Topics to be covered
1 People :
Introduce oneself; talk about self (personal details)
2 Sentence pattern – introducing oneself.
3 Talk about friends and interests
4 Adjectives to describe qualities;
Describe friends and family
5 Punctuations
6 Rading materials such as an articles
7 Summary
8 Literature – talk about message/ themes
9 Write a letter to a pen pal – telling about likes, dislikes, family etc
10 Parts of speech – noun, pronoun, adjective, verb, adverb, conjunction, preposition, interjection
11 Question forms –
i. Simple past/present - (Do/Does/Did)
ii. Other tenses - (verb to be – is,are,am, was
were / has, have, had/ modals – will etc)
12 Verb forms – simple continuous, and perfect
13 Negative verbs/ Positive and Negative statements
14 Summary
15 Write an account of experience eg. A visit ot the National Science Centre
16 Summary
17 Sentence Structure; Subject and Predicate
18 Simple, compound and complex sentences
19 Dialogue / Language Functions :
To invite or welcome friends/ to accept or to decline an invitation/Expressing thanks/ to apologise
Eg. Invite friends to one’s house, to a birthday party,to a kenduri, to participate in a gotong royong etc.
20 Write messages – Write simple invitation – present info in the form of a card.
(e.g. In note form on postcards and self-made cards and e-mail. Include receiver’s name, sender’s name, date, place, salutation, message, leave-taking.)
Friday, April 2, 2010
Identify the errors
Sentences
1. I think live in the countryside is better than live in the city.
2. It is because the river in the countryside are not polluted.
3. They are not like the people in the city that always mind their own business.
4. The air are clean.
5. I agree with Zainal that live in the countryside is better.
6. I want to say that live in the countryside is more better.
7. We can living with healthy lives.
8. I am agree with Zainal.
Sentences
1. Children that live in the village
2. His works is collect rubbish.
3. He likes eat.
4. His job is collect rubbish.
5. Pak Manan walking near a river.
6. The children swimming and splashed water at Pak Manan.
7. When they saw Pak Manan collects rubbish…
8. Pak Manan walk along the beach and saw a few children are swimming near the sea.
9. The kids called he a crazy man.
10. One evening, he saw the children was swimming.
11. He heard someone scream for help.
12. His name is a Pak Manan.
13. In Serdang Village, have a one person that the villagers called him crazy.
14. He very poor and his shirt very dirty.
15. Children splashed water at Pak Manan and he wet.
Sentences
1. After ten minutes later, Pak Manan heard one girl scream for help.
2. Pak Manan was collects rubbish at river.
3. Pak Manan is not have money.
4. The children was called her a crazy m an.
5. At there , we have fresh air.
6. At city, we not have fresh air because have smoke from factory-factory at city.
7. There also have many thing to do such swimming at river, fishing and do outdoor games activities.
8. They continued splashed water to Pak Manan.
9. Pak Mananheard a children scream help.
10. Child at the Kampung Senawang dislikes Pak Manan.
11. We will calling him with nickname Pak Manan crazy.
12. He not angry.
13. While Pak Manan passing the road.
14. When they see Pak Manan walking at the banbk river collects rubbish, they splash water at him.
15. After the accident, they did not called Pak Manan crazy; anymore.
16. He like to collect the rubbish, cans.
17. Everyone in his village he crazy.
18. When we have many times, we can jogging and swimming.
Transitional Devices
addition again, also, and, and then, besides, equally important, finally, first, further, furthermore, in addition, in the first place, last, moreover, next, second, still, too
comparison also, in the same way, likewise, similarly
concession granted, naturally, of course
contrast although, and yet, at the same time, but at the same time, despite that, even so, even though, for all that, however, in contrast, in spite of, instead, nevertheless, notwithstanding, on the contrary, on the other hand, otherwise, regardless, still, though, yet
emphasis certainly, indeed, in fact, of course
example or
illustration after all, as an illustration, even, for example, for instance, in conclusion, indeed, in fact, in other words, in short, it is true, of course, namely, specifically, that is, to illustrate, thus, truly
summary all in all, altogether, as has been said, finally, in brief, in conclusion, in other words, in particular, in short, in simpler terms, in summary, on the whole, that is, therefore, to put it differently, to summarize
time sequence after a while, afterward, again, also, and then, as long as, at last, at length, at that time, before, besides, earlier, eventually, finally, formerly, further, furthermore, in addition, in the first place, in the past, last, lately, meanwhile, moreover, next, now, presently, second, shortly, simultaneously, since, so far, soon, still, subsequently, then, thereafter, too, until, until now, when
1. I think live in the countryside is better than live in the city.
2. It is because the river in the countryside are not polluted.
3. They are not like the people in the city that always mind their own business.
4. The air are clean.
5. I agree with Zainal that live in the countryside is better.
6. I want to say that live in the countryside is more better.
7. We can living with healthy lives.
8. I am agree with Zainal.
Sentences
1. Children that live in the village
2. His works is collect rubbish.
3. He likes eat.
4. His job is collect rubbish.
5. Pak Manan walking near a river.
6. The children swimming and splashed water at Pak Manan.
7. When they saw Pak Manan collects rubbish…
8. Pak Manan walk along the beach and saw a few children are swimming near the sea.
9. The kids called he a crazy man.
10. One evening, he saw the children was swimming.
11. He heard someone scream for help.
12. His name is a Pak Manan.
13. In Serdang Village, have a one person that the villagers called him crazy.
14. He very poor and his shirt very dirty.
15. Children splashed water at Pak Manan and he wet.
Sentences
1. After ten minutes later, Pak Manan heard one girl scream for help.
2. Pak Manan was collects rubbish at river.
3. Pak Manan is not have money.
4. The children was called her a crazy m an.
5. At there , we have fresh air.
6. At city, we not have fresh air because have smoke from factory-factory at city.
7. There also have many thing to do such swimming at river, fishing and do outdoor games activities.
8. They continued splashed water to Pak Manan.
9. Pak Mananheard a children scream help.
10. Child at the Kampung Senawang dislikes Pak Manan.
11. We will calling him with nickname Pak Manan crazy.
12. He not angry.
13. While Pak Manan passing the road.
14. When they see Pak Manan walking at the banbk river collects rubbish, they splash water at him.
15. After the accident, they did not called Pak Manan crazy; anymore.
16. He like to collect the rubbish, cans.
17. Everyone in his village he crazy.
18. When we have many times, we can jogging and swimming.
Transitional Devices
addition again, also, and, and then, besides, equally important, finally, first, further, furthermore, in addition, in the first place, last, moreover, next, second, still, too
comparison also, in the same way, likewise, similarly
concession granted, naturally, of course
contrast although, and yet, at the same time, but at the same time, despite that, even so, even though, for all that, however, in contrast, in spite of, instead, nevertheless, notwithstanding, on the contrary, on the other hand, otherwise, regardless, still, though, yet
emphasis certainly, indeed, in fact, of course
example or
illustration after all, as an illustration, even, for example, for instance, in conclusion, indeed, in fact, in other words, in short, it is true, of course, namely, specifically, that is, to illustrate, thus, truly
summary all in all, altogether, as has been said, finally, in brief, in conclusion, in other words, in particular, in short, in simpler terms, in summary, on the whole, that is, therefore, to put it differently, to summarize
time sequence after a while, afterward, again, also, and then, as long as, at last, at length, at that time, before, besides, earlier, eventually, finally, formerly, further, furthermore, in addition, in the first place, in the past, last, lately, meanwhile, moreover, next, now, presently, second, shortly, simultaneously, since, so far, soon, still, subsequently, then, thereafter, too, until, until now, when
The Necklace
Reference : The Star
The short story
Below is a summary of the short story “The Necklace” by Guy de Maupassant
“The Necklace” tells the story of a nineteenth-century middle-class French couple, Monsieur and Madame Mathilde Loisel. She spends a lot of time imagining herself in wealthy settings, hosting and attending high society gatherings.
Monsieur Loisel is a clerk in the Ministry of Public Instruction. He manages to obtain an invitation to an official dance at the Ministry. Madame Loisel is distraught because she has no suitable dress or jewellery for the dance.
The clerk sacrifices his savings to buy her a dress and suggests that she borrow some jewellery from her old friend, Madame Jeanne Forestier. Accordingly, Madame Loisel borrows a beautiful diamond necklace from her.
She has a wonderful time until the early hours of the morning. When the couple returns home, they discover that the necklace is missing.
Unable to bear the shame of informing Madame Forestier, Monsieur and Madame Loisel decide to buy an identical diamond necklace from the Palais Royal as a replacement. The cost is extravagant - 36,000 francs - a fortune at the time. Monsieur Loisel spends his entire inheritance and life savings, 18,000 francs left to him by his father, and incurs heavy debts by asking usurers for loans to buy the replacement. They do not inform Madame Forestier of the change and spend the next 10 years of their lives paying off the debts. Both Monsieur and Madame Loisel are forced to take on extra jobs and live in abject poverty. In time, the Madame comes to empathise with those she once looked down upon with disdain.
At the end of the 10 years, Madame Loisel, now older, tougher, more worn and less graceful from years of hard manual labour - but immensely proud €” has an opportunity to tell her old friend of the lost necklace. Madame Forestier is shocked and informs Madame Loisel that her original necklace was, in fact, an imitation, “...worth 500 francs at the most!”
Source:
http://en.wikipedia.org/wiki/The_Necklace
Now, see if you can answer the questions based on this excerpt taken from “The Necklace”.
“What do you mean? You brought it back.”
