Bismillah ir-Rahman ir-Rahim
"In the name of God, most Gracious, most Compassionate".
Sifat 20 Bagi ALLAH
Sifat-sifat Allah yang wajib diketahui oleh orang-orang Islam yang terkandung di dalam al-Quran berjumlah 20 sifat. Termasuk juga sifat-sifat Mustahil yang wajib diketahui.
BIL : 1
SIFAT WAJIB : WUJUD
MAKNA : Ada
SIFAT MUSTAHIL : Allah Taala itu ada. Mustahil Allah itu tiada.
BIL : 2
SIFAT WAJIB :QIDAM
MAKNA : Sedia
SIFAT MUSTAHIL : Allah itu sedia ada. Mustahil didahului oleh Adam (tiada)
BIL : 3
SIFAT WAJIB : BAQA
MAKNA : Kekal
SIFAT MUSTAHIL : Allah itu bersifat kekal. Mustahil ia dikatakan fana (binasa)
BIL : 4
SIFAT WAJIB : MUKHALAFATUHU LILHAWADIS
MAKNA : Tidak sama dengan yang baharu
SIFAT MUSTAHIL : Allah itu tidak mempunyai sifat-sifat yang baharu yakni dijadikan dan dihancurkan. Mustahil bersamaan dengan yang baharu.
BIL : 5
SIFAT WAJIB : QIYAMUHUU BINAFSIH
MAKNA : Berdiri dengan dirinya sendiri
SIFAT MUSTAHIL : Allah Taala itu bersendiri. Mustahil tidak berdiri dengan dirinya sendiri atau berdiri pada lainnya.
BIL : 6
SIFAT WAJIB : WAHADAANIYAT
MAKNA : Esa
SIFAT MUSTAHIL : Allah itu Maha Esa Dzat-Nya, Esa sifat-Nya dan esa juga perangai-Nya. Mustahil ia mempunyai Dzat, sifat dan perangai yang berbilang-bilang.
BIL : 7
SIFAT WAJIB : QUDRAT
MAKNA : Kuasa
SIFAT MUSTAHIL : Alah Taala itu Maha Berkuasa. Mustahil Allah itu lemah atau tidak berkuasa.
BIL : 8
SIFAT WAJIB : IRADAT
MAKNA : Menentukan
SIFAT MUSTAHIL : Allah itu Menentukan segala-galanya. Mustahil Allah Taala itu terpaksa dan dipaksa.
BIL : 9
SIFAT WAJIB : ILMU
MAKNA : Mengetahui
SIFAT MUSTAHIL : Allah Taala itu amat mengetahui segala-galanya. Mustahil Allah tidak mengetahui.
BIL : 10
SIFAT WAJIB : HAYAT
MAKNA : Hidup
SIFAT MUSTAHIL : Allah Taala itu sentiasa hidup yakni sentiasa ada. Mustahil Allah Taala itu tiada atau mati.
BIL : 11
SIFAT WAJIB : SAMA
MAKNA : Mendengar
SIFAT MUSTAHIL : Allah Taala itu tidak tuli (pekak). Mustahil Allah tuli atau tidak mendengar.
BIL : 12
SIFAT WAJIB : BASAR
MAKNA : Melihat
SIFAT MUSTAHIL : Allah Taala itu sentiasa melihat. Mustahil Allah Taala itu buta.
BIL : 13
SIFAT WAJIB : KALAM
MAKNA : Berkata-kata
SIFAT MUSTAHIL : Allah Taala itu berkata-kata. Mustahil Allah Taala itu tidak bercakap atau bisu.
BIL : 14
SIFAT WAJIB : QOODIRUN
MAKNA : Maha Kuasa
SIFAT MUSTAHIL : Allah Taala itu amat berkuasa sifatnya. Mustahil bagi Allah memiliki sifat lemah atau tidak berkuasa.
BIL : 15
SIFAT WAJIB : MURIIDUN
MAKNA : Menentukan
SIFAT MUSTAHIL : Allah Taala itu berkuasa menentukan apa yang dikehendakinya. Mustahil sifatnya terpaksa atau dipaksa.
BIL : 16
SIFAT WAJIB : AALIMUN
MAKNA : Maha Mengetahui
SIFAT MUSTAHIL : Allah Taala itu maha mengetahui. Mustahil Allah Taala itu jahil atau tidak mengetahui.
BIL : 17
SIFAT WAJIB : HAYUUN
MAKNA : Hidup
SIFAT MUSTAHIL : Allah Taala itu Maha Hidup dan menghidupkan alam ini. Mustahil pula Allah itu mati.
BIL : 18
SIFAT WAJIB : SAMI'UN
MAKNA : Mendengar
SIFAT MUSTAHIL : Allah Taala itu maha mendengar. Mustahil jika Allah Taala tidak mendengar atau tuli.
BIL : 19
SIFAT WAJIB : BASIIRUN
MAKNA : Melihat
SIFAT MUSTAHIL : Allah Taala itu melihat semua kejadian di muka bumi. Mustahil jika sifat Allah itu tidak melihat atau buta.
BIL : 20
SIFAT WAJIB : MUTAKALLIMUN
MAKNA : Maha Berkata-kata
SIFAT MUSTAHIL : Allah Taala itu berkata-kata. Mustahil jika Allah Taala bisu atau tidak boleh berkata-kata.
Thursday, March 17, 2011
TIps to get intelligent child
Dalam mendidik anak-anak sebenarnya tiada formula khusus yang boleh diikuti atau diterapkan kerana setiap anak adalah makhluk yang luar biasa dan unik dan berbeza-beza antara satu sama lain.
Menurut Dato’ Dr Hj Mohd Fadzilah Kamsah dalam bukunya, 21 Kaedah Mendidik Anak Cemerlang, ilmu mendidik anak adalah satu ilmu kemahiran yang perlu dimiliki oleh ibu bapa sebagaimana perlunya mereka memiliki ilmu kemahiran rumah tangga, kewangan, teknikal dan agama.
Rasulullah S.A.W. telah menggariskan empat tahap mendidik anak iaitu:
Tahap Pertama: Anak yang baru lahir sehingga mumayyiz (enam tahun ) hendakkah kita banyak bergurau dan membelai mereka dengan penuh kasih sayang sebagaimana haiwan menjaga anak.
Tahap Kedua: Anak berumur tujuh tahun sehingga baligh(14 tahun)hendaklah kita mendidik mereka dengan arahan, disiplin dan beri tanggungjawab.
Tahap Ketiga: Anak berumur 15 tahun hingga dewasa (21 tahun ) hendaklah dididik dengan cara berkawan, bertukar pendapat dan hormati pendapat mereka selagi yang tidak bertentangan dengan syariat.
Tahap Keempat: Anak berumur lebih 21 tahun. Hendaklah para ibu bapa memberikan kebebasan bertindak selagi tidak bertentangan dengan syariat.Ibu bapa hanya perlu bertindak sebagai penasihat agar segala tindakkan mereka terkawal.
1. Kaedah Pesanan dan Arahan.
Pesanan dan arahan merupakan salah satu daripada kaedah yang disarankan oleh Rasulullah S. A. W. Anak-anak hendaklah dididik dengan dipesankan sesuatu terlebih dahulu. Lihat bagaimana reaksi mereka, apakah mereka boleh melakukannya hanya selepas sekali pesanan. Jika tidak berkesan maka hendaklah dipesan berulang kali tanpa merasa jemu dan bosan. Menurut pandangan pakar pendidikan kanak-kanak, anak yang pintar perlu diberi nasihat dan pesanan 200 kali tanpa bosan supaya mereka benar-benar memahami pesanan itu dan dapat bertindak dengan baik. Antara bentuk pesanan dan arahan kepada anak-anak :
• Mengenai solat di awal waktu
• Adab dengan orang tua-tua
• Adab dengan guru
• Adab dengan kawan-kawan
• Tugas harian di rumah
• Mengemas bilik sendiri termasuk meja belajar.
• Tatacara makan mengikut sunnah nabi
• Cara belajar yang berkesan
• Ingat sentiasa menutup aurat apabila keluar dari rumah
• Keselamatan jalan raya
• Tanggungjawab melindungi adik-adik.
2. Kaedah Bercerita
Kaedah bercerita menguatkan hubungan anak-anak dengan ibu bapa terutamanya kisah-kisah teladan daripada Al-Quran, kisah nabi dan sebagainya. Tujuan bercerita ialah untuk mendidik anak-anak secara tidak langsung melalui pemahamam minda bawah sedar mereka, menyampaikan maklumat dan menyerapkan pengajaran yang boleh dicungkil daripada cerita tersebut, mengerat dan merapatkan hubungan anak dan ibu bapa, anak-anak boleh menggambarkan di minda mereka dengan lebih jelas dan ini lebih berkesan bergantung kepada kemahiran pencerita.
3. Kaedah Soal jawab
Bersoala jawab denagn anak akan menggerakkan minda mereka. Ibu bapa yang cemerlang hendaklah sentiasa bersoal jawab dan mengambil tahu mengenai diri anak dan perkembangan aktiviti dan pembelajaran mereka. Kaedah ini hendaklah dilakukan secara berterusan dan tanpa mengira masa, keadaan dan tempat seperti ketika dalam perjalanan, di rumah, waktu makan dan sebagainya.
Ibu bapa hendaklah berusaha menjawab semua persoalan. Seandainya ibu bapa tidak tahu atau tidak pasti jawapan kepada soalan anak, jangan teragak-agak atau enggan untuk mengaku tidak tahu. Ibu bapa hendaklah memberi penjelasan atau jawapan kepada persoalan yang ditanya oleh anak daripada orang yang mahir dalam bidangnya.
Anak-anak kecil lazimnya suka bertanya soalan yang bertubi-tubi. Ramai ibu bapa yang tidak mengambil peduli keletah anak-anak ini. Tabiat ini tidak sewajarnya menjadi amalan ibu bapa kerana tabiat anak-anak yang bertanya itu sudah menggambarkan pembangunan minda anak-anka yang cemerlang. Jika ditangani dengan baik anak itu mempunyai potensi yang tinggi untuk menjadi anak cemerlang.
4. Kaedah Merujuk Pengalaman Lalu
Pengalaman yang positif boleh dijadikan teladan, pengalaman yang negatif boleh dijadikan sempadan. Pengalaman ini elok dibuktikan dengan gambar, dokumen atau barangan peninggalan yang terlibat. Ini kerana pengalamna ini amat mudah untuk menjelaskan mesej yang ingin kita sampaikan dan mudah pula dijadikan iktibaroleh anak-anak. Pengalaman anak-anak itu juga penting. Kaitkan apa perlunay mereka berwaspada denagn peristiwa pahit yang telah mereka alami atau peristiwa manis dan kejayaan yang pernah mereka kecapi.
5. Kaedah Nasihat dan Teguran
Berilah nasihat dan teguran kepada anak-anak dalam hal akidah, ibadah, akhlak, tanggungjawab, kesihatan, suci hati dan erti kesusahan. Kaedah ini sangat penting dan ia berbeza dengan kaedah pesanan dan arahan. Ini kerana nasihat dan teguran tidak boleh dibuat setiap hari atau setiap masa kerana anak-anak akan mudah merasa jemu dan bosan.
Ketika mendengar nasihat dan teguran daripada ibu bapa, anak hendaklah dilatih supaya memandang wajah kedua-duanya atau tunduk.
6. Kaedah Bermain dan Bergurau
Cuba tanya diri anda, berapa kerapkah anda bermain-main dan bergurau-gurau dengan anak-anak anda? Terdapat pelbagai kaedah untuk kita bergurau dengan anak-anak ketika sedang bermain, beriadah mahupun bersukan. Matlamat bergurau dengan anak-anak ialah untuk menggembirakan hati mereka.
Mengikut kajian psikologi, apabila anak berasa gembira dan disayangi, mereka akan menjadi anak yang berdisiplin dan berakhlak yang baik. Tetapi jangan pula bergurau melampau batas seperti bermain dan bergurau berlarutan sehingga meninggalkan ibadah wajib dan tugas yang lebih penting.
Bapa juga tidak manis bergurau atau bermain dengan anak perempuan yang telah meningkat dewasa. Begitu juga ibu tidak manis bermain dengan anak lelaki yang telah meningkat dewasa. Perlakuan tidak manis ini jika tidak diikat oleh iman yang kuat, sering berlarutan sehingga boleh menyebabkan berlakunya sumbang mahram.
7. Kaedah Latihan yang Berterusan
Anak yang cemerlang perlu dilatih secara praktikal dan berterusan. Kaedah ini juga disarankan oleh Rasullullah S.A.W. Anak kita memang cemerlang tetapi perlu dilatih secara praktikal dan berterusan. Kaedah latihan boleh dibahagikan kepada beberapa ciri diantaranya :-
a) Jantina
Ibu bapa hendaklah memberi tugas kepada anak-anak sesuai dengan jantinanya seperti tuga yang berat dan kasar diagihkan kepada anak lelaki manakala anak perempuan kepada kerja-kerja dalaman yang lebih ringan dan sesuai dengan watak keperempuanan mereka. Bagaimanapun tidak salah jika anak lelaki diajar dan diasuh melakukan pekerjaan yang sering dilakukan oleh orang perempuan seperti membasuh pakaian sendiri, menyidai pakaian, melipat pakaian, memasak, membasuh pinggan dan sebagainya.
b) Usia
Pengagihan tugas juga perlu diagihkan mengikut usia. Anak yang berusia di bawah enam tahun belum boleh diberi tanggungjawab yang serius. Tahap tanggungjawab boleh ditingkatkan apabila usia mereka meningkat dan mengikut kesesuaian waktu.
Jangan lupa memberi pujian dan penghargaan kepada anak setelah mereka berjaya melakukan sesuatu pekerjaan itu. Namun jangan berlebihan kerana bimbang anak itu akan bersifat takbur.
Sumber majalah Wanita November 2005 oleh Noraishah Ismail
Rahsia Anak Pintar
“Semua anak dilahirkan pintar, tetapi yang memberi impak ialah cara kita merangsang mereka. Ibu bapa mesti mempunyai misi yang jelas iaitu menanam tekad membentuk masa depan anak.”
