Helping Children Discover Their Own Identity

Children of today's advanced world are different
from those in the past. With easy access to modern
technology, chil dren of today are able to learn
everything they encounter in their life, including
world-class information. In terms of knowledge of the
world, one must admit, they seem to surpass children
brought up in the era when techno logical equipment
was still traditional.


The rapid growth of children's cognitive, physi cal
and social adaptations is an indication of how they
can be easily shaped by the modern vicinity. This is a
critical period when children are begin ning to try to
discover their own true identity.


Parental guidance is necessary to assist them in
leading to the correct path. To do this, intervention,
however, is not always mandatory if parents are
upbeat that their offspring can handle the conundrum
they are facing on their own. Self-reliance, in any
occasion, needs to be stressed.



What parents need to do is to respect the changes
going on within their child's world, and respond
appropriately to their changing needs. Here a close
monitoring rather than control taking is essential.
This may sound like ideal advice; yet not all
parents may agree with this. A parent who was raised
in a democratic family atmosphere will certainly
pass down the freedom he/she had enjoyed during
childhood to his/her offspring. On the other hand,
those who were brought up in a conservative and
authoritative family will inculcate traditional values
to their children, restricting them by tightly abiding to
what the parents believe to be the correct norms.


Clearly, a parent's family back-ground will, exert a
considerable infl uence in helping his/her children to learn
both formally and informally. It is more likely that parents
will consistently follow the mind-set they adopted from their
father or mother if they think that it is benefi cial. Today's
parents, how ever, need to be aware that not all values and
norms that their parents implanted in them during their
childhood are compatible with modern reality. Things
have changed consider ably, and parents should take this
into account.


It might, for example, be felt less relevant to impose
traditional control over their children's conduct about
what they need to do to attain academic achievement.


However, most parents still cling to this, acting as if
they are omni scient and know perfectly what is best
for their children.


In guiding children in search of true identity,
it is important for today's parents to listen and
accommodate all feedback from their chil dren. Though
it seems too diffi cult for some conservative parents to
implement this, it is essential to a child's development
into an emo tionally mature adult.


Parents also should not exercise too much authority
so as to overprotect their children to develop their
potential to the fullest. Parental intervention, if it is done
in an improper man ner, can do more harm than good.



If not in accord with children's interests, parents'
excessive intervention is seen by chil dren as something
that inhibits rather than facilitates their academic
excursions. Parents may probably not realize that their
children simply want them to stay in the background
and to provide whatever support and resources they
need to venture out into the world.


This does not imply that intervention is not
necessary. At the very young age when the infl u ence
of a peer group is extremely powerful, parents need
to intervene by setting a strong measure to help their
children resist the pressure to behave in ways that do
not meet family standards.


The best way parents can aid their children is by
successfully discovering their true identity and growing
up to be an emotionally mature adult is to take a fl exible
approach. Parents need not always rigidly follow and
impose certain norms and values, which are imbued with
their family tradition during their childhood, on their
children. Understand ing children from the way they see
the reality is surely a far more rewarding experience.

Evaries Rosita–Contributor/Jakarta

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Miss Mole Catches a Ghost

Quite often Miss Mole would look after the young ones who lived in the woodland, when their parents went out in the evening.
"I just love baby-sitting," sighed Miss Mole, as she gazed at the little animals, "you're all such darlings!"
"But we're not babies," grumbled the fieldmice twins, "we're almost grown up!"
"Well you'll always be babies to me," giggled Miss Mole, as she gave them all a great big hug.
But one evening when Miss Mole was baby-sitting, something very strange happened ...


All the little animals had walked over to Miss Mole's house just before dark. They were laughing and joking
and making lots of noise as they went along. All of a sudden one of the rabbits heard a strange sound. Then one or two of the little animals saw something move near the top of the trees.
"What was that?" gasped a baby badger as he grabbed one of the squirrels.


