dan yang mampu beranak. Sesungguhnya aku akan membanggakan kamu sebagai umat yang terbanyak (HR. Abu Dawud).
18. Saling menikahlah kamu, saling membuat keturunanlah kamu, dan perbanyaklah (keturunan). Sesungguhnya aku bangga dengan banyaknya jumlahmu di tengah umat yang lain (HR. Abdurrazak dan Baihaqi).
19. Shalat 2 rakaat yang diamalkan orang yang sudah berkeluarga lebih baik, daripada 70 rakaat yang diamalkan oleh jejaka (atau perawan) (HR. Ibnu Ady dalam kitab Al Kamil dari Abu Hurairah).
20. Rasulullah SAW. bersabda : “Seburuk-buruk kalian, adalah yang tidak menikah, dan sehina-hina mayat kalian, adalah yang tidak menikah” (HR. Bukhari).
21. Diantara kamu semua yang paling buruk adalah yang hidup membujang, dan kematian kamu semua yang paling hina adalah kematian orang yang memilih hidup membujang (HR. Abu Ya¡¦la dan Thabrani).
22. Dari Anas, Rasulullah SAW. pernah bersabda : Barang siapa mau bertemu dengan Allah dalam keadaan bersih lagi suci, maka kawinkanlah dengan perempuan terhormat. (HR. Ibnu Majah,dhaif).
23. Rasulullah SAW bersabda : Kawinkanlah orang-orang yang masih sendirian diantaramu. Sesungguhnya, Allah akan memperbaiki akhlak, meluaskan rezeki, dan menambah keluhuran mereka (Al Hadits).

Tujuan Pernikahan

1. Melaksanakan perintah Allah dan Sunnah Rasul.
2. Melanjutkan generasi muslim sebagai pengemban risalah Islam.
3. Mewujudkan keluarga Muslim menuju masyarakat Muslim.
4. Mendapatkan cinta dan kasih sayang.
5. Ketenangan Jiwa dengan memelihara kehormatan diri (menghindarkan diri dari perbuatan maksiat / perilaku hina lainnya).
6. Agar kaya (sebaik-baik kekayaan adalah isteri yang shalihat).
7. Meluaskan kekerabatan (menyambung tali silaturahmi / menguatkan ikatan kekeluargaan)

Kesiapan Pribadi

1. Kondisi Qalb yang sudah mantap dan makin bertambah yakin setelah istikharah. Rasulullah SAW. bersabda : ¡§Man Jadda Wa Jadda¡¨ (Siapa yang bersungguh-sungguh pasti ia akan berhasil melewati rintangan itu).
2. Termasuk wajib nikah (sulit untuk shaum).
3. Termasuk  tathhir (mensucikan diri).
4. Secara materi, Insya Allah siap. ¡§Hendaklah orang yang mampu memberi nafkah menurut kemampuannya¡¨  (Qs. At Thalaq (65) : 7)

A

Senyum dengan deretan gigi putih tentunya ikut menambah kepercayaan diri anda. Tapi terkadang meskipun sudah rajin menggosok gigi, nyatanya gigi tetap tak putih juga. Ingin tahu apa rahasia yang pas agar gigi bisa putih berseri? Silahkan contek tips berikut ini!

Dimulai dari cara anda menggosok gigi. Sikatlah gigi dengan rutin setiap 12 jam sekali merupakan aturan dasar yang harus anda lakukan untuk mendapatkan gigi yang putih. Kebiasaan ini dapat melindungi gigi dari plak dan noda yang membandel. Langkah kedua adalah gunakan pasta gigi yang mempunyai formula untuk memutihkan gigi sesuai anjuran dokter. Untuk sikat gigi, usahakan ganti minimal satu bulan sekali. Jangan lupa manfaatkan benang gigi untuk membersihkan sela-sela gigi setidaknya sehari sekali. Kotoran sangat mudah menyelip dalam sela-sela gigi dan jika tidak dibersihkan, lama kelamaan akan menjadi karang gigi.

Diluar alat kebersihan gigi, anda juga harus memperhatikan minuman yang anda konsumsi. Kopi yang mengandung kafein ternyata juga ”jahat” pada gigi anda karena meninggalkan noda, begitu juga dengan anggur merah. Jadi, ada baiknya mulailah mengurangi kebiasaan meminum kopi atau anggur merah kalau ingin memiliki gigi yang putih.

Untuk makanan, konsumsi selalu sayur-sayuran karena dapat membantu membersihkan gigi secara alami. Selain sayuran, buah-buahan juga bisa membuat gigi jadi putih alami. Misalnya saja buah strawberi. Buah merah menggoda ini ternyata mempunyai efek alami yang dapat memutihkan gigi karena kandungan kadar Vitamin C yang tinggi. Rajin-rajinlah untuk minum jus strawberi dan jangan buang ampasnya. Ambil ampas itu dan gosokkan pada gigi, setelah didiamkan sesaat, berkumurlah. Lakukan dengan teratur agar mendapat hasil yang maksimal. Cara lainnya masih dengan buah adalah menggosokkan kulit buah lemon pada gigi anda.

