HYPNOTHERAPY IS THE BEST SOLUTION TO HANDLE YOUR PROBLEM

HYPNOTHERAPY IS THE BEST SOLUTION TO HANDLE YOUR PROBLEM

Do you have any negative habits in your life ? Can you solve your negative habit?
Thousands of millions people all over the word are confused to reduce their negative habits. The negative habit can disturb your health. For example you are smoking lover, you can smoke three packs of cigarette a day. You know what will happen to you a few years later, but you don’t know will you what do to reduce your negative habit ? Do you believe hypnotherapy enables you to access the subconscious and introduce it when there is a conflict between what you want consciously and what your mental programming drive you to do, this creates all sorts of problem in your life. For example you find it hard, don’t say impossible to reduce your negative habit, such as smoking, biting your nails. You cannot overcome your phobia and insomnia, how ever it is possible to reduce your negative habits with hypnotherapy seriously. Hypnotherapy enables you to overcome many problems by clearing the faulty programming of subconscious and harmonizing it with your conscious goal. Therefore hypnotherapy eliminates the need for willpower making easy and natural. Hypnotherapy is often apply in order to modify a subject’s behaviour emotional content, and attitudes, as well as a wide range of conditions including dysfunctional habits, anxiety, stress-related illness, pain management, and personal development. So, hypnotherapy is a method to reduce negative habits which is beneficial fir your life.
The technique which is used in hypnotherapy is suggestions technique. The suggestions technique to stimulate the right brain which can control emotional, five senses, visualisation ability, imagination, etc. hypnotherapy use hypnosis assistance to hypnotize the patient to access your subconscious thought and give suggestion to you. The characteristic of hypnotherapy is therapeutic to help you to magnify yourself. The healing of therapy start to make the patient relax with induction technique to make the
patient’s thought focus. Hypnotherapy works in subconscious thought or we can call it alpha state. To inspire his/her subconscious thought, the patient must be in relax condition. When the conscious thought takes a rest, the subconscious will work to accept the suggestions. The patient must focus her thought deeply after that the hipnotherapist will give a suggestions to her thought all at once to omit the negative suggestions n the thought. This process needs the patient cooperation to make easy the healing and to make short time of healing. This suggestions is given continually after the subconscious thought changes it into positive suggestions. When you come to the hipnotherapist session, you will meet and discuss whatever issue it is you wish to resolve and what you hope to achieve. Together, we will work out a plan of action to accomplish this goal.
The hypnotherapy will guide you into the alpha state, using only his voice. He doesn’t use any tricks nor any special devices. All you have to do is relax in a chair and listen to his voice. The hypnotherapy will give you suggestions that we have already discussed in our meeting. The hypnotherapist will guide you back into normal awareness and we will


discuss your experience. All sessions are recorded and you will be given a tape of your session for you private use. You will feel relaxed and calm. You will be completely awake. Hypnosis is not sleep. Many people expect, when they’re hypnotized to fall completely asleep. More likely, you will be completely aware of everything that is going on around you. You may feel like you could get up and walk away at any moment. If you are very deeply relaxed, you may experience sensations of floating, or feeling very heavy.

Alvin and the Chipmunks

Alvin and the Chipmunks


Three funny animals named alvin, simon, and Theodore. These small animals are always intriguing animal lovers. their voices are always remembered by his fans. naughtiness and solidarity in doing all the plans that are always successful. The differences between their characters are the key how to be a solid team.



Alvin is a mischievous chipmunk. He is a mischievous troublemaker, who became the star of the group quickly. He always has good ideas, which makes him becoming the leader of the Chipmunks. He has slender body, slanted red eyes without eye brows, has a little tuft on his head and he was careless. He is easy to influence people around him. He always fight over a toy with simon.



Theodore is the fattest chipmunks. He has width mouth, flat nose, slanted green eyes without eye brows, chubby cheeks and fat body.
He has spoiled. He likes to eat waffles and he is influenced easily by people. Theodore is the cute innocent butterball of the group. He grieve easily. He always had a nightmare in his sleep, so he’s never slept alone.


Simon is the tallest chipmunk. He is the intelligent and the most responsible of the group. He wears glasses. He has slanted blue eyes without eye brows and slender body. he is not easily influenced by others and likes to do stupid things.

The Grammar-Translation Method

THE GRAMMAR-TRANSLATION METHOD

INTRODUCTION
At one time it was called the classical method since it was first used in the teaching of the classic languages, Latin and Greek ( Chastain 1998 ).

EXPERIENCE
As we enter the classroom, the class is n the middle of reading a passage in their textbox. The passage is an expert entitled ‘ The Boys ‘ Ambition ‘ form Mark Twain’s Life on the Mississippi. Each student is called on to read a few lines from the passage. After they have finished reading, they are asked to translate into Spanish the few lines they have just read. The teacher helps them with new vocabulary items. When the students have finished reading and translating the passage, the teacher asks them in Spanish if they have any questions.

