Koneksi Antar Materi - Kesimpulan dan Refleksi Modul 1.1

PEMIKIRAN KI HAJAR DEWANTARA TENTANG PENDIDIKAN



Pendidikan dan pengajaran adalah dua hal yang berbeda namun menjadi satu kesatuan yang terintegrasi dalam pelaksanaannya, dimana pengajaran merupakan bagian dari pendidikan itu sendiri. Menurut Ki Hajar Dewantara (KHD), pendidikan adalah upaya menuntun segala kodrat yang dimiliki oleh anak agar dapat tumbuh dan berkembang untuk mencapai keselamatan dan kebahagiaan yang setingi-tingginya. Sedangkan pengajaran adalah upaya memberikan atau membagikan pengetahuan dan keterampilan kepada anak agar dapat berdayaguna untuk menjadi manusia merdeka yang mampu berdiri sendiri tanpa bergantung dengan orang lain.

Dalam mewujudkan tujuan pendidikan, KHD menyatakan bahwa pendidikan harus menghamba pada anak, artinya pendidikan dan pengajaran semestinya memperhatikan kodrat keadaan anak yaitu kodrat alam dan kodrat zaman. Kodrat alam maksudnya adalah bahwa pendidikan dan pengajaran yang dilakukan tidak terlepas dari sifat dan karakter lingkungan tempat anak tinggal, sehingga akan terdapat perbedaan sumber belajar antara anak yang tinggal di daerah pegunungan, misalnya, dengan anak yang tinggal di daerah laut. Pendidikan dan pengajaran juga tidak dapat mengesampingkan kodrat zaman dimana perkembangan zaman yang selalu dinamis dan mengalami perubahan terus menerus merupakan hal yang menjadi keharusan bagi anak untuk diikuti dan didalami sebagai pemelajar. Dengan memperhatikan kodrat alam dan kodrat zaman yang dimiliki anak, pendidikan dan pengajaran tentunya dapat terlaksana secara kontekstual dan berkesinambungan.

Lebih dari itu, dalam filosofi pendidikan KHD, anak itu diibaratkan kertas putih yang sudah terisi dengan goresan tulisan pudar yang harus ditebalkan agar dapat terlihat dan terbaca dengan jelas. Ini bermakna bahwa anak terlahir sudah memiliki kodrat dan potensi masing-masing, namun guru memiliki peran untuk menuntun kodrat-kodrat dan potensi tersebut agar anak dapat mengalami perkembangan budi pekerti yang baik sesuai potensi-potensi yang dimiliki anak. Dalam perannya sebagai penuntun, guru harus mampu menempatkan diri sesuai dengan posisinya dalam pendidikan dan pengajaran. Di depan, guru harus mampu menjadi contoh yang baik atau tauladan terhadap anak didiknya melalui tindakan, ucapan, dan pemikiran (ing ngarso sung tolodo). Ketika berada di tengah, guru berperan sebagai teman atau mitra anak dalam berdiskusi, memberikan masukan-masukan yang membangun, dan bersama-sama saling sokong dalam perjalanan menuju sebuah kehidupan yang lebih bahagia (ing madyo mangun karso). Dan dari belakang guru berperan sebagai motivator yang mampu mendorong dan memotivasi anak didiknya (tut wuri handayani).


"BACA JUGA: APPLYING BEHAVIORISM AND COGNITIVISM INTO THE THREE DOMAINS OF TEACHING

Agar upaya penuntunan kekuatan-ketuatan anak dapat berjalan dengan maksimal dalam mencapai tujuan pendidikan, proses penguatan dan pengembangan budi pekerti anak harus mengikuti asas pedidikan KHD yang disebut dengan TriKon yang meliputi kontinyuitas, konvergensi, dan konsentris. Daya upaya penuntunan kodrat anak (pendidikan) dan pemberian pengetahuan serta keterampilan kepada anak (pengajaran) harus dilakukan secara terus menerus dan berkesinambungan agar apa yang dialami dalam proses pendidikan dan pengajaran dapat menjadi sebuah budaya yang baik (asas kontinyuitas). Dalam prosesnya, pengembangan yang dilakukan boleh memasukkan unsur-unsur sosial budaya dari luar sebanyak-banyaknya agar anak memiliki wawasan yang global dan dapat bersaing di lingkup internasional (asas konvergensi). Akan tetapi, pengembangan yang mengambil aspek-aspek dari luar tersebut harus tetap berporos dan mengacu pada budaya sendiri agar anak tidak kehilangan jadi dirinya sebagai bangsa Indonesia (asas konsentris).