“I brought you back another exactly like it. And it has taken us 10 years to pay for it. You can understand that it was not easy for us, for us who had nothing. At last, it is ended and I am very glad.”
Madame Forrstier had stopped.
“You say that you bought a necklace of diamonds to replace mine?”
“Yes. You never noticed it then! They were very similar.”
a. How long did it take the Loisels to settle their debts?
Ten years. (1 mark)
b. How did Mathilde feel after having settled the debts?
Glad. (1 mark)
c. Why didn’t Madame Forrestier notice that the necklace given to her was a diamond necklace?
It was very similar to the lost one. (1 mark)
d. If you were Mathilde, what would you have done when you discovered that the lost necklace was worth only 500 francs? Give a reason for your answer.
I would have screamed in anger because of the unnecessary suffering and debts incurred or I would have just blamed myself for it. If I had told Madame Forrestier the truth in the beginning, I would not have had to borrow 36,000 francs. (2 marks)
Remember the answers to the first three questions can be found in the extract. Only the fourth question requires some interpretation on your part.
The short story
Below is a summary of the short story “The Necklace” by Guy de Maupassant
“The Necklace” tells the story of a nineteenth-century middle-class French couple, Monsieur and Madame Mathilde Loisel. She spends a lot of time imagining herself in wealthy settings, hosting and attending high society gatherings.
Monsieur Loisel is a clerk in the Ministry of Public Instruction. He manages to obtain an invitation to an official dance at the Ministry. Madame Loisel is distraught because she has no suitable dress or jewellery for the dance.
The clerk sacrifices his savings to buy her a dress and suggests that she borrow some jewellery from her old friend, Madame Jeanne Forestier. Accordingly, Madame Loisel borrows a beautiful diamond necklace from her.
She has a wonderful time until the early hours of the morning. When the couple returns home, they discover that the necklace is missing.
Unable to bear the shame of informing Madame Forestier, Monsieur and Madame Loisel decide to buy an identical diamond necklace from the Palais Royal as a replacement. The cost is extravagant - 36,000 francs - a fortune at the time. Monsieur Loisel spends his entire inheritance and life savings, 18,000 francs left to him by his father, and incurs heavy debts by asking usurers for loans to buy the replacement. They do not inform Madame Forestier of the change and spend the next 10 years of their lives paying off the debts. Both Monsieur and Madame Loisel are forced to take on extra jobs and live in abject poverty. In time, the Madame comes to empathise with those she once looked down upon with disdain.
At the end of the 10 years, Madame Loisel, now older, tougher, more worn and less graceful from years of hard manual labour - but immensely proud €” has an opportunity to tell her old friend of the lost necklace. Madame Forestier is shocked and informs Madame Loisel that her original necklace was, in fact, an imitation, “...worth 500 francs at the most!”
Source:
http://en.wikipedia.org/wiki/The_Necklace
Now, see if you can answer the questions based on this excerpt taken from “The Necklace”.
“What do you mean? You brought it back.”
“I brought you back another exactly like it. And it has taken us 10 years to pay for it. You can understand that it was not easy for us, for us who had nothing. At last, it is ended and I am very glad.”
Madame Forrstier had stopped.
“You say that you bought a necklace of diamonds to replace mine?”
“Yes. You never noticed it then! They were very similar.”
a. How long did it take the Loisels to settle their debts?
Ten years. (1 mark)
b. How did Mathilde feel after having settled the debts?
Glad. (1 mark)
c. Why didn’t Madame Forrestier notice that the necklace given to her was a diamond necklace?
It was very similar to the lost one. (1 mark)
d. If you were Mathilde, what would you have done when you discovered that the lost necklace was worth only 500 francs? Give a reason for your answer.
I would have screamed in anger because of the unnecessary suffering and debts incurred or I would have just blamed myself for it. If I had told Madame Forrestier the truth in the beginning, I would not have had to borrow 36,000 francs. (2 marks)
Remember the answers to the first three questions can be found in the extract. Only the fourth question requires some interpretation on your part.
There's been a death in the opposite house
Let’s look at one poem in detail: (Reference : The Star Online)
There’s been a death in the opposite house
There’s been a death in the opposite house As lately as today. I know it by the numb look Such houses have always.
The neighbours rustle in and out, The doctor drives away. A window opens like a pod, Abrupt, mechanically;
Somebody flings a mattress out, The children hurry by; They wonder if It died on that, I used to when a boy.
The minister goes stiffly in As if the house were his, And he owned all the mourners now, And little boys besides;
And then the milliner, and the man Of the appalling trade, To take the measure of the house. There’ll be that dark parade
Of tassels and of coaches soon; It’s easy as a sign, The intuition of the news In just a country town. — Emily Dickinson
In stanza 1, the persona tells us that someone has died in the house opposite his. The death occurred recently and he knows this because of the sombre atmosphere of the house. The house is said to have a numb look because the occupants of the house are numb with grief.
In stanza 2, he tells us about the goings-on at the house of the deceased. The neighbours come and go, and they try to be quiet and this is conveyed by the word “rustle”. The doctor drives away probably because there is nothing he can do. Then a window opens suddenly, mechanically. This is also how the family of the deceased behaves because they are overcome with grief.
In stanza 3, we learn that a mattress is thrown out, frightening the children who walk past the house. They wonder if the deceased died on the mattress. We learn that the persona used to do the same when he was a boy. From the last line we can infer that the persona is now a grown man. The deceased is referred to as “It” because he/she is no longer alive.
Stanza 4 describes the minister’s arrival. He appears to be stern and takes charge of the funeral arrangements.
Stanza 5 focuses on two people, the milliner and the undertaker who have come to make arrangements for the funeral. The milliner is there to take measurements to make a hat for the deceased while the undertaker, “the man of the appalling trade”, is there to take measurements for the “house” (coffin).
Stanza 6 tells us that once arrangements have been made, there will be the funeral procession (“the dark parade”) where the coffin will be taken to the cemetery on a horse-drawn carriage with the mourners following it.
Setting: The death takes place in a country town where people know one another. This is why the persona is able to recognise the people who come and go.
Theme: Death is a natural occurrence. Yet, it is a sad event for those who lose a loved one (the people are numb with grief).
Tone: Though the theme of this poem is death, it does not have a sad and mournful tone. The persona tells us of the goings on in a matter-of-fact manner to convey the idea that death is a natural occurrence.
The present tense is used to convey the idea that death is an everyday occurrence.
Let us look at some sample questions.
a. How do the people of the house react to the death?
They are numb with grief. (1 mark)
b. Who does the word “his” in line 14 of the poem refer to?
The minister. (1 mark)
c. Why does the persona refer to the undertaker as “the man of the appalling trade”?
He thinks the undertaker’s work is unpleasant and dreadful. (1 mark)
d. In your own words, explain what the speaker means when he says “then, there’ll be that dark parade”?
He is referring to the funeral procession where the mourners will be dressed in black and the mood will be sombre. (2 marks)
There’s been a death in the opposite house
There’s been a death in the opposite house As lately as today. I know it by the numb look Such houses have always.
The neighbours rustle in and out, The doctor drives away. A window opens like a pod, Abrupt, mechanically;
Somebody flings a mattress out, The children hurry by; They wonder if It died on that, I used to when a boy.
The minister goes stiffly in As if the house were his, And he owned all the mourners now, And little boys besides;
And then the milliner, and the man Of the appalling trade, To take the measure of the house. There’ll be that dark parade
Of tassels and of coaches soon; It’s easy as a sign, The intuition of the news In just a country town. — Emily Dickinson
In stanza 1, the persona tells us that someone has died in the house opposite his. The death occurred recently and he knows this because of the sombre atmosphere of the house. The house is said to have a numb look because the occupants of the house are numb with grief.
In stanza 2, he tells us about the goings-on at the house of the deceased. The neighbours come and go, and they try to be quiet and this is conveyed by the word “rustle”. The doctor drives away probably because there is nothing he can do. Then a window opens suddenly, mechanically. This is also how the family of the deceased behaves because they are overcome with grief.
In stanza 3, we learn that a mattress is thrown out, frightening the children who walk past the house. They wonder if the deceased died on the mattress. We learn that the persona used to do the same when he was a boy. From the last line we can infer that the persona is now a grown man. The deceased is referred to as “It” because he/she is no longer alive.
Stanza 4 describes the minister’s arrival. He appears to be stern and takes charge of the funeral arrangements.
Stanza 5 focuses on two people, the milliner and the undertaker who have come to make arrangements for the funeral. The milliner is there to take measurements to make a hat for the deceased while the undertaker, “the man of the appalling trade”, is there to take measurements for the “house” (coffin).
Stanza 6 tells us that once arrangements have been made, there will be the funeral procession (“the dark parade”) where the coffin will be taken to the cemetery on a horse-drawn carriage with the mourners following it.
Setting: The death takes place in a country town where people know one another. This is why the persona is able to recognise the people who come and go.
Theme: Death is a natural occurrence. Yet, it is a sad event for those who lose a loved one (the people are numb with grief).
Tone: Though the theme of this poem is death, it does not have a sad and mournful tone. The persona tells us of the goings on in a matter-of-fact manner to convey the idea that death is a natural occurrence.
The present tense is used to convey the idea that death is an everyday occurrence.
Let us look at some sample questions.
a. How do the people of the house react to the death?
They are numb with grief. (1 mark)
b. Who does the word “his” in line 14 of the poem refer to?
The minister. (1 mark)
c. Why does the persona refer to the undertaker as “the man of the appalling trade”?
He thinks the undertaker’s work is unpleasant and dreadful. (1 mark)
d. In your own words, explain what the speaker means when he says “then, there’ll be that dark parade”?
