setting goals

What is goal?

       Objective, Purpose, Aim, Final Result

      A desired result a person or a system  visualizes, plans and commits to achieve

      An important part of human life

      Lead your life happily

      Determine the essence of your life

      Serves as a stimulus or something that inspires you to accomplish something.

Goal commitment

      People will perform better when they are committed to achieve certain goals.

      Self-efficacy – one’s belief that they are able to achieve the goals;

      Commitment to others – promises or engagements to others can strongly improve commitment

Setting goals affects outcomes

      Choice: goals narrow attention and direct efforts to goal-relevant activities, and away from perceived undesirable and goal-irrelevant actions.

      Effort: goals can lead to more effort; for example, if one typically read an article an hour, and has the goal of read 2, one may work more intensely than one would otherwise in order to reach the goal.

      Persistence: An individual becomes more prone to work through setbacks if pursuing a goal.

      Cognition: goals can lead an individual to develop cognitive strategies to change their behavior.

5 Golden Rules of Goal Setting

      Set Goals that Motivate You (why)

      Set SMART Goals

a.     S – Specific

b.     M – Measurable

c.      A – Attainable

d.     R – Relevant

e.     T – Time-bound

      Set Goals in Writing

      Make an Action Plan

      Stick With It!

Setting Smaller Goals

      Once you have set your lifetime goals, set a five-year plan of smaller goals that you need to complete if you are to reach your lifetime plan.

      Then create a one-year plan, six-month plan, and a one-month plan of progressively smaller goals that you should reach to achieve your lifetime goals. Each of these should be based on the previous plan

      Then create a daily to-do-list  of things that you should do today to work towards your lifetime goals.

      At an early stage, your smaller goals might be to read books and gather information on the achievement of your higher level goals. This will help you to improve the quality and realism of your goal setting.

      Finally review your plans, and make sure that they fit the way in which you want to live your life.

Set Personal Goals

      First you create your “big picture” of what you want to do with your life (or over, say, the next 10 years), and identify the large-scale goals that you want to achieve.

      Then, you break these down into the smaller and smaller targets that you must hit to reach your lifetime goals.

      Finally, once you have your plan, you start working on it to achieve these goals.

      This is why we start the process of goal setting by looking at your lifetime goals. Then, we work down to the things that you can do in, say, the next five years, then next year, next month, next week, and today, to start moving towards them.

Setting Lifetime Goals

      Career – What level do you want to reach in your career, or what do you want to achieve?

      Financial – How much do you want to earn, by what stage? How is this related to your career goals?

      Education – Is there any knowledge you want to acquire in particular? What information and skills will you need to have in order to achieve other goals?

      Family – Do you want to be a parent? If so, how are you going to be a good parent? How do you want to be seen by a partner or by members of your extended family?

      Artistic – Do you want to achieve any artistic goals?

      Attitude – Is any part of your mindset holding you back? Is there any part of the way that you behave that upsets you? (If so, set a goal to improve your behavior or find a solution to the problem.)

      Physical – Are there any athletic goals that you want to achieve, or do you want good health deep into old age? What steps are you going to take to achieve this?

      Pleasure – How do you want to enjoy yourself? (You should ensure that some of your life is for you!)

      Public Service – Do you want to make the world a better place? If so, how?





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time management

The truth of time…

    • The time would neither be faster nor slower. The clock would move at the same speed, one second at a time. And this has never changed and will never change!
    • 24 hours a day
    • You can’t own it, but you can use it. 
    • You can’t keep it, but you can spend it. 
    • Once you’ve lost it, you can never get it back


1.      “Time is money”

“Lost time is never found again.” Benjamin Franklin

2.      Time is equal to life; therefore, waste your time is waste your life, or master your time and master your life”.

3.      “Time is free, but it’s priceless.  You can’t own it, but you can use it.  You can’t keep it, but you can spend it.  Once you’ve lost it, you can never get it back”.  Harvey Mackay


§  Time is life. It is irreversible and irreplaceable. To waste your time is to waste your life. But to master your time is to master your life and make the most of it.” Lakein

§  “Living is a constant process of deciding what we are going to do.” Jose Ortegay Gasset



    • so, if you agree that

           TIME IS LIFE

    • SET YOUR GOAL!!!
    • next 4 years!