Dato’ Dr. Hj. Mohd Fadzilah Kamsah
Pakar Motivasi
Klik disini >> http://bit.ly/rahsianakpintar
untuk mendapatkan Rahsia Anak Pintar.
RUJUKAN : http://feryco.com/7-kaedah-mendidik-anak-cemerlang
Menurut Dato’ Dr Hj Mohd Fadzilah Kamsah dalam bukunya, 21 Kaedah Mendidik Anak Cemerlang, ilmu mendidik anak adalah satu ilmu kemahiran yang perlu dimiliki oleh ibu bapa sebagaimana perlunya mereka memiliki ilmu kemahiran rumah tangga, kewangan, teknikal dan agama.
Rasulullah S.A.W. telah menggariskan empat tahap mendidik anak iaitu:
Tahap Pertama: Anak yang baru lahir sehingga mumayyiz (enam tahun ) hendakkah kita banyak bergurau dan membelai mereka dengan penuh kasih sayang sebagaimana haiwan menjaga anak.
Tahap Kedua: Anak berumur tujuh tahun sehingga baligh(14 tahun)hendaklah kita mendidik mereka dengan arahan, disiplin dan beri tanggungjawab.
Tahap Ketiga: Anak berumur 15 tahun hingga dewasa (21 tahun ) hendaklah dididik dengan cara berkawan, bertukar pendapat dan hormati pendapat mereka selagi yang tidak bertentangan dengan syariat.
Tahap Keempat: Anak berumur lebih 21 tahun. Hendaklah para ibu bapa memberikan kebebasan bertindak selagi tidak bertentangan dengan syariat.Ibu bapa hanya perlu bertindak sebagai penasihat agar segala tindakkan mereka terkawal.
1. Kaedah Pesanan dan Arahan.
Pesanan dan arahan merupakan salah satu daripada kaedah yang disarankan oleh Rasulullah S. A. W. Anak-anak hendaklah dididik dengan dipesankan sesuatu terlebih dahulu. Lihat bagaimana reaksi mereka, apakah mereka boleh melakukannya hanya selepas sekali pesanan. Jika tidak berkesan maka hendaklah dipesan berulang kali tanpa merasa jemu dan bosan. Menurut pandangan pakar pendidikan kanak-kanak, anak yang pintar perlu diberi nasihat dan pesanan 200 kali tanpa bosan supaya mereka benar-benar memahami pesanan itu dan dapat bertindak dengan baik. Antara bentuk pesanan dan arahan kepada anak-anak :
• Mengenai solat di awal waktu
• Adab dengan orang tua-tua
• Adab dengan guru
• Adab dengan kawan-kawan
• Tugas harian di rumah
• Mengemas bilik sendiri termasuk meja belajar.
• Tatacara makan mengikut sunnah nabi
• Cara belajar yang berkesan
• Ingat sentiasa menutup aurat apabila keluar dari rumah
• Keselamatan jalan raya
• Tanggungjawab melindungi adik-adik.
2. Kaedah Bercerita
Kaedah bercerita menguatkan hubungan anak-anak dengan ibu bapa terutamanya kisah-kisah teladan daripada Al-Quran, kisah nabi dan sebagainya. Tujuan bercerita ialah untuk mendidik anak-anak secara tidak langsung melalui pemahamam minda bawah sedar mereka, menyampaikan maklumat dan menyerapkan pengajaran yang boleh dicungkil daripada cerita tersebut, mengerat dan merapatkan hubungan anak dan ibu bapa, anak-anak boleh menggambarkan di minda mereka dengan lebih jelas dan ini lebih berkesan bergantung kepada kemahiran pencerita.
3. Kaedah Soal jawab
Bersoala jawab denagn anak akan menggerakkan minda mereka. Ibu bapa yang cemerlang hendaklah sentiasa bersoal jawab dan mengambil tahu mengenai diri anak dan perkembangan aktiviti dan pembelajaran mereka. Kaedah ini hendaklah dilakukan secara berterusan dan tanpa mengira masa, keadaan dan tempat seperti ketika dalam perjalanan, di rumah, waktu makan dan sebagainya.
Ibu bapa hendaklah berusaha menjawab semua persoalan. Seandainya ibu bapa tidak tahu atau tidak pasti jawapan kepada soalan anak, jangan teragak-agak atau enggan untuk mengaku tidak tahu. Ibu bapa hendaklah memberi penjelasan atau jawapan kepada persoalan yang ditanya oleh anak daripada orang yang mahir dalam bidangnya.
Anak-anak kecil lazimnya suka bertanya soalan yang bertubi-tubi. Ramai ibu bapa yang tidak mengambil peduli keletah anak-anak ini. Tabiat ini tidak sewajarnya menjadi amalan ibu bapa kerana tabiat anak-anak yang bertanya itu sudah menggambarkan pembangunan minda anak-anka yang cemerlang. Jika ditangani dengan baik anak itu mempunyai potensi yang tinggi untuk menjadi anak cemerlang.
4. Kaedah Merujuk Pengalaman Lalu
Pengalaman yang positif boleh dijadikan teladan, pengalaman yang negatif boleh dijadikan sempadan. Pengalaman ini elok dibuktikan dengan gambar, dokumen atau barangan peninggalan yang terlibat. Ini kerana pengalamna ini amat mudah untuk menjelaskan mesej yang ingin kita sampaikan dan mudah pula dijadikan iktibaroleh anak-anak. Pengalaman anak-anak itu juga penting. Kaitkan apa perlunay mereka berwaspada denagn peristiwa pahit yang telah mereka alami atau peristiwa manis dan kejayaan yang pernah mereka kecapi.
5. Kaedah Nasihat dan Teguran
Berilah nasihat dan teguran kepada anak-anak dalam hal akidah, ibadah, akhlak, tanggungjawab, kesihatan, suci hati dan erti kesusahan. Kaedah ini sangat penting dan ia berbeza dengan kaedah pesanan dan arahan. Ini kerana nasihat dan teguran tidak boleh dibuat setiap hari atau setiap masa kerana anak-anak akan mudah merasa jemu dan bosan.
Ketika mendengar nasihat dan teguran daripada ibu bapa, anak hendaklah dilatih supaya memandang wajah kedua-duanya atau tunduk.
6. Kaedah Bermain dan Bergurau
Cuba tanya diri anda, berapa kerapkah anda bermain-main dan bergurau-gurau dengan anak-anak anda? Terdapat pelbagai kaedah untuk kita bergurau dengan anak-anak ketika sedang bermain, beriadah mahupun bersukan. Matlamat bergurau dengan anak-anak ialah untuk menggembirakan hati mereka.
Mengikut kajian psikologi, apabila anak berasa gembira dan disayangi, mereka akan menjadi anak yang berdisiplin dan berakhlak yang baik. Tetapi jangan pula bergurau melampau batas seperti bermain dan bergurau berlarutan sehingga meninggalkan ibadah wajib dan tugas yang lebih penting.
Bapa juga tidak manis bergurau atau bermain dengan anak perempuan yang telah meningkat dewasa. Begitu juga ibu tidak manis bermain dengan anak lelaki yang telah meningkat dewasa. Perlakuan tidak manis ini jika tidak diikat oleh iman yang kuat, sering berlarutan sehingga boleh menyebabkan berlakunya sumbang mahram.
7. Kaedah Latihan yang Berterusan
Anak yang cemerlang perlu dilatih secara praktikal dan berterusan. Kaedah ini juga disarankan oleh Rasullullah S.A.W. Anak kita memang cemerlang tetapi perlu dilatih secara praktikal dan berterusan. Kaedah latihan boleh dibahagikan kepada beberapa ciri diantaranya :-
a) Jantina
Ibu bapa hendaklah memberi tugas kepada anak-anak sesuai dengan jantinanya seperti tuga yang berat dan kasar diagihkan kepada anak lelaki manakala anak perempuan kepada kerja-kerja dalaman yang lebih ringan dan sesuai dengan watak keperempuanan mereka. Bagaimanapun tidak salah jika anak lelaki diajar dan diasuh melakukan pekerjaan yang sering dilakukan oleh orang perempuan seperti membasuh pakaian sendiri, menyidai pakaian, melipat pakaian, memasak, membasuh pinggan dan sebagainya.
b) Usia
Pengagihan tugas juga perlu diagihkan mengikut usia. Anak yang berusia di bawah enam tahun belum boleh diberi tanggungjawab yang serius. Tahap tanggungjawab boleh ditingkatkan apabila usia mereka meningkat dan mengikut kesesuaian waktu.
Jangan lupa memberi pujian dan penghargaan kepada anak setelah mereka berjaya melakukan sesuatu pekerjaan itu. Namun jangan berlebihan kerana bimbang anak itu akan bersifat takbur.
Sumber majalah Wanita November 2005 oleh Noraishah Ismail
Rahsia Anak Pintar
“Semua anak dilahirkan pintar, tetapi yang memberi impak ialah cara kita merangsang mereka. Ibu bapa mesti mempunyai misi yang jelas iaitu menanam tekad membentuk masa depan anak.”
Dato’ Dr. Hj. Mohd Fadzilah Kamsah
Pakar Motivasi
Klik disini >> http://bit.ly/rahsianakpintar
untuk mendapatkan Rahsia Anak Pintar.
RUJUKAN : http://feryco.com/7-kaedah-mendidik-anak-cemerlang
Wednesday, March 16, 2011
Resepi dari newspaper dll
Nasi Beriani Menggunakan Rempah Beriani Faiza
6 sudu minyak sapi,
6 ulas bwg merah,
3 ulas bwg putih
Tumis bersama cengkih, buah pelaga, kayu manis
Goreng hingga kuning, masukkan 1 sudu beriani faiza
Masukkan air secukupnya.( 1 cawan air 1 cawan beras)
Garam ,
3 daun pandan,
3 daun pudina ,
1 ketul gula batu,
1 ketul kiub ayam ,
1 sudu besar jus oren,
masak hingga mendidih.
Masukkan ½ cawan susu cair,
1 kg beras basmathi,
kacau rata dan tutup.
Bila hampir kering, masukkan sedikit pewarna kuning.
Mee Goreng Istimewa Chef Ismail
Ikuti langkah mudah menyediakan masakan mi goreng istimewa yang disediakan Chef Ismail.
(Ref:http://www.hmetro.com.my/articles/Migorengistimewa/Article )
Bahannya:
1 kilogram mi kuning
1/2 kilogram sawi hijau Hong Kong - direbus seketika
300 gram kubis bulat - direbus seketika
1 biji lobak merah (saiz besar) - direbus seketika
200 gram cendawan hitam Cina (rebus hingga kembang)
200 gram brokoli - direbus seketika
250 gram udang
250 gram daging dada ayam yang dipotong dadu
3 sudu kecil bawang putih
3 sudu kecil sos tiram
1 sudu kecil kicap pekat
1/2 sudu kecil kiub ayam
1 sudu kecil minyak bijan
1 sudu kecil gula
1 sudu kecil serbuk lada putih
Garam jika perlu
8 sudu besar minyak untuk menumis
6 sudu minyak sapi,
6 ulas bwg merah,
3 ulas bwg putih
Tumis bersama cengkih, buah pelaga, kayu manis
Goreng hingga kuning, masukkan 1 sudu beriani faiza
Masukkan air secukupnya.( 1 cawan air 1 cawan beras)
Garam ,
3 daun pandan,
3 daun pudina ,
1 ketul gula batu,
1 ketul kiub ayam ,
1 sudu besar jus oren,
masak hingga mendidih.
Masukkan ½ cawan susu cair,
1 kg beras basmathi,
kacau rata dan tutup.
Bila hampir kering, masukkan sedikit pewarna kuning.
Mee Goreng Istimewa Chef Ismail
Ikuti langkah mudah menyediakan masakan mi goreng istimewa yang disediakan Chef Ismail.
(Ref:http://www.hmetro.com.my/articles/Migorengistimewa/Article )
Bahannya:
1 kilogram mi kuning
1/2 kilogram sawi hijau Hong Kong - direbus seketika
300 gram kubis bulat - direbus seketika
1 biji lobak merah (saiz besar) - direbus seketika
200 gram cendawan hitam Cina (rebus hingga kembang)
200 gram brokoli - direbus seketika
250 gram udang
250 gram daging dada ayam yang dipotong dadu
3 sudu kecil bawang putih
3 sudu kecil sos tiram
1 sudu kecil kicap pekat
1/2 sudu kecil kiub ayam
1 sudu kecil minyak bijan
1 sudu kecil gula
1 sudu kecil serbuk lada putih
Garam jika perlu
8 sudu besar minyak untuk menumis
Tuesday, March 15, 2011
How to identify and use feeding bottles
It is shocking news... make sure you do not use the polycarbonate bottles when feeding your babies... or if you do... follow the given instruction carefully...
(SOURCE : NST March 15)
The Health Ministry is distributing pamphlets on how to identify polycarbonate baby-feeding bottles containing Bisphenol A (BPA) and guides on how to use BPA-free polycarbonate bottles. Listed below are some of the ways to identify polycarbonate baby feeding bottles
- A polycarbonate feeding bottle is hard and transparent.
- It can be identified through the plastic classification codes found on the bottom of the bottle as follows:
a. Number 7
b. Number 7 and PC
c. Number 7 and others
- BPA-free bottles are usually labelled as "BPA-free".
Listed below is the guide on BPA bottle usage
- Sterilise the bottle following the instructions on the label or those provided by the manufacturer. If none, the bottle should be submerged in boiling water for five to 10 minutes.
- Avoid pouring hot water directly into the bottle when preparing milk.
- Use appropriate cleaning utensils, such as a soft sponge and brush, to avoid scratching the surface of the bottle.
- Check the inner surface of the bottle regularly. Replace if scratches are found or the feeding bottle is spoilt. Feeding bottles, even those without scratches, should be changed every six months.
- There are several alternative baby feeding bottles in the market made from polypropylene, polyethersulfone, polyyamides as well as glass.
For more information, please contact the Health Ministry at 03 8883 3652/ 3653/ 3655 or visit http://fsq.moh.gov.my or http://moh.gov.my
Read more: How to identify and use feeding bottles http://www.nst.com.my/nst/articles/12bara/Article#ixzz1GgP0LoHZ
(SOURCE : NST March 15)
The Health Ministry is distributing pamphlets on how to identify polycarbonate baby-feeding bottles containing Bisphenol A (BPA) and guides on how to use BPA-free polycarbonate bottles. Listed below are some of the ways to identify polycarbonate baby feeding bottles
- A polycarbonate feeding bottle is hard and transparent.