Mindset Sebelum Pempelajari Modul 1.1

Yang ada dalam pikiran saya tentang pendidikan dan pengajaran sebelum mempelajari modul 1.1 adalah pendidikan dan pengajaran merupakan proses pembentukan anak melalui pemberian pengetahuan baru sesuai dengan keinginan kita sebagai pendidik dengan pola yang kita terapkan. Anak harus mengikuti pola-pola tersebut agar mereka dapat berkembang menjadi yang lebih baik tanpa memandang latar belakang atau keadaan yang dimiliki oleh anak. 

Dalam pembelajaran, pola pikir yang saya miliki dan jalani selama ini bahwasanya pembelajaran yang berpusat pada anak itu cukup hanya dengan melibatkan anak semaksimal mungkin dalam aktivitas pembelajaran dengan mengajak anak lebih aktif dan berpartisipasi dalam setiap kegiatan pembelajaran yang dilakukan. Saya akan merasa kecewa kepada anak yang kompetensinya selalu rendah walapun telah mengikuti kegiatan pembelajaran berkali-kali melalui remedial dan latihan-latihan tanpa mengetahui bahwa apa yang saya sajikan dalam pembelajaran tidak sesuai dengan selera dan gaya belajar anak tersebut.


Mindset Setelah Pempelajari Modul 1.1

Dengan penguatan-penguatan yang saya dapatkan di modul 1.1 ini baik dari belajar mandiri maupun dari pendampingan oleh pengajar praktik, fasilitator, dan instruktur secara sinkronus dan asinkronus, saya merasa pola pikir yang selama ini saya pegang telah membawa saya ke arah yang tidak tepat. Saya menjadi sadar bahwa anak-anak yang setelah melewati beberapa kali kegiatan pembelajaran namun masih belum dapat memiliki kompetensi seperti yang diharapkan disebabkan oleh proses pembelajaran yang saya sajikan kepada mereka tidak dapat mengakomodasi gaya belajar dari sebagian besar anak sehingga mereka tetap stagnan dalam posisi itu. Dengan kata lain, saya belum mampu memberikan sebuah layanan yang sesuai dengan kodrat yang dimiliki oleh anak dimana hanya beberapa anak yang mampu mengikuti proses pembelajaran. Dalam pemikiran saya, anak-anak dengan gaya belajar yang sesuai dengan model pembelajaran yang saya sajikan saja yang dapat berkembang secara optimal, sedangkan anak-anak dengan gaya belajar yang berbeda tidak terlayani dengan baik melalui cara yang saya terapkan. Maka perlu sebuah perubahan dimana pendidikan dan pengajaran harus berdasarkan keinginan dan selera yang dimiliki oleh masing-masing anak dengan cara memberikan pelayanan yang dapat mewadahi semua kodrat yang dimiliki anak.

"BACA JUGA: THE INFLUENCE OF SOCIAL AND POLITICAL POWERS ON THE EDUCATIONAL SYSTEM OF INDONESIA


Rencana Tindak Lanjut

Untuk mengimplementasikan pemikiran-pemikiran KHD dalam melaksanakan tugas dan peran saya sebagai guru saya akan menerapkan pembelajaran yang menghamba pada anak. Hal ini akan saya lakukan dengan cara memberikan pembelajaran melalui model dan media pembelajaran serta sumber belajar yang dapat mengakomodasi segala kodrat yan dimiliki oleh anak.

Dalam keseharian baik di lingkungan sekolah maupun di masyarakat, saya akan berusaha menjadi tauladan yang memberikan contoh yang baik bagi anak untuk diamati, ditiru dan dilakukan sehingga meraka memperoleh nilai-nilai budi pekerti yang penuh manfaat. Saya harus dapat menjadi teman bicara atau diskusi bagi anak sehingga dapat memberikan warna bagi mereka dalam belajar untuk mengembangkan kekuatan-kekuatan dan potensi yang dimiliki serta menjadi motivator yang selalu siap melayani anak ketika mereka memerlukannya.


