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Present your self before presentation

 3 most important things when giving any presentation?

Number 1 is . . . Preparation

Number 2 is . . . Preparation!

Number 3 is . . . Preparation!!

Preparation is everything!

With good preparation and planning you will be totally confident and less nervous. And your audience will feel your confidence. Your audience, too, will be confident. They will be confident in you. And this will give you control. Control of your audience and of your presentation. With control, you will be 'in charge' and your audience will listen positively to your message.

Objective

Before you start to prepare a presentation, you should ask yourself: "Why am I making this presentation?" Do you need to inform, to persuade, to train or to sell? Your objective should be clear in your mind. If it is not clear in your mind, it cannot possibly be clear to your audience.

Audience

"Who am I making this presentation to?" Sometimes this will be obvious, but not always. You should try to inform yourself. How many people? Who are they? Business people? Professional people? Political people? Experts or non-experts? Will it be a small, intimate group of 4 colleagues or a large gathering of 400 competitors? How much do they know already and what will they expect from you?

Venue

"Where am I making this presentation?" In a small hotel meeting-room or a large conference hall? What facilities and equipment are available? What are the seating arrangements?

Time and length

"When am I making this presentation and how long will it be?" Will it be 5 minutes or 1 hour? Just before lunch, when your audience will be hungry, or just after lunch, when your audience will be sleepy?

Method

How should I make this presentation?" What approach should you use? Formal or informal? Lots of visual aids or only a few? Will you include some anecdotes and humour for variety?

Content

"What should I say?" Now you must decide exactly what you want to say. First, you should brainstorm your ideas. You will no doubt discover many ideas that you want to include in your presentation. But you must be selective. You should include only information that is relevant to your audience and your objective. You should exclude all other ideas. You also need to create a title for your presentation (if you have not already been given a title). The title will help you to focus on the subject. And you will prepare your visual aids, if you have decided to use them. But remember, in general, less is better than more (a little is better than a lot). You can always give additional information during the questions after the presentation.

Structure

A well organised presentation with a clear structure is easier for the audience to follow. It is therefore more effective. You should organise the points you wish to make in a logical order. Most presentations are organised in three parts, followed by questions:

Beginning	Short introduction	welcome your audience introduce your subject explain the structure of your presentation explain rules for questions
Middle	Body of presentation	present the subject itself
End	Short conclusion	summarise your presentation thank your audience invite questions
Questions and Answers

Notes

When you give your presentation, you should be - or appear to be - as spontaneous as possible. You should not read your presentation! You should be so familiar with your subject and with the information that you want to deliver that you do not need to read a text. Reading a text is boring! Reading a text will make your audience go to sleep! So if you don't have a text to read, how can you remember to say everything you need to say? With notes. You can create your own system of notes. Some people make notes on small, A6 cards. Some people write down just the title of each section of their talk. Some people write down keywords to remind them. The notes will give you confidence, but because you will have prepared your presentation fully, you may not even need them!

Rehearsal

Rehearsal is a vital part of preparation. You should leave time to practise your presentation two or three times. This will have the following benefits:

• you will become more familiar with what you want to say
• you will identify weaknesses in your presentation
• you will be able to practise difficult pronunciations
• you will be able to check the time that your presentation takes and make any necessary modifications

So prepare, prepare, prepare! Prepare everything: words, visual aids, timing, equipment. Rehearse your presentation several times and time it. Is it the right length? Are you completely familiar with all your illustrations? Are they in the right order? Do you know who the audience is? How many people? How will you answer difficult questions? Do you know the room? Are you confident about the equipment? When you have answered all these questions, you will be a confident, enthusiastic presenter ready to communicate the subject of your presentation to an eager audience

The most important learning habit for school success is…

Firstly, think about this – does your son or daughter remember everything they’ve learnt at school?

Unlikely! And one of the reasons is that much of what is covered in class is not taken in properly. When I ask a student what they’ve covered in class, they often can’t remember. This is such a waste of time and effort!

At school, there is little or no formal guidance on how to learn and remember. I think this is incredible. 

My ‘most important success habit’ is concerned with learning and remembering as you go. It is simply this:

Write up, and understand, school notes in your own words when you get home – the same day.