He is referring to the funeral procession where the mourners will be dressed in black and the mood will be sombre. (2 marks)
Tuesday, March 30, 2010
Congratulation to SYTRA Tribune Editorial Board
Assalamualaikum w.r.t
First of all , I would like to congratulate the editorial board for being able to produce the second issue of SYTRA Tribune. If I am not mistaken, this is the first time an English Bulletin such as this is produced.
The main purpose of this bulletin is to give students the experience of reporting the events that happened every day in SMSTSP. Students will be exposed to journalism at an early age. This is a good exposure to them and of course it is one of the methods that can improve your English.
In Malaysia, an average student learns English for at least 11 years. If you are a Form 5 student, you have learnt the language for 11 years, but why aren’t you proficient in the language? Well, one main reason, in my opinion, is you never really use the language. You just learn it in class, but you don't practise it outside the class, at home, or at the hostel. . Of course, that is the main reason why students cannot improve on their proficiency level.
There are many theories that suggest this. Given below are proofs to my statement :
* Based upon the principles of Skinnerian behaviorism, RFT posits (suggests) that children acquire language purely through interacting with the environment.
RFT = The relational frame theory (Hayes, Barnes-Holmes, Roche, 2001)
* “Children learn on average 10 to 15 new word meanings each day, but only one of these words can be accounted for by direct instruction. The other nine to 14 word meanings need to be picked up in some other way. “
source : http://en.wikipedia.org/wiki/Language_acquisition
Children learn, on average, ten to fifteen new word meanings each day, but only one of these words can be accounted for by direct instruction.[66] The other nine to fourteen word meanings need to be picked up in some other way. It has been proposed that children acquire these meanings with the use of processes modeled by latent semantic analysis; that is, when they meet an unfamiliar word, children can use information in its context to correctly guess its rough area of meaning.[66] A child may expand the meaning and use of certain words that are already part of its mental lexicon in order to denominate anything that is somehow related but for which it does not know the specific words yet. For instance, a child may broaden the use of mummy and dada in order to indicate anything that belongs to its mother or father, or perhaps every person who resembles its own parents, or say rain while meaning I don't want to go out.[67]
This means that a language is acquired not only by learning it but also by practising it . To acquire a language , you need to be good in these four skills - Speaking, Reading, Writing and Listening.
So today, I would like to suggest to my students to use the language all the time. What you can do will be :
1. Read materials in English - story books, magazine, newspaper etc
2. Write as much as possible - I would suggest that you keep a diary - a journal of your thought or what happened to you.
3. Listen well, especially when you watch movies, try to listen and understand the dialogue.
4. Speak the language - what else are you going to use the language for - except to communicate with others.
Lastly, we should always remember a quotation from a chinese philosopher, Lao-tzu , "A journey of a thousand miles begins with a single step" which means that you should take that first step to achieve what you want even though every step is painful or just too difficult for you. You should start now ! You should also practise using the language every day as mentioned in the idiom "Practice Makes Perfect" which means the more you practise, the better you will become.
So, boys and girls, ladies and gentlemen, keep taking steps.... even if they feel like baby steps! Good Luck !!!
First of all , I would like to congratulate the editorial board for being able to produce the second issue of SYTRA Tribune. If I am not mistaken, this is the first time an English Bulletin such as this is produced.
The main purpose of this bulletin is to give students the experience of reporting the events that happened every day in SMSTSP. Students will be exposed to journalism at an early age. This is a good exposure to them and of course it is one of the methods that can improve your English.
In Malaysia, an average student learns English for at least 11 years. If you are a Form 5 student, you have learnt the language for 11 years, but why aren’t you proficient in the language? Well, one main reason, in my opinion, is you never really use the language. You just learn it in class, but you don't practise it outside the class, at home, or at the hostel. . Of course, that is the main reason why students cannot improve on their proficiency level.
There are many theories that suggest this. Given below are proofs to my statement :
* Based upon the principles of Skinnerian behaviorism, RFT posits (suggests) that children acquire language purely through interacting with the environment.
RFT = The relational frame theory (Hayes, Barnes-Holmes, Roche, 2001)
* “Children learn on average 10 to 15 new word meanings each day, but only one of these words can be accounted for by direct instruction. The other nine to 14 word meanings need to be picked up in some other way. “
source : http://en.wikipedia.org/wiki/Language_acquisition
Children learn, on average, ten to fifteen new word meanings each day, but only one of these words can be accounted for by direct instruction.[66] The other nine to fourteen word meanings need to be picked up in some other way. It has been proposed that children acquire these meanings with the use of processes modeled by latent semantic analysis; that is, when they meet an unfamiliar word, children can use information in its context to correctly guess its rough area of meaning.[66] A child may expand the meaning and use of certain words that are already part of its mental lexicon in order to denominate anything that is somehow related but for which it does not know the specific words yet. For instance, a child may broaden the use of mummy and dada in order to indicate anything that belongs to its mother or father, or perhaps every person who resembles its own parents, or say rain while meaning I don't want to go out.[67]
This means that a language is acquired not only by learning it but also by practising it . To acquire a language , you need to be good in these four skills - Speaking, Reading, Writing and Listening.
So today, I would like to suggest to my students to use the language all the time. What you can do will be :
1. Read materials in English - story books, magazine, newspaper etc
2. Write as much as possible - I would suggest that you keep a diary - a journal of your thought or what happened to you.
3. Listen well, especially when you watch movies, try to listen and understand the dialogue.
4. Speak the language - what else are you going to use the language for - except to communicate with others.
Lastly, we should always remember a quotation from a chinese philosopher, Lao-tzu , "A journey of a thousand miles begins with a single step" which means that you should take that first step to achieve what you want even though every step is painful or just too difficult for you. You should start now ! You should also practise using the language every day as mentioned in the idiom "Practice Makes Perfect" which means the more you practise, the better you will become.
So, boys and girls, ladies and gentlemen, keep taking steps.... even if they feel like baby steps! Good Luck !!!
Monday, March 29, 2010
Win RM100, 000.00 ......
Announcement
WHAT MAKES FOR A BETTER LIFE?
WIN RM100,000 worth of scholarships at The Star-Pizza Hut’s annual Newspaper-in-Education (NiE) contest which requires students to produce a three-page mini magazine. This year’s contest, jointly sponsored by The Star and Pizza Hut, in cooperation with the Education Ministry, centres on the theme “A better life”.
Students, in teams of four or five, have to design a three-page mini magazine on an issue that changes their lives for the better. Topics could centre on health, safety, racial integration and environment, among others. Each team will have to conduct research on a selected topic, interview peers and write a feature article. Students are also encouraged to be more creative in their presentation by using a myriad of writing forms such as poetry, anecdotes, statistics, or comic strips for a more exciting presentation.
Online registration for schools will open on April 1, and contest templates will be available on April 7 (with reprints on April 28). The contest is limited to schools and is open to primary (Years Four to Six), Lower Secondary and Upper Secondary teams.
reference : http://contests.thestar.com.my/nie/3286925.asp
WHAT MAKES FOR A BETTER LIFE?
WIN RM100,000 worth of scholarships at The Star-Pizza Hut’s annual Newspaper-in-Education (NiE) contest which requires students to produce a three-page mini magazine. This year’s contest, jointly sponsored by The Star and Pizza Hut, in cooperation with the Education Ministry, centres on the theme “A better life”.
Students, in teams of four or five, have to design a three-page mini magazine on an issue that changes their lives for the better. Topics could centre on health, safety, racial integration and environment, among others. Each team will have to conduct research on a selected topic, interview peers and write a feature article. Students are also encouraged to be more creative in their presentation by using a myriad of writing forms such as poetry, anecdotes, statistics, or comic strips for a more exciting presentation.
Online registration for schools will open on April 1, and contest templates will be available on April 7 (with reprints on April 28). The contest is limited to schools and is open to primary (Years Four to Six), Lower Secondary and Upper Secondary teams.
reference : http://contests.thestar.com.my/nie/3286925.asp
Saturday, March 27, 2010
Literature Course Part 3 - Friday 26.3.10
Short story - Form 4 - Fruitcake special
Activity 1
1. Asks students the perfumes they wear / models / designters / smell
- students write down on Mahjung paper and pass to other gropus.
- other groups also write about the models - then pass on to other groups.
- paste the mahjong paper in front of the class - discuss ..
- tr then relates these notes to the story - perfume - smell of ... ; made of
fruitcake..
2. Activity 2
- collection of words - mind map - ask ss to make up the title, & what they think of the story by looking at the words from the short story.
- make prediction of the story
- read on to find whether their predictions are true or otherwise.
3. Activity 3 -
- give a diagram to ss.
- ss choose a character - find a quotation and write down what that quote implies.
- find other quotes.
4. Activity 4.
Students choose the character traits of each character.. tick them.
Novel - Form 1 - BLACK BEAUTY - aim of the writer - to change public's attitude of their treatment to animals.
1. Activity 1
Watch the video/ movie on Black Beauty
2. Activity 2 - List the moral values and the themes.
3. Activity 3 - Play detective - find name of author & content etc
4. Act 4 - Match titles given in bold to the clue
5. Act 5 - Sentence strip taken from a box. Rep from groups pick up one strip & read it, other groups & his group guess the place related to the phrase read. 2 pts for winning team.
6. Arranging events according to sequence (plot). The events are pasted in a small piece of paper everywhere in the room. (not more than 7 strips pls!!)
DRAMA -Moving the muscle - Gulps & Gasp.
