Indonesia and Australia will conduct joint patrols of the Timor Sea this month in an effort to clamp down on illegal fishing in the waters.

Indonesian consul general in Darwin Harbangun Napitupulu on Tuesday said three Australian patrol boats and a reconnaissance plane with some 53 officials from related institutions would leave Darwin for Kupang, East Nusa Tenggara, for the operation on Sept. 7 or 8.

The operation, he said, was the continuation of a similar exercise held by both countries in Arafura Sea last year.

The patrols will also be joined by an Australian customs and excise patrol boat and two Indonesian fisheries ministry patrol boats.

Napitupulu also said the operation would provide surveillance data on the waters on a daily basis. (dre)

TRI-SERVICE JARGON

Operational Zone - Sharp End

Support Zone - Blunt end

Recreation/Sport - Sportie (and Sporty)

To leave the Service - Pull the Pin

Morning Tea - Smoko/Stand Easy/Mornos

Dress / Clothing - Clobber / Rig / Civvies

Prepare barracks for an inspection - Panic

Corrective Training - CT / Additional Training

Parade Drill - Square Bashing

Confined to Barracks - Restriction of Privileges

Rumour -Furphy / Buzz

Trip or pleasant easy duty - Jolly / Swan

TRI-SERVICE PHRASES / IDIOMS

To become very angry - Spit the Dummy

To be charged with a legal offence - To be put on a fizzer /charged

To be paraded to the CO for misbehaviour - To be fronted/To be on the Mat

In Cells(Jail) - In the Clanger / Slotted/Boobed

Make a mistake - make a clanger

NAVAL JARGON AND ABBREVIATIONS

RANKS

Able Seaman - Able/AB

Leading Seaman - Leading hand/Kellick/Leader

Petty Officer - PO

Chief Petty Officer - Chief

Midshipman - Mid, Middy

Sub Lieutenant - Subbie

Lieutenant - Two-ringer

Lieutenant Commander - Two and a half

Commander and above - Brass Hat

POSITIONS

Captain - Skipper

Executive Officer - XO, Number One

First Lieutenant - Jimmy

Supply Officer - Pusser

Gunnery Officer - Guns

Engineering Officer - MEO / WEO

Seaman Officer or Seaman - Fish head

Navigator(Ships) - Pilot

Chief Coxswain - Swan

Doctor - Quack

Education Officer - Schoolie

Musician - Bandie

Naval Aviator - Birdie

Diver - Bublie

Sailor in the engineering trades - Stoker

Writer or clerk - Scribe

Electrical Sailor - Greenie

Army (Officers) - Pongos

(Soldiers) - Grunts

Reservists - Rockies

THE SHIP :

Floor - Deck

Officers’ Mess - Wardroom

Junior Sailor’s club - Wets

Entrance or “Bridge” from ship to wharf - Gangway or brow

Ceiling - Deckhead

Wall - Bulkhead

Room - Cabin

Bed - Bunk / Pit / Rack

Toilet - Heads

Kitchen - Galley

Hospital / First Aid - Sick Bay

Leaving Ship - Going ashore/Stepping

Returning to ship - Coming onboard

Go ashore without leave or desert - Jump Ship

Sailors for trial for legal crimes - Defaulters

National Flag - ANF / Jack

RAN Flag - White Ensign

0800hrs - Colours

Star work - Turn to

Meal -Scran

Cigarettes - Durries

Take afternoon off for personal care of

Clothing and kit - Make ‘n’ mend/makers

Washing clothes – Dhobying

Mate - Oppo

To be discharged from a ship or from Navy - Pay Off

ARMY JARGON AND ABBREVIATIONS

FORCES

Navy - Pussers

Army - Green Machine / Grunts

Air Force - Raafies

CORPS

Infantry - Grunts

Armour - Tankies / Turret Heads

Psychologists - Shrinks

Dentists - Fang Farriers

Medical - Medics

Chaplains - God Botherers

Transport - Truckies

Artillery - Drop Shorts / Gunners

Signals -Sparks / Sigs

Education - Chalkies

RAEME - Spanners

Legal - Legal Eagles / Legal Beagles

Military Police - Cherry Berets/ Meatheads

Engineers - Ginger Beers / Sappers

Intelligence - Spooks / Int

Rank:

Private - PTE/Dogger /Dig

Lance Corporal - LCPL / Lance Jack

Corporal - Corp / Bomber

Sergeant - SGT / Sarge

Staff Sergeant - SSGT/Staff

Warrant Officer/Class Two - WO2/SSM/CSM( Sar Major)

Second Lieutenant - 2 LT / Subby

Lieutenant - 2 LT/Subby

Captain - CPT

Major - MAJ

Lieutenat Colonel - LTCOL

Colonel -COL.Red Tab

Brigadier - BRIG / The Brig

Major General - MAJGEN / the General

Lieutenant General - LT GEN / The General

SPECIALIST TERMS

Helicopter - Chopper

Bush Hat - Giggle Hat

Green Woollen Jumper - Howard Green

Disrupted Patterned Camouflaged Uniforms -Cams /DPCU

Mess Dress - Mess Kit

Chevron -Hook (on NCO’s arm)

Absent Without Leave - AWOL

Hospital / Outpatients - RAP

Discharge - Pull the Pin

OR’s Club - Sportsmans Bar / Boozer

GENERAL ITEMS

Cigarette - Durrie

Cup of Tea / Coffee - Brew cuppa

Support units who seldom go bush - Pogoes Pogues

Bar Credit - Chit

Morning Tea - Mornos

½ price drinks - Happy Hour

Sport / Recreation – Sportie

Trip or easy task - Swan

Food - Tucker

RAAF JARGON and ABBREVIATIONS

RANK

Aircraftsman - AC

Aircraftswoman - ACW

Leading Aircraftsman - LAC

Leading Aircraftswoman - LACW

Corporal - CPL

Sergeant - SGT / Snake

Flight Sergeant - FSGT / Flight

Warrant Officer - WO / WOFF

Warrant Officer Disciplinary - WOD

Warrant Officer Engineer - WO Eng (ENG)]

Flying Officer – FLGOFF

Flight Lieutenant – FLTLT

Squadron Leader – SQNLD

Wing Commander – WGCDR / Wingco

Group Captain - GPCAPT

General Expressions

Ground Defence personnel - Ground defender / ADG

Fitters - Blackhand gang

Equipment / Supply - Box Packers

Carpenter - Chippy / Wood Butcher

Education - Edo

Transport - Truckies

Chaplain - Padre

RAAF Security Police - SECPOL /Spits/Screws

Electricians - Sparkies

Fighter pilots - knuckleheads / Knucks

Ground Crew - Erls

Air Crew - Fly boys

Transport pilot / Squadron - Trash Hauler

Very young officers of lowest rank - Bog Rats / Boggies

Mysterious problems in equipment - Gremlins

Hercules Aircraft - Herc

This article  has relation with the article written prior, it’s Extensive reading. One of the DITC’s teacher, Lynn has an idea in teaching for extensive reading. I think this writting is absolutely usefull for encouraging teachers in managing the reading activity.

Some activity types for use with class readers.

Session on readers can be based on only one activity or more than one.

Before reading

Students look at the front cover and guess as much as they can about the book: story, characters, mood etc. Student draw up a mind-map with their predictions. They then read the blurb on the back cover to see if there is any information to confirm or revise any of these predictions.

Students who don’t know the story prepare to ask questions to those who know it. Students who know the story get together to check their recall. In the main pair or group task the students who know the story can answer OR, if they choose, can say ‘Read it and find out’.

Students watch a VERY SHORT clip from a movie of the book – a scene with little or no dialogue – or a scene played without sound. Beginnings and endings can often be fruitful. Students try to identify the types of places OR people etc. and try to imagine what is going to happen or what has happened.