I Putu Wirya Suta (CGP Angkatan 7)

Changes to Impact the Education in Indonesia

 Author: I Putu Wirya Suta

In Indonesia, education is compulsory and free of tuition for elementary (grade 1 to 6) and junior secondary school (grade 7 to 9). In supporting this, the government has allocated 20% of the national spending to education (Asian Development Bank, 2015, p 21). The school operations grant program has become a mainstay of financial support to primary and secondary schools. This effort has made a significant impact on education in Indonesia. Nevertheless, it is still under expectation. The results of the Program for International Student Assessment (PISA) of 2018, as stated by the Head of Balitbang and Books at the Ministry of Education and Culture Totok Suprayitno, shows that 70 percent of Indonesian children were below the minimum competency level in reading, 71 percent in math, and 60 percent in science (Fahlevi, 2021, para 3). It shows that a fundamental change to the education system in several aspects is required, especially in curriculum and teachers' quality.

BACA JUGA: THE INFLUENCE OF SOCIAL AND POLITICAL POWERS TO EDUCATIONAL SYSTEM OF INDONESIA

The curriculum is the core point of education. It consists of planning, goals, implementation, and evaluation. How the classroom activity is designed has to be under the students' needs and interests, and how it is implemented and assessed. Compared to the previous one, the latest curriculum provides freedom to schools in adapting and innovating its operational design based on the local wisdom, the facility, and socio-cultural and economic aspects (World Bank, 2020). Having the authority drives to a better space in managing and implementing the classroom learning activity which is supposed to be student-centered. Students are given an opportunity in the study according to their interests, competence, prior knowledge, and background. Hence, they get to be more focused on developing their capital capacity through classroom activities.

BACA INI JUGA DONG: APPLYING BEHAVIORISM AND COGNITIVISM INTO THE THREE DOMAINS OF TEACHING

On the other hand, teachers are supposed to be competent in putting the curriculum into action on how to design the lesson plan, how to conduct the classroom activity, and in the end, how it is assessed to meet the learning goals. Setting up the teacher’s minimum academic qualification and the teacher certification requirement is among the government’s efforts to increase the quality of education. Law 14 of 2005 on teachers and lecturers requires teachers to have a minimum of bachelor's degree qualification and to have completed the certification process (Asian Development Bank, 2015, p. 75). Lately, the Minister of Education and Culture states that the government has launched the Teacher Motivator pilot program of 6 to 9-month training and on-the-job coaching to teachers, which aims to build an intense education community that focuses on student learning (World Bank, 2020). After completing the program, the teachers are encouraged to be agents of change both to facilitate the students and role as a model for their colleagues.

 

It is undeniable that many factors impact the improvement of education. However, curriculum adjustments and enhancing the quality of teachers are the primary aspects that need the government's attention to advance education in Indonesia. The curriculum as the soul of the education implementation in schools determines how and where teaching-learning is carried out. An applicative curriculum will not run significantly without qualified teacher resources as implementers of the curriculum. Therefore, teachers as the executor of the curriculum are required to expand in competency and character to generate a larger impact on Indonesia's education.

 

 

References

 

Asian Development Bank. (2015). Education in Indonesia: Rising to the Challenge, OECD Publishing, Paris. http://dx.doi.org/10.1787/9789264230750-en

Fahlevi, F. (2021, February 26). Kemendikbud: Tingkat Literasi Siswa Indonesia di Peringkat PISA Masih Rendah. https://www.tribunnews.com/nasional/2021/03/22/kemendikbud-tingkat-literasi-siswa-indonesia-di-peringkat-pisa-masih-rendah

World Bank. (2020, November 18). The Promise of Education in Indonesia. https://www.worldbank.org/in/country/indonesia/publication/the-promise-of-education-in-indonesia

Beasiswa Lead the Future untuk Siswa SMA dan Mahasiswa

Beasiswa Lead the Future untuk Siswa SMA dan Mahasiswa


Halo, Pemimpin Masa Depan! 



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LEAD THE FEST MEMPERSEMBAHKAN ✨ 


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Beasiswa yang diberikan kepada siswa/i dan mahasiswa/i di sekolah dan perguruan tinggi seluruh Indonesia dengan tujuan dapat menjadi pemimpin masa depan. 


Kualifikasi

• WNI

• Siswa SMA/K/MA Sederajat

• Mahasiswa D3/D4/S1

• TIDAK ADA syarat minimal nilai rapor/IPK

• Diperkenankan untuk semua siswa/mahasiswa termasuk yang sudah menerima beasiswa lain 


Benefit

• Dukungan dana mulai dari 3 juta rupiah per semester

• Coaching eksklusif dan 1 on 1 mentorship dari berbagai tokoh pemimpin hebat yang berpengalaman dibidangnya masing-masing

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• Jejaring dari seluruh Indonesia

• Dan masih banyak lagi benefit yang akan kamu dapatkan disini! 