Intro to Drama in the Classroom - refer ..guidebook.
Part 1. Warm up - ask ss to stand facing one another .. then follow insructions by doing certain ridiculous actions eg. smile, grin, on the brink of tears.... mad at somebody - show different facial expressions.
Part 2 . Pre production - Give 8- 10 situations, Plan the drama in 5-10 mins, Dramatize it... Pairwork...Dramatize in 2 min the funniest conversation..
eg. Husband & wife arguing over tv programmes each of them want to watch
Policeman stopping a driver
An employer sacking his employee
Hairdresser and her customer
Policeman in a room questioning a suspect
etc..
Part 3. Production- read the drama with correct intonation, etc - behind the board - to test throwing of voice.
That's all folks... Nite...N A B
Activity 1
1. Asks students the perfumes they wear / models / designters / smell
- students write down on Mahjung paper and pass to other gropus.
- other groups also write about the models - then pass on to other groups.
- paste the mahjong paper in front of the class - discuss ..
- tr then relates these notes to the story - perfume - smell of ... ; made of
fruitcake..
2. Activity 2
- collection of words - mind map - ask ss to make up the title, & what they think of the story by looking at the words from the short story.
- make prediction of the story
- read on to find whether their predictions are true or otherwise.
3. Activity 3 -
- give a diagram to ss.
- ss choose a character - find a quotation and write down what that quote implies.
- find other quotes.
4. Activity 4.
Students choose the character traits of each character.. tick them.
Novel - Form 1 - BLACK BEAUTY - aim of the writer - to change public's attitude of their treatment to animals.
1. Activity 1
Watch the video/ movie on Black Beauty
2. Activity 2 - List the moral values and the themes.
3. Activity 3 - Play detective - find name of author & content etc
4. Act 4 - Match titles given in bold to the clue
5. Act 5 - Sentence strip taken from a box. Rep from groups pick up one strip & read it, other groups & his group guess the place related to the phrase read. 2 pts for winning team.
6. Arranging events according to sequence (plot). The events are pasted in a small piece of paper everywhere in the room. (not more than 7 strips pls!!)
DRAMA -Moving the muscle - Gulps & Gasp.
Intro to Drama in the Classroom - refer ..guidebook.
Part 1. Warm up - ask ss to stand facing one another .. then follow insructions by doing certain ridiculous actions eg. smile, grin, on the brink of tears.... mad at somebody - show different facial expressions.
Part 2 . Pre production - Give 8- 10 situations, Plan the drama in 5-10 mins, Dramatize it... Pairwork...Dramatize in 2 min the funniest conversation..
eg. Husband & wife arguing over tv programmes each of them want to watch
Policeman stopping a driver
An employer sacking his employee
Hairdresser and her customer
Policeman in a room questioning a suspect
etc..
Part 3. Production- read the drama with correct intonation, etc - behind the board - to test throwing of voice.
That's all folks... Nite...N A B
Thursday, March 25, 2010
Literature course part 2
1. Idioms uncovered - idioms related to eyes
Short Story
1. QWERTYUIOP
A. Describe synopsis/ setting / Plot / conflicts / Themes/ Characters/ Literary devices
B. Search and Match
C. Amazing Maze - matching expression with jumbled up word
- find words in crossword puzzle
d. Set induction for this short story - on the supernatural
"Do you know of anyone who has no fear of spirit"
" Relate your experience"
E. Ask ss to read certain pages eg. Pg 9-12; locate literary terms - statements,
idioms, quotations, sayings.
List them down.
List the themes in this short story.
1. determination, possessiveness, loyalty, loneliness, commitment, supernatural
Match with the quotations.
Look also at quotation & phrases - relate to moral values eg. Punctuality, determined and family love..
That's all about the course for today.. Thursday 25.3.2010
Short Story
1. QWERTYUIOP
A. Describe synopsis/ setting / Plot / conflicts / Themes/ Characters/ Literary devices
B. Search and Match
C. Amazing Maze - matching expression with jumbled up word
- find words in crossword puzzle
d. Set induction for this short story - on the supernatural
"Do you know of anyone who has no fear of spirit"
" Relate your experience"
E. Ask ss to read certain pages eg. Pg 9-12; locate literary terms - statements,
idioms, quotations, sayings.
List them down.
List the themes in this short story.
1. determination, possessiveness, loyalty, loneliness, commitment, supernatural
Match with the quotations.
Look also at quotation & phrases - relate to moral values eg. Punctuality, determined and family love..
That's all about the course for today.. Thursday 25.3.2010
Literature course
Form 1 &4 : Poem and activities
Students can be grouped by giving each of them (in a folded piece of paper) different name of animals. They are asked to group themselves according to the animals.
1. The River
a) Sequence the strips of sentences.
b) Vocabulary exercise to expose students to the new vocabularies.
c) Sound machine - groups will read, do actions and produce sound according to
stanza allocated to them.
2. Mr Nobody
a) word association : "Do it right" - students evaluate their behavior
List in a table the Negative behaviours and Positive Behaviours
Form 4
1. In the mist of hardship
Intro - ask ss to cut pictures of disasters
- ask about their personal experience - flood / fire / landslide
- what do people do during disaster
- what they see - people /things/ places/ actions - 4 different groups
describe in detail
a) Getting-to-know-you Treasure hunt - ss walk around and find yellow notes and
fill in ex on his biography.
b) Identify emoticon to the stanzas - matching ex
c) write own poem - select a word from the poem eg. soaky; and use their acoustic
skill to write poems.
S - sadness shown
O - on their faces
A - and they neveer lament
K - Keeping their fingers cross
Y - Yet, they never regret
2. He had such quiet eyes
a) chain reading - ask each student to read one line- aim : ss aware of the
sentences in the poem.
b) Tr tells/ explain the poem
c) Change from man to woman,change pronoun to she etc / sexy eyes /
d) Bingo activity - draw 2 tables that contain words from the poem - 2 words
Tr reads the description of the words, ss cross out the words where their
meanings have been mentioned by the tr. ss slashed out the words
SS who got 3 in a line cry BINGO if there are 3 words in a line being strike
out.
e) Agony Column - letter to editor ; The editor will advice - 2 groups ; one the
girl with the problem, 2nd group the editor.
Students can be grouped by giving each of them (in a folded piece of paper) different name of animals. They are asked to group themselves according to the animals.
1. The River
a) Sequence the strips of sentences.
b) Vocabulary exercise to expose students to the new vocabularies.
c) Sound machine - groups will read, do actions and produce sound according to
stanza allocated to them.
2. Mr Nobody
a) word association : "Do it right" - students evaluate their behavior
List in a table the Negative behaviours and Positive Behaviours
Form 4
1. In the mist of hardship
Intro - ask ss to cut pictures of disasters
- ask about their personal experience - flood / fire / landslide
- what do people do during disaster
- what they see - people /things/ places/ actions - 4 different groups
describe in detail
a) Getting-to-know-you Treasure hunt - ss walk around and find yellow notes and
fill in ex on his biography.
b) Identify emoticon to the stanzas - matching ex
c) write own poem - select a word from the poem eg. soaky; and use their acoustic
skill to write poems.
S - sadness shown
O - on their faces
A - and they neveer lament
K - Keeping their fingers cross
Y - Yet, they never regret
2. He had such quiet eyes
a) chain reading - ask each student to read one line- aim : ss aware of the
sentences in the poem.
b) Tr tells/ explain the poem
c) Change from man to woman,change pronoun to she etc / sexy eyes /
d) Bingo activity - draw 2 tables that contain words from the poem - 2 words
Tr reads the description of the words, ss cross out the words where their
meanings have been mentioned by the tr. ss slashed out the words
SS who got 3 in a line cry BINGO if there are 3 words in a line being strike
out.
e) Agony Column - letter to editor ; The editor will advice - 2 groups ; one the
girl with the problem, 2nd group the editor.
Monday, March 22, 2010
Reading lesson plan
Reading Lesson
TOPIC/THEME:
Social Issue – Unit 3 : Reaching Out ( Form 4)
Learning Outcomes
2.2 Process information by
a) skimming and scanning for specific information and ideas
b) extracting main ideas and details
g) identifying different points of view
Time
7.40-9.00 am
Class
4 B
Resources
1. Reading Text
2. Graphic Organisers
3. Worksheets
Procedures
A. Pre-reading
B. While reading
C. Post reading
A. Set induction
Ask students how they treat their grandparents.
1. How old are your grandparents?
2. How do you feel about having your grandparents with you at home?
3. How do you cope with your problem?
4. How old are you now?
5. Where would you stay when you get old?/ Who will you be staying with?
6. How do you think your grandchildren would feel about you?
B. Pre-reading
1. Divide students into groups of five.
2. Distribute the word-in-context organizer (GO1).
3. Display difficult words extracted from the passage.
4. Assign a word to each group.
5. Ask them to complete the graphic organizer based on their knowledge.
6. Students present their findings.
7. Teacher gives comments after each presentation. (Different group presents different word)
C. While reading
1. Distribute Context-Content-Experience Organizer (GO2) with a strong line and also the reading text.
2. Instruct students to read and understand the passage.
3. Students are asked to come up with their own definition and reason for the definition based on their understanding of the text.
4. Students also have to identify the supporting details.
D. Post Reading
Worksheet A
1. Distribute Worksheet A : Word Replacement Exercise. Students are asked to replace the underlined words in the given sentences with the words that they have learnt. (Sentences in different context)
2. Discussion of the answers.
Worksheet B
3. Teacher distributes Worksheet A. Sentence Completion Exercise. Students have to complete the sentences using the words.