The teacher makes sure students have any important background information eg. Historical details. This can be done in a student-centred way e.g. with each student given a small piece of information to share in a mingling OR as a brainstorming in groups.

Students are shown some or all of the pictures from the reader –probably not in the right order. In groups they discuss what they can learn about PLACES, PEOPLE and EVENTS.

Students get to know the characters they will meet in the book. Each student is given information about one character and then students are asked to meet the rest of the characters. If the class is small enough this can be done in one mingling group. It doesn’t matter if there is more than one of each character. If the class is large, it can be divided into smaller groups for this.

After chunks of reading.

Each group is given a character.

In your group, choose five adjectives which together describe your character as well as possible(NB not just appearance.

Students post their lists on the walls, gallery style. Then, still with their group, they go round and read the lists by other groups, adding one more adjective each time if they can. The teacher then gives any relevant feedback and language development relating  to the uses of the adjectives chosen or those that were not thought of – though not in terms of which were right or wrong.

Variation: students in three or for groups has one character. One group chooses five adjectives that really describe the character. One group chooses five nouns. One five verbs. A fourth(strong group?) chooses five adverbs. Students post their work eg. on the wall and then read each others – adding one extra adjective or noun etc if they can.

Students identify and then prepare some (very short) conversation that was mentioned or implied in the chapter(s) but not presented as dialogue. They take on the parts and read/act it out for the class.

Variation: students identify a time when one of the characters might have written something e.g. an email, a note. They write the text. Post up. Other students read them in their groups, and work out when it would have happened etc. they can add a comment if they can agree on one.

Each student decides which of the characters he/she most resembles. Tells their group. Group members to comment on the choice.

Although it is not mentioned in the text(Probably), one of the characters is having a birthday soon. Who would be giving him/her a present and what would be a good choice of gift?

The publishers would like to add one more illustration in these chapters. What scene would be useful/interesting to illustrate? Make a draft sketch for the illustration.

Look at the illustrations for these chapters. How successful/attractive are they? Decide what you would change. Be as specific as possible. Make a list of what a chosen character has in their wallet/handbag/pockets/desk drawer as appropriate. Each person on the group to keep a copy of the list.

Reorganise groups and report to new group members.

Watch on of the scenes in the book on DVD. Students to comment on e.g. similarities and differences. Can limit this in some way e.g. to characters, to the setting. Can play the scene without sound so people comment on scene and or actions, gestures, facial expressions etc.

Chose ont time in the story. One of characters phones/emails a friend about his/her day. Students prepare this. If the character is married, what is the conversation ath home that evening?.

After reading the whole book:

Design the cover for the new edition.

You are the author. You have just written this book. The publisher likes it and will publish it but doesn’t like the title. Suggest some alternatives. Can later have a class vote.

Design the DVD cover for the movie of the book.

Cast the film.

Students decide how they would start the movie ie.e. what would they show during the credits at the start. What music would they use? Then watch the actual start.

Do an acrostic with the book title.

Prepare and act out a very short scene.

Devise a plot for a sequel.

Write a short review of the book for a particular publication or for a list of books as Christmas gifts or summer reading.

Who could you give this book to as a gift(either in the original or translated into another language)?

Design a crossword puzzle based on the book.

Write the CV for one of the characters. Fill in ay gaps as well as you can.

Choose a character who might want to change jobs. Decide if they would be suitable to be an EFL teacher.

Loro Jonggrang was the daughter of King Prabu BAka, who reigned over the ancient Javanese kingdom of Prambanan. Prabu Baka wa a cruel, powerful king who ruled by sheer terror, and for a long time none dared challenge him but finally, in a fierce battle, he was killed by the King of Pengging. This victory was due to the King’s first minister Bandawasa, who fought with a weapon possessing supernatural powers. Bandawasa had named his magic weapon ‘Bandung’ and for this reason he himself was known as ‘Bandung Bandawasa.’