Not urgent




Not important






§   Say “no” to unnecessary commitments (Family/ friends sometimes ask us to do something without thinking. Learn to say “No” and offer alternatives.)

§   Make and use lists (Making a list is easy, but following it requires self-discipline. Plan your work and work your plan!)

§   Keep track of important dates–use a calendar (Humans forget, especially if they lead a busy life! Put things in writing to aid your memory.)

§   Organize effectively         (Discover what makes you most effective and efficient. Stick with it!)

Keep an open mind to change (When a strategy is not working, change it! Try a different approach!)

§   Save time when you run errands by doing several in one trip. An ordered list may help.

§   At the start of the semester mark all important dates on a “month-at-a-glance” calendar.

§   Make appointments as soon as possible after you have your schedule of classes. DO NOT schedule appointments for times you’re due in class! Write appointments on your calendar. (Don’t depend on mom to make appointments for you. You are now an adult, so assume that responsibility for yourself.)

§   Always carry some schoolwork with you to make use of “waiting time” to get in extra study. (Concept cards, your textbook, class notes, etc. are always good tools to have with you.)

§   Be sure to section off your binder (or use a different notebook) for each course as a means of getting–and staying–organized.

§   Put things back where they belong as soon as you have finished using them. This is a time saver!

§   (Adapted from Beierlein, James G. and Barbara K. Wade, Navigating Your Future. Boston: Houghton-Mifflin, 2002, p. 58.)

Schedule TIPS

§    Schedules help us organize and plan our time. Schedules also keep us on track by reminding us where we need to be or what we planned to do at a particular time. Schedules help us plan our work and they help us work our plan! They help us reduce the amount of procrastination we engage in!

§    Use the forms that follow to create your schedule.

§    Record due dates and test dates

§    Record holidays and vacations

§    Record birthdays, social events, appointments, study time, etc.

§    When making your schedule, be sure to . .

§    Prioritize!! [1,2,3,4]

§    class times

§    work times

§    your social, civic, and religious activities

§    tests and quizzes

§    study time (out of class: at least 2 hours for each easy subject, and 3 hours for difficult one.

§    and other appointments


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living in the future

                living in the future
Aris      : hi friend how are you today?
Tenty  : i’m about you?
Aris      : i’m fine too.bdw..what are you doing?
Tenty  : i’m writing my plan to the future.
Aris      : oh,,i suggest you to think no more of it.
Tenty  : why?it’s important,and i think things out for my self plan.
Aris      : i wouldn’t think of it if i were you.think it over first ! it’s for next years
Tenty  : heii..time’s you must manage your do you think living in the
future,which time will be different to now?

Aris      : emm…right.i think of,living in future,will be different to now,becouse more up to

  date,technology is better and maybe we’re married.
Tenty  : it’s and time will be different to,we must manage our time.

  in order to we’re up to date,think big and success.

Aris      : so,what do you want to the future?
Tenty  : i want to be a english teacher and computer but i will teach in my village.
Aris      : why do you pick up to teach in the village?jakarta seen have many schools and  

              required many teacher.i think you can teach in the one school here.

Tenty  : yes i know that,

  i think if  i will be teaching in my village,i can help to teach students

  there  and  they have more knowledge about technologi and english,

  becouse in myvillage,teachers and student lagged and outdate.
Aris     : oh ya? perhaps they have much less facility during learning process
Tenty  : maybe yes…

  becouse,in my village school has only two or three computers

  but i have goals for the future.i expect students in the village knew about the important

  of technologi and english,in the future .
Aris      : OMG…your idea is very good.i agree with you,that you have in advancing education.

  i hope you become a propesional teacher..
Tenty  : oh,thanks.and how about you?.
Aris      : i think,after graduated from uki,i will be teach english in one school in jakarta.

              but i  save  my idea in God hand,i hope he can help me to succes.
Tenty  : yes,sure,you must success

Aris      : hmm…how great.thanks Tenty.don’t forget and don’t worry also,becouse Jesus stay   

              with   us and our idea.