4. Discussion of the answers.
Personal Connection
5. Students are asked to refer to GO2 and relate the strong line with their own experience.
E. Closure
Teacher discusses the values learnt.
Teacher’s reflection
TOPIC/THEME:
Social Issue – Unit 3 : Reaching Out ( Form 4)
Learning Outcomes
2.2 Process information by
a) skimming and scanning for specific information and ideas
b) extracting main ideas and details
g) identifying different points of view
Time
7.40-9.00 am
Class
4 B
Resources
1. Reading Text
2. Graphic Organisers
3. Worksheets
Procedures
A. Pre-reading
B. While reading
C. Post reading
A. Set induction
Ask students how they treat their grandparents.
1. How old are your grandparents?
2. How do you feel about having your grandparents with you at home?
3. How do you cope with your problem?
4. How old are you now?
5. Where would you stay when you get old?/ Who will you be staying with?
6. How do you think your grandchildren would feel about you?
B. Pre-reading
1. Divide students into groups of five.
2. Distribute the word-in-context organizer (GO1).
3. Display difficult words extracted from the passage.
4. Assign a word to each group.
5. Ask them to complete the graphic organizer based on their knowledge.
6. Students present their findings.
7. Teacher gives comments after each presentation. (Different group presents different word)
C. While reading
1. Distribute Context-Content-Experience Organizer (GO2) with a strong line and also the reading text.
2. Instruct students to read and understand the passage.
3. Students are asked to come up with their own definition and reason for the definition based on their understanding of the text.
4. Students also have to identify the supporting details.
D. Post Reading
Worksheet A
1. Distribute Worksheet A : Word Replacement Exercise. Students are asked to replace the underlined words in the given sentences with the words that they have learnt. (Sentences in different context)
2. Discussion of the answers.
Worksheet B
3. Teacher distributes Worksheet A. Sentence Completion Exercise. Students have to complete the sentences using the words.
4. Discussion of the answers.
Personal Connection
5. Students are asked to refer to GO2 and relate the strong line with their own experience.
E. Closure
Teacher discusses the values learnt.
Teacher’s reflection
Sunday, March 21, 2010
Fire, Fire ,Fire ....everywhere
School staffroom destroyed in fire
Reference/ Edited : From The Star Online 2010/03/21
SUNGAI PETANI: A teacher's room of SMK Bedong near here was partially gutted by fire on Friday. No one was injured in the 6.45pm fire as the school was closed for holidays. A Sungai Petani Fire and Rescue Department spokesman said the affected room was on the upper floor of a double-storey building. "The classrooms and the science laboratory were not affected. The fire destroyed five air-conditioning units, books, documents and furniture in the teachers' room." The spokesman said 18 men in two engines were sent to the scene and took 30 minutes to control the blaze. Losses and the cause of the incident have yet to be ascertained.
The haze returns, blanketing Miri city
Friday March 19, 2010
MIRI: The haze returned here yesterday morning, blanketing the city and the nearby coastline in a thick veil of choking smog. Visibility was reduced to less than 2km in some coastal areas while the South China Sea was not visible even from Canada Hill 1km away. The smog blotted out the sun, making the morning and noon appear as if it was already evening. Ironically, while the city was enveloped in this thick veil of haze, the air pollutant index (API) during the early morning in Miri was only 24.
“The API at 8am was only 24 but the visibility was bad. There are currently five big fires in Kuala Baram that are still burning. “However, there is a possibility the haze may be coming in from the sea,” he said. Siva said apparently the fires in Kuala Baram had not been doused despite the heavy rain two days ago in Miri city that lasted for one hour.
A check with the Fire and Rescue Department confirmed that the wildfires in Kuala Baram district are still raging. Kuala Baram, 35km north of the city, is adjacent to the Sarawak-Brunei border. A fire department spokesman at Lopeng said the fires in Kuala Baram had burnt more than 60 hectares. The wildfires and haze had worsened the already very dry weather in northern Sarawak that was brought on by the El-Nino.
Reference/ Edited : From The Star Online 2010/03/21
SUNGAI PETANI: A teacher's room of SMK Bedong near here was partially gutted by fire on Friday. No one was injured in the 6.45pm fire as the school was closed for holidays. A Sungai Petani Fire and Rescue Department spokesman said the affected room was on the upper floor of a double-storey building. "The classrooms and the science laboratory were not affected. The fire destroyed five air-conditioning units, books, documents and furniture in the teachers' room." The spokesman said 18 men in two engines were sent to the scene and took 30 minutes to control the blaze. Losses and the cause of the incident have yet to be ascertained.
The haze returns, blanketing Miri city
Friday March 19, 2010
MIRI: The haze returned here yesterday morning, blanketing the city and the nearby coastline in a thick veil of choking smog. Visibility was reduced to less than 2km in some coastal areas while the South China Sea was not visible even from Canada Hill 1km away. The smog blotted out the sun, making the morning and noon appear as if it was already evening. Ironically, while the city was enveloped in this thick veil of haze, the air pollutant index (API) during the early morning in Miri was only 24.
“The API at 8am was only 24 but the visibility was bad. There are currently five big fires in Kuala Baram that are still burning. “However, there is a possibility the haze may be coming in from the sea,” he said. Siva said apparently the fires in Kuala Baram had not been doused despite the heavy rain two days ago in Miri city that lasted for one hour.
A check with the Fire and Rescue Department confirmed that the wildfires in Kuala Baram district are still raging. Kuala Baram, 35km north of the city, is adjacent to the Sarawak-Brunei border. A fire department spokesman at Lopeng said the fires in Kuala Baram had burnt more than 60 hectares. The wildfires and haze had worsened the already very dry weather in northern Sarawak that was brought on by the El-Nino.
Thursday, March 18, 2010
COURSES TO ATTEND
1. KURSUS PENATARAN KOMPONEN SASTERA BAHASA INGGERIS TINGKATAN SATU DAN TINGKATAN EMPAT
DATE : 25-26 MARCH 2010
TIME : 8.00 - 4.30 PM
VENUE : PKG KAYANG
2. KURSUS PEDAGOGI GURU-GURU BAHASA INGGERIS SM & SR (MBMMBI)
DATE : 22-24 MARCH 2010
TIME : 8.00 - 4.30 PM
VENUE : INSTITUT PERGURUAN
DATE : 25-26 MARCH 2010
TIME : 8.00 - 4.30 PM
VENUE : PKG KAYANG
2. KURSUS PEDAGOGI GURU-GURU BAHASA INGGERIS SM & SR (MBMMBI)
DATE : 22-24 MARCH 2010
TIME : 8.00 - 4.30 PM
VENUE : INSTITUT PERGURUAN
A Fire
In the name of Allah, the most merciful and most gracious, I start today's journal entry by praising Allah s.w.t for His mercy bestowed on me and my family. Two days ago , I had a life-threatening experience... you can say that because our neighbour's house, which was a few metres away caught fire.. It was so frightening to see the roof of the house on fire. You couldn't imagine how I felt at that time, I was thinking.. "Is it happening to me?".
I was in my room, browsing the internet, when it happened. At first, I thought that someone was burning the rubbish in their compound. Then I thought to myself that they shouldn't be doing this since it was windy that afternoon and it was real hot. When the air was filled with smoke, I went to the window and peeped outside. I could see fire coming out of the window of my neighbour's house. Then I started searching for my phone and tried to call the fire brigade. I couldn't remember the number. Luckily my 9 year old son told me , it was 994. When i called the number, the man who answered it said that it was Penang's number and I had to call Perlis's number. What....??. I couldn't remember the number given by him so I had to call again to ask for the number.. Finally , I was able to memorize it and gave the centre a call. The man at the other end said that they had sent somebody there.
Well , to make the story short... the fire damaged the house and the adjoining house..it was a semi detached house. We were very lucky because the fire didn't touch our house.
I am really grateful that nothing bad happen to us.. God is gracious.. Thank You Allah....
I was in my room, browsing the internet, when it happened. At first, I thought that someone was burning the rubbish in their compound. Then I thought to myself that they shouldn't be doing this since it was windy that afternoon and it was real hot. When the air was filled with smoke, I went to the window and peeped outside. I could see fire coming out of the window of my neighbour's house. Then I started searching for my phone and tried to call the fire brigade. I couldn't remember the number. Luckily my 9 year old son told me , it was 994. When i called the number, the man who answered it said that it was Penang's number and I had to call Perlis's number. What....??. I couldn't remember the number given by him so I had to call again to ask for the number.. Finally , I was able to memorize it and gave the centre a call. The man at the other end said that they had sent somebody there.
Well , to make the story short... the fire damaged the house and the adjoining house..it was a semi detached house. We were very lucky because the fire didn't touch our house.
I am really grateful that nothing bad happen to us.. God is gracious.. Thank You Allah....
Tuesday, March 16, 2010
WHAT MAKES FOR A BETTER LIFE?
What makes for a better life?
STUDENTS... TAKE NOTE OF THIS ... YOU COULD WIN RM100,000 worth of scholarships at Pizza Hut and The Star’s annual NiE contest
Sunday March 14, 2010 EDITED ARTICLE FROM THE STAR - Towards a better life
By SHARON OVINIS and ALYCIA LIM educate@thestar.com.my
At a time when the five C’s (Cars, Credit Cards, Condominium, Cash and Career) are priority to Generation Y, it’s refreshing to hear how four 14-year-olds concocted the five F’s for a better life.
A FEW STUDENTS FROM SMK Damansara Utama vouched that “Family, Food, Fun, Friends and Freedom” were sure tickets to quality living.
