Book Review

            Reviewer has already read five e-books. First, the book talk about teaching listening, the author of the book is John Field and he has published in 2006 by Cambridge University Press. Second, the e-book talks about listening in the language classroom, the author of the book is Steven Brown and he has published in 2008 by United Kingdom University Press, Cambridge. Third, the book talk about learning the secret language of focus groups, the author of the book is Bonnie Goebert with Herma M. Rosenthal and they have published in 2002 by John Wiley & Sons, Inc., New York. Fourth, the book talk about a framework for teaching across differences, the author of the book is Katherine Schultz and she has published in 2003 by Teachers College Press, 1234 Amsterdam Avenue, New York, NY 10027 and the last is second language listening: theory and practice, the author is John and M. Lindsay and they have published in 2005 by Cambridge University Press. After I read books, the books are interrelated each other. However, the second book was interested for me. The second book is listening in the classroom.

            This book written by John Field, the book was first published in 2008 by the united kingdom University Press, Cambridge. Field said that there are three formats for a listening lesson. First, pre-listening is pre-teaching vocabulary to ensure maximum understanding. Second, extensive listening followed by general questions on context and intensive listening followed by detailed comprehension questions. Third, post-listening is Teach any new vocabulary and analyses language (Why did the speaker use the Present Perfect here?). Teacher should pause and play audio and students are listen and repeat what they hear.

            Teaching listening by Steven Brown (2006) said that one very important idea for teaching listening is that listening courses must make use of students’ prior knowledge in order to improve listening comprehension. To make this idea clear, this section introduces several concepts from the cognitive view of language learning, including schema, scripts, and top-down/bottom-up processing. At this point, there is a need to introduce one more concept from cognitive psychology: the human as a limited processor of information. Think of the ability to pat your head and rub your stomach at the same time. This is an interesting analogy to apply to listening because it is first a matter of individual differences: Some people can do this better than others. Systematic presentation of listening for main ideas, listening for details, and listening and making inferences helps students develop a sense of why they listen and which skill to use to listen better. Mally and Chamot (1990) said that the idea of knowing the purpose of listening is a very effective first strategy to teach because it helps students organize and reflect on their learning. If students know why they are listening, they are more focused. Think back to the statement that the human mind is limited in its ability to process information.

            The individual and the group for teaching listening are different strategies to learn it. In some respects, listening is a very individual activity. However, the fact that individual activity is not available as one recording, which is played to the group as a whole. As with any group-work activity, a class needs to be prepared for a session of this kind. The teacher should first play the recording to the whole class for general understanding and then introduce and explain the questions or task. There can then be a final whole-class phase where answers are reported back and compared. One of the best ways of fostering independent listening (and indeed of increasing the time which learners give to this critical skill) is to set listening homework. Listening homework requires a degree of preparation. The teacher might play a recording for general understanding, then introduce the task that is to be accomplished or the questions that are to be answered, and check that they have been fully understood.

            One type of listening that needs practice is monitoring what is heard for pieces of information that are of interest or relevance. Learners are then asked to apply that process to the types of input that would normally require it: namely, news headlines, airport announcements, etc. Similarly, listening for details might be practiced in situations where messages or instructions are being given, while listening for main points would be relevant with complete news items and with the output of lecturers and tour guides. Listening types might be expanded by providing classroom activities that promote interactive listening. Interactive listening will be discussed as a general concept, but we should not lose sight of the fact that, in real-life contexts, the degree of interaction varies considerably from one listening encounter to another.

Using technology can be developing listening skill. There are many technologies to get developing listening skill such as radio, audio tapes, language laboratory, video, and Computer-Assisted Language Learning (CALL). Listening to the radio is one of the most accessible ways a learner has of developing listening skills. Radios are low-tech, and radio broadcasts are continuous. However, is not an activity that is often used in class time. Perhaps this is because radio listening can be done only in real time, and the scheduling of language classes to catch particular radio programs is difficult. Audiocassette players are the simplest and cheapest way to provide listening practice opportunities for students in a classroom. The popular facility in the school is language laboratory the audio-lingual method is able to condition students to learn language.

In conclusion, reviewer invited a teacher must understand subject matter and some basic pedagogical techniques. But that is not enough; the teacher must be able to turn to his/her students to learn how to reach them. This requires listening to them as individuals, to their community, and to their society. Conceptualizing teaching as listening suggests that the teacher is always learning and that this learning shapes decisions in the moment and contributes to the teacher’s growth as a professional. So, teaching listening means teaching students to comprehend what they hear. Teacher should play and pause video and asked students to repeat what they hear. Before teacher play the video when he/she teach, teacher should draw up subtitle of video. So, If students not understand about video, teacher can show the video subtitle.