Here are the steps that I suggest you encourage your child to take: 

• Buy some ring-files with proper dividers – one for each subject.
• Get a detailed list of topics, either from the subject specification from the exam board or from your textbook or revise guide. School may provide a list.
• In class, concentrate and make detailed notes as far as possible (this may involve a change in classroom habits!)
• If you don’t understand something, try to get it sorted the same day – ask teacher.
• Bring home all the notes and other materials that you’ve used that day – note-books, worksheets and so on. I realise that sometimes the teacher collects books, so maybe it can’t happen every day.
• At home, read through the notes.
• Summarise what you’ve learnt and write down the summary in your home file in the correct section. Write these notes in your own words – don’t just copy.
• If you don’t understand something, look it up in your textbook or revise guide, or use one of the web revision sites.
• If you still don’t understand something, write a note to ask teacher the next time you have a lesson

I know that this might involve a big change in routine for your teenager. After all, they have homework to do as well. But all I can say is that if they get into this habit, they will save time in the long run by having less revision to do.
It will also cut down on the stress of having to catch up just before the exams.
And, it is an essential habit to develop for A-levels. 

The object is simply to learn as you go and collect good notes that you can use for revision. In addition to this, I suggest reviewing your notes regularly to keep the memory fresh

Learning Language

Language is arguably the most important component of culture because much of the rest of it is normally transmitted orally.  It is impossible to understand the subtle nuances and deep meanings of another culture without knowing its language well.(2007, Dennis O'Nei)

Resiko Orang Cantik

---

[intro] G D/F# Em D C Cm

G D/F# Em D
ku tau kau punya temanku
C G/B Am D
tapi ku tak bisa bohongi diriku
G D/F# Em D
ku tak ingin hilang rasa ini
C D G D
kau pantas jadi pacarku

G D/F# Em D
Andai saja kau mengerti yeah
C G/B Am D
isi hatiku padamu
G D/F# Em D
sejak dulu sampai saat ini
C D G
hanya kau di hatiku


[chorus]
G D/F# C G/B
kau memang cantik
Am Bm C D
resiko orang cantik disukai banyak lelaki
G D/F# C G/B
bukan salahku
Am Bm
sebelum janur melengkung
C D
ku masih bebas untuk memilih

[int] G D/F# C D


G D/F# Em D
Andai saja kau mengerti yeah
C G/B Am D
isi hatiku padamu
G D/F# Em D
sejak dulu sampai saat ini
C D G
hanya kau di hatiku

[chorus]
G D/F# C G/B
kau memang cantik
Am Bm C D
resiko orang cantik disukai banyak lelaki
G D/F# C G/B
bukan salahku
Am Bm
sebelum janur melengkung
C D
ku masih bebas untuk memilih

G D/F# C G/B
kau memang cantik
Am Bm C D
resiko orang cantik disukai banyak lelaki
G D/F# C G/B
bukan salahku
Am Bm
sebelum janur melengkung
C D
ku masih bebas untuk memilih

[coda]
G F C
resiko orang cantik
G F C
la la la la la la la la la
G F C
la la la la la la la la
G F C
la la la la la

pidato

Pidato adalah sebuah kegiatan berbicara di depan umum atau berorasi untuk menyatakan pendapatnya, atau memberikan gambaran tentang suatu hal. Pidato biasanya dibawakan oleh seorang yang memberikan orasi-orasi, dan pernyataan tentang suatu hal/peristiwa yang penting dan patut diperbincangkan. Pidato adalah salah satu teori dari pelajaran bahasa indonesia.

Pidato biasanya digunakan oleh seorang pemimpin untuk memimpin dan berorasi di depan banyak anak buahnya atau khalayak ramai.

Fungsi pidato:

* Mempermudah komunikasi antar atasan dan bawahan.
* Mempermudah komunikasi antar sesama anggota organisasi.
* Menciptakan suatu keadaan yang kondusif dimana hanya perlu 1 orang saja yang melakukan orasi/pidato tersebut.
* mempermudah komunikasi.

Praktik pidato

* Biasanya dipraktikkan oleh pemimpin organisasi kepada anak buah organisasinya
* Dipraktikkan oleh pemimpin atau pejabat negara guna mempermudah adanya komunikasi sehingga terciptanya keadaan yang demokratis
* Dipraktikkan untuk menenangkan massa / khalayak ramai
* Biasanya seorang pemimpin atau orang yang berpengaruh diwajibkan untuk menguasai teori pidato

Contoh pidato

* Pidato kenegaraan
* Pidato wisuda
* Pidato kepemimpinan
* Pidato keagamaan
* Orasi

Phonics Teaching Tips!