“What makes for a better life are face-to-face interactions. Social websites or gaming consoles are merely distractions,” said Syahana, while teammates Vanessa and Ainaa nodded in agreement — wise words indeed, from youngsters who have never known life without the Internet, mobile phones or social networking sites.
Vanessa added: “We should be grateful because we have everything that we need, and I feel it is time we do something to help those who do not even have basic necessities.”
A better life - Such enthusiasm to inspire change marked the start of The Star-Pizza Hut’s annual Newspaper-in-Education (NiE) contest which was launched last Tuesday in the Pizza Hut restaurant outlet in Kota Damansara, Petaling Jaya.
The contest concept, which requires students to produce a three-page mini magazine, is running for the second year. Last year’s theme “Teenage angst” saw 74,000 students submit entries to win Pizza Hut vouchers.
This year’s contest, jointly sponsored by The Star and Pizza Hut, in cooperation with the Education Ministry, centres on the theme “A better life”.
Students, in teams of four or five, design a three-page mini magazine on an issue that changes their lives for the better. Topics could centre on health, safety, racial integration and environment, among others. Each team will have to conduct research on a selected topic, interview peers and write a feature article.
Students are also encouraged to to be more creative in their presentation by using a myriad of writing forms such as poetry, anecdotes, statistics, or comic strips for a more exciting presentation.
This year’s theme allows plenty of room for creativity. As student N. Nagulan, 12, of SJKT Rri Sungai Buloh puts it: “A better life for me is having a car that can be transformed into a radio.
CONCEPT OF A BETTER LIFE
“Not only will I then have a radio to listen to, the car folds neatly into my pocket as well. Parking will no longer be a problem!”
Teams will shoot a three-minute clip based on their perception of what makes a better life for them. While the team with the best video presentation will receive iPods, participation in the category is optional. Qualification for the merit and the grand prize awards depends solely on the mini magazine category.
Great prizes
While the students came with noble ideas, it was undeniable that a major motivation factor for participating in the competition were the attractive prizes offered.
- trip to Cambodia made the competition all the more enticing.
-iPods offered for the video-clip category
- competition makes learning English a lot of fun because we get to carry out activities we don’t normally do in class.
QSR Brands Bhd managing director Jamaludin Md Ali said: ”I feel that the theme this year is a good platform for students to express their creativity, as it gives them a wider scope to delve into. “Students can produce their magazine about almost anything, from issues about economics to their personal life.” He added that competitions like Mag Inc also made learning English more interesting.
Online registration for schools will open on April 1, and contest templates will be available on April 7 (with reprints on April 28). The contest is limited to schools and is open to primary (Years Four to Six), Lower Secondary and Upper Secondary teams.
BELOW IS THE COMPLETE ARTICLE FROM THE STAR ONLINE DATED 14 MARCH 2010
Sunday March 14, 2010
Towards a better life
What makes for a better life? Your ideas could just win RM100,000 worth of scholarships at Pizza Hut and The Star’s annual NiE contest.
By SHARON OVINIS and ALYCIA LIM
educate@thestar.com.my
At a time when the five C’s (Cars, Credit Cards, Condominium, Cash and Career) are priority to Generation Y, it’s refreshing to hear how four 14-year-olds concocted the five F’s for a better life.
Syahana Azhari, Vanessa Chip Shiao Ven, Ainaa Aiman Mohd Mashrique, and Aaron Luke of SMK Damansara Utama vouched that “Family, Food, Fun, Friends and Freedom” were sure tickets to quality living.
Excited: Pupils celebrate with mock-ups of their magazines and pizzas.
“What makes for a better life are face-to-face interactions. Social websites or gaming consoles are merely distractions,” said Syahana, while teammates Vanessa and Ainaa nodded in agreement — wise words indeed, from youngsters who have never known life without the Internet, mobile phones or social networking sites.
Vanessa added: “We should be grateful because we have everything that we need, and I feel it is time we do something to help those who do not even have basic necessities.”
A better life
Such enthusiasm to inspire change marked the start of The Star-Pizza Hut’s annual Newspaper-in-Education (NiE) contest which was launched last Tuesday in the Pizza Hut restaurant outlet in Kota Damansara, Petaling Jaya.
The contest concept, which requires students to produce a three-page mini magazine, is running for the second year. Last year’s theme “Teenage angst” saw 74,000 students submit entries to win Pizza Hut vouchers.
This year’s contest, jointly sponsored by The Star and Pizza Hut, in cooperation with the Education Ministry, centres on the theme “A better life”.
Pizzalicious: Students of SMK Bandar Baru Petaling and SK Sri Hartamas enjoying their pizzas.
Students, in teams of four or five, design a three-page mini magazine on an issue that changes their lives for the better.
Topics could centre on health, safety, racial integration and environment, among others.
Each team will have to conduct research on a selected topic, interview peers and write a feature article.
Students are also encouraged to to be more creative in their presentation by using a myriad of writing forms such as poetry, anecdotes, statistics, or comic strips for a more exciting presentation.
This year’s theme allows plenty of room for creativity. As student N. Nagulan, 12, of SJKT Rri Sungai Buloh puts it: “A better life for me is having a car that can be transformed into a radio.
Yeoh (second from left), Jamaludin, Wong and Ee Hong listening to students of SMK Damansara Utama as they explain their concept of “A better life”.
“Not only will I then have a radio to listen to, the car folds neatly into my pocket as well. Parking will no longer be a problem!”
After an encouraging submission of 800 entries for the video clip category last year, this part of the contest has been retained for students who want to try their skills at this genre.
Teams will shoot a three-minute clip based on their perception of what makes a better life for them. While the team with the best video presentation will receive iPods, participation in the category is optional.
Qualification for the merit and the grand prize awards depends solely on the mini magazine category.
Great prizes
While the students came with noble ideas, it was undeniable that a major motivation factor for participating in the competition were the attractive prizes offered.
Sathappan Somasundaram, 12, from SK Sri Hartamas, said that a trip to Cambodia made the competition all the more enticing.
“I really hope to win a trip to Siem Reap so I can see the Angkor Wat, which is one of the wonders of the world,” he said, adding that he would like to learn about the history and culture of Cambodia.
His classmate, Puteri Alisa Alishsal said that the iPods offered for the video-clip category was a good incentive for students to participate in that additional category.
“I also think the competition makes learning English a lot of fun because we get to carry out activities we don’t normally do in class.
“Not only are we learning something new, but are in the running for exciting prizes too!”
New ideas, anyone?
For the second consecutive year, Taylor’s University College is sponsoring the awesome grand prize of pre-university scholarships totalling RM100,000.
Five lucky students can choose to enrol in any one of the following programmes — South Australian Matriculation (SAM), International Canadian Pre-University (ICPU) or Cambridge A-Levels (CAL) — offered by Taylor’s Pre-U studies.
Taylor’s Institutional Marketing vice-president Loy Teik Inn said that it had always been a practice for Taylor’s University College to give scholarships as a means of recognising achievements.
“A competition like this requires a different set of skills.
“Winning a contest like Mag Inc is an accomplishment of a different kind.”
He added that when a scholarship was offered as one of the prizes, it would usually heighten the level of competition among students.
Taylor’s School of Communications dean Josephine Tan is optimistic that the contest would receive an even better response this year.
“The contest theme is an avenue for students to showcase their creativity.
“Since it focuses on aspects that can improve their lives through even the simplest of changes, students would find ample room for expressing their ideas.
“These young minds have many interesting and innovative ideas which we may not have even thought about,” added Tan.
Gracious support
Present to officially launch Mag Inc 2010 was Education Ministry sports director Ee Hong.
In her speech, Ee thanked corporate companies like The Star and Pizza Hut who generously lent their expertise to nation-building efforts.
“Formulate your thoughts and express your observations in ways that can help make this country better as we work towards values and morals that are relevant to our social order and, ultimately, One Malaysia,” she advised students.
QSR Brands Bhd managing director Jamaludin Md Ali said: ”I feel that the theme this year is a good platform for students to express their creativity, as it gives them a wider scope to delve into.
“Students can produce their magazine about almost anything, from issues about economics to their personal life.”
He added that competitions like Mag Inc also made learning English more interesting.
“It is a good avenue for students to brush up on their English language skills.
“It makes the learning process a fun and interactive one.”
Jamaludin said that he was appreciative of the strong support shown by the Education Ministry over the past years.
“I am very grateful for the interest generated by the ministry.
“What we are doing I believe, is just a small contribution to the bigger picture.”
He added that he looked forward to the finals in September, where six shortlisted teams will present their mini magazines to a panel of judges.
Pizza Hut will be spending more than RM1.4mil on Star-NiE pullouts, workshops, incentives and prizes for the contest this year.
Also present at the contest launch was The Star’s managing editor David Yeoh and QSR Brands Bhd (KFC/Pizza Hut Division) director Wong Sooi Kheong.
The Mag Inc 2010 contest workshops are currently running throughout Peninsular Malaysia.
Online registration for schools will open on April 1, and contest templates will be available on April 7 (with reprints on April 28).
The contest is limited to schools and is open to primary (Years Four to Six), Lower Secondary and Upper Secondary teams.
STUDENTS... TAKE NOTE OF THIS ... YOU COULD WIN RM100,000 worth of scholarships at Pizza Hut and The Star’s annual NiE contest
Sunday March 14, 2010 EDITED ARTICLE FROM THE STAR - Towards a better life
By SHARON OVINIS and ALYCIA LIM educate@thestar.com.my
At a time when the five C’s (Cars, Credit Cards, Condominium, Cash and Career) are priority to Generation Y, it’s refreshing to hear how four 14-year-olds concocted the five F’s for a better life.