Hindari rokok karena merokok adalah cara tercepat untuk mengubah warna gigi menjadi kuning. Dan yang terakhir adalah berkonsultasilah kepada dokter gigi langganan minimal setahun sekali.
taken from: http://simpatizone.telkomsel.com/web/newszone/content/2694/Cara_Alami_Merawat_Gigi

Rose Falkenhagen (1987) in his article tells the readers what alcoholism is. According to him, generally everybody knows about it whether children or adults, because it sometime used at the dinner table or parties. Honestly, they don’t know the dangerous of alcoholism which will affect to their body’s areas. It makes the drinkers will have a serious illness, such as stomach irritation, gastritis, malnutrition, damage the cardiovascular system and cancer. As we know about the damage and disadvantages, the fight against alcoholism must be supported and continued.

Title: Silas Marner

Author: George Elliot

City: England

Year: 1999

Page: 83

Publisher: Pearson Education Limited

SILAS MARNER

The Silas Marner story tells about a young man named Silas Marner. He lived in a big town. He was a weaver. Because he had unhappy experience, so that he had no confidence in other people. But he loved money very much which he made from his work. Every night he counted his money in hiding place. Suppose, other people didn’t know what he was doing. Honestly, he couldn’t hide it from other people perfectly. Then he lost his money, exactly his gold coin were stolen. But two sons of Squire Cass and a little girl could change his life to be better

Title: Let’s Write English

Author: George E. Wishon and Julia M. Burks

City: New York

Year: 1980

Page: 396

Publisher: Litton Educational Publishing.

Let’s Write English book is intended for students of English to guide them to develop their writing ability, especially in making sentence patterns of written English. So that students can differ between written and the spoken language. The book is also supported by exercises which can make students measure their mastery of the material. The content of book are:

1. Unit one= sentence pattern with Intransitive Verbs

2. Unit two= sentence pattern with transitive verbs: the direct object

3. Unit three= sentence pattern with transitive verbs: two object

4. Unit four= sentence pattern with certain transitive verbs: Objective Complements

5. Unit five= sentence pattern with linking verbs

6. Unit six= expanding the noun phrase and the verb phrase

7 Unit seven= coordination

8. Unit eight= subordination

9. Unit nine= verb tenses

10. Unit ten= auxiliaries

11. Unit eleven= Verbals

12. Unit twelve= prepositions and prepositional phrases

13. Unit thirteen= Phrasal Verbs

14. Unit fourteen= Structure and style: sentence to paragraph

15. Unit fifteen= structure and style: sustained composition.

After reading and understanding the book, the students are expected to make their writing in correct order and pattern.

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Subject: Extensive Reading

Author: Lucy Maud Montgomery
Title: Anne of Green Gables
Year: 2002
Publisher: Pearson Education Limited
City: England
Page: 42

ANNE OF GREEN GABLES

Anne of Green Gables story tells about a girl named Anne. she is
an orphan,eleven years old, thin,with red hair, and she never stop
talking.she comes to Green Gables, Marilla and Mathew Cuthbert’s home,
but there is a problem.They don’t want a girl. They want a boy to help
them on their farm. Anne was born in Bolingbroke in Nova Scotia. Her
parents were teachers, but they died when he was a baby. Anne likes
reading very much. For the first time, Marilla was afraid about Anne.
she worried if Anne was not a good girl. but what she thought didn’t
prove. Anne becomes a diligent and smart girl.Someday, Mathew dead and
Anne was very sad. Marilla had to sell Green Gables because they have
no money to pay for Anne study in Redmond College. Anne decides not to
take it and prefer to be a teacher on Prince Edward Island.Anne finds
a home at Green Gables and her sad life begins to change. she changes
the lives of Mathew and Marilla and many other people.

Subject: Extensive Reading

Author: Johann Rudolf Wyss
Title: The Swiss Family Robinson
Year: 2000
Publisher: Pearson Education Limited
City: England
Page: 52

The swiss family robinson have 4 children: Fritz, Ernest, Jack
and Franz. One day,when they went to somewhere by ship they were of
the storm. They arrived in unknown land.They brought what they needed
on that island such as guns and gun powder, a box of tools, a lot of
nails, a big knive, some animals etc. To life on that island was very
big trouble for them. Luckily, the father and mother have usefull
skills and they could teach their children. They built a tree house to
stay and sleep, for eating they catch fish and shelfish. They also
made a garden and plants all the seeds from the ship. They also have
buffaloes for making a milk. When the winter came, they had to sleep
in the darkness month for them. They just burnt small pieces of wood,
giving a little light. They also made the cave house in summer. The
father and mother taught their children well. Until one day, Fritz
leave that island to Europe with Jenny whom he found on the other island.

Author: John Steinbeck
Title: The Red Pony
Year: 2001
Publisher: Pearson Education Limited
City: England
Page:69

Early in the twentieth century, there was a family who lived in a
small ranch in California, named Tiflin Family. They had a son, Jody
Tiflin who was growing up. He didn’t have any brothers or sisters even
neighbors closed them. So that, he used to alone. He only talked to
his family and Billy Buck. Someday, his father gavve him the red pony,
Gabilan which could change his life to be better. Jody loved it very
much. Honestly, Gabilan dead because of ill. Billy buck as animal
doctor couldn’t save it. Jody was very sad because of it. Not for
along time, he got the red pony again, named Nellie. But it was same
as Gabilan. Sometimes, he didn’t understand about people around him.
From his sad life, he learnt many important lesson, about life and
death, about family, getting old, about animals and natural world
around him.