BACA JUGA Listening and Speaking Practices_Phone Conversation: Making an Appointment

Cara Daftar

Sebelum kamu melakukan registrasi, pastikan bahwa kamu telah memenuhi syarat pendaftaran Lead The Future Scholarship:

• Follow Instagram @pemimpin.indonesia, @leadthefest, @rumahwijaya.id, @aji_suradika, @leadersjournal.id

• Comment dan mention 5 orang teman kamu di postingan poster @leadthefest

•Share poste dan caption ke 3 grup

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• Mengupload twibbon dalam bentuk Instagram post sesuai dengan ketentuan pada bit.ly/LTFScholarshipKit


‼️ BURUAN DAFTAR SEKARANG JUGA SEBELUM 31 DESEMBER 2021 ‼️ 


Saatnya kamu yang menjadi bagian pemimpin masa depan yang membawa perubahan besar di masa mendatang.


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THE INFLUENCE OF SOCIAL AND POLITICAL POWERS TO EDUCATIONAL SYSTEM OF INDONESIA

Author: I Putu Wirya Suta

 

Source:http://ditjenpp.kemenkumham.go.id/index.php?option=com_content&view=article&id=2941:hak-politik-warga-negara-sebuah-perbandingan-konstitusi&catid=100&Itemid=180

Politic and education are two aspects that relate to each other. They cannot be separated in developing the country. There would be no education if politics did not exist for it plays important role in supporting educational facilities such as infrastructures and human resources development. Vice versa, politics is no more able to run the policy if education is not available to provide the human resources. The educational institution also takes part in forming a good attitude of the politic. Meanwhile, the political process will give a huge impact on the educational characteristics of a country. The social and political powers that influence the educational system in my country of Indonesia are government, political parties, and private sectors.

The government as the main power of a country has the role in regulating the policies including those of the educational system of the country. Subsidizing the educational sector as one of the government's policies is hoped to be able to increase the quality of education. For example, the government of Indonesia has ruled to provide 20 percent of the state budget for the national education implementation including teachers’ resources improvement. Another role of government in the effort of getting the educational quality increased is facilitating related training to the stakeholders such as teacher training, etc. The latest curriculum of the educational program of Indonesia, which is The Motivator School Program, is launched to create a qualified society with noble character, starting from the quality of the teachers and the principals. Consequently, at the beginning of the program, the government distributed a huge amount of educational budget in encouraging the principals and teachers to involve in training provided by the government. Schools are also supported to hold internal training for teachers and other schools’ staff.

Political parties, as the other force of forming the educational system in Indonesia, seem to be integrated with the government’s role. The function of the political parties in Indonesia is to conduct political education to the people of Indonesia to construct a democratic society.
“In-Law number 2 of 2011 in Chapter I concerning General Provisions, Article 1, paragraph 4 and Chapter II concerning Formation of Political Parties, article 2 paragraph 4 point h, and is strengthened in Chapter V concerning Purpose and Function, article 11 paragraph 1 part a which reads Political parties function as a means of political education for members and the wider community to become Indonesian citizens who are aware of their rights and obligations in the life of society, nation and state” (Firmansyah, 2007, stated by Akmal, et.al., 2019, p. 733).

Moreover, Akmal et.al., (2009, p. 735), however, found out in the research that the role of political parties in carrying out political education is still low since it is only conducted during the campaign and recess period. This means that the people of Indonesia as the voters of the political parties during the election need to be proactive in promoting and pushing the political parties to undertake their role as it is mandated in the government act.

Only a few parties have conducted their educational role such as Indonesian Democratic Party (PDIP), Indonesian Solidarity Party (PSI), Welfare Justice Party (PKS), Golkar Party, etc. Indonesian Democratic Party of Semarang City carried out briefing and political education to the cadres of the Juang Community in 2020. The participants were taught about the requirements to be a nation's leader in order to have principles, be loyal to the nation's ideology, be strong in building political ideals, and have responsibility for the nation's future (Derap Juang, 2020, para. 2). Meanwhile, the Indonesian Solidarity Party runs its role of introducing political education to society by displaying billboard advertisements in some areas around the country. The general secretary of the Indonesian Solidarity Party, Raja Juli Antoni said that the billboard advertisement was part of the party’s efforts to carry out the function of political parties in providing political education to the public.