Upon the defeat of Prabu Baka, the King of Pengging established Bandung Bandawasa in the palace at Prambanan. Not long after his arrival, Bandung Bandawasa expressed his desire to take to wife the Princess Loro Jonggrang, the daughter of his victim.

Now Loro Jonggrang had no desire whatsoever to marry the murderer of her own father, but she had little choice in the matter. She and the Patih discussed the problem at great length. If the Princess rejected Bandung Bandawasa’s Proposal, there was no foreseeing what dire result might follow; If she accepted, it would break her heart. Finally, the Patih made a wise suggestion : the Princess should accept the proposal, but on conditions that Bandung “Bandawasa was told of the princess’ requirements, he objected strongly to himself, but to the princess he stated his readiness to perform what she demanded of him. Fortunately for Bandung, there were two persons he could call upon for help, both of whom possessed magic powers. One was his father, Damarmaya, who had at his disposal a whole army of men capable of performing super huma tasks. The other was the mighty King of Pengging whom once he himself had helped in the defeat of King Prabu Baka. Both expressed their willingness to help Bandung Bandawasa complete the temples and the wells in the stipulated time.

The date was fixed, and in the evening Damarmaya’s army, with the followers of Bandung Bandawasa, began their giant construction job. Miraculously five hundred temples had already been completed by midnight. Loro Jonggrang had sent a representative to watch the progress of the work, and by four o’clock in the morning he saw nine hundred and ninety-five temples already built, and two deep wells nearly finished. He returned to the palace with news of this incredible progress, and the Princess and the Patih and the whole palace were fulfilled, as it now appeared they would be, the Princess would have to marry the man who had murdered her father. What were they to do?

Again the Patih had an idea. Quickly he went to several nearby villages where he waked the young maidens and ordered them to fetch their rice pounders and begin pounding rice at once.

Around each rice-pounder he carefully arranged fragrant flowers.

With all their magic, the workmen still had to work fragrant frantically to complete the temples and wells in time, and they were so deeply engrossed in their hammering and chiseling that they did not even hear the first sounds of the pounding of rice. Then one of the men caught it ; then another, and another, each one of them stopping for a moment to listen and then, as the sound became clearer, all of them stopped, for the pounding of the rice as well as the fragrance of the flowers permeating the air about them were signs that dawn had broken and their work was over.

At break of dawn Bandung Bandawasa was at the site to view the work of his men. With a joyful heart he gazed upon the tremendous assemblage of temples before him. He counted them himself and to his great consternation discovered that there were 999 temples! He soon learned the reason for the failure of his men to reach the goal, and in blazing anger he pronounced a curse on all young maidens in the neighbourhood of Prambanan. From that day forward no girl was to be allowed to marry until she had reached an advanced age.

Loro Jonggrang herself he changed into a statue, and to this day she stands in the great inner hall of the largest of the temples, known as ‘The Temple of Loro Jonggrang.’ And even though Bandung Bandawasa’s army fell short of the thousand he had demanded of them, the whole group near the ‘ Temple of Loro Jonggrang’ is still call ‘The Thousands Temples.’

(Adapted from; Pusdiklat bahasa Dephan supplementary material,1999)

Word List

To reign over memerintah

Ancient kuno, purba

By sheer terror dengan lalim semata-mata

To challenge menantang

Victory kemenangan

Due to karena

Possessing supernatural power: mempunyai kekuatan ajaib

Magic ajaib

Upon the defeat of pada waktu kekalahan

To establish mendudukkan

To express a desire mengeluarkan keinginan

To take to wife mengambil sebagai isteri; menikah dengan

Victim korban

No desire whatsoever sama sekali tidak punya keinginan

Murderer pembunuh

At great length panjang lebar

To reject menolak

Dire ngeri, dasyat

Condition syarat

Requirements permintaan

He objected strongly to himself : dalam hatinya dia sangat keberatan

He stated his readiness mengatakan kesiap sediaan

To perform melakukan

To demand(of) meminta, menagih

Fortunately for Bandung untung buat Bandung

At his disposal tersedia

Capable sanggup

Superhuman melebihi tenaga manusia

Mighty sangat kuat, sangat berkuasa

In the stipulated time dalam waktu yang ditentukan

To fix menentukan

Giant construction job pekerjaan pembangunan raksasa

Miraculous menakjubkan

Representative wakil

Incredible tak dapat dipercaya

Confusion kebingungan

As it now appeared seperti tampak sekarang (akan terjadi)