- It can be identified through the plastic classification codes found on the bottom of the bottle as follows:
a. Number 7
b. Number 7 and PC
c. Number 7 and others
- BPA-free bottles are usually labelled as "BPA-free".
Listed below is the guide on BPA bottle usage
- Sterilise the bottle following the instructions on the label or those provided by the manufacturer. If none, the bottle should be submerged in boiling water for five to 10 minutes.
- Avoid pouring hot water directly into the bottle when preparing milk.
- Use appropriate cleaning utensils, such as a soft sponge and brush, to avoid scratching the surface of the bottle.
- Check the inner surface of the bottle regularly. Replace if scratches are found or the feeding bottle is spoilt. Feeding bottles, even those without scratches, should be changed every six months.
- There are several alternative baby feeding bottles in the market made from polypropylene, polyethersulfone, polyyamides as well as glass.
For more information, please contact the Health Ministry at 03 8883 3652/ 3653/ 3655 or visit http://fsq.moh.gov.my or http://moh.gov.my
Read more: How to identify and use feeding bottles http://www.nst.com.my/nst/articles/12bara/Article#ixzz1GgP0LoHZ
Lagu hari guru 2010
Lirik Lagu Kami Guru Malaysia
Kami guru Malaysia
Berikrar dan berjanji
Mendidik dan memimpin
Putra putri negara kita
Pada Seri Paduka
Kami tumpahkan setia
Rukun Negara kita
Panduan hidup kami semua
Di bidang pembangunan
Kami tetap bersama
Membantu, membina
Negara yang tercinta
Amanah yang diberi
Kami tak persiakan
Apa yang kami janji
Tunai tetap kami tunaikan
Lagu & Lirik : Hashim Ahmad
Kami guru Malaysia
Berikrar dan berjanji
Mendidik dan memimpin
Putra putri negara kita
Pada Seri Paduka
Kami tumpahkan setia
Rukun Negara kita
Panduan hidup kami semua
Di bidang pembangunan
Kami tetap bersama
Membantu, membina
Negara yang tercinta
Amanah yang diberi
Kami tak persiakan
Apa yang kami janji
Tunai tetap kami tunaikan
Lagu & Lirik : Hashim Ahmad
tema hari guru 2010
Lirik Lagu Kami Guru Malaysia
Kami guru Malaysia
Berikrar dan berjanji
Mendidik dan memimpin
Putra putri negara kita
Pada Seri Paduka
Kami tumpahkan setia
Rukun Negara kita
Panduan hidup kami semua
Di bidang pembangunan
Kami tetap bersama
Membantu, membina
Negara yang tercinta
Amanah yang diberi
Kami tak persiakan
Apa yang kami janji
Tunai tetap kami tunaikan
Lagu & Lirik : Hashim Ahmad
Kami guru Malaysia
Berikrar dan berjanji
Mendidik dan memimpin
Putra putri negara kita
Pada Seri Paduka
Kami tumpahkan setia
Rukun Negara kita
Panduan hidup kami semua
Di bidang pembangunan
Kami tetap bersama
Membantu, membina
Negara yang tercinta
Amanah yang diberi
Kami tak persiakan
Apa yang kami janji
Tunai tetap kami tunaikan
Lagu & Lirik : Hashim Ahmad
Tanda-tanda KIamat...
Sepuluh Tanda-tanda Kiamat yang Besar
Daripada Huzaifah bin Asid Al-Ghifari ra. berkata: "Datang kepada kami Rasulullah saw. dan kami pada waktu itu sedang berbincang-bincang. Lalu beliau bersabda: "Apa yang kamu perbincangkan?". Kami menjawab: "Kami sedang berbincang tentang hari qiamat". Lalu Nabi saw. bersabda: "Tidak akan terjadi hari qiamat sehingga kamu melihat sebelumnya sepuluh macam tanda-tandanya". Kemudian beliau menyebutkannya: "Asap, Dajjal, binatang, terbit matahari dari tempat tenggelamnya, turunnya Isa bin Maryam alaihissalam, Ya’juj dan Ma'juj, tiga kali gempa bumi, sekali di timur, sekali di barat dan yang ketiga di Semenanjung Arab yang akhir sekali adalah api yang keluar dari arah negeri Yaman yang akan menghalau manusia kepada Padang Mahsyar mereka".
(H.R Muslimi)
Keterangan
Sepuluh tanda-tanda qiamat yang disebutkan Rasulullah saw. dalam hadis ini adalah tanda-tanda qiamat yang besar-besar, akan terjadi di saat hampir tibanya hari qiamat. Sepuluh tanda itu ialah:
1.
Dukhan (asap) yang akan keluar dan mengakibatkan penyakit yang seperti selsema di kalangan orang-orang yang beriman dan akan mematikan semua orang kafir.
2.
Dajjal yang akan membawa fitnah besar yang akan meragut keimanan, hinggakan ramai orang yang akan terpedaya dengan seruannya.
3.
Binatang besar yang keluar berhampiran Bukit Shafa di Mekah yang akan bercakap bahawa manusia tidak beriman lagi kepada Allah swt.
4.
Matahari akan terbit dari tempat tenggelamnya. Maka pada saat itu Allah swt. tidak lagi menerima iman orang kafir dan tidak menerima taubat daripada orang yang berdosa.
5.
Turunnya Nabi Isa alaihissalam ke permukaan bumi ini. Beliau akan mendukung pemerintahan Imam Mahadi yang berdaulat pada masa itu dan beliau akan mematahkan segala salib yang dibuat oleb orang-orang Kristian dan beliau juga yang akan membunuh Dajjal.
6.
Keluarnya bangsa Ya'juj dan Ma'juj yang akan membuat kerosakan dipermukaan bumi ini, iaitu apabila mereka berjaya menghancurkan dinding yang dibuat dari besi bercampur tembaga yang telah didirikan oleh Zul Qarnain bersama dengan pembantu-pembantunya pada zaman dahulu.
7.
Gempa bumi di Timur.
8.
Gempa bumi di Barat.
9.
Gempa bumi di Semenanjung Arab.
10.
Api besar yang akan menghalau manusia menuju ke Padang Mahsyar. Api itu akan bermula dari arah negeri Yaman.
Mengikut pendapat Imam Ibnu Hajar al-Asqalani di dalam kitab Fathul Bari beliau mengatakan: "Apa yang dapat dirajihkan (pendapat yang terpilih) dari himpunan hadis-hadis Rasulullah Saw. bahawa keluarnya Dajal adalah yang mendahului segala petanda-petanda besar yang mengakibatkan perubahan besar yang berlaku dipermukaan bumi ini. Keadaan itu akan disudahi dengan kematian Nabi Isa alaihissalam (setelah belian turun dari langit). Kemudian terbitnya matahari dari tempat tenggelamnya adalah permulaan tanda-tanda qiamat yang besar yang akan merosakkan sistem alam cakerawala yang mana kejadian ini akan disudahi dengan terjadinya peristiwa qiamat yang dahsyat itu. Barangkali keluarnya binatang yang disebutkan itu adalah terjadi di hari yang matahari pada waktu itu terbit dari tempat tenggelamnya".
Rujukan : http://40hadith.blogspot.com/2007/12/sepuluh-tanda-tanda-kiamat-yang-besar.html
Daripada Huzaifah bin Asid Al-Ghifari ra. berkata: "Datang kepada kami Rasulullah saw. dan kami pada waktu itu sedang berbincang-bincang. Lalu beliau bersabda: "Apa yang kamu perbincangkan?". Kami menjawab: "Kami sedang berbincang tentang hari qiamat". Lalu Nabi saw. bersabda: "Tidak akan terjadi hari qiamat sehingga kamu melihat sebelumnya sepuluh macam tanda-tandanya". Kemudian beliau menyebutkannya: "Asap, Dajjal, binatang, terbit matahari dari tempat tenggelamnya, turunnya Isa bin Maryam alaihissalam, Ya’juj dan Ma'juj, tiga kali gempa bumi, sekali di timur, sekali di barat dan yang ketiga di Semenanjung Arab yang akhir sekali adalah api yang keluar dari arah negeri Yaman yang akan menghalau manusia kepada Padang Mahsyar mereka".
(H.R Muslimi)
Keterangan
Sepuluh tanda-tanda qiamat yang disebutkan Rasulullah saw. dalam hadis ini adalah tanda-tanda qiamat yang besar-besar, akan terjadi di saat hampir tibanya hari qiamat. Sepuluh tanda itu ialah:
1.
Dukhan (asap) yang akan keluar dan mengakibatkan penyakit yang seperti selsema di kalangan orang-orang yang beriman dan akan mematikan semua orang kafir.
2.
Dajjal yang akan membawa fitnah besar yang akan meragut keimanan, hinggakan ramai orang yang akan terpedaya dengan seruannya.
3.
Binatang besar yang keluar berhampiran Bukit Shafa di Mekah yang akan bercakap bahawa manusia tidak beriman lagi kepada Allah swt.
4.
Matahari akan terbit dari tempat tenggelamnya. Maka pada saat itu Allah swt. tidak lagi menerima iman orang kafir dan tidak menerima taubat daripada orang yang berdosa.
5.
Turunnya Nabi Isa alaihissalam ke permukaan bumi ini. Beliau akan mendukung pemerintahan Imam Mahadi yang berdaulat pada masa itu dan beliau akan mematahkan segala salib yang dibuat oleb orang-orang Kristian dan beliau juga yang akan membunuh Dajjal.
6.
Keluarnya bangsa Ya'juj dan Ma'juj yang akan membuat kerosakan dipermukaan bumi ini, iaitu apabila mereka berjaya menghancurkan dinding yang dibuat dari besi bercampur tembaga yang telah didirikan oleh Zul Qarnain bersama dengan pembantu-pembantunya pada zaman dahulu.
7.
Gempa bumi di Timur.
8.
Gempa bumi di Barat.
9.
Gempa bumi di Semenanjung Arab.
10.
Api besar yang akan menghalau manusia menuju ke Padang Mahsyar. Api itu akan bermula dari arah negeri Yaman.
Mengikut pendapat Imam Ibnu Hajar al-Asqalani di dalam kitab Fathul Bari beliau mengatakan: "Apa yang dapat dirajihkan (pendapat yang terpilih) dari himpunan hadis-hadis Rasulullah Saw. bahawa keluarnya Dajal adalah yang mendahului segala petanda-petanda besar yang mengakibatkan perubahan besar yang berlaku dipermukaan bumi ini. Keadaan itu akan disudahi dengan kematian Nabi Isa alaihissalam (setelah belian turun dari langit). Kemudian terbitnya matahari dari tempat tenggelamnya adalah permulaan tanda-tanda qiamat yang besar yang akan merosakkan sistem alam cakerawala yang mana kejadian ini akan disudahi dengan terjadinya peristiwa qiamat yang dahsyat itu. Barangkali keluarnya binatang yang disebutkan itu adalah terjadi di hari yang matahari pada waktu itu terbit dari tempat tenggelamnya".
Rujukan : http://40hadith.blogspot.com/2007/12/sepuluh-tanda-tanda-kiamat-yang-besar.html
Pray to God.......
It's so sad to hear the tragedy befalling the Japanese people... Hopefully there would be no more earthquake there or anywhere. Yet, we know that will not be so, as it is something that we have to face before the DAY..
Tanda-tanda Kiamat menurut agama Islam merupakan suatu petunjuk atau isyarat yang sudah hampirnya Hari Kiamat. Bermula dengan tanda-tanda kecil dan kemudian disusuli dengan tanda-tanda besar.
[sunting] Tanda-tanda besar
* Hijaunya bumi arafah.
* Lahirnya ramai anak anak zina dari perkahwinan tidak sah atau perceraian tidak diluluskan mahkamah.
* Keluar sejenis binatang dari perut bumi yang digelar Dabbatul Ardhi.
* Keluar asap tebal dibumi hijaz.
* Munculnya nabi palsu yang ke 40.
* Diangkat al-Quran dan Ilmu addin dari manusia.
* Berlaku perang besar dikawasan kaukasus
* Runtuhnya Ka'abah diserang oleh orang habshah
* 3 kali gempa bumi
* Keluarnya suku Yakjuj dan Makjuj.
* Bermulalah kekuasaan Dajjal.
* Munculnya Imam Mahdi.
* Turunnya Nabi Isa a.s.dan azannya mematikan yakjuj makjuj.
* Matahari terbit dari ufuk barat.
* Terdengar tiupan sangkakala pertama
[sunting] Tanda-tanda kecil
Didapati kini bahawa seluruh tanda-tanda kecil telah muncul dan terbukti seperti yang dinyatakan dalam hadis. Kebanyakan hadis-hadis ini dapat ditemukan di dalam Sahih Muslim, Sahih Bukhari dan Riwayat Tarmizi.