Accelerating the quality of education has not only to be the government and the political parties’ role but also to be part of the private sector’s participation. Several actions can be taken by the private sectors such as providing scholarships to Indonesian students, donating educational supplies to schools, building free-tuition schools, etc. Cargill, for instance, cooperates with the Institute of International Education (IIE) provides scholarships through the Cargill Global Scholars program for outstanding students to build the foundation for future leaders. Indonesia is one of the countries included in the program. Global scholars program has been awarded to students of Bogor Agricultural Institute (IPB), Gajah Mada University (UGM), Hasanudin University of Makassar, and State University of Solo (UNS) (Majalah CSR, 2018, para. 2).

 

 

References

Akmal, M. et.al. (2019). The role of local political parties as political education in north Aceh: a study of Aceh party. Option 35, (731-745). Retrieved from https://www.researchgate.net/publication/341203698_The_role_of_local_political_parties_as_political_education_in_north_aceh_a_study_of_aceh_party

Derap Juang. (2020, July 29). PDI Perjuangan Kota Semarang Berikan Pembekalan dan Pendidikan Politik Kepada Kader Komunitas Juang. Retrieved from https://derapjuang.id/featured/pdi-perjuangan-kota-semarang-berikan-pembekalan-dan-pendidikan-politik-kepada-kader-komunitas-juang/

Majalah CSR. (2018, September 14). Peran Swasta Dalam Dunia Pendidikan. Retrieved from https://majalahcsr.id/peran-swasta-dalam-dunia-pendidikan/

Sukmana, Y. (2018, May 18). Niat PSI Beri Pendidikan Politik yang Berujung pada Dugaan Curi Start Kampanye. Retrieved from https://nasional.kompas.com/read/2018/05/18/14190831/niat-psi-beri-pendidikan-politik-yang-berujung-pada-dugaan-curi-start?page=all.

 

Listening and Speaking Practices_Phone Conversation: Making an Appointment

Subject                : English Language & Literature (Kur. 13 Darurat)

Grade/Semester : XI - Even

Topic                    : Phone Conversation (Making an Appointment)

Skills                    : Listening & Speaking

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

Hey, Guys. How are things today? Hope you are all good. Let's start our practice!

Exercise 1

Well, before we go further, please find out the meaning of these words or phrases and make them in sentences!

1. Appointment: ...

2. Hold one moment: ...

3. Take your time: ...

4. Reason: ...

5. Fight: ...

6. Cold: ...

7. Chest infection: ...

8. Get worse: ...

9. A slot: ...

10. Available: ...

11. I'm afraid: ...

12. Unfortunately: ...

13. I'll pencil (someone/something) in: ...

14. Locate: ...

15. Details: ...


Exercise 2

Make sure that you have completed the exercise 1 before you are dealing with exercise 2.

Now, see the following video. This video consists of two parts. In the first part, there is a phone conversation between a patient (Mike) and a doctor's assitance. See and listen to the conversation, and try to understand what they are talking about. You can play the first part more times before you go on to the second part. The second part is your turn to practice role-playing the conversation. Follow the instruction given. If possible, do the practice many times. Here you go!


Exercise 3

Comprehension Questions

This time, you are given some comprehension questions related to the phone conversation in the video above. See and listen to the video again, and then answer the questions below!

1. Why does Mike want to meet dr. Larry?

2. Has Mike met dr. Larry previously?

3. How long has Mike been getting cold?

4. Can Mike meet dr. Larry at 6 in the evening? Why?

5. When can Mike finally meet dr. Larry?

6. What does the idiom "I'll pencil you in" in the conversation mean?


Exercise 4

Choose one of the following situations to make a phone conversation with your friend! After you finish it, practice the conversation and then perform it in front of your classmates!


1.      You are a receptionist of a university’s office. A student is calling the office for being confused of the scholarship he/she is awarded to. He/she wants to make an appointment with the dean about this issue.


2.      You are in California for a business. Suddently, you get toothache, then you decide to call a clinic’s dentist. The clinic’s receptionist is answering your phone call.

3.      You are an ads bureau creative staff. You get a customer of a fashion company from abroad. You call the company’s office to make appointment with the marketing manager to discuss the latest marketing strategy. Your friend is the secretary who receives your phone.