Maiden perawan; anak dara

Rice-pounder alu, penumbuk

To arrange mengatur

Fragrant berbau harum

Frantically gila-gilaan

Deeply engrossed asyik ma’syuk

Hammer, to hammer palu, memalu

Chisel, to chisel pahat, memahat

To permeate menyerap

Dawn had broken fajar telah menyingsing

Site lapangan, tempat bekerja

To view melihat, memandang

To gaze upon memandang kepada, mengamat-amati

Tremendous bukan main; hebat

Assemblage pengumpulan

To his great consternation yang sangat mengejutkannya

Failure kegagalan

To reach the goal mencapai tujuan

In blazing anger dengan kemarahan yang meluap

To pronounce a curse mengucapkan kutuk

Advanced age umur sudah tua

Statue patung

Inner hall ruangan dalam

To fall short of tak memenuhi, alpa

She wrote long letters to the officer, whose name was Vladimir. And young Vladimir wrote long re;lies which he gave to Marya’s maid.

The two lovers met in a wood near Marya’s house. But Marya Gavrilovna’s parent found out about these meetings. They told their daughter that she must never meet the young man again.

Marya was heartbroken. But Vladimir still sent letters to her secretly.

Marya had read many French novels. In these love storied, often the lovers were separated by unkind parents. When that happened, the lovers ran away and got married secretly. So Marya decided to run away with Vladimir.

Vladimir said that he would find a priest to marry them. They would go to a church secretly. After they were married, they would go away for a few months. When they returned, he was sure that Marya’s parents would forgive them.

Marya and her maid planned to leave the house at night by the back door. Vladimir would send a sleigh to meet them at the end of the garden. Then Vladimir’s driver would take the two young women to the next village. Vladimir would be waiting for Marya at the church. There they would be married.

Marya packed her clothes in bags and her jewellery in a box. Then she wrote a letter to her parents asking them to forgive her.

She went downstairs for supper. Her face was pale

‘What is the matter, Masha, my dearest?’ her mother asked.

‘Nothing, mother,’ Marya replied, trying to smile.

‘I’ve got a headache and I’m not very hungry. I think I’ll go to bed.’

She kissed her mother goodnight and went upstairs. In her bedroom, she thought about leaving her home and her parents. She started to cry.

*************

Meanwhile, earlier that day, Vladimir had been to the village of Zhadrino. The priest in the church at Zhadrino had agreed to marry Vladimir and Marya.

Vladimir had also found two witnesses. The village policeman and an old army officer agreed to be at Zhadrino church at half-past nine that evening.

At eight o’clock, Vladimir sent his driver to fetch Marya and her maid. Vladimir then set off in a small sleigh for Zhadrino.

************

Marya and her maid left the house quietly at nine o’clock. The wind was blowing loudly. A blizzard had started. The snow blew into their faces. They could not see the end of the garden. But they found the sleigh waiting for them.

Vladimir’s driver was walking up and down to keep warm. He helped the girl into the sleigh with their bags. Then he drove into the blizzard towards the village of Zhadrino.

*************

Vladimir drove through the thick snow. He could see nothing. The road had disappeared in the blizzard.

He drove on and on, but did not arrive at Zhadrino. He could not see Zhadrino. He could not see any houses at all. Vladimir was lost!

He reached a small wood. The tress gave him shelter from the wind. The snow was not so thick. Vladimir thought he knew where he was. But suddenly, the sleight hit the root of a tree and overturned.