Teach a planned, systematic synthetic phonics programme and, in addition, adopt a rigorous approach to incidental phonics teaching:

1. Teach children never to sound out the ‘end e’ in words. Many words in the English language end with the letter ‘e’. Whilst in some words this ‘end e’ alerts readers to decode the words with long vowel sounds (e.g. ‘make’ is /m/ /ai/ /k/ - not /m/ /a/ /k/), nevertheless, many words with ‘end e’ are not ‘split digraph’ words and this end letter ‘e’ does not require decoding with its own ‘sound’ (apart from words such as ‘cafe’ and ‘acne’). The presence of the letter ‘e’ at the end of words, however, needs to be noted, over time, for spelling purposes.

2. Once the single vowel letters a, e, i, o, u are introduced as code for their short vowel sounds of /a/, /e/, /i/, /o/, /u/ (as in ‘at’, ‘enter’, ‘in’, ‘on’ and ‘under’), start to teach ‘incidentally’ (whenever the opportunity presents itself) that these single letters can also be code for the long
vowel sounds of /ai/, /ee/, /igh/, /oa/ and /y+oo/ (as in ‘table’, ‘me’, ‘find’, ‘old’ and ‘unit’). When decoding, teach, “If blending with the short vowel sound does not make a ‘real’ word, try blending again with the long vowel sound.” This creates a very flexible early reader who understands that the decoding process needs to be addressed with common sense, trying alternative sounds and able to modify pronunciation. This also creates young readers who are not afraid of getting words wrong because that’s what happens with this reading business in the English language – it’s part of the learning process and not a totally precise state of affairs!
3. Teaching the notion of ‘tweaking (modifying) the sounds’ will address many words such as ‘of’, ‘his’, ‘has’, ‘is’, ‘as’, ‘the’, ‘put’ and ‘pull’ (“/o//v/, /h//i//z/, /h//a//z/, /i//z/, /a//z/, /th//u/, /p//oo//t/, /p//oo/l/”). It is a fundamental aspect of teaching the alphabetic code that we need to apply a level of common sense. If all the early words taught are totally straightforward, this can mislead the children and may not lead to an early ability to decode words fearlessly!

4. Teach the children to say only one sound when consonant letters are doubled. Whilst ‘ss’, ‘ll’, ‘ff’ and ‘zz’ are taught as special cases for spelling purposes, it is easy to teach children to simply say the ‘sound’ once for any double consonant letters for reading purposes. If the notion of ‘short vowels’ and ‘long vowels’ for single vowel letters is introduced (see point 3. above), then children can learn that double consonant letters (including ‘-ck’) are always preceded by single letter ‘short vowel sounds’.

5. Once letter ‘e’ and letter ‘d’ have been introduced, then through your incidental teaching start to draw attention to them in ‘wider reading’ (for example, in shared Big Books and story books) and modelled in your general ‘wider writing’ when they are used as ‘-ed’ verb endings. This addresses ‘-ed’ verb endings as code for the sounds /d/ (rained), /t/ (skipped) and /(schwa u or i)+d/ (decoded). Also teach how to pronounce the letter ‘-y’ endings as code for a /ee/ and /igh/ (funny, my). Address ‘-er’ endings as soon as practicable (schwa /u/ or /er/ as in sister, mother, father, brother). These incidental early teaching steps are liberating for the possibility of reading more natural text in a wide variety of books and they also begin to help children with early spontaneous writing in addition to systematic controlled writing practice. Copyright Debbie Hepplewhite 2009
Teach a planned, systematic synthetic phonics programme and, in addition, adopt a rigorous approach to incidental phonics teaching – RATIONALE:
Incidental teaching is ESSENTIAL. Systematic programmes take a long time to deliver because there is a lot of alphabetic code to teach explicitly! Children cannot ‘wait’ to learn about a ‘full’ alphabetic code until it happens to occur in the planned programme. Teachers and learners need to be proactive and ambitious and teach incidentally to supplement the structured programme for reading and spelling skills!
Incidental phonics teaching should occur as the need arises naturally and where it is common sense. This may well be on a daily basis or several times a day including whenever children are asked to read aloud.

Incidental teaching should be a feature of general class teaching. It significantly increases and accelerates knowledge of the alphabetic code and personalises the teaching, addresses differentiation and provides constant revision.