References

Aprilliana, D. (n.d.). Making appointment & reservation by phone; Belajar bahasa Inggris yuk. Retrieved from https://saungbelajaraisyah.blogspot.com/2019/07/making-appointment-by-phone-belajar.html

Delightful to Speak. (n.d.). Making an appointment - Speaking English conversation (with exercise) [Video]. Retrieved from https://www.youtube.com/watch?v=G07V0aOmWTI





Student Worksheet: LKPD Elemen Menyimak dan Berbicara (Giving Opinion)

 

UNIT 4

LEMBAR KERJA PESERTA DIDIK (LKPD)

 

Mata Pelajaran   : Bahasa Inggris

Fase/Kelas           : E/ X

Elemen                 : Menyimak-Berbicara

Materi Ajar          : Giving opionion

 

Giving Opinions

 

Warm Up Questions

1. What country do you think is the best place to live? Why?

2. What county is the least desirable for you to live? Why?

3. What countries have you visited, and could you live there?

 

 

Excercise 1

See the video of a conversation about giving opinion below: 



Then answer the following questions based on the information you heard from the conversation.

 

1.      What country was voted the best place to live in the world?

2.      According to Tony, why was Sweden voted the best place to live in the world?

3.      What country is better to live than Sweden according to Joey?

4.      Why does Joey think so?

5.      What is Tony’s first response to Joey’s opinion?

6.      According to Joey, what season is the best?

7.      How is the price of living in Sweden compared to other countries in Europe?

8.      According to Tony, was it a reasonable place to travel?

9.      How are the people according to Joey?

10.  How is the food in Canada according to Tony?

 

Excercise 2

Choose the words with the same meaning as the words below!

1. good price/cost 

1. elect      

2. a choice   

3. friendly   

4. in the future  

5. delicious   

Choose the words with the opposite meaning as the words below!

1. dirty          

2. dangerous     

3. worst     

4. hot        

5. shy         

6. cheap    

 

Excercise 3

Choose the correct word or expression from the Word Bank to compete the sentences!

 

Word Bank

 

vote | I wonder why… | In my opinion… | safe | clean | nature

 

It’s (cheap) compared to (Sweden). | outgoing | selection | someday

 

 

1.   He’s from Canada. He loves hiking, trees and _________________________________.

2.   I would like to visit Finland ______________________________________. I heard it’s very beautiful.

3.   ______________________________________ so many people are waiting in line.

4.   He’s very good at sales because he’s so ______________________________________.

5.   ______________________________________ England is the best place to live in the world.

6.   It’s a very long ______________________________________ process. You need to apply months in advance and many people are rejected.

7.   Singapore is a very ______________________________________ place to live. There is no crime there.

 

Excercise  4

Conjugate the verbs below to the correct tense!

1. I have never ______________________________________ (go to) Sweden, but I ______________________________________ (hear) that it’s beautiful.

2. I have never ______________________________________  (eat/crocodile meat), but my friend ______________________________________ (tell) me it’s delicious.

3. I have never ______________________________________ (drink/sochu), but I ______________________________________ (read) that it’s very potent.

4. I have never ______________________________________ (climb/Mount Fuji), but I ______________________________________ (hear) the sunrise from the top is beautiful.

5. I have never ______________________________________ (study/Chinese), but my mother ______________________________________ (do) when she was a university student.

*Sochu is a kind of Japanese alcohol.

 

Excercise 5

Listen to the previous conversation again while reading the following written dialog. Then, do the discussion task below!

 

Tony: What a beautiful day. Did you know Sweden was voted the best place in the world to live?

Joey: Sweden? I wonder why it was voted the number one place in the world to live.

Tony: I read that it’s really safe and clean.

Joey: I’ve never been to Sweden, but in my opinion, Canada seems like the best place to live.

Tony: What makes you think that?

Joey: Well, first of all it’s also safe and clean like Sweden. There are lots of parks and nature.

Tony: Yes, that’s true but it’s really cold.

Joey: Yes, the winter is cold. The summertime is perfect.

Tony: The price of living in Sweden is also reasonable compared to other countries in Europe.

Joey: I think Canada is also pretty reasonable.

Tony: Yes, I agree. I went there last year, and the hotels and restaurants weren’t very expensive.

Joey: Everybody is really friendly and outgoing as well.

Tony: The food is quite tasty too. There is a great selection of International foods.

Joey: I want to move to Canada someday!

 

Discussion

List some phrases used to give opinion.


 

      References

Learn English by Pocket Passport. (n.d.). Giving opinions | English conversations | Adjectives to give your opinion in English [Video]. https://www.youtube.com/watch?v=shEgroUQ8Bo

Pocket Passport. (n.d.). Giving opinions | Adjectives. Retrieved from https://pocketpassport.com/blog/giving-opinions-adjectives-esl-worksheets-best-country-to-live/