Tenty  : Amien


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Short Story

A Very Interesting Conversation

(Short Story)

An Atheist Professor of Philosophy was speaking to his Class on the Problem Science has with GOD, the ALMIGHTY.  He asked one of his New Christian Students to stand and . . .

 Professor :   You are Christian, aren’t you, son ?

Student    :   Yes, sir.

Professor :    So, you Believe in GOD ?

Student    :   Absolutely, sir.

Professor :    Is GOD Good ?

Student    :    Sure.

Professor :    Is GOD ALL – POWERFUL ?

Student    :    Yes.

Professor :    My Brother died of Cancer even though he Prayed to  GOD to Heal him.   Most of us would                    attempt to help others who are ill.   But GOD didn’t. How is this GOD good then? Hmm?

(Student was silent )

Professor :   You can’t answer, can you ?  Let’s start again, Young Fella.  Is GOD Good?

Student    :   Yes.

Professor :   Is Satan good ?

Student    :   No.

Professor :   Where does Satan come from ?

Student    :   From . . . GOD . . .

Professor :   That’s right.  Tell me son, is there evil in this World?

Student    :   Yes.

Professor :    Evil is everywhere, isn’t it ? And GOD did make everything. Correct?

Student    :   Yes.

Professor :   So who created evil ?

(Student did not answer)

Professor :   Is there Sickness? Immorality? Hatred? Ugliness?    All these terrible things exist in the World, don’t they?

Student    :  Yes, sir.

Professor :   So, who Created them ?

(Student had no answer)

Professor :  Science says you have 5 Senses you use to Identify and Observe the World around you.            Tell me, son . . . Have you ever Seen GOD?

Student    :  No, sir.

Professor   :  Tell us if you have ever heard your GOD?

Student    :  No , sir.

Professor :   Have you ever Felt your GOD, Tasted your GOD, Smelt your GOD?    Have you ever had any Sensory Perception of GOD for that matter?

Student    :   No, sir. I’m afraid I haven’t.

Professor :   Yet you still Believe in HIM?

Student    :  Yes.

Professor :   According to Empirical, Testable, Demonstrable Protocol,  Science says your GOD doesn’t exist.  What do you say to that, son?

Student    :  Nothing.  I only have my Faith.

Professor :  Yes, Faith.  And that is the Problem Science has.

Student    :   Professor, is there such a thing as Heat?

Professor :   Yes.

Student    :   And is there such a thing as Cold?

Professor :   Yes.

Student   :   No, sir. There isn’t.

(The Lecture Theatre became very quiet with this turn of events )

Student    :   Sir, you can have Lots of Heat, even More Heat, Superheat, Mega Heat, White Heat,               a Little Heat or No Heat.   But we don’t have anything called Cold.  We can hit 458 digris below Zero wicis No Heat, but we can’t go any fuder after that.   There is no such thing as Cod.   Cold is only a Word we use to diskraibdi Absens of Heat.   We cannot Measure Cod.    Heat is Energy.   Cold is Not the Opposait of Heat, sir, just the Absence of it.

(There was Pin-Drop Silence in the Lecture Theatre )

Student    :  What about Darkness, Professor? Is there such a thing as Darkness?

Professor :  Yes. What is Night if there isn’t Darkness?

Student    :  You’re wrong again, sir.  Darkness is the Absence of Something  You can have Low Light,  Normal Light, Bright Light, Flashing Light . . .But if you have No Light constantly, you have nothing and it’s called Darkness, isn’t it?  In reality, Darkness isn’t.  If it is, were you would be able to make Darkness Darker, wouldn’t you?

Professor :   So what is the point you are making, Young Man ?

Student   :   Sir, my point is your Philosophical Premise is flawed.

Professor :   Flawed ? Can you explain how?

Student    :   Sir, you are working on the Permise of Duality.  You argyu there is Life and then there is Death, a Good GOD and a Bad GOD.  You are viwing the Concept of GOD as something finit, something we can measure.  Sir, Science can’t even explain a Tout.  It uses Electricity and megnitizem, but has never seen, much less fully understood ider one. To view Death as the Offosite of Life is to be ignorent of the fax that Death cannot exist as a Sabstantiv Thing. Death is Not the Opposite of Life: just di Absens of it.  Now tell me, Professor, do you teach your Students that they evolv from a Monkey?