For example: Alice is learning about the /s/ sound and the letter shape ‘s’. She thinks about her name and tells her teacher that she can hear /s/ at the end of her name but there is no letter ‘s’. The teacher tells Alice that she is right and together all the children and the teacher orally segment Alice’s name to identify the sounds in it /a/ /l/ /i/ /s/. Now the teacher writes Alice’s name on the board (or everyone looks at Alice’s name card). The teacher leads the children along as they note the capital ‘A’ as code for /a/, the ‘l’ for /l/, the ‘i’ for /i/ and so what is code for the last /s/ sound? Once ‘ce’ is identified as code for /s/, it might also be appropriate for the teacher to quickly say (and write on the board if possible) that there are other words with ‘ce’ as code for /s/ like ‘dance’ and ‘prince’. If there is an Alphabetic Code Chart nearby (see the free charts in Unit 1 of Phonics International), this is a good opportunity to find the /s/ row and to track along it to the code ‘ce’ demonstrating to children how the chart works. Alice may be the child who remembers this from now on as this bit of code information is very meaningful to Alice and she is already astute about letters and sounds. One or two other children in the group may remember this code too, so that when they look at story books, they see ‘prince’ or ‘ice-cream’ and can remember that the letter group ‘ce’ is code for /s/. Other children may not remember at this stage but, over time, more children will learn elements of the alphabetic code from constant, incidental teaching.

Free Unit 1 resources: http://www.phonicsinternational.com/unit1.html
When children read books aloud and encounter an unknown grapheme, the supporting adult can say, “In this word, those letters [point] ARE CODE FOR the /___/ sound” and then the child can blend the word. For some children, this will only support them to blend the word in this instance, but other children will be able to remember alphabetic code taught incidentally in this way.
It doesn’t matter if children don’t learn ‘there and then’ the code which teachers tell them about incidentally. This is, after all, an ‘add-on’ to the planned teaching and the constant ‘drip-drip’ approach will take effect.
The overarching message for incidental teaching, whether the teacher’s explanation is very brief indeed or a little more protracted, is to say at the end, “...and I am [or, the next teacher is...] going to teach you more about that later”. This reassures the child that they are not under pressure to remember it ‘now’ because it will be repeated and taught again ‘later’. Copyright Debbie Hepplewhite 2009
Simple approaches to differentiation:

A teacher constantly differentiates his or her teaching as a tool of the trade. The SAME phonics resource can be suitable for ALL the children on the basis that the teacher understands each child can access the resource at his or her own level. The more simple the teacher’s classroom management, the more focused the teacher can be to support those with most need. With phonics teaching, children can be trained in the skills and routines of using familiar resources so that many can complete basic activities independently

Provide guidance for adults who hear children read: , whilst the adults support the children who need extra teaching and/or supervision more directly.
“In this word, those letters (or ‘that grapheme’) are code for the /___/ sound.”
When reading books

Other children may have no difficulty reading books including alphabetic code that has not been formally taught as part of a planned programme. Some children are able to deduce code for themselves. If teachers and parents are properly guided in how best to oversee the ‘reading aloud’ process, many more books will fall into the domain of being suitable for children to attempt to read aloud (see pdf link below). , clearly some children will need more support than others. Even where books are designed to be cumulative and decodable, some children will need extra assistance such as reminding them, or teaching them, about specific letter/s-sound correspondences during the reading process.

In other words, even where schools go to some lengths to provide cumulative, decodable books to match the level of alphabetic code already taught, the individualism and learning rate of the children will always make this a less than perfect system – fine in theory but not always in practice. If good guidance
This document (see link below) is a one-side ‘guidance for parents’ leaflet which may be considered suitable to stick into children’s ‘reading record’ books (free to download from the free Unit 1 of Phonics International): is provided for all the adults (for example, direct in reading record books, as part of school policies on reading, in the school prospectus and through training and information evenings), then this will ease the concern about ‘decodability’.

http://www.phonicsinternational.com/unit1_pdfs/parents_guidance_for_reading.pdf
There need be no concern about variations in accent. Teachers or parents simply need to point to the letter group (grapheme) and say, “In this country/county/state, we pronounce those letters (or ‘that grapheme’) as /...../” then the learner can go on to sound out and blend the word).