Announcing the next activity, the teacher asks the students to turn the page in their text. There is a list of words there. The introduction to the exercise tells the students that these are words taken from the passage they have just read. The students see words ‘ambition’ ‘career,’ ‘wharf,’ ‘tranquil,’ ‘gorgeous,’ loathe,’ envy,’ and ‘humbly.’

When they have finished this exercise, the teacher reminds them that English words that look like Spanish words are called ‘cognates.’ The English ‘-try,’ she says for example, often corresponds to the Spanish endings –dad and –tad.

Then they are given the rule for use of a direct object with two-word verb:
If the two-words verb is separable, the direct object may come between the verb and its particle. However, separation is necessary when the direct object is a pronoun. If the verb is inseparable, then there is on separation of the verb and particle by the object. For example:
John put away his book.
Or
John put his book away/john put it away.

But not
John put away it.
( because ‘put away’ is a n inseparable two-word verb )

After reading over the rule and the examples, the students are asked to tell which of the following two-words verb, taken from the passage, are separable and which inseparable. They refer to the passage for clues. If they cannot tell from the passage, they use their dictionaries or ask their teacher.

When the students are finished with this exercise, they read their answer aloud. At the end of the chapter there is a list of vocabulary items that appeared in the passage. For homework, the teacher asks the students to memorize the Spanish translation for the first twenty words and to write a sentence in English using each word.

THINKING ABOUT THE EXPERIENCE
let us see what we have learned about the Grammar-Translation Method. We are able to make a number of observations about the class we attend.

PRINCIPLES
A fundamental purpose of learning a foreign language is to be able to read literature written in it. Literary language is superior to spoken language. Student’s study of the target culture is limited to its literature and fine arts.

An Important goal is for students to be able to translate each language into the other. If students can translate from one language into another, they are considered successful language learners.

1. what are the goals of teachers who use the Grammar-Translation Method ?
Be able to read literature written in the target language, students need to learn aboau the Grammar rules and vocabulary of the target language, provides students with good mental exercise which helps develop their minds.

2. What is the role of the teacher? What is the role of the students?
The roles are very traditional. The teacher is the authority in the classroom. The students do as she says so they can learn what she knows.

3. What are some characteristics of the teaching/learning process ?
Students study grammar deductively ; that is, they are given the grammar rules and examples, are told to memorize them, and then are asked to apply the rules to other examples.

4. What is the nature of student-teacher interaction ? What is the nature of student –student interaction ?
Most of the interaction in the classroom is from the teacher to the students. There is little student-student interaction.



5. How are the feelings of the students dealt with ?
There are no principles of the method which relate to this area.

6. How is the language viewed ? How is culture viewed ?
Literary language is considered superior to spoken language and is therefore the language that students study.

7. What areas of language are emphasized ? What language skills are emphasized ?
Vocabulary and Grammar are emphasized. Reading and writing are the primary skills that the students work on.

8. What is the role of the students native language ?
The meaning of the target language is made clear by translating it into the student’s native language.

9. How is evaluation accomplished ?
Questions about the target culture or questions that ask students to apply grammar rules are also common.

10. How does the teacher respond to student errors ?
If student make errors or do not know an answer, the teacher supplies them with the correct answer

TRANSLATION OF A LITERARY PASSAGE
The reading passage then provides the focus for several classes vocabulary and grammatical structures in the passage are studied in subsequent lessons. Students should no translate idioms and the like literally, but rather in a way that shows that they understand their meaning.

READING COMPREHESION QUESTIONS
The first group of questions asks for information contained within the reading passage. In order to answer the second group of questions, students will have to make inferences based on their understanding of the passage. They will have to answer questions about the passage even though the answers are not contained in the passage itself.



COGNATES
Students are taught to recognize cognates by learning the spelling or sound patters that correspond between the languages. Students are also asked the memorize words. This technique, of course, would only be useful in languages that share cognates.

DEDUCATIVE APPLICATION OF RULE
Once students understand a rule, they are asked to apply it to some different examples.

FILL-IN-THE-BLANKS
They fill in the blanks with new vocabulary items or with items of a particular grammar type, such as prepositions or verbs with different tenses.

MEMORIZATION
Students are given lists of target language vocabulary words and their native language equivalents and are asked to memorized them.

USE WORDS IN SENTENCES
In order to show that students understand the meaning and use of a new vocabulary item, they make up sentences in which they use the new words.

COMPOSITION
The teacher gives the students a topic to write about in the target language. The topic is based upon some aspect of the reading passage of the lesson.

CONCLUSION
You have now had an opportunity to examine the principles and some of the techniques of the Grammar-Translation Method. Try to make a connection between what you have understood and your own teaching situation and beliefs.