* Penaklukan Baitulmuqaddis
“ Dari Auf b. Malik r.a., katanya, "Rasulullah s. a. w. telah bersabda:"Aku menghitung enam perkara menjelang hari kiamat." Baginda menyebutkan salah satu di antaranya, iaitu penaklukan Baitulmuqaddis." - Sahih Bukhari[1] ”
* Zina bermaharajalela[perlu rujukan]
“ "Dan tinggallah manusia-manusia yang buruk, yang seenaknya melakukan persetubuhan seperti himar (keldai). Maka pada zaman mereka inilah kiamat akan datang." - Sahih Muslim ”
* Pemimpin yang terdiri dari orang yang jahil dan fasik[perlu rujukan]
* Bermaharajalela alat muzik[perlu rujukan]
“ Pada akhir zaman akan terjadi tanah runtuh, rusuhan dan perubahan muka."Ada yang bertanya kepada Rasulullah; "Wahai Rasulullah bila hal ini terjadi?" Baginda menjawab; "Apabila telah bermaharajalela bunyi-bunyian (muzik) dan penyanyi-penyanyi wanita" - Ibnu Majah ”
* Menghias masjid dan membanggakannya[perlu rujukan]
“ Di antara tanda-tanda telah dekatnya kiamat ialah manusia bermegah-megahan dalam mendirikan masjid" - Riwayat Nasai. ”
* Munculnya kekejian, memutuskan kerabat dan hubungan dengan tetangga tidak baik[perlu rujukan]
“ Tidak akan datang kiamat sehingga banyak perbuatan dan perkataan keji, memutuskan hubungan silaturahim dan sikap yang buruk dalam tetangga." - Riwayat Ahmad dan Hakim ”
* Ramai orang menuntut ilmu kerana pangkat dan kedudukan[perlu rujukan]
* Ramai orang soleh meninggal dunia[perlu rujukan]
“ Tidak akan datang hari kiamat sehingga Allah mengambil orang-orang yang baik dan ahli agama dimuka bumi, maka tiada yang tinggal padanya kecuali orang-orang yang hina dan buruk yang tidak mengetahui yang makruf dan tidak mengingkari kemungkaran - Riwayat Ahmad ”
* Orang hina mendapat kedudukan terhormat[perlu rujukan]
“ Di antara tanda-tanda semakin dekatnya kiamat ialah dunia akan dikuasai oleh Luka' bin Luka'(orang yang bodoh dan hina). Maka orang yang paling baik ketika itu ialah orang yang beriman yang diapit oleh dua orang mulia" - Riwayat Thabrani ”
* Mengucapkan salam kepada orang yang dikenalnya sahaja[perlu rujukan]
“ "Sesungguhnya di antara tanda-tanda telah dekatnya hari kiamat ialah manusia tidak mahu mengucapkan salam kepada orang lain kecuali yang dikenalnya saja." - Riwayat Ahmad ”
* Banyak wanita yang berpakaian tetapi hakikatnya telanjang [perlu rujukan]
“ Diriwayatkan dari Abu Hurairah r.a.
"Di antara tanda-tanda telah dekatnya hari kiamat ialah akan muncul pakaian-pakaian wanita dan apabila mereka memakainya keadaannya seperti telanjang." ”
* Bulan sabit kelihatan besar[perlu rujukan]
“ Di antara tanda-tanda telah dekatnya hari kiamat ialah menggelembung (membesarnya) bulan sabit." - Riwayat Thabrani ”
* Banyak dusta dan tidak tepat dalam menyampaikan berita
“ Pada akhir zaman akan muncul pembohong-pembohong besar yang datang kepadamu dengan membawa berita-berita yang belum pernah kamu dengar dan belum pernah didengar oleh bapa-bapa kamu sebelumnya, kerana itu jauhkanlah dirimu dari mereka agar mereka tidak menyesatkanmu dan memfitnahmu" - Sahih Muslim ”
* Banyak saksi palsu dan menyimpan kesaksian yang benar
“ Sesungguhnya sebelum datangnya hari kiamat akan banyak kesaksian palsu dan disembunyikan kesaksian yang benar" - Riwayat Ahmad ”
* Negara Arab menjadi padang rumput dan sungai
“ Tidak akan datang hari kiamat sehingga negeri Arab kembali menjadi padang rumput dan sungai-sungai." - Sahih Muslim ”
* Banyaknya sifat bohong dan ia menjadi perkata biasa[perlu rujukan]
* Jarak-jarak antara pasar menjadi dekat (menunjukkan banyaknya kegiatan perdagangan)[perlu rujukan]
“ Banyaknya sifat bohong, pendeknya waktu, dekatnya jarak-jarak antara pasar-pasar." - Riwayat Bukhari ”
* Manusia mewarnai rambut di kepalanya dengan warna hitam supaya kelihatan muda[perlu rujukan]
“ Pada akhir zaman akan muncul suatu kaum yang mencelupi rambut mereka dengan warna hitam seperti 'bulu merpati' yang mereka itu tidak akan mencium bau syurga." - Sahih Abu Daud & Nasai
rujukan : http://ms.wikipedia.org/wiki/Tanda-tanda_Kiamat
Tanda-tanda Kiamat menurut agama Islam merupakan suatu petunjuk atau isyarat yang sudah hampirnya Hari Kiamat. Bermula dengan tanda-tanda kecil dan kemudian disusuli dengan tanda-tanda besar.
[sunting] Tanda-tanda besar
* Hijaunya bumi arafah.
* Lahirnya ramai anak anak zina dari perkahwinan tidak sah atau perceraian tidak diluluskan mahkamah.
* Keluar sejenis binatang dari perut bumi yang digelar Dabbatul Ardhi.
* Keluar asap tebal dibumi hijaz.
* Munculnya nabi palsu yang ke 40.
* Diangkat al-Quran dan Ilmu addin dari manusia.
* Berlaku perang besar dikawasan kaukasus
* Runtuhnya Ka'abah diserang oleh orang habshah
* 3 kali gempa bumi
* Keluarnya suku Yakjuj dan Makjuj.
* Bermulalah kekuasaan Dajjal.
* Munculnya Imam Mahdi.
* Turunnya Nabi Isa a.s.dan azannya mematikan yakjuj makjuj.
* Matahari terbit dari ufuk barat.
* Terdengar tiupan sangkakala pertama
[sunting] Tanda-tanda kecil
Didapati kini bahawa seluruh tanda-tanda kecil telah muncul dan terbukti seperti yang dinyatakan dalam hadis. Kebanyakan hadis-hadis ini dapat ditemukan di dalam Sahih Muslim, Sahih Bukhari dan Riwayat Tarmizi.
* Penaklukan Baitulmuqaddis
“ Dari Auf b. Malik r.a., katanya, "Rasulullah s. a. w. telah bersabda:"Aku menghitung enam perkara menjelang hari kiamat." Baginda menyebutkan salah satu di antaranya, iaitu penaklukan Baitulmuqaddis." - Sahih Bukhari[1] ”
* Zina bermaharajalela[perlu rujukan]
“ "Dan tinggallah manusia-manusia yang buruk, yang seenaknya melakukan persetubuhan seperti himar (keldai). Maka pada zaman mereka inilah kiamat akan datang." - Sahih Muslim ”
* Pemimpin yang terdiri dari orang yang jahil dan fasik[perlu rujukan]
* Bermaharajalela alat muzik[perlu rujukan]
“ Pada akhir zaman akan terjadi tanah runtuh, rusuhan dan perubahan muka."Ada yang bertanya kepada Rasulullah; "Wahai Rasulullah bila hal ini terjadi?" Baginda menjawab; "Apabila telah bermaharajalela bunyi-bunyian (muzik) dan penyanyi-penyanyi wanita" - Ibnu Majah ”
* Menghias masjid dan membanggakannya[perlu rujukan]
“ Di antara tanda-tanda telah dekatnya kiamat ialah manusia bermegah-megahan dalam mendirikan masjid" - Riwayat Nasai. ”
* Munculnya kekejian, memutuskan kerabat dan hubungan dengan tetangga tidak baik[perlu rujukan]
“ Tidak akan datang kiamat sehingga banyak perbuatan dan perkataan keji, memutuskan hubungan silaturahim dan sikap yang buruk dalam tetangga." - Riwayat Ahmad dan Hakim ”
* Ramai orang menuntut ilmu kerana pangkat dan kedudukan[perlu rujukan]
* Ramai orang soleh meninggal dunia[perlu rujukan]
“ Tidak akan datang hari kiamat sehingga Allah mengambil orang-orang yang baik dan ahli agama dimuka bumi, maka tiada yang tinggal padanya kecuali orang-orang yang hina dan buruk yang tidak mengetahui yang makruf dan tidak mengingkari kemungkaran - Riwayat Ahmad ”
* Orang hina mendapat kedudukan terhormat[perlu rujukan]
“ Di antara tanda-tanda semakin dekatnya kiamat ialah dunia akan dikuasai oleh Luka' bin Luka'(orang yang bodoh dan hina). Maka orang yang paling baik ketika itu ialah orang yang beriman yang diapit oleh dua orang mulia" - Riwayat Thabrani ”
* Mengucapkan salam kepada orang yang dikenalnya sahaja[perlu rujukan]
“ "Sesungguhnya di antara tanda-tanda telah dekatnya hari kiamat ialah manusia tidak mahu mengucapkan salam kepada orang lain kecuali yang dikenalnya saja." - Riwayat Ahmad ”
* Banyak wanita yang berpakaian tetapi hakikatnya telanjang [perlu rujukan]
“ Diriwayatkan dari Abu Hurairah r.a.
"Di antara tanda-tanda telah dekatnya hari kiamat ialah akan muncul pakaian-pakaian wanita dan apabila mereka memakainya keadaannya seperti telanjang." ”
* Bulan sabit kelihatan besar[perlu rujukan]
“ Di antara tanda-tanda telah dekatnya hari kiamat ialah menggelembung (membesarnya) bulan sabit." - Riwayat Thabrani ”
* Banyak dusta dan tidak tepat dalam menyampaikan berita
“ Pada akhir zaman akan muncul pembohong-pembohong besar yang datang kepadamu dengan membawa berita-berita yang belum pernah kamu dengar dan belum pernah didengar oleh bapa-bapa kamu sebelumnya, kerana itu jauhkanlah dirimu dari mereka agar mereka tidak menyesatkanmu dan memfitnahmu" - Sahih Muslim ”
* Banyak saksi palsu dan menyimpan kesaksian yang benar
“ Sesungguhnya sebelum datangnya hari kiamat akan banyak kesaksian palsu dan disembunyikan kesaksian yang benar" - Riwayat Ahmad ”
* Negara Arab menjadi padang rumput dan sungai
“ Tidak akan datang hari kiamat sehingga negeri Arab kembali menjadi padang rumput dan sungai-sungai." - Sahih Muslim ”
* Banyaknya sifat bohong dan ia menjadi perkata biasa[perlu rujukan]
* Jarak-jarak antara pasar menjadi dekat (menunjukkan banyaknya kegiatan perdagangan)[perlu rujukan]
“ Banyaknya sifat bohong, pendeknya waktu, dekatnya jarak-jarak antara pasar-pasar." - Riwayat Bukhari ”
* Manusia mewarnai rambut di kepalanya dengan warna hitam supaya kelihatan muda[perlu rujukan]
“ Pada akhir zaman akan muncul suatu kaum yang mencelupi rambut mereka dengan warna hitam seperti 'bulu merpati' yang mereka itu tidak akan mencium bau syurga." - Sahih Abu Daud & Nasai
rujukan : http://ms.wikipedia.org/wiki/Tanda-tanda_Kiamat
Thursday, March 3, 2011
SPM 1119 Section C
SPM English by JUGDEEP KAUR GILL
Today we will take a look at Section C of the SPM 1119 paper. This section, which carries a substantial 25 marks, is divided into two parts, reading comprehension and summary writing. 10 marks are allocated for reading comprehension and 15 marks for summary writing.
Guidelines for reading comprehension
1. Read the whole passage through once to get a general idea of what the passage is about. Do not worry if you come across unfamiliar words. Sometimes, it is not necessary to understand every word you read.
2. Do read the passage a second time, if necessary. The second reading helps you take in the details and improve your understanding.
3. Read the questions carefully. Use cue words in the questions to help you answer the questions. These can be the “wh” words (what, when, where, why, who, whose, how) and action verbs (identify, find, list).
4. Questions sometimes contain words found in the passage. Use these words to help you identify the part of the passage where the answer can be found.
5. You do not have to answer questions in complete sentences (look at the sample answers given).
6. You can lift words, clauses or sentences from the passage to answer questions. You do not have to use your own words unless you are told to do so. Moreover, there is a danger in paraphrasing – you might alter/distort the meaning expressed in the passage and hence lose precious marks.
7. For questions on vocabulary, if you are asked for a word, then give only ONE word and nothing else. Make sure you spell the word correctly. If you are asked for a phrase, then give the relevant phrase. If you copy the sentence where the word or phrase are found, you must indicate the chosen word or phrase by underlining it or putting it within quotation marks.
8. Some questions require you to use your own words and you must do so.
9. Do pay attention to the tense (and sometimes pronoun) used in the questions when formulating your answers.
Pitfalls to avoid
1. Do not give more than the required information. Sometimes, students copy chunks from a passage, giving two or more sentences. This only highlights their weakness – failure to understand the question and/or text.
2. Do not give two or more answers to a question. Some students write down all the possible answers to a question just to be on the safe side.
3. Do not waste time paraphrasing answers unless you are asked to do so.
Summary writing
The question on summary writing is based on the same text used for reading comprehension. This should be a boon as you would be familiar with the text after several readings. Despite this, many students are not comfortable dealing with summary writing.Their fears stem from their inability to identify informtation relevant to the answer. Some are also worried that they may not be able to put the information together into a coherent paragraph. Weak students have an additional problem to grapple with – language. While these concerns are genuine, there is no reason to fret as these problems can be easily overcome with proper guidance and help from teachers.
Remember that summary writing in the context of this paper is largely a reading skill (as you are required to select relevant information in the text) with a bit of writing thrown in (as you have to string the points together into a unified text). The task is made easier for you as you do not need to summarise the whole text, only certain aspects (maybe one or two). Therefore, it is crucial that you read the question carefully and consider what information is relevant.
The allocation of marks for summary writing is as follows: 10 for content and 5 for language. Usually, there are more than 10 content points but you should be able to identify at least 10. I always advise students not to worry too much about paraphrasing. You should focus on getting marks for content, not language.
Guidelines for summary writing:
1. Read the question carefully. Ask yourself: “What am I required to summarise?”
2. Mark the first and last lines of the passage you are asked to refer to.
3. Then select information that is relevant to your answer. To do this, underline the relevant lines or ideas as you read the text. Always ask yourself: “Is this...” (For the summary below, you would ask: “Is this a reason tigers have become extinct? or Is this a measure that should be implemented?”
4. Look through the lines/ideas you have underlined. Sometimes an idea is repeated in another line by way of paraphrasing. Ask yourself, is this a repetition?
5. Summarise these ideas. You can combine ideas by combining phrases or sentences, or you may want to paraphrase ideas/sentences. However, make sure your sentences are complete sentences and not fractured bits and pieces.
6. If you cannot paraphrase ideas, see if there are words in the text that you can replace without affecting meaning. For example, you can use a pronoun to replace a noun.
7. If you are a weak student, do copy the complete sentence. This way, you will not lose marks for content or language.
8. Begin the summary with the 10 words given and remember that the three dots after the tenth word mean you have to complete the sentence with some relevant information from the text.