When the general teaching tips above are applied along with a systematic phonics programme, the vast majority of learners will be able to access natural text surprisingly quickly!

lagu terbaru 2010 indo

D’Bagindas – Tak Seindah Malam Kemarin
Zifhilia – Aishiteru
Teuku Wisnu ft. Shireen Sungkar – Cinta Kita
Lyla – Detik Terakhir
New Peterpan – Kau Yang Ku Inginkan
D’Bagindas – CINTA
Bondan ft. Fade2Black – Ya Sudahlah
Knaan – Wavin Flag (OST FIFA World Cup 2010)
Nidji – Dosakah Aku
She – Apalah Arti Cinta
Armada – Ku Ingin Setia
Drive – Akulah Dia
New Peterpan – Tertinggal Waktu
Geisha – Selalu Salah
Vidi Aldiano – Cemburu Menguras Hati
New Peterpan – Hero - 5
Afgan – Cinta Dua Hati - 4
Anang Hermansyah ft. Syahrini – Jangan Memilih Aku - 4
Padi – Terbakar Cemburu
link download http://www.stafaband.

top singer 2010

1. Carrie Underwood
2. Lady GaGa
3. The Black Eyed Peas (Fergie)
4. Jason Derulo
5. Beyonce
6. Jay-Z
7. Susan Boyle
8. Alicia Keys
9. Kelly Clarkson
10. David Cook

Top songs Hits This Week

1. Sean Kingston Feat Justin Bieber - Eenie Meenie
2. Justin Bieber Feat Ludacris - Baby
3. Usher Feat will.i.am - OMG
4. Lady Gaga - Telephone (Feat Beyonce)
5. Ke$ha - Your Love Is My Drug
6. B.o.B Feat Eminem & Haley Williams - Airplanes
7. Lady Gaga - Bad Romance
8. Ke$ha - TiK ToK
9. Adam Lambert - Whataya Want From Me
10. Kevin Rudolf Feat Birdman, Jay Sean, & Lil Wayne - I Made It (Cash Money Heroes)
11. Rihanna - Rude Boy
12. B.o.B Feat Bruno Mars - Nothin' On You
13. Lady Gaga - Alejandro

14. Taio Cruz - Break Your Heart (Feat Ludacris)
15. Black Eyed Peas - Imma Be
16. Jay-Z - Young Forever (Feat Mr Hudson)
17. Jason Derulo - In My Head
18. Ludacris - My Chick Bad Remix (ft. Diamond, Trina and Eve)
19. OneRepublic - All The Right Moves
20. Timbaland - Carry Out (Featuring Justin Timberlake)
21. Usher - Hey Daddy (Daddy's Home) (ft. Plies)
22. Drake - Over
23. Train - Hey, Soul Sister
24. Lady Antebellum - Need You Now
25. The Script - Breakeven
26. Trey Songz - Say Aah (Featuring Fabolous)

The Click Five - Happy Birthday Lyrics

hey you, i know i'm in the wrong
time flies when you're having fun

you wake up another year is gone you're 21
i guess you wanna know
why i'm on the phone
its been a day or so
i know its kinda late
but happy birthday

yeah yeah woah woah
i know you hate me
yeah yeah woah woah
well i miss you too
yeah yeah i know
i know it's kinda late
but happy birthday

so hard when you're far away
its lame but i forgot the days
i wont make the same mistake
i'm so too blame

so now you know
don't hang up the phone
i wish i was at home
i know its way to late
but happy birthday

yeah yeah woah woah
i know you hate me
yeah yeah woah woah
well i miss you too
yeah yeah i know
i know its kinda late
but happy birthday

its not that i don't care
you know i'll make it up to you
if i could i'd be there

yeah yeah woah woah
yeah yeah woah woah
well i miss you too
yeah yeah i know
i know its kinda late
but happy birthday
i know you hate me
yeah yeah woah woah
well i miss you too
yeah yeah i know
i know its kinda late
but happy birthday

to you.

link download
http://www.stafaband.info/download/120875/The_Click_Five/Happy_Birthday.html

lirik lagu everytime

Notice me
Take my hand
Why are we
Strangers when
Our love is strong
Why carry on without me?

Everytime I try to fly
I fall without my wings
I feel so small
I guess I need you baby
And everytime I see you in my dreams
I see your face, it’s haunting me
I guess I need you baby

I make believe
That you are here
It’s the only way
I see clear
What have I done
You seem to move on easy

And everytime I try to fly
I fall without my wings
I feel so small
I guess I need you baby
And everytime I see you in my dreams
I see your face, you’re haunting me
I guess I need you baby

I may have made it rain
Please forgive me
My weakness caused you pain
And this song is my sorry

Ohhhh

At night I pray
That soon your face
Will fade away

And everytime I try to fly
I fall without my wings
I feel so small
I guess I need you baby
And everytime I see you in my dreams
I see your face, you’re haunting me
I guess I need you baby