Then, as the wind rustled the leaves on the tree ... they all saw it ... a spooky white thing fl ying through the
branches!
"It's a ghost!" screamed a small hedgehog. And everyone ran as fast as they could and landed on a heap at Miss Mole's front door.
"Whatever is wrong?" cried Miss Mole as she opened her door, and in fell all the little animals.
"We've seen a ghost!" sobbed the rabbit. "It's chased us all the way through the wood, and now it's up in
that tree!"
Miss Mole put on her extra strong glasses and took a good look.
"Goodness me," she gasped, "there it is!"
Right then and there, brave Miss Mole reached for her longest broom and pulled something out of the branches above.
"Here's your ghost," laughed Miss Mole. "It's a plastic bag. I lost it on my way back from the woodland
supermarket!"
All the little animals breathed a big sigh of relief as Miss Mole took them inside and closed the door.
"Gather round and I'll tell you a story," she said kindly.
"As long as it's not a ghost story," whispered the baby badger.


soure:Developing English Competencies for Grade XI of Language Programme

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The Queen of the Adriatic

Venice is a city in northern Italy. It is the capital of region Veneto. Together with Padua, the

city is included in the Padua-Venice Metropolitan Area. Venice has been known as the “Queen of

the Adriatic”, “City of Water”, “City of Bridges”, and “The City of Light”. The city stretches across

117 small islands in the marshy Venetian Lagoon along the Adriatic Sea in northeast Italy.

Venice is world-famous for its canals. It is built on an archipelago of 117 islands formed

by about 150 canals in a shallow lagoon. The islands on which the city is built are connected by

about 400 bridges. In the old center, the canals serve the function of roads, and every form of

transport is on water or on foot.

You can ride gondola there. It is the classical Venetian boat which nowadays is mostly

used for tourists, or for weddings, funerals, or other ceremonies. Now, most Venetians travel by

motorised waterbuses (“vaporetti”) which ply regular routes along the major canals and between

the city’s islands. The city also has many private boats. The only gondolas still in common use

by Venetians are the traghetti, foot passenger ferries crossing the Grand Canal at certain points

without bridges.

You can see the amusing city’s landmarks such as Piazza San Marco, Palazzo Contarini del

Bovolo, Saint Mark’s Cathedral or villas of the Veneto. The villas of the Veneto, rural residences

for nobles during the Republic, are one of the most interesting aspects of Venetian countryside.

They are surrounded by elegant gardens, suitable for fashionable parties of high society. The city

is also well known for its beautiful and romantic view, especially at night.

Soure: Interlanguage: English for Senior High School Students XI

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Thanksgiving Day

Thanksgiving or Thanksgiving Day is a celebration

of harvest, thankfulness for peace, and

the attempt of Native Americans. It is celebrated

in late autumn. In the past, Thanksgiving was

celebrated for their rich harvest in New England.

In North America, however, it was originally held to

thank God for their survival in the new land which

was not easy for them. However, in Canada, it had

been celebrated as in New England. Thanksgiving

now is celebrated in United States of America and

in Canada. Thanksgiving festivals are held every

fourth Thursday of November in the U.S and on the second Monday of October in Canada. It is

usually celebrated in four to fi ve days in the North America and for three days in Canada.

It is celebrated through families and friends gathering to eat and give good luck. Turkey is the

main dish in the thanksgiving dinner. Thanksgiving parades are also usually held.

In Thanksgiving homes are decorated with wreaths, fresh and dried fl owers. Lamps are lighted

to brighten the environment. Tables are decorated with best china and antique silver dishes to

mark the occasion.

                                                                Taken from: Interlanguage: English for Senior High School Students XI

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Why Does the Cock Eat the Millipede?

Long ago the cock had a pair of beautiful horns

on his head. But at that time there was a dragon who

was prevented from ascending into heaven because he

lacked a pair of horns. And so he offered the millipede

as a guarantor, and borrowed the horns from the

cock!

When the millipede came for the horns, he said to

the cock: "When you want your horns back, you must

call out at dawn: 'Give me back my horns!' and they will

be returned to you at once. You need have no occasion

to be concerned in the least."

The kind cock knew how difficult it was to

ascend to heaven, so, reassured by the good security

the millipede offered, he loaned his horns without

hesitation, just twisting them right off his head. He

also thought to himself that when the dragon returned

form his visit to heaven, they could sit down and have

a good conversation; he would ask the dragon to tell

him how things were in heaven, and if it really was

beautiful there, as he had always heard. If it was true,

he might consider going there himself someday, he

thought.