Professor :   If you are referring to the Natural Evolutionary Process, yes, of course, I do.

Student    :   Have you ever abserf Evolution with your own eyes, sir?

(The Professor shook his head with a Smile, beginning to realize where the Argument was going )

Student    :   Since no one has ever abser the Process of Evolution at work and Cannot even pruve that this Process is an On-Going Endevour,   Are you not teaching your Opinion, sir?  Are you not asyantis but a pricer?

(The Class was in Uproar )

Student    :  Is there anyone in the Class who has ever seen the Professor’s Brain?

(The Class broke out into Laughter )

Student    :  Is there anyone here who has ever heard the Professor’s Brein, Felt it, tacht it or Smelt it? .                 No one eppirs to have done so. So, akkoding to the Establist Ruls of Empirikel, Stable, monstrobel Protocol,  Science seys that You have No Brain, sir.   With all due rispect, sir, how do we then Trust your lekces, sir?

(The Room was Silent. The Professor stared at the Student, his face unfathomable)

Professor :   I guess you’ll have to take them on Faith, son.

Student    :  That is it sir . . .  Exactly ! The Link between Man & GOD is Feit. That is all that Keeps Things Alive and Moving.

NB:I believe you have enjoyed the Conversation . . . and if so . . . You’ll probably want your Friends / Colleagues to enjoy the same . . . won’t you?

That student was Albert Einstein!

God Bless You

Fr Eugene Lobo SJ

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Vocabulary, Grammar, and Writing

Vocabulary, Grammar, and Writing

Prepositions, Phrasal Verbs, Idioms

Using the wrong preposition, or omitting a preposition when one is needed, are two of the most common mistakes that learners of English make. Prepositions are perhaps the most frequently occurring part of speech in the English language. And yet they are often difficult to understand because of their sheer number and subtle, often arbitrary contextual variations. Difficulty with prepositions is further compounded by the fact that they partner with verbs to form another prevalent class of words: phrasal verbs. Very often the meaning normally associated with the preposition is altered or becomes idiomatic when used in this way. There are many thousands of prepositional—or phrasal—verbs used in English and they can be difficult to teach because of their often idiomatic meaning and lack of a systematic, rule-based consistency.

This lesson attempts to provide greater familiarity with, and understanding of, the way phrasal verbs are formed and orients the student’s awareness to the fact that there are many thousands of phrasal verbs in common usage.

Lesson plan:
Prepositions, Phrasal Verbs, Idioms
Missing Prepositions Worksheet #1
Preposition Worksheet #2
Phrasal Verbs Matching Worksheet #3
Prepositional Idioms Worksheet #4

Modal Auxiliary Verbs

The basic approach of the lesson is one of induction, and group discussion plays an important part. Much of language learning is done through osmosis; i.e. absorbing a feeling for usage through what one hears and learns from others. Because modal verbs convey subtle and varying meanings based on context, no absolutes are given in terms of usage and rules. The students will form their own judgment about usage. The point of this lesson is to provide opportunity for discussion, practice, and subjective evaluation.

Instead of following the usual pattern of presenting students with gap exercises centering around just two or three modals, but with a broad variety of contexts, I prefer limiting the context and comparing a wider range of modality, thereby allowing greater focus on the relative degrees of a full range of modality. And so I’m using a situational context about having—or being invited—to take off one’s shoes.

Lesson plan:
Modal Auxiliary Verbs
Modal Obligation Worksheet
Modal Possibility Worksheet

Introduction to Lexical Phrases

Lexical phrases are sequences of words that collocate, are often idiomatic, have a high-frequency of occurrence, and perform specific rhetorical functions that can be applied across multiple disciplines and discourse types. Corpus studies have shown that lexical phrases appear in high frequency in published academic writing, but they appear in very low frequency in L2 student writing, and when they do appear, they are often used inaccurately. The result is that the L2 student writer does not achieve native-like fluency because she does not meet the expectations for usage of lexical phrases apparent in the common practice of published academic writing (Li and Schmitt, 2009). The objective of lesson plan is to stimulate an active awareness and perception of the prevalent usage of lexical phrases

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