9. Organise the ideas/points in the manner in which they are found in the text. Do not waste time trying to rearrange ideas.
10. Adhere to the word limit. Writing more than the required number of words will not get you any marks. Anything far too short of the word limit means you lack content.
11. Pay attention to the tense (and sometimes pronoun) used in the given 10 words.
12. Write the summary in one paragraph. Some students are in the habit of drawing columns to facilitate counting of words. This is perfectly fine but do write your final draft in one paragraph.
Pitfalls to avoid
1. Do not include information not found in the text.
2. Do not include your own ideas or opinions.
3. Do not spend too much time paraphrasing as you might end up losing marks for content unless you can do so without altering/distorting meaning.
4. Do not repeat ideas. Sometimes, an idea is repeated in the text and you may not notice it as it may have been paraphrased.
5. Do not include material from other lines in the text.
Compliments to : The Star Online
Today we will take a look at Section C of the SPM 1119 paper. This section, which carries a substantial 25 marks, is divided into two parts, reading comprehension and summary writing. 10 marks are allocated for reading comprehension and 15 marks for summary writing.
Guidelines for reading comprehension
1. Read the whole passage through once to get a general idea of what the passage is about. Do not worry if you come across unfamiliar words. Sometimes, it is not necessary to understand every word you read.
2. Do read the passage a second time, if necessary. The second reading helps you take in the details and improve your understanding.
3. Read the questions carefully. Use cue words in the questions to help you answer the questions. These can be the “wh” words (what, when, where, why, who, whose, how) and action verbs (identify, find, list).
4. Questions sometimes contain words found in the passage. Use these words to help you identify the part of the passage where the answer can be found.
5. You do not have to answer questions in complete sentences (look at the sample answers given).
6. You can lift words, clauses or sentences from the passage to answer questions. You do not have to use your own words unless you are told to do so. Moreover, there is a danger in paraphrasing – you might alter/distort the meaning expressed in the passage and hence lose precious marks.
7. For questions on vocabulary, if you are asked for a word, then give only ONE word and nothing else. Make sure you spell the word correctly. If you are asked for a phrase, then give the relevant phrase. If you copy the sentence where the word or phrase are found, you must indicate the chosen word or phrase by underlining it or putting it within quotation marks.
8. Some questions require you to use your own words and you must do so.
9. Do pay attention to the tense (and sometimes pronoun) used in the questions when formulating your answers.
Pitfalls to avoid
1. Do not give more than the required information. Sometimes, students copy chunks from a passage, giving two or more sentences. This only highlights their weakness – failure to understand the question and/or text.
2. Do not give two or more answers to a question. Some students write down all the possible answers to a question just to be on the safe side.
3. Do not waste time paraphrasing answers unless you are asked to do so.
Summary writing
The question on summary writing is based on the same text used for reading comprehension. This should be a boon as you would be familiar with the text after several readings. Despite this, many students are not comfortable dealing with summary writing.Their fears stem from their inability to identify informtation relevant to the answer. Some are also worried that they may not be able to put the information together into a coherent paragraph. Weak students have an additional problem to grapple with – language. While these concerns are genuine, there is no reason to fret as these problems can be easily overcome with proper guidance and help from teachers.
Remember that summary writing in the context of this paper is largely a reading skill (as you are required to select relevant information in the text) with a bit of writing thrown in (as you have to string the points together into a unified text). The task is made easier for you as you do not need to summarise the whole text, only certain aspects (maybe one or two). Therefore, it is crucial that you read the question carefully and consider what information is relevant.
The allocation of marks for summary writing is as follows: 10 for content and 5 for language. Usually, there are more than 10 content points but you should be able to identify at least 10. I always advise students not to worry too much about paraphrasing. You should focus on getting marks for content, not language.
Guidelines for summary writing:
1. Read the question carefully. Ask yourself: “What am I required to summarise?”
2. Mark the first and last lines of the passage you are asked to refer to.
3. Then select information that is relevant to your answer. To do this, underline the relevant lines or ideas as you read the text. Always ask yourself: “Is this...” (For the summary below, you would ask: “Is this a reason tigers have become extinct? or Is this a measure that should be implemented?”
4. Look through the lines/ideas you have underlined. Sometimes an idea is repeated in another line by way of paraphrasing. Ask yourself, is this a repetition?
5. Summarise these ideas. You can combine ideas by combining phrases or sentences, or you may want to paraphrase ideas/sentences. However, make sure your sentences are complete sentences and not fractured bits and pieces.
6. If you cannot paraphrase ideas, see if there are words in the text that you can replace without affecting meaning. For example, you can use a pronoun to replace a noun.
7. If you are a weak student, do copy the complete sentence. This way, you will not lose marks for content or language.
8. Begin the summary with the 10 words given and remember that the three dots after the tenth word mean you have to complete the sentence with some relevant information from the text.
9. Organise the ideas/points in the manner in which they are found in the text. Do not waste time trying to rearrange ideas.
10. Adhere to the word limit. Writing more than the required number of words will not get you any marks. Anything far too short of the word limit means you lack content.
11. Pay attention to the tense (and sometimes pronoun) used in the given 10 words.
12. Write the summary in one paragraph. Some students are in the habit of drawing columns to facilitate counting of words. This is perfectly fine but do write your final draft in one paragraph.
Pitfalls to avoid
1. Do not include information not found in the text.
2. Do not include your own ideas or opinions.
3. Do not spend too much time paraphrasing as you might end up losing marks for content unless you can do so without altering/distorting meaning.
4. Do not repeat ideas. Sometimes, an idea is repeated in the text and you may not notice it as it may have been paraphrased.
5. Do not include material from other lines in the text.
Compliments to : The Star Online
DESCRIPTIVE WRITING
Techniques in Descriptive Writing
• Use details to make your descriptions come alive.
• Focus on evoking the senses. (sight, sound, smell, taste and touch)
• Nouns, adjectives and verbs help the reader see and feel things.
• A descriptive essay need not be boring and monotonous. Make use of a lively tone – show your own feelings, responses and reactions and let the reader feel them too.
• Describe different aspects. If you are describing a person, do not limit your description to the person’s physical appearance. Include a detailed description of the person’s character and personality and how other people react to him/her. Include a detailed paragraph of an incident which highlights one of these aspects.
Before you begin writing a descriptive essay, you need to identify what you want to describe.
Consider the following topic:
My favourite teacher
If you are going to write about a favourite teacher, you might want to include his/her physical appearance. When describing his/her physical appearance, you can provide a general description of him/her or focus on important certain aspects which define his/her character. An essay of this nature would not be complete without a description of his/her qualities and how he/she interacts with his/her students.
Look at the two extracts below.
Extract 1
Mr L was my English Literature lecturer. He was thin and of average height. He was boyish looking. He spoke with an unusual accent. He was also quite sarcastic and some of the students did not like this. He did not like students coming in late to class. Some of us loved him but others hated him.
Extract 1 is a simple description of the teacher. Although there are several adjectives, the description is somewhat dull as the structures used are simple and repetitive.
Extract 2
The first time I entered his class, I, like many of the other students, was charmed by his boyish looks. A quick calculation told us that he was in his twenties. His straight black hair fell across his forehead when it was slightly long and his clear complexion enhanced his looks. For a Chinese, he had unusually big eyes and quite a sharp nose. He was always welldressed in a rugged sort of way. He was not outrageously handsome but there was something in him which definitely made him attractive His unusual accent mesmerised some of us but his sarcasm did not
** Taken from : The Star Online
• Use details to make your descriptions come alive.
• Focus on evoking the senses. (sight, sound, smell, taste and touch)
• Nouns, adjectives and verbs help the reader see and feel things.
• A descriptive essay need not be boring and monotonous. Make use of a lively tone – show your own feelings, responses and reactions and let the reader feel them too.
• Describe different aspects. If you are describing a person, do not limit your description to the person’s physical appearance. Include a detailed description of the person’s character and personality and how other people react to him/her. Include a detailed paragraph of an incident which highlights one of these aspects.
Before you begin writing a descriptive essay, you need to identify what you want to describe.
Consider the following topic:
My favourite teacher
If you are going to write about a favourite teacher, you might want to include his/her physical appearance. When describing his/her physical appearance, you can provide a general description of him/her or focus on important certain aspects which define his/her character. An essay of this nature would not be complete without a description of his/her qualities and how he/she interacts with his/her students.
Look at the two extracts below.
Extract 1
Mr L was my English Literature lecturer. He was thin and of average height. He was boyish looking. He spoke with an unusual accent. He was also quite sarcastic and some of the students did not like this. He did not like students coming in late to class. Some of us loved him but others hated him.
Extract 1 is a simple description of the teacher. Although there are several adjectives, the description is somewhat dull as the structures used are simple and repetitive.
Extract 2
The first time I entered his class, I, like many of the other students, was charmed by his boyish looks. A quick calculation told us that he was in his twenties. His straight black hair fell across his forehead when it was slightly long and his clear complexion enhanced his looks. For a Chinese, he had unusually big eyes and quite a sharp nose. He was always welldressed in a rugged sort of way. He was not outrageously handsome but there was something in him which definitely made him attractive His unusual accent mesmerised some of us but his sarcasm did not
** Taken from : The Star Online
tips on writing essay
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My compliments to everyone who has helped me (directly or indirectly) to produce this power point... Thank you... May Allah bless us all for helping our students...
Thursday, February 24, 2011
Literature - Novel - Answering Technique
Assalamualaikum wrt
One major worry in answering F3 literature questions will be the novel question. How do you answer them?
well, the most important thing is you must have finished reading the novel. That is very important
The second thing is , make sure you know the five important elements in novel which are character, moral values, themes, plot and setting. All these are actually inter-related.
If you are able to answer the character question for example, you should without any problem be able to answer questions on moral values and themes.
To be able to do that, you must analyse every chapter and find ,for instance, the main characters and his traits. What did he do - the events that happened . Then asked what is the lesson you have learnt after reading the event.That will be about moral values and themes. You have to know the event in detail to be able to answer the literature question. That is why your teacher always ask you whether you have finished reading the novel or not.
If you know the events that happened in every chapter, then you have mastered the plot... the events that happened. When you know the event, you will then realised that you like that character. Then let's say that if the question ask why do you admire that character, maybe you want to say , I like him because he is brave. You must be able to relate the incident that shows he is brave. Tell the story of what happened ... in details.....
The most important thing is , you are able to give reasons and evidence (the details of what happened)..
Thus, in other word, you have to read in order to be able to describe what actually happened in detail.
READ THE WHOLE BOOK... DON'T JUST RELY ON WORKBOOK. WORKBOOK IS ONLY HELPFUL AFTER YOU HAVE FINISHED READING THE NOVEL....
So... what are you waiting for...... Start reading ...NOW!!
One major worry in answering F3 literature questions will be the novel question. How do you answer them?
well, the most important thing is you must have finished reading the novel. That is very important
The second thing is , make sure you know the five important elements in novel which are character, moral values, themes, plot and setting. All these are actually inter-related.
If you are able to answer the character question for example, you should without any problem be able to answer questions on moral values and themes.
To be able to do that, you must analyse every chapter and find ,for instance, the main characters and his traits. What did he do - the events that happened . Then asked what is the lesson you have learnt after reading the event.That will be about moral values and themes. You have to know the event in detail to be able to answer the literature question. That is why your teacher always ask you whether you have finished reading the novel or not.
If you know the events that happened in every chapter, then you have mastered the plot... the events that happened. When you know the event, you will then realised that you like that character. Then let's say that if the question ask why do you admire that character, maybe you want to say , I like him because he is brave. You must be able to relate the incident that shows he is brave. Tell the story of what happened ... in details.....
The most important thing is , you are able to give reasons and evidence (the details of what happened)..
Thus, in other word, you have to read in order to be able to describe what actually happened in detail.
READ THE WHOLE BOOK... DON'T JUST RELY ON WORKBOOK. WORKBOOK IS ONLY HELPFUL AFTER YOU HAVE FINISHED READING THE NOVEL....
So... what are you waiting for...... Start reading ...NOW!!
Tuesday, February 22, 2011
Adjectives
Form 1 :
OSSACOM - Arrangement of adjectives
O- Opinion
S- Size
S- Shape
A - Age
C - Colour
O - Origin
M - Material
The beautiful, bulky, black Italian leather handbag
OSSACOM - Arrangement of adjectives
O- Opinion
S- Size
S- Shape
A - Age
C - Colour
O - Origin
M - Material
The beautiful, bulky, black Italian leather handbag
Catch Us If You Can - synopsis of the chapters
Synopsis
(Compliments to CCurriculum Development Division, MOE ) Hopefully this will benefit my students..
Rory and his grandfather, Granda, have looked after each other since Rory’s dad walked out on them. Granda is given to lapses in memory (putting Rory’s homework down the rubbish chute and the rubbish in Rory’s school bag) and completely irresponsible behaviour (setting fire to his coat at a Parents’ Evening), but he has a generous heart and plenty of charm. Rory acts as his carer until there is a fire in the flat and the authorities decide to separate them. However, Rory is determined that they will stay together and they embark on an escape but with their faces on every television screen and in every newspaper, this is not so easy. Their journey is full of surprise betrayals and unexpected friends as they attempt to evade the authorities and eventually track down the man who walked out on them.
PLOT SUMMARY
Chapter 1
Readers are introduced to Rory and his Granda as they wait for Dr Nicol in the waiting room. The doctor is concerned that Rory is too young to take care of his grandfather. However, Rory is aware that there are only two of them in the family.
Chapter 2
Granda has a failing memory; always misplacing things. Rory has the sole responsibility of taking care of Granda like buying him his lunch every day.
Chapter 3
Rory sacrifices some of the things he likes for Granda. He gives up football so that he can be at home with his Granda. Rory’s worry is that if Granda is put into Rachnadar, they would be separated. Rory’s dad had left them many years ago and Granda is very disappointed with his son, not wanting to see him again.
Chapter 4
Granda is very popular with Rory’s friends and meets Mrs. Foley for the first time. Granda accidentally sets fire to his and Mrs. Foley’s coats at the school’s Parents’ Night.