So, next morning at daybreak (for the dragon's visit

was scheduled to be brief), the cock called out loudly:

"Give me back my horns!" But, even though he repeated

this demand ten times over, there was no sign at all

of either the dragon or the horns. Worried, the cock

promptly went off to complain to the millipede, who

soothed him, saying: "If the dragon has not returned

the horns this morning, then he will certainly do so

tomorrow. At the very latest, the day after that. Just

learn to be a little patient and your horns will soon be

back on your head, just as before."

The cock did wait several days, but although he

called out every morning at sunrise: "Give me back

my horns!" They never did reappear. The cock was

extremely annoyed at this deception and loss, as you

can well imagine, therefore he ordered all the members

of his family to eat millipedes on sight.

Even so, the cock has not yet given up hope of

getting his horns returned. He ordered his descendants

always to call out at the break of day: "Give me back my

horns!" He still hopes that the dragon may hear him!

Taken from The Asian Animal Zodiac, 1998

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School Uniform, another Good Lesson

School uniform is special clothes worn by all students of a particular school. The uniform of a school may differ from others. Why should schools use uniforms? Below are some reasons.

First of all, Notre Dame’s Department of Sociology produced a study in 1998 concerning school uniforms. Their fi ndings using 10th grade students showed that uniforms have no direct effect on “substance abuse, behavioural problems or attendance.” It also claimed a negative effect on student achievements for those students considered ‘pro-school’.

Secondly, uniform helps to create a strong sense school ethos and a sense of belonging to a particular community. As such it promotes discipline and helps to drive up academic standards, which is why a uniform is often adopted by schools which are being reopened with a  fresh start after being classifi ed as failing.

Finally, uniform acts as a social leveller, under which all students are equal in the eyes of the school and of each other. In institutions without uniform students are often competitive and worry endlessly about their appearance and the clothes they should wear.

Pupils without expensive designer clothes and trainers may be singled out as social outcasts, or stigmatised as being from poor backgrounds. For these reasons many parents prefer uniforms as they save them money on buying clothes for school wear.

Considering the fi ndings, schools should implement the uniform as their identity. The government should also publish some kind of rule which makes uniform compulsory for schools.

Taken from: Interlanguage: English for Senior High School Students XI

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Niagara Falls

Niagara Falls is a famous area of waterfalls. It is one of the most beautiful natural wonders of North America. It is on the Niagara River, about halfway between Lake Erie and Lake Ontario. The Niagara River forms part of the border between Canada and the United States.

At Niagara Falls, Ontario, Canada is on one side of the river, and the U.S. state of New York is on the other side. Niagara Falls really has two waterfalls. The Horseshoe Falls are in Canada, and the American Falls are in the United States.

The Niagara River drops into a steep gorge or canyon, at the falls. Most of the water flows over the Horseshoe Falls. They are not as high as the American Falls, but they are 2,600 feet (792 metres) wide–about 0.5 mile (0.8 kilometre). The American Falls are about 1,000 feet (305 metres) wide. Beyond the falls are the Whirlpool Rapids. There, the powerful swirling water has carved a bowl out of the rock.

At night, coloured lights shine on the thundering falls. About 10 million people visit Niagara Falls each year.

Taken from The World Book Student Discovery Encyclopedia, 2006

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Great Zimbabwe

In 1871 Karl Mauch, a German, discovered a huge stonewalls in Zimbabwe, Africa. The walls covered 25 hectares around what is now called ‘Great Zimbabwe'. Great Zimbabwe is the most impressive Iron Age site in Africa. On top of a hill, there is a large castle and under neath this is the ‘Great Enclosure'. The Great Enclosure has enormous walls – sometimes 11 metres high and 1.2 metres thick. Inside the Great Enclosure there are many huts, passages and rooms and a mysterious 9-metre-high stone tower that has no stairs, no windows, and no doors. Why did they build the tower? We don't know. We don't even know who built Great Zimbabwe – it is a mystery to African and foreign archaeologists. They think the Great Enclosure was built about 1,000 years ago.