A reading is a receptive skill, a lesson based around the comprehension of a reading text is similar in many ways to that  designed to another receptive skill, listening. Reading is part of the language acquisition.  It makes students more or less understand what they read, the more they read, they will get more. Moreover, reading also give multiplier positive effect such as; knowledge, spelling, writing, grammar, punctuation, vocabulary and also a model for writing skill.  

             There are two kinds of reading, they are extensive and intensive reading. In this writing we focus on extensive reading. This is the way we usually read when we are reading for pleasure for example; a novel, biography or graded reader. In this writing introduce ten  tips from “Day and Bamford”  for extensive reading.

1.         Students read as much as possible

                        Perhaps in and definitely out of the classroom.

2.         A wide variety of materials is available

                        So as to encourage reading for different reasons and in different ways.

3.         Students select what they want to read

                        Have the freedom to stop reading material if it fails to interest them.

4.         The purposes of reading are usually related to pleasure

Information and general understanding.

                        The purposes are determined by the nature of the material and the interests of the student.

5.         Reading is its own reward.

                        There are few or no follow-up exercises After reading.

6.         Reading materials are well within the linguistic competence of the students

In terms of vocabulary and grammar. Dictionaries are rarely uses while reading because constant  stopping to look up words makes fluent reading difficult.

7.         Reading is individual and silent.

                        At the student’s own pace, and outside class, done when and where the student chooses.

8.         Reading speed is usually faster rather than slower

                        As students read books and other material they find easily understandable.

9.         Teachers orient students to the goals of the program,

                        Explain the methodology, keep track of what each student reads, and guide students in getting the most out of the program.

10.       The teacher is the role model of a reader for the students.

                        An active member of the classroom reading community, demonstrating what it means to be a reader and the rewards of being a reader.

I think as an instructor, I absolutely agree with Bamford. We promote the advantages of the reading particularly for an extensive reading. As a teacher we have to know the the appropriate the reading material for our Student’ grade for reading.
Then, I believe that by reading we can get a lot of benefit that we are going to get from this skill such as; vocabulary, grammar, writing skill and knowledge. Furthermore in achieving the target course for our student we have always to encourage our student to read more the reading material because this is one of the way to improve their skill.

Chinese President Hu Jintao, left, shakes hands with French President Nicolas Sarkozy, right.

The ASEM meeting brought together the leaders of 43 Asian and European nations, along with the heads of the European Commission and ASEAN, a group of southeastern Asian nations.

“Europe and Asia have come together in Beijing at a time of global crisis, and indeed, we are in a moment where we need global teamwork,” said EC President Jose Manuel Barroso. “We either stick together or we sink together.”

While the summit is usually a forum for political, economic and cultural issues, it has taken on added significance this year because of the unfolding crisis.

On Friday leaders at the summit called for new rules in dealing with international finance. They also urged a leading role for the IMF to help countries like Iceland and Pakistan that are struggling with the current crisis. Watch as urgency underscores the ASEM summit »

“Europe would like to try and come up with a common position among all of us as to a common response to this unprecedented financial crisis,” said French President Nicolas Sarkozy, whose country currently holds the rotating presidency of the European Union. “This was a very useful and very promising summit. Europe and Asia have many things that they can do together.”

In a statement released Friday, the ASEM nations said the crisis can be overcome if all countries take “firm, decisive and effective measures in a responsible and timely manner.” They called on the international community to boost coordination and cooperation to restore market confidence, stabilize the markets, and promote financial growth.

Chinese Premier Wen Jiabao said investor confidence will ultimately help the world get through the crisis, so that should now be a key focus.

Wen also urged cooperation among countries, especially in clarifying the role of government, companies and regulators.

“We need even more financial regulation to ensure financial stability,” he said. “We need to properly handle the relationship between savings and consumption, or accumulation and consumption. We need to keep savings and consumption at a normal, balanced and coordinated relationship with each other. Only in this way can we coordinate economic stability.”