Chapter 5
Val Jessup, a social worker is assigned to take care of Granda and Rory. Darren’s mum and Mrs. Foley are both worried for Rory and are glad of the extra help they were going to receive. However, Granda has a little accident in the flat and is taken to the hospital.
Chapter 6
Granda has suffered from smoke inhalation and has to be hospitalised. Rory pleads to the Big Man to make Granda wake up. Val Jessup is nervous to let Rory live in the flat alone and drives him to the children’s home at Castle Street.
Chapter 7
Rory goes to the home because he has no choice and he thinks that it will be for only one night – till his granda is out of the hospital. Tess, a young inmate of the home, terrifies Rory with her bad behaviour.
Chapter 8
Granda admits that he had forgotten that the chip pan was on the stove, hence the fire in the flat. He tries to appease Rory by saying that he would get better soon. However, he is upset that his grandson is in the Castle Street home.
Chapter 9
Although Rory loves his grandfather, he is slightly annoyed with him as well because of the accident; he had landed himself in the hospital because of that and now Rory is in a children’s home. Rory goes back to the flat with Val and collects Granda’s medication. There, Rory realises that he wants to return home. Granda feels the same too.
Chapter 10
Rory is given the idea that Mrs Foley might foster Rory. Rory goes to the hospital to find that Granda is not there anymore.
Chapter 11
Granda has been shifted to Rachnadar. Val Jessup tells Rory that he is just a boy and that he cannot take care of Granda anymore.
Chapter 12
Granda is very upset to be sent to the home and it breaks Rory’s heart to see him cry. At Castle Street, Rory fights with Tess. Rory becomes exasperated when Granda retreats further and further into a shell while at Rachnadar and at school, the idea of being fostered by Mrs Foley worries him. Life is certainly unpleasant in Castle Street when Tess becomes increasingly uncontrollable. Rory decides that the only way is to run away with Granda.
Chapter 13
The Great Escape. Darren offers the use of his mom’s caravan and Rory plans the escape with great detail. Granda relies on Rory to get out of Rachnadar.
Chapter 14
Granda is like a little boy, allowing him to be led; safe in the knowledge that Rory would look after him. He is happy to be in the caravan and decides that he is indeed a lucky man to deserve a boy like Rory. Rory has done all of this so that they could be together. He realises that he would never let anyone separate them.
Chapter 15
Happy in the caravan, Granda recovers his old self.
Chapter 16
While fishing, they meet strangers and Granda is prejudiced when he calls them “tinkers”. As Granda’s health improves and both of them are happy, Darren sends Rory a text message saying that the authorities are after them.
Chapter 17
Rory prepares Granda for another move away from the police but as they move through the woods, the strangers whom they had met the day before, reach out and help them.
Chapter 18
Rory has no choice and allows them to lead. They are taken to an older caravan camp and Rory meets Tyrone and his family. Tyrone’s mom responds that they had helped them because it was Rory that they had wanted to help.
Chapter 19
They are taken care of well in Sammy’s camp. While there, they realise that they are the top story on the Scottish news as a boy and his grandfather on the run. Apparently, the authorities are worried about Granda whose health is a real concern. Granda decides that he would rather die of cold and hunger as long as he is free.
Chapter 20
Granda and Rory are worried that Sammy would get into trouble by helping them. But Sammy insists that he did not kidnap them and that they are not escaped convicts. Rory learns never to be judgemental of people.
Chapter 21
The runaways enjoy the birthday party in Sammy’s brother’s place. Ruby reads Rory’s future and predicts that he would meet people who would help him; some of whom he would not be able to trust. He would certainly find what he is looking for but would face a terrible sadness before that.
Chapter 22
The public has mixed responses over Rory and Granda’s running away. Ruby indicates that people are taking sides about them, arguing about the rights and wrongs of their case. Rory realises that they would have to be on the move again. Sammy suggests that he drives them to Dundee so that they can take a train to Glasgow to be with family friends who would provide them with shelter and time to think.
Chapter23
In the train, Rory realises that they have been recognised and alights at an earlier station. When Granda goes to the toilet, Rory is bullied by a young man who recognises him. Granda beats the latter with a bottle and decides that he will steal a car to escape.
Chapter 24
Granda seems an expert at stealing cars and his driving scares Rory. They stop at the lay by to have some rest.
Chapter 25
The runaways meet Rab when they stop to buy petrol. He offers them help.
Chapter 26
Rab says that he wants to help them because Rory and Granda are not criminals. He allows them the use of his flat and seems kind and concerned. Though pale and tired, Granda says that he is alright as long as he is with Rory. Rory prays for help because he realises he needs someone to help him. Again TV newsflashes show that the public is very much on their side and Rory gets to know that his Granda’s son, his father, has been traced to Liverpool.
Chapter 27
The television news states that neither Rory nor his grandfather have attempted to contact Jeff McIntosh in Liverpool. Rab encourages Rory to take his grandfather to his son.
Chapter 28
Rab has a grand idea to make sure that they get to Liverpool. A whole line of people are going to take them to Rory’s dad and Granda comments that the world is indeed wonderful after having experienced so much kindness.
Chapter 29
Annie drives them into England and leaves them with Norma and Nicola. The latter admires Rory for what he has done. Granda agrees but his mood changes when he finds out that they are going to his son in Liverpool.
Chapter 30
Granda refuses to go and for the first time Rory is frustrated. He had hoped that his father would take over the responsibility of Granda but Granda thinks that it would hurt Rory too much if his father would leave them again. Rory begins to hate his father and Granda consoles him by saying that they have never needed him and that they do not need him now. Nicola rings up to tell Rory that the police are coming and that they would have to move on.
Chapter 31
It is the second escape; both of them run out into the dark. Granda is tired and they both stop to rest and eventually sleep off at a stone bus shelter. Prior to that Granda says that if he was to die, he would as a happy man. On awakening, Rory is not able to awaken his grandfather and is afraid that he may be dead.
Chapter 32
Rory runs for help and remembers Ruby’s prophecy about the terrible sadness. Help comes immediately and the police introduce him to his father.
Chapter 33
Granda is not dead. He is hospitalised and recovers eventually. Rory is reunited with his dad and his family. He has two little sisters who endear themselves to Granda. His dad asks to be given another chance to prove that he can be a good dad and a good son again. Rory has found what he was looking for and realises that if anything happens to his Granda he will not be alone again. He is thankful to all who have helped them on their journey. He is very happy that he, Granda and his family are together again.
(Compliments to CCurriculum Development Division, MOE ) Hopefully this will benefit my students..
Rory and his grandfather, Granda, have looked after each other since Rory’s dad walked out on them. Granda is given to lapses in memory (putting Rory’s homework down the rubbish chute and the rubbish in Rory’s school bag) and completely irresponsible behaviour (setting fire to his coat at a Parents’ Evening), but he has a generous heart and plenty of charm. Rory acts as his carer until there is a fire in the flat and the authorities decide to separate them. However, Rory is determined that they will stay together and they embark on an escape but with their faces on every television screen and in every newspaper, this is not so easy. Their journey is full of surprise betrayals and unexpected friends as they attempt to evade the authorities and eventually track down the man who walked out on them.
PLOT SUMMARY
Chapter 1
Readers are introduced to Rory and his Granda as they wait for Dr Nicol in the waiting room. The doctor is concerned that Rory is too young to take care of his grandfather. However, Rory is aware that there are only two of them in the family.
Chapter 2
Granda has a failing memory; always misplacing things. Rory has the sole responsibility of taking care of Granda like buying him his lunch every day.
Chapter 3
Rory sacrifices some of the things he likes for Granda. He gives up football so that he can be at home with his Granda. Rory’s worry is that if Granda is put into Rachnadar, they would be separated. Rory’s dad had left them many years ago and Granda is very disappointed with his son, not wanting to see him again.
Chapter 4
Granda is very popular with Rory’s friends and meets Mrs. Foley for the first time. Granda accidentally sets fire to his and Mrs. Foley’s coats at the school’s Parents’ Night.
Chapter 5
Val Jessup, a social worker is assigned to take care of Granda and Rory. Darren’s mum and Mrs. Foley are both worried for Rory and are glad of the extra help they were going to receive. However, Granda has a little accident in the flat and is taken to the hospital.
Chapter 6
Granda has suffered from smoke inhalation and has to be hospitalised. Rory pleads to the Big Man to make Granda wake up. Val Jessup is nervous to let Rory live in the flat alone and drives him to the children’s home at Castle Street.
Chapter 7
Rory goes to the home because he has no choice and he thinks that it will be for only one night – till his granda is out of the hospital. Tess, a young inmate of the home, terrifies Rory with her bad behaviour.
Chapter 8
Granda admits that he had forgotten that the chip pan was on the stove, hence the fire in the flat. He tries to appease Rory by saying that he would get better soon. However, he is upset that his grandson is in the Castle Street home.
Chapter 9
Although Rory loves his grandfather, he is slightly annoyed with him as well because of the accident; he had landed himself in the hospital because of that and now Rory is in a children’s home. Rory goes back to the flat with Val and collects Granda’s medication. There, Rory realises that he wants to return home. Granda feels the same too.
Chapter 10
Rory is given the idea that Mrs Foley might foster Rory. Rory goes to the hospital to find that Granda is not there anymore.
Chapter 11
Granda has been shifted to Rachnadar. Val Jessup tells Rory that he is just a boy and that he cannot take care of Granda anymore.
Chapter 12
Granda is very upset to be sent to the home and it breaks Rory’s heart to see him cry. At Castle Street, Rory fights with Tess. Rory becomes exasperated when Granda retreats further and further into a shell while at Rachnadar and at school, the idea of being fostered by Mrs Foley worries him. Life is certainly unpleasant in Castle Street when Tess becomes increasingly uncontrollable. Rory decides that the only way is to run away with Granda.
Chapter 13
The Great Escape. Darren offers the use of his mom’s caravan and Rory plans the escape with great detail. Granda relies on Rory to get out of Rachnadar.
Chapter 14
Granda is like a little boy, allowing him to be led; safe in the knowledge that Rory would look after him. He is happy to be in the caravan and decides that he is indeed a lucky man to deserve a boy like Rory. Rory has done all of this so that they could be together. He realises that he would never let anyone separate them.
Chapter 15
Happy in the caravan, Granda recovers his old self.
Chapter 16
While fishing, they meet strangers and Granda is prejudiced when he calls them “tinkers”. As Granda’s health improves and both of them are happy, Darren sends Rory a text message saying that the authorities are after them.
Chapter 17
Rory prepares Granda for another move away from the police but as they move through the woods, the strangers whom they had met the day before, reach out and help them.
Chapter 18
Rory has no choice and allows them to lead. They are taken to an older caravan camp and Rory meets Tyrone and his family. Tyrone’s mom responds that they had helped them because it was Rory that they had wanted to help.
Chapter 19
They are taken care of well in Sammy’s camp. While there, they realise that they are the top story on the Scottish news as a boy and his grandfather on the run. Apparently, the authorities are worried about Granda whose health is a real concern. Granda decides that he would rather die of cold and hunger as long as he is free.
Chapter 20
Granda and Rory are worried that Sammy would get into trouble by helping them. But Sammy insists that he did not kidnap them and that they are not escaped convicts. Rory learns never to be judgemental of people.
Chapter 21
The runaways enjoy the birthday party in Sammy’s brother’s place. Ruby reads Rory’s future and predicts that he would meet people who would help him; some of whom he would not be able to trust. He would certainly find what he is looking for but would face a terrible sadness before that.
Chapter 22
The public has mixed responses over Rory and Granda’s running away. Ruby indicates that people are taking sides about them, arguing about the rights and wrongs of their case. Rory realises that they would have to be on the move again. Sammy suggests that he drives them to Dundee so that they can take a train to Glasgow to be with family friends who would provide them with shelter and time to think.
Chapter23
In the train, Rory realises that they have been recognised and alights at an earlier station. When Granda goes to the toilet, Rory is bullied by a young man who recognises him. Granda beats the latter with a bottle and decides that he will steal a car to escape.
Chapter 24
Granda seems an expert at stealing cars and his driving scares Rory. They stop at the lay by to have some rest.
Chapter 25
The runaways meet Rab when they stop to buy petrol. He offers them help.
Chapter 26
Rab says that he wants to help them because Rory and Granda are not criminals. He allows them the use of his flat and seems kind and concerned. Though pale and tired, Granda says that he is alright as long as he is with Rory. Rory prays for help because he realises he needs someone to help him. Again TV newsflashes show that the public is very much on their side and Rory gets to know that his Granda’s son, his father, has been traced to Liverpool.
Chapter 27
The television news states that neither Rory nor his grandfather have attempted to contact Jeff McIntosh in Liverpool. Rab encourages Rory to take his grandfather to his son.
Chapter 28
Rab has a grand idea to make sure that they get to Liverpool. A whole line of people are going to take them to Rory’s dad and Granda comments that the world is indeed wonderful after having experienced so much kindness.
Chapter 29
Annie drives them into England and leaves them with Norma and Nicola. The latter admires Rory for what he has done. Granda agrees but his mood changes when he finds out that they are going to his son in Liverpool.
Chapter 30
Granda refuses to go and for the first time Rory is frustrated. He had hoped that his father would take over the responsibility of Granda but Granda thinks that it would hurt Rory too much if his father would leave them again. Rory begins to hate his father and Granda consoles him by saying that they have never needed him and that they do not need him now. Nicola rings up to tell Rory that the police are coming and that they would have to move on.
Chapter 31
It is the second escape; both of them run out into the dark. Granda is tired and they both stop to rest and eventually sleep off at a stone bus shelter. Prior to that Granda says that if he was to die, he would as a happy man. On awakening, Rory is not able to awaken his grandfather and is afraid that he may be dead.
Chapter 32
Rory runs for help and remembers Ruby’s prophecy about the terrible sadness. Help comes immediately and the police introduce him to his father.
Chapter 33
Granda is not dead. He is hospitalised and recovers eventually. Rory is reunited with his dad and his family. He has two little sisters who endear themselves to Granda. His dad asks to be given another chance to prove that he can be a good dad and a good son again. Rory has found what he was looking for and realises that if anything happens to his Granda he will not be alone again. He is thankful to all who have helped them on their journey. He is very happy that he, Granda and his family are together again.
It is very important that you get A or A+ in English 1119..