A FEW STUDENTS FROM SMK Damansara Utama vouched that “Family, Food, Fun, Friends and Freedom” were sure tickets to quality living.
“What makes for a better life are face-to-face interactions. Social websites or gaming consoles are merely distractions,” said Syahana, while teammates Vanessa and Ainaa nodded in agreement — wise words indeed, from youngsters who have never known life without the Internet, mobile phones or social networking sites.
Vanessa added: “We should be grateful because we have everything that we need, and I feel it is time we do something to help those who do not even have basic necessities.”
A better life - Such enthusiasm to inspire change marked the start of The Star-Pizza Hut’s annual Newspaper-in-Education (NiE) contest which was launched last Tuesday in the Pizza Hut restaurant outlet in Kota Damansara, Petaling Jaya.
The contest concept, which requires students to produce a three-page mini magazine, is running for the second year. Last year’s theme “Teenage angst” saw 74,000 students submit entries to win Pizza Hut vouchers.
This year’s contest, jointly sponsored by The Star and Pizza Hut, in cooperation with the Education Ministry, centres on the theme “A better life”.
Students, in teams of four or five, design a three-page mini magazine on an issue that changes their lives for the better. Topics could centre on health, safety, racial integration and environment, among others. Each team will have to conduct research on a selected topic, interview peers and write a feature article.
Students are also encouraged to to be more creative in their presentation by using a myriad of writing forms such as poetry, anecdotes, statistics, or comic strips for a more exciting presentation.
This year’s theme allows plenty of room for creativity. As student N. Nagulan, 12, of SJKT Rri Sungai Buloh puts it: “A better life for me is having a car that can be transformed into a radio.
CONCEPT OF A BETTER LIFE
“Not only will I then have a radio to listen to, the car folds neatly into my pocket as well. Parking will no longer be a problem!”
Teams will shoot a three-minute clip based on their perception of what makes a better life for them. While the team with the best video presentation will receive iPods, participation in the category is optional. Qualification for the merit and the grand prize awards depends solely on the mini magazine category.
Great prizes
While the students came with noble ideas, it was undeniable that a major motivation factor for participating in the competition were the attractive prizes offered.
- trip to Cambodia made the competition all the more enticing.
-iPods offered for the video-clip category
- competition makes learning English a lot of fun because we get to carry out activities we don’t normally do in class.
QSR Brands Bhd managing director Jamaludin Md Ali said: ”I feel that the theme this year is a good platform for students to express their creativity, as it gives them a wider scope to delve into. “Students can produce their magazine about almost anything, from issues about economics to their personal life.” He added that competitions like Mag Inc also made learning English more interesting.
Online registration for schools will open on April 1, and contest templates will be available on April 7 (with reprints on April 28). The contest is limited to schools and is open to primary (Years Four to Six), Lower Secondary and Upper Secondary teams.
BELOW IS THE COMPLETE ARTICLE FROM THE STAR ONLINE DATED 14 MARCH 2010
Sunday March 14, 2010
Towards a better life
What makes for a better life? Your ideas could just win RM100,000 worth of scholarships at Pizza Hut and The Star’s annual NiE contest.
By SHARON OVINIS and ALYCIA LIM
educate@thestar.com.my
At a time when the five C’s (Cars, Credit Cards, Condominium, Cash and Career) are priority to Generation Y, it’s refreshing to hear how four 14-year-olds concocted the five F’s for a better life.
Syahana Azhari, Vanessa Chip Shiao Ven, Ainaa Aiman Mohd Mashrique, and Aaron Luke of SMK Damansara Utama vouched that “Family, Food, Fun, Friends and Freedom” were sure tickets to quality living.
Excited: Pupils celebrate with mock-ups of their magazines and pizzas.
“What makes for a better life are face-to-face interactions. Social websites or gaming consoles are merely distractions,” said Syahana, while teammates Vanessa and Ainaa nodded in agreement — wise words indeed, from youngsters who have never known life without the Internet, mobile phones or social networking sites.
Vanessa added: “We should be grateful because we have everything that we need, and I feel it is time we do something to help those who do not even have basic necessities.”
A better life
Such enthusiasm to inspire change marked the start of The Star-Pizza Hut’s annual Newspaper-in-Education (NiE) contest which was launched last Tuesday in the Pizza Hut restaurant outlet in Kota Damansara, Petaling Jaya.
The contest concept, which requires students to produce a three-page mini magazine, is running for the second year. Last year’s theme “Teenage angst” saw 74,000 students submit entries to win Pizza Hut vouchers.
This year’s contest, jointly sponsored by The Star and Pizza Hut, in cooperation with the Education Ministry, centres on the theme “A better life”.
Pizzalicious: Students of SMK Bandar Baru Petaling and SK Sri Hartamas enjoying their pizzas.
Students, in teams of four or five, design a three-page mini magazine on an issue that changes their lives for the better.
Topics could centre on health, safety, racial integration and environment, among others.
Each team will have to conduct research on a selected topic, interview peers and write a feature article.
Students are also encouraged to to be more creative in their presentation by using a myriad of writing forms such as poetry, anecdotes, statistics, or comic strips for a more exciting presentation.
This year’s theme allows plenty of room for creativity. As student N. Nagulan, 12, of SJKT Rri Sungai Buloh puts it: “A better life for me is having a car that can be transformed into a radio.
Yeoh (second from left), Jamaludin, Wong and Ee Hong listening to students of SMK Damansara Utama as they explain their concept of “A better life”.
“Not only will I then have a radio to listen to, the car folds neatly into my pocket as well. Parking will no longer be a problem!”
After an encouraging submission of 800 entries for the video clip category last year, this part of the contest has been retained for students who want to try their skills at this genre.
Teams will shoot a three-minute clip based on their perception of what makes a better life for them. While the team with the best video presentation will receive iPods, participation in the category is optional.
Qualification for the merit and the grand prize awards depends solely on the mini magazine category.
Great prizes
While the students came with noble ideas, it was undeniable that a major motivation factor for participating in the competition were the attractive prizes offered.
Sathappan Somasundaram, 12, from SK Sri Hartamas, said that a trip to Cambodia made the competition all the more enticing.
“I really hope to win a trip to Siem Reap so I can see the Angkor Wat, which is one of the wonders of the world,” he said, adding that he would like to learn about the history and culture of Cambodia.
His classmate, Puteri Alisa Alishsal said that the iPods offered for the video-clip category was a good incentive for students to participate in that additional category.
“I also think the competition makes learning English a lot of fun because we get to carry out activities we don’t normally do in class.
“Not only are we learning something new, but are in the running for exciting prizes too!”
New ideas, anyone?
For the second consecutive year, Taylor’s University College is sponsoring the awesome grand prize of pre-university scholarships totalling RM100,000.
Five lucky students can choose to enrol in any one of the following programmes — South Australian Matriculation (SAM), International Canadian Pre-University (ICPU) or Cambridge A-Levels (CAL) — offered by Taylor’s Pre-U studies.
Taylor’s Institutional Marketing vice-president Loy Teik Inn said that it had always been a practice for Taylor’s University College to give scholarships as a means of recognising achievements.
“A competition like this requires a different set of skills.
“Winning a contest like Mag Inc is an accomplishment of a different kind.”
He added that when a scholarship was offered as one of the prizes, it would usually heighten the level of competition among students.
Taylor’s School of Communications dean Josephine Tan is optimistic that the contest would receive an even better response this year.
“The contest theme is an avenue for students to showcase their creativity.
“Since it focuses on aspects that can improve their lives through even the simplest of changes, students would find ample room for expressing their ideas.
“These young minds have many interesting and innovative ideas which we may not have even thought about,” added Tan.
Gracious support
Present to officially launch Mag Inc 2010 was Education Ministry sports director Ee Hong.
In her speech, Ee thanked corporate companies like The Star and Pizza Hut who generously lent their expertise to nation-building efforts.
“Formulate your thoughts and express your observations in ways that can help make this country better as we work towards values and morals that are relevant to our social order and, ultimately, One Malaysia,” she advised students.
QSR Brands Bhd managing director Jamaludin Md Ali said: ”I feel that the theme this year is a good platform for students to express their creativity, as it gives them a wider scope to delve into.
“Students can produce their magazine about almost anything, from issues about economics to their personal life.”
He added that competitions like Mag Inc also made learning English more interesting.
“It is a good avenue for students to brush up on their English language skills.
“It makes the learning process a fun and interactive one.”
Jamaludin said that he was appreciative of the strong support shown by the Education Ministry over the past years.
“I am very grateful for the interest generated by the ministry.
“What we are doing I believe, is just a small contribution to the bigger picture.”
He added that he looked forward to the finals in September, where six shortlisted teams will present their mini magazines to a panel of judges.
Pizza Hut will be spending more than RM1.4mil on Star-NiE pullouts, workshops, incentives and prizes for the contest this year.
Also present at the contest launch was The Star’s managing editor David Yeoh and QSR Brands Bhd (KFC/Pizza Hut Division) director Wong Sooi Kheong.
The Mag Inc 2010 contest workshops are currently running throughout Peninsular Malaysia.
Online registration for schools will open on April 1, and contest templates will be available on April 7 (with reprints on April 28).
The contest is limited to schools and is open to primary (Years Four to Six), Lower Secondary and Upper Secondary teams.