Taken from Cambridge English for Schools, 2000

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Easter Island

Easter Island is in the South Pacific, 3,700 kilometres from the coast of Chile. On the island, there are 600 large statues. We don't know who built them but they were probably constructed between 1150 and 1500. We don't really know why they are there. The Norwegian explorer, Thor Heyerdahl, believed that they were built by people from South America. To prove this, he made a simple raft and sailed there, all the way from Peru.

Archaeologists think that the statues represent dead tribal leaders. We don't know why the statues left alone on the island. Perhaps they were killed by disease or war. Perhaps the builders used all the natural resources on the island. There are many unanswered questions about Easter Island.

Taken from Cambridge English for Schools, 2000

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The Fox and the Crow

 

A crow, perched in a tree with a piece of cheese in his beak, attracted the eye and nose of a fox. "If you can sing as prettily as you sit," said the fox, "then you are the prettiest singer within my scent and sight." The fox had read somewhere, and somewhere, and somewhere else, that praising the voice of a crow with a cheese in his beak would make him drop the cheese and sing. But this is not what happened to this particular crow in this particular case.

 "They say you are sly and they say you are crazy," said the crow, having carefully removed the cheese from his beak with the claws of one foot, "but you must be nearsighted as well. Warblers wear gay hats and colored jackets and bright vest, and they are a dollar a hundred. I wear black and I am unique.

 "I am sure you are," said the fox, who was neither crazy nor nearsighted, but sly. "I recognize you, now that I look more closely, as the most famed and talented of all birds, and I fain would hear you tell about yourself, but I am hungry and must go."

 "Tarry awhile," said the crow quickly, "and share my lunch with me." Whereupon he tossed the cunning fox the lion's share of the cheese, and began to tell about himself. "A ship that sails without a crow's nest sails to doom," he said. "Bars may come and bars may go, but crow bars last forever. I am the pioneer of flight, I am the map maker. Last, but never least, my flight is known to scientists and engineers, geometricians, and scholar, as the shortest distance between two points. Any two points," he concluded arrogantly.

 "Oh, every two points, I am sure," said the fox. "And thank you for the lion's share of what I know you could not spare." And with this he trotted away into the woods, his appetite appeased, leaving the hungry crow perched forlornly in the tree.

Taken from Readings to Remember, 2004

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Botanical Garden

I went to a botanical garden. It was large, landscaped parks where plants were grown for scientific purposes and for public display. People could stroll down flowers bordered paths or sat on benches and admired the beautiful plants. Most of the plants were labelled with their popular as well as their scientific names.

 In greenhouses, long, low buildings made of glass and artificially heated; the more delicate plants were cultivated.

One of the greatest botanical gardens in the world today is the Royal Botanic Garden at Kew, England. It is commonly known as Kew Gardens. One of the largest botanical gardens in the United States is the New York Botanical Gardens, Bronx, New York, which contains 13,000 species varieties of plants.

Taken from: English in Focus Grade VIII

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ARGUMENTATION

GENRE	SOCIAL FUNCTION/PURPOSE	GENERIC STRUCTURE	GRAMMAR FEATURES
Analytical Exposition	To persuade that something is in the case	·    Thesis ·    Argumentation ·    Reiteration	·      Focus on generic human and nonhuman participants ·      Use of simple present tense ·      Use of internal conjunctions to state argument ·      Reasoning through causal conjunction or nominalization
Hortatory Exposition	To persuade that something should /should not be in the case	·    Thesis ·    Argumentation ·    Recommendation	·      Focus on generic human and nonhuman participants ·      Use of simple present tense ·       Use of mental (thinks, feels, about issue), material (what happens),and relational (what should, etc) processes
Discussion	To present, at least, two points of view about an issue	·    Issue ·    Arguments ·    conclusion	·  Focus on generic human and nonhuman participants ·  Use of mental (thinks, feels, about issue), material (what happens),and relational (what should, etc) processes ·  Use of passive voice ·  Use of comparative, contrastive, and consequential conjunctions
Review	·          To critique an art work/event for public audience ·         To review certain product for commercial purpose	·    Orientation ·    Interpretive recount ·    Evaluation ·    Evaluative summation	·  Focus on particular participants ·  Qualitative and affective mental processes ·  Use of elaborating and extending clause and group complexes to package the information ·  Use of metaphorical language

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