Last saturday, i went to an education carnival with my daughter. I found out that it was quite interesting and educational. There , we learned that English is very important to be admitted to courses that you like such as engineering, medicine, etc etc... you need to get at least A- in SPM to be admitted in such courses. Failure to get A+ or A will deny you from getting scholarship. I hope that students esp SPM students will realise this.. realise that they have to score not only in science subjects but also English in order to get a place in their favourite universities....
Pizza crust recipe
I've just got this recipe from my friend; try it out and save your money;
.. to make Pizza crust -
It is very easy to make the crust,
500g flour, 1 egg, 2tbs sugar,
2tbs margerin (double boil),
a little bit of salt,
i packet yeast (11g)
, 3tbs milk powder
...mix all ingredients...then add about 1 glass of warm water (bit by bit) ...make it a doh..cover with wet towel...leave it for about 30 - 40 minutes...make a round doh ...bake for 10 min..take out..put all the toppings and bake again for about 15 min...
.. to make Pizza crust -
It is very easy to make the crust,
500g flour, 1 egg, 2tbs sugar,
2tbs margerin (double boil),
a little bit of salt,
i packet yeast (11g)
, 3tbs milk powder
...mix all ingredients...then add about 1 glass of warm water (bit by bit) ...make it a doh..cover with wet towel...leave it for about 30 - 40 minutes...make a round doh ...bake for 10 min..take out..put all the toppings and bake again for about 15 min...
Past Year Questions - Directed Writing
Past Year Questions
(compliment to The Star Online)
Year
Text Type
Audience
Purpose
2010 Informal Letter
A cousin of yours has been chosen to take part in the National Service Programme but he/she is worried about going. Write a letter and tell him/her about the benefits of the programme and encourage her/him to go. (Points about the benefit are given such as : develop good habits
make new friends,
learn leadership skills/responsibility,
exciting activities,
see different parts of Malaysia
be independent
gain new experiences,
teamwork
strengthen love of country
keep fit and healthy
learn survival skills
discipline
2009 Report
The School Principal
To inform the school principal about the reasons for students’ lack of interest in sports and to provide suggestions to overcome the problems
2008 Article (for school magazine
Students
To inform Students about a friend who has been chosen as the Best Group Leader during a leadership camp.
2007 Talk
Students
To tell the students about a science reference book that is useful for secondary students.
2006 Informal Letter
Your friend
To convince a friend why he/she should run for the post of head prefect
2005 Informal Letter
Your friend
To inform a friend about your experiences at a three day outdoor activity camp
2004 Report
The school principal
To inform the school principal about several matters in your school which could be improved
2003 Formal letter
Class teacher
To inform the class teacher about the choice of class trip
2002 Speech
Students
To inform students about road safety – causes of road accidents and suggestions to reduce them
(compliment to The Star Online)
Year
Text Type
Audience
Purpose
2010 Informal Letter
A cousin of yours has been chosen to take part in the National Service Programme but he/she is worried about going. Write a letter and tell him/her about the benefits of the programme and encourage her/him to go. (Points about the benefit are given such as : develop good habits
make new friends,
learn leadership skills/responsibility,
exciting activities,
see different parts of Malaysia
be independent
gain new experiences,
teamwork
strengthen love of country
keep fit and healthy
learn survival skills
discipline
2009 Report
The School Principal
To inform the school principal about the reasons for students’ lack of interest in sports and to provide suggestions to overcome the problems
2008 Article (for school magazine
Students
To inform Students about a friend who has been chosen as the Best Group Leader during a leadership camp.
2007 Talk
Students
To tell the students about a science reference book that is useful for secondary students.
2006 Informal Letter
Your friend
To convince a friend why he/she should run for the post of head prefect
2005 Informal Letter
Your friend
To inform a friend about your experiences at a three day outdoor activity camp
2004 Report
The school principal
To inform the school principal about several matters in your school which could be improved
2003 Formal letter
Class teacher
To inform the class teacher about the choice of class trip
2002 Speech
Students
To inform students about road safety – causes of road accidents and suggestions to reduce them
Monday, February 21, 2011
Literature - QWERTYUIOP
TO my students esp Syazri or zack...
Here's something on QWERTYUIOP ... (Compliments to CDC, MOE)Hopefully all of us will benefit from this info..
Synopsis
‘QWERTYUIOP’ by Vivien Alcock is about a young graduate named Lucy Beck who has just finished her ‘O’ levels at Belmont Secretarial College. Being a slow learner herself, she has no confidence that she will find a job. Fortunately, she is offered a job by Mr. Ross, the Manager of Ross and Bannister’s. During her first day, she encounters many peculiar incidents. Later, she finds out that there is a spirit lingering around the office who is adamant in holding on to her position as the company’s secretary. Towards the end of the story, Lucy tries to get rid of the spirit that has been haunting that place for many years by putting the spirit at peace.
SETTING
The story revolves around two main settings: Lucy’s house which she shares with her mother and her Uncle Bert, and the office of Ross and Bannister’s where Lucy works as a secretary.
CHARACTERS
Lucy Beck : She is a young, shy and insecure graduate of secreterial studies. She is
dissatisfied with her current life and is determined to improve it. She
obtains a position with Ross and Bannister’s, only to find that the
position comes with a chilling secret.
Ghost of Ms. : She was the previous employee of Ross and Bannister’s. She is
unwilling to Bloome let go of her position and continues to defend her
post, even after her demise.
Lucy’s mother : A housewife who lives a hard life. She has to support her brother.
Uncle Bert : Depends on his sister for support. He is also a drunkard.
Harry Darke : Ross and Bannister’s handyman. He is an old man who has been
working with the company for years.
Mr. Ross : The younger partner of the company.
THEMES
Possible themes that can be found in the short story are determination, possessiveness, loyalty, loneliness, commitment, the supernatural, and compassion.
DETERMINATION:
Despite the supernatural nature by which Ms. Broome badgers and demoralises Lucy, she shows no signs of giving in to her demand. Instead, she is steadfast in defending her position as the secretary.
POSSESIVENESS:
Not even death could part Ms. Broome from what she feels is rightfully hers. She continues to haunt the office through her electronic typewriter.
LOYALTY:
As with her possesiveness towards her job, Ms. Broome was also extremely loyal towards Mr. Bannister. Even after she passed on, her spirit continued in its endeavour to serve her employer.
LONELINESS:
Loneliness can be a strong influence in a person’s life. Ms. Broome had no life outside of her office. That made her more possesive of her position in the company; a possesiveness that went beyond the grave.
COMMITMENT:
This attribute can be clearly seen in both Lucy and Ms. Broome. Both are extremely committed to their profession.
THE SUPERNATURAL:
It is interesting that such an integral character in the story happens to be an ethereal entity. Yet this theme is rather prominent in the story.
COMPASSION:
This theme holds water especially in the final confrontation between Lucy and Ms. Broome. It is not through hatred nor coercion that Lucy manages to outsmart Ms. Broome, rather, it was through compassion and understanding of Ms. Broome’s intentions.
MORAL VALUES
• Do not judge a person merely through credentials or qualifications
• We must be committed and responsible to our vocation or profession
• We must value our family.
Here's something on QWERTYUIOP ... (Compliments to CDC, MOE)Hopefully all of us will benefit from this info..
Synopsis
‘QWERTYUIOP’ by Vivien Alcock is about a young graduate named Lucy Beck who has just finished her ‘O’ levels at Belmont Secretarial College. Being a slow learner herself, she has no confidence that she will find a job. Fortunately, she is offered a job by Mr. Ross, the Manager of Ross and Bannister’s. During her first day, she encounters many peculiar incidents. Later, she finds out that there is a spirit lingering around the office who is adamant in holding on to her position as the company’s secretary. Towards the end of the story, Lucy tries to get rid of the spirit that has been haunting that place for many years by putting the spirit at peace.
SETTING
The story revolves around two main settings: Lucy’s house which she shares with her mother and her Uncle Bert, and the office of Ross and Bannister’s where Lucy works as a secretary.
CHARACTERS
Lucy Beck : She is a young, shy and insecure graduate of secreterial studies. She is
dissatisfied with her current life and is determined to improve it. She
obtains a position with Ross and Bannister’s, only to find that the
position comes with a chilling secret.
Ghost of Ms. : She was the previous employee of Ross and Bannister’s. She is
unwilling to Bloome let go of her position and continues to defend her
post, even after her demise.
Lucy’s mother : A housewife who lives a hard life. She has to support her brother.
Uncle Bert : Depends on his sister for support. He is also a drunkard.
Harry Darke : Ross and Bannister’s handyman. He is an old man who has been
working with the company for years.
Mr. Ross : The younger partner of the company.
THEMES
Possible themes that can be found in the short story are determination, possessiveness, loyalty, loneliness, commitment, the supernatural, and compassion.
DETERMINATION:
Despite the supernatural nature by which Ms. Broome badgers and demoralises Lucy, she shows no signs of giving in to her demand. Instead, she is steadfast in defending her position as the secretary.
POSSESIVENESS:
Not even death could part Ms. Broome from what she feels is rightfully hers. She continues to haunt the office through her electronic typewriter.
LOYALTY:
As with her possesiveness towards her job, Ms. Broome was also extremely loyal towards Mr. Bannister. Even after she passed on, her spirit continued in its endeavour to serve her employer.
LONELINESS:
Loneliness can be a strong influence in a person’s life. Ms. Broome had no life outside of her office. That made her more possesive of her position in the company; a possesiveness that went beyond the grave.
COMMITMENT:
This attribute can be clearly seen in both Lucy and Ms. Broome. Both are extremely committed to their profession.
THE SUPERNATURAL:
It is interesting that such an integral character in the story happens to be an ethereal entity. Yet this theme is rather prominent in the story.
COMPASSION:
This theme holds water especially in the final confrontation between Lucy and Ms. Broome. It is not through hatred nor coercion that Lucy manages to outsmart Ms. Broome, rather, it was through compassion and understanding of Ms. Broome’s intentions.
MORAL VALUES
• Do not judge a person merely through credentials or qualifications
• We must be committed and responsible to our vocation or profession
• We must value our family.
Sample Exam Papers
just read comments by a reading , telling about websites containing sample exam questions which i think would be very useful for students and teachers alike Here it is....
http://www.banksoalanspm.com/soalan.html
thanks to "anonymous"..
but... you have to pay to see the marking scheme.
http://www.banksoalanspm.com/soalan.html
thanks to "anonymous"..
but... you have to pay to see the marking scheme.
Scoring high in directed writing
Scoring high in directed writing
SPM ENGLISH: By JUGDEEP KAUR
However, candidates should not worry unnecessarily as the question on Directed Writing is quite manageable.
Given appropriate guidance, even candidates who are linguistically weak should be able to handle this question.
What makes this question manageable? Firstly, candidates do not have to worry about what to write as they are given help with content.
The content is provided in the form of several points and candidates need to rewrite the points in the form of sentences without distorting the meaning.
Candidates can score full marks for content if they are able to use the information given in grammatically sound sentences, irrespective of the sentence type or length.
Likewise, it is also easy to obtain marks for format if candidates have been exposed to the formats of the different text types which are usually tested.
Secondly, this question does not demand much linguistically unlike the questions in the continuous writing section.
Thirdly, the question is usually set around the experiences of students. Hence, there is no reason for candidates not to attempt this question.
The allocation of marks for this question is as follows — 15 marks for content and 20 marks for language, bringing it to a total of 35 marks.
The marks for format, which can vary between one and three marks depending on the text type, are included in the 15 marks allocated for content.
SPM ENGLISH: By JUGDEEP KAUR
However, candidates should not worry unnecessarily as the question on Directed Writing is quite manageable.
Given appropriate guidance, even candidates who are linguistically weak should be able to handle this question.
What makes this question manageable? Firstly, candidates do not have to worry about what to write as they are given help with content.
The content is provided in the form of several points and candidates need to rewrite the points in the form of sentences without distorting the meaning.
Candidates can score full marks for content if they are able to use the information given in grammatically sound sentences, irrespective of the sentence type or length.
Likewise, it is also easy to obtain marks for format if candidates have been exposed to the formats of the different text types which are usually tested.
Secondly, this question does not demand much linguistically unlike the questions in the continuous writing section.
Thirdly, the question is usually set around the experiences of students. Hence, there is no reason for candidates not to attempt this question.
The allocation of marks for this question is as follows — 15 marks for content and 20 marks for language, bringing it to a total of 35 marks.
The marks for format, which can vary between one and three marks depending on the text type, are included in the 15 marks allocated for content.
Friday, January 28, 2011
Guess who?
Match the lines from the text with the characters.
NO
LINES FROM THE TEXT
1.
“Do you hear me? She has white blood. We have all been cursed!”
2.
What has the disease done to you, Mak?
3.
I’ve seen how he was looking at her during her majlis bersanding. He looked as if he was on the verge of commiting suicide.
4
She’s very pretty, and very sweet- tempered and respectful to her elders. And very young.
5
I killed my husband. And now I’m paying for it.
6
Go on and leave this house. You seem to think they’re better parents.
7
I don’t know, Nek. If you don’t get well by noon, I’m going to call the headmaster to tell him I’m taking leave from work today.
8
Oh, I actually meant Madhuri’s mother, Cik adik. I don’t remember her name but she’s very much alive. A little mad but alive.
9
No, Abah. Please don’t. I love him.
10
I thought you might need some support once you get back here.
Source : Curriculum Development Division, MOE
NO
LINES FROM THE TEXT
1.
“Do you hear me? She has white blood. We have all been cursed!”
2.
What has the disease done to you, Mak?
3.
I’ve seen how he was looking at her during her majlis bersanding. He looked as if he was on the verge of commiting suicide.
4
She’s very pretty, and very sweet- tempered and respectful to her elders. And very young.
5
I killed my husband. And now I’m paying for it.
6
Go on and leave this house. You seem to think they’re better parents.
7
I don’t know, Nek. If you don’t get well by noon, I’m going to call the headmaster to tell him I’m taking leave from work today.
8
Oh, I actually meant Madhuri’s mother, Cik adik. I don’t remember her name but she’s very much alive. A little mad but alive.
9
No, Abah. Please don’t. I love him.
10
I thought you might need some support once you get back here.
Source : Curriculum Development Division, MOE
The curse : main characters
Main character
Main character of the novel. Studies in England. Happy to be away from her village. Did not have good relationship with her parents especially her father due to her defiant behaviour and tomboyish outlook. An outspoken and independent girl. Envious of her adopted sister, Madhuri. A helpful friend especially when she claimed responsibility for letting the bull run loose in order to save Mohd. Asraf’s skin. Caring for her sick mother and Old Lady. Intelligent as she managed to further her studies in the United Kingdom.
Source : CDD , ministry of education
Main character of the novel. Studies in England. Happy to be away from her village. Did not have good relationship with her parents especially her father due to her defiant behaviour and tomboyish outlook. An outspoken and independent girl. Envious of her adopted sister, Madhuri. A helpful friend especially when she claimed responsibility for letting the bull run loose in order to save Mohd. Asraf’s skin. Caring for her sick mother and Old Lady. Intelligent as she managed to further her studies in the United Kingdom.
Source : CDD , ministry of education
The Curse : Synopsis by Curriculum Development Division.
About the novel
In “The Curse” by Lee Su Ann, Azreen takes time off from her studies in London, UK, to return to her village in one of the legendary islands of Langkawi. She returns to mourn the loss of her older sister, Madhuri. However she finds out via rumours and loud whispers that Madhuri was murdered. At her village Azreen has to contend with a cold-hearted father and support an Alzheimer stricken mother. Azreen is subjected to negative comments and suspicion from her neighbours. She finds consolation in the company of the Old Lady, an outcast of the village. Although the grand Old Lady is educated and knowledgeable, the villagers shun her because she had murdered her abusive husband. Azreen has to confront the mystery that shrouds her sister's sudden death under suspicious circumstances. Her old classmate, Mohd. Asraf, refuses to reveal what he knows. A mysterious figure keeps on watching Azreen and strange things happen. Madhuri’s room is partially destroyed in a fire. A carcass of a chicken with a broken neck is thrown in front of her house. Many villagers fall sick for no apparent reason. The Old Lady is killed in a fire accidentally caused by an angry Mohd. Asraf. Bit by bit, the mysterious death of Madhuri is revealed to Azreen.
source : Curriculum Development Division.; Ministry of Education Malaysia
In “The Curse” by Lee Su Ann, Azreen takes time off from her studies in London, UK, to return to her village in one of the legendary islands of Langkawi. She returns to mourn the loss of her older sister, Madhuri. However she finds out via rumours and loud whispers that Madhuri was murdered. At her village Azreen has to contend with a cold-hearted father and support an Alzheimer stricken mother. Azreen is subjected to negative comments and suspicion from her neighbours. She finds consolation in the company of the Old Lady, an outcast of the village. Although the grand Old Lady is educated and knowledgeable, the villagers shun her because she had murdered her abusive husband. Azreen has to confront the mystery that shrouds her sister's sudden death under suspicious circumstances. Her old classmate, Mohd. Asraf, refuses to reveal what he knows. A mysterious figure keeps on watching Azreen and strange things happen. Madhuri’s room is partially destroyed in a fire. A carcass of a chicken with a broken neck is thrown in front of her house. Many villagers fall sick for no apparent reason. The Old Lady is killed in a fire accidentally caused by an angry Mohd. Asraf. Bit by bit, the mysterious death of Madhuri is revealed to Azreen.
source : Curriculum Development Division.; Ministry of Education Malaysia
Monday, January 24, 2011
PRISONER OF ZENDA FORM 3
The Prisoner of Zenda -
IDENTIFY THE PLACES WHERE YOU HAVE TO INSERT WORDS.....
CLOZE PASSAGE
Passage 1. What have you learnt from the novel?
Gap-fill exercise
I have learnt a lot from the novel “The of Zenda”. Firstly, we should be loyal to our and to our country even to the extent of our lives. The doctor and Josef ,the servant are brave and loyal to the King. They try to the king and sacrifice their lives in doing so. Rassendyll is also very loyal to his duty. He rescue plans to save the King even though he in love with Princess Flavia and wants her for .
Col. Sapt and Fritz are also very loyal. They their duty with utmost devotion and obedience. They take responsibility to protect the King’s throne.
This novel also us to be brave and confident. Rudolf Rassendyll is brave and confident of himself. He is very bold impersonate the King. He is also very brave to after Rupert of Hentzau even though he is badly .
I also learn that honour must come first in situation. Princess Flavia puts honour before love. Even though loves Rudolf Rassendyll very much , she is willing sacrifice her love . She is a very loyal honourable person .
Passage 2
Write about a moral value that you can find in the novel.
Gap-fill exercise
One of the moral values that we can in the novel “Prisoner of Zenda” is bravery. Rudolf is a very brave and courageous person. He is bold to impersonate the King. He is also very to go after Rupert of Hentzau even though he badly hurt. During the coronation procession, he commands his to ride fifty yards ahead of him . He to ride alone even though he knows that it very dangerous for him to do so.
Princess Flavia a different kind of bravery. She is emotionally brave. is willing to sacrifice her love even though she Rudolf Rassendyll very much.
Josef and the doctor are soldiers but they sacrifice their lives to protect the and do not run away when there are dangers.
Passage 3
Explain why you find the novel interesting
Gap-fill exercise
The novel “Prisoner of Zenda” is very interesting because is full of adventures and I am happy to that good triumphs over evil in the end. There a lot of suspense as Duke Michael schemes to King Rudolf . I find his “Famous Six” bodyguards intimidating. They represent everything that is cruel, wicked, evil made remarkable villains in the story.
I admire Princess for choosing duty and honour over love. It must a very painful experience to give up the person loves but she has done what is right and . The real King needs her to help him rule .
I find the exchange of the gift of a red rose once a year a symbol of real . It is a very touching and poignant moment in story and it reminds us that true love needs .
Passage 4
Write about a character you dislike
Gap-fill exercise
In the novel “The Prisoner of Zenda” , a that I dislike the most is Duke of Michael. is a very cruel person who has a secret to usurp the throne and make himself the King Ruritania.
He is merciless and ruthless towards anyone who in his way. He orders Rudolf to be killed. is a devious schemer who is treacherous even to own brother. He keeps his brother as a prisoner Castle of Zenda.
He is also unfaithful in love, evidenced by his courting of Antoinette de Mauban while to get Princess Flavia to marry him. He was jealous of his brother, the King, who was betrothed the beautiful Princess Flavia.
He is a coward and who hid behind his bodyguards , the Famous Six, protect him as well as to carry out his plans.
Passage 5
A character you dislike (2)
In the novel the Prisoner of Zenda , the I dislike is Black Michael. \
I dislike Black because he is treacherous. He captures the King and him prosoner at Zenda. What he plans to do to dethrone him at the right moment. By doing , he would be able to become the King himself. is treacherous as he is willing to do that his own brother.
Another reason why I dislike Black is because he is merciless. He will kill anyone tries to stand in his way. For example , , the loyal servant to the King, is nearly beheaded he attempted to save the Kingl. Josef’s neck has deep red wound on it. His head was nearly off.
Lastly, i dislike him because he is a . He is very good at pretending so that in eyes of the public, he has done nothing wrong. is a man who hides his feelings. Nobody knows he really feels. He goes around with hatred in eyes but with a smile on his lips.
Based the reasons given above, that is why I dislike Michael
Passage 6
Character I dislike (3)
Gap-fill exercise
I dislike Duke Michael in the novel “Prisoner of ”. It is because he is a cruel person. He think of killing his own brother. He also sent of the Famous Six to the summer house in New Avenue to kill Rudolf Rassendyll .He plans to Rassendyll first before the King.
He is also very . Although he already has Antoinette de Mauban who very beautiful and loves him very much, he tried get Princess Flavia.
He is also very cunning. He to destroy the evidence of the kidnapping of the by sending eight men to the hunting lodge to Josef's body. However, Rudolf Rassendyll and Col. Sapt take by killing 3 of the horsemen. Rassendyll kills two and Colonel Sapt kills one
Passage 7
Write about a character you like most.
Gap-fill exercise
Fill in all the gaps, then press "Check" to check your answers. Use the "Hint" button to get a free letter if an answer is giving you trouble. You can also click on the "[?]" button to get a clue. Note that you will lose points if you ask for hints or clues!
In the novel , the Prisoner of Zenda, is one character whom I like very much. He Rudolf Rassendyll. I like him because of his physical . He is very handsome, has blue eyes, red hair long nose. He is also well educated. He had a German University and was able to speak French German as perfectly as he spoke English.
Another reason I like him very much is because he is brave. He is bold enough to impersonate the King willing to risk his life in order to save King. He is also very brave to go after of Hentzau even though he is badly hurt. During coronation procession, he commands his guards to ride fifty ahead of him . He dares to ride alone though he knows that it is very dangerous for to do so.
Rudolf Rassendyll is also a honourable and very loyal to his duty. For instance, he rescue plans to save the King even though he in love with Princess Flavia and wants her for . In other words, he could just let Black Michael the King instead of helping him so that he be the King and Princess Flavia his Queen but honour would not let him do so. He feels it is his responsibility to save the King.
In , Rassendyll is also very loyal to his duty and to sacrifice whatever he owns. Despite loving Princess Flavea much , he is willing to sacrifice his love he knows he must put honour before love. Because these reasons, I definitely like this character the most to other characters.
IDENTIFY THE PLACES WHERE YOU HAVE TO INSERT WORDS.....
CLOZE PASSAGE
Passage 1. What have you learnt from the novel?
Gap-fill exercise
I have learnt a lot from the novel “The of Zenda”. Firstly, we should be loyal to our and to our country even to the extent of our lives. The doctor and Josef ,the servant are brave and loyal to the King. They try to the king and sacrifice their lives in doing so. Rassendyll is also very loyal to his duty. He rescue plans to save the King even though he in love with Princess Flavia and wants her for .
Col. Sapt and Fritz are also very loyal. They their duty with utmost devotion and obedience. They take responsibility to protect the King’s throne.
This novel also us to be brave and confident. Rudolf Rassendyll is brave and confident of himself. He is very bold impersonate the King. He is also very brave to after Rupert of Hentzau even though he is badly .
I also learn that honour must come first in situation. Princess Flavia puts honour before love. Even though loves Rudolf Rassendyll very much , she is willing sacrifice her love . She is a very loyal honourable person .
Passage 2
Write about a moral value that you can find in the novel.
Gap-fill exercise
One of the moral values that we can in the novel “Prisoner of Zenda” is bravery. Rudolf is a very brave and courageous person. He is bold to impersonate the King. He is also very to go after Rupert of Hentzau even though he badly hurt. During the coronation procession, he commands his to ride fifty yards ahead of him . He to ride alone even though he knows that it very dangerous for him to do so.
Princess Flavia a different kind of bravery. She is emotionally brave. is willing to sacrifice her love even though she Rudolf Rassendyll very much.
Josef and the doctor are soldiers but they sacrifice their lives to protect the and do not run away when there are dangers.
Passage 3
Explain why you find the novel interesting
Gap-fill exercise
The novel “Prisoner of Zenda” is very interesting because is full of adventures and I am happy to that good triumphs over evil in the end. There a lot of suspense as Duke Michael schemes to King Rudolf . I find his “Famous Six” bodyguards intimidating. They represent everything that is cruel, wicked, evil made remarkable villains in the story.
I admire Princess for choosing duty and honour over love. It must a very painful experience to give up the person loves but she has done what is right and . The real King needs her to help him rule .
I find the exchange of the gift of a red rose once a year a symbol of real . It is a very touching and poignant moment in story and it reminds us that true love needs .
Passage 4
Write about a character you dislike
Gap-fill exercise
In the novel “The Prisoner of Zenda” , a that I dislike the most is Duke of Michael. is a very cruel person who has a secret to usurp the throne and make himself the King Ruritania.
He is merciless and ruthless towards anyone who in his way. He orders Rudolf to be killed. is a devious schemer who is treacherous even to own brother. He keeps his brother as a prisoner Castle of Zenda.
He is also unfaithful in love, evidenced by his courting of Antoinette de Mauban while to get Princess Flavia to marry him. He was jealous of his brother, the King, who was betrothed the beautiful Princess Flavia.
He is a coward and who hid behind his bodyguards , the Famous Six, protect him as well as to carry out his plans.
Passage 5
A character you dislike (2)
In the novel the Prisoner of Zenda , the I dislike is Black Michael. \
I dislike Black because he is treacherous. He captures the King and him prosoner at Zenda. What he plans to do to dethrone him at the right moment. By doing , he would be able to become the King himself. is treacherous as he is willing to do that his own brother.
Another reason why I dislike Black is because he is merciless. He will kill anyone tries to stand in his way. For example , , the loyal servant to the King, is nearly beheaded he attempted to save the Kingl. Josef’s neck has deep red wound on it. His head was nearly off.
Lastly, i dislike him because he is a . He is very good at pretending so that in eyes of the public, he has done nothing wrong. is a man who hides his feelings. Nobody knows he really feels. He goes around with hatred in eyes but with a smile on his lips.
Based the reasons given above, that is why I dislike Michael
Passage 6
Character I dislike (3)
Gap-fill exercise
I dislike Duke Michael in the novel “Prisoner of ”. It is because he is a cruel person. He think of killing his own brother. He also sent of the Famous Six to the summer house in New Avenue to kill Rudolf Rassendyll .He plans to Rassendyll first before the King.
He is also very . Although he already has Antoinette de Mauban who very beautiful and loves him very much, he tried get Princess Flavia.
He is also very cunning. He to destroy the evidence of the kidnapping of the by sending eight men to the hunting lodge to Josef's body. However, Rudolf Rassendyll and Col. Sapt take by killing 3 of the horsemen. Rassendyll kills two and Colonel Sapt kills one
Passage 7
Write about a character you like most.
Gap-fill exercise
Fill in all the gaps, then press "Check" to check your answers. Use the "Hint" button to get a free letter if an answer is giving you trouble. You can also click on the "[?]" button to get a clue. Note that you will lose points if you ask for hints or clues!
In the novel , the Prisoner of Zenda, is one character whom I like very much. He Rudolf Rassendyll. I like him because of his physical . He is very handsome, has blue eyes, red hair long nose. He is also well educated. He had a German University and was able to speak French German as perfectly as