HK SPB 2010 - zon utara
The HK started from Thursday 11.3.2010 to Sunday 14.3.2010. The judges had to judge at least 5 debate competitions. Students competed 5 times. It was quite an interesting experience for me... to judge or watch them compete.. The students were very courageous and had put in a lot of effort in the competition.. It was a really tough competition. It could just be luck (getting a better position than the opponent - the topic was on their side) or because they could think of logical arguments..... Among the topics were :
1) THBT nuclear power is the solution to global warming
2) This house would ban the use of animals in sports
3) This house believes that the media should be blamed for the increase of child abuse cases
4) THBT social networking websites improve our social life
5) This house would ban the use of credit cards.
6) This house would support quotas for women in government positions
7) THBT learning of traditional dance should be compulsory in school
The students (all the participating students in the HK SBP) were quite good in that they were able to come up with definition and arguments that the opposing team could not refute.
Congratulations to them esp SMSTSP debaters...
Tuesday, March 9, 2010
Kursus Pedagogi
A refresher course for all English teachers... refresh our mind on how to prepare for Listening & Speaking lessons, Reading & Writing lesson. Held for 9 days ; from 1/3/10 to 24 /3/10. Actually it's a nine day course - 3 days in a week for 3 consecutive weeks, excluding the holidays.
Saturday, January 23, 2010
why study??
well... many students do not see the advantages of studying if they could only imagine what will happen to them 10 years from now, definitely they will want to study.
They need the motivation, they need to think that by only studying or reading only 10 not so thick book, they will get the 10As dreamed by every student.
How to study smart and remember everything? Well ... the tip is PQRST..
They need the motivation, they need to think that by only studying or reading only 10 not so thick book, they will get the 10As dreamed by every student.
How to study smart and remember everything? Well ... the tip is PQRST..
advantages - you get to contact all your long lost friends.. and got to see their pictures... bring back old memories
disadvantage : a waste of time
disadvantage : a waste of time
Monday, November 30, 2009
What's up ?
nov 30th 2009. It has been one year since i've started this blog. i think blog is good in that it can help me improve my English. I've been treating it like my journal where i'll write everything that i've gone through in English.. YOU ...should do so if you are thinking of improving your profiency
Sunday, August 23, 2009
2nd day of Ramadhan
Alhamdulillah, today we are on our second day of Ramadhan. We had our sahur at the wee hour of the morning ...before "suboh" around 5.20am. not actually at the wee hour coz it's quite late already. The students are really lucky that the beginning of Ramadhan coincides with the school holiday. At least they can have more freedom... and not stressed... and they can perform the tarawih prayers at night. The prayers end around 10.00pm . On school days , it's quite difficult coz they'll be giving so many reasons for not coming. But since the beginning starts at the same time as school holiday... then it solves lots of problems.
Wednesday, August 19, 2009
The month of Ramadhan
Fasting is actually the best way to lose weight. If you really follow the "sunnah", definitely you'll see the result in a month.
Fasting is beneficial to us in many ways. One of them being letting our stomach rest for at least 12 hours, without having to process any food. Thinking of it, don't you think that every thing need a rest. We, ourselves, need to rest after working for a hard day work. Our car need to be stopped after being driven for a long period of time. What about our organs. They have been working for a long period , without being able to rest except for many 5 or 6 hours at night , when we sleep. Then when we wake up at about 6 am , it will start working again (the stomach especially.)
One more thing, recently, i've bought a health product -quite expensive - but it is to rejuvenate our system etc etc. I have also had my car serviced for RM152. That has to be done every year. Then i start thinking- We will always service our car, every year , or after a certain period, to make sure that our car is in good shape. But what about our body , with all the organs that works all the time. Have we ever serviced them... the organs.. the body. etc. Rarely.. I would say. A car can be replaced , but our organs...? Very difficult to get a replacement. So i think , it's okay to spend a few hundred ringgit, if not thousands, just to make sure that our organs and body are in good shape.. always and forever... till the day we die... To die.. that cannot be avoided.. coz every living thing will cease to exist one day. So do our best to ensure we live a healthy life till the day we die. ... and.. dont forget... to do good things ... so that we'll be prepared in the hereafter... the day of judgement.. where nobody can help us.. except... 3 things... 1. our good deeds, 2. our children's prayer for us and 3. knowledge that we have taught to others that are being used.
So teachers, feel glad that ur teachers.... and teach them with all our heart... so that our students will get something good from our teaching, and we too..insyaAllah will get something.
Fasting is beneficial to us in many ways. One of them being letting our stomach rest for at least 12 hours, without having to process any food. Thinking of it, don't you think that every thing need a rest. We, ourselves, need to rest after working for a hard day work. Our car need to be stopped after being driven for a long period of time. What about our organs. They have been working for a long period , without being able to rest except for many 5 or 6 hours at night , when we sleep. Then when we wake up at about 6 am , it will start working again (the stomach especially.)
One more thing, recently, i've bought a health product -quite expensive - but it is to rejuvenate our system etc etc. I have also had my car serviced for RM152. That has to be done every year. Then i start thinking- We will always service our car, every year , or after a certain period, to make sure that our car is in good shape. But what about our body , with all the organs that works all the time. Have we ever serviced them... the organs.. the body. etc. Rarely.. I would say. A car can be replaced , but our organs...? Very difficult to get a replacement. So i think , it's okay to spend a few hundred ringgit, if not thousands, just to make sure that our organs and body are in good shape.. always and forever... till the day we die... To die.. that cannot be avoided.. coz every living thing will cease to exist one day. So do our best to ensure we live a healthy life till the day we die. ... and.. dont forget... to do good things ... so that we'll be prepared in the hereafter... the day of judgement.. where nobody can help us.. except... 3 things... 1. our good deeds, 2. our children's prayer for us and 3. knowledge that we have taught to others that are being used.
So teachers, feel glad that ur teachers.... and teach them with all our heart... so that our students will get something good from our teaching, and we too..insyaAllah will get something.
Are you really healthy?
I realize that we don't really think about our health. Two days ago I spent around RM152 to have my VIVA serviced. But then i realized that I have spent so much every year to service my car.. but not myself. We, humans, are also like cars.. we have organs as cars have engines.. Our cars will be serviced every year.. but what about our body... It's working every day and night... but we rarely get it serviced. So I was thinking .. why don't we spend part of our salary to have our body serviced, just like our car.. so that it will be in perfect condition.
The question is how... do we do that... Well , today.. to be exact,, yesterday , I've bought a packet of health food product.. which I hope can help me have a healthy life.. a better life in the future..
The question is how... do we do that... Well , today.. to be exact,, yesterday , I've bought a packet of health food product.. which I hope can help me have a healthy life.. a better life in the future..
First place State Level Public Speaking Competition
Pictures :Drama Competition: 1st place;
SIR : participants;
Public Speaking : 1st place.
On 25th July2009, we had the honour of organising the State Level Public Speaking Competition. It was a Saturday, still the turnout was quite good. More than 3o0 students and teachers attended the event. The Form 1 and Form 4 students were given the opportunity to be in the hall and become the spectators. Our representative, Hamdi Ayman was the second participant. He managed to stole the judges' attention in the second section; the impromtu section where he told the audience about his happiest moment. The audience sat silently listening to the description of how he won his swimming competition.. his happiest moment. The description of the movement that he made, the joy he felt,... etc.. etc.. everything was described so smoothly. .. and of course he won. Congratulation , Hamdi. Keep it up to the National Level Competition which will be held in October this year.
Celebration for GC
Saturday, December 13, 2008
Learning English
My purpose of this blog is to help my students improve their English.
So.. how do all of you - non-native speakers can improve your English.
I've been teaching English for many many years, 17 years to be exact, and our Malaysian students have been learning English for many years also.. if they are in Form 5, that means they have learnt it for 11 years, but why can't they master the language?
Well, one main reason , in my opinion , is they never use the language. They just learn it in class , but they don't practise it outside the class, at home, never. Of course , that's the main reason why they could not improve their proficiency.
So today, i would like to suggest to my students to use the language all the time. For Malaysians, maybe it would be difficult because there are no opportunities to use it, even if they do, other people might think negatively of them (thought they are showing off etc... i don't understand this kind of attitude..)
What they can do will be :
1. read materials in English - story books, magazine, newspaper etc
2. write as much as possible - I would suggest that you keep a diary - a journal of your thought or what happened to you.
3. Listen well, especially when you watch movies, try to listen and understand the dialogue.
4. Speak the language - what else are you going to use the language for - except to communicate with others
Good Luck!!!
So.. how do all of you - non-native speakers can improve your English.
I've been teaching English for many many years, 17 years to be exact, and our Malaysian students have been learning English for many years also.. if they are in Form 5, that means they have learnt it for 11 years, but why can't they master the language?
Well, one main reason , in my opinion , is they never use the language. They just learn it in class , but they don't practise it outside the class, at home, never. Of course , that's the main reason why they could not improve their proficiency.
So today, i would like to suggest to my students to use the language all the time. For Malaysians, maybe it would be difficult because there are no opportunities to use it, even if they do, other people might think negatively of them (thought they are showing off etc... i don't understand this kind of attitude..)
What they can do will be :
1. read materials in English - story books, magazine, newspaper etc
2. write as much as possible - I would suggest that you keep a diary - a journal of your thought or what happened to you.
3. Listen well, especially when you watch movies, try to listen and understand the dialogue.
4. Speak the language - what else are you going to use the language for - except to communicate with others
Good Luck!!!
Intro
Hi, it's my first entry to this blog. I feel wonderful, I've always wanted to have my own website. I am a teacher and i've always wanted to tell so many things to my students. So i hope that my students will read this and reply to me, asking me questions etc.. Have a good day. See you soon.
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