 

 

I did not mean to say no, but one that you know I do not want to lose you. cause that happened between us is the state.

Valentino Rossi

Valentino Rossi
Rossi at the 2010 Qatar Grand Prix
Nationality	Italian
Born	(1979-02-16) February 16, 1979 (age 33) Urbino , Italy
Current team	Ducati Team
Bike number	46
Website	valentinorossi.com
[hide]Motorcycle racing career statistics MotoGP World Championship Active years 2000–present Manufacturers Honda (2000–2003) Yamaha (2004–2010) Ducati (2011–present) Championships 7 (2001, 2002, 2003, 2004, 2005, 2008, 2009) 2011 Championship position 7th (139 pts) Starts Wins Podiums Poles F. laps Points 198 79 139 49 66 3456 250cc World Championship Active years 1998–1999 Manufacturers Aprilia Championships 1 (1999) Starts Wins Podiums Poles F. laps Points 30 14 21 5 11 510 125cc World Championship Active years 1996–1997 Manufacturers Aprilia Championships 1 (1997) Starts Wins Podiums Poles F. laps Points 30 12 15 5 9 432

Valentino Rossi, (born February 16, 1979 in Urbino),^[1] is an Italian professional motorcycle racer and multiple MotoGP World Champion. He is one of the most successful motorcycle racers of all time, with nine Grand Prix World Championships to his name – seven of which are in the premier class.

Following his father, Graziano Rossi, Valentino started racing in Grand Prix in 1996 for Aprilia in the 125cc category and won his first World Championship the following year. From there, he moved up to the 250cc category with Aprilia and won the 250cc World Championship in 1999. He won the 500cc World Championship with Honda in 2001, the MotoGP World Championships (also with Honda) in 2002 and 2003, and continued his streak of back-to-back championships by winning the 2004 and 2005 titles after leaving Honda to join Yamaha, before regaining the title in 2008 and retaining it in 2009.^[2] He left Yamaha to join Ducati for the 2011 season.^[3][4]

Rossi is first in all time 500 cc/MotoGP race wins standings, with 79 victories, and second in all time overall wins standings with 105 race wins (behind Giacomo Agostini with 122).

The Sky

Have you seen the Sunset and Sunrise
And the Horizon that's a prize

How the colors mix and melt
And look as soft as felt

How they float away into black
As you wish them back

And that feeling that makes you sad
How the tears come and just make you mad

But then you see the stars
That are so small they could fit in jars

Now there's so many
You'd by each one with a penny

How they shine so bright
And don't put up a fight

So you stand watching them twinkle and shine
Then you realize you feel fine

So you sigh
And say goodbye.

To love, so baby spend this moment with me Moment to love, to love, 

I just wanna own it  

We just need this moment  

To love, to love, to love, to love, to love, to love 

We just need this moment  

To love, to love, to love, to love, to love, to love
I wish that I could save this night Forever 

Don't say goodbye and leave tonight  

Now get out my love  

Your love, a moment just with your love  

A moment just with your love, a moment just with your love  

A moment just with your love

Skies are crying,

I am watching,

Catching teardrops in my hands.

Only silence, as it’s ending,

Like we never had a chance.

Do you have to make me feel

Like there’s nothing left of me?

You can take everything I have,

You can break everything I am,

Like I’m made of glass,

Like I’m made of paper.

Go on and try to tear me down.

I will be rising from the ground,

Like a skyscraper,

Like a skyscraper.

As the smoke clears,

I awaken,

And untangle you from me.

Would it make you feel better

To watch me, while I bleed?

All my windows still are broken,

But I’m standing on my feet.

You can take everything I have,

You can break everything I am,

Like I’m made of glass,

Like I’m made of paper.

Go on and try to tear me down.

I will be rising from the ground,

Like a skyscraper,

Like a skyscraper.

Go run, run, run.

I’m gonna stay right here,

Watch you disappear.

Yeah, ohh.

Go run, run, run.

Yeah, it’s a long way down,

But I am closer to the clouds,

Up here.

You can take everything I have,

You can break everything I am,

Like I’m made of glass,

Like I’m made of paper.

Ohhh

Go on and try to tear me down.

I will be rising from the ground,

Like a skyscraper,

Like a skyscraper.

(Like a skyscraper)

Like a skyscraper,

Like a skyscraper.

ooh...
my god ..
my exercise does not enough.. 
reading, listening, call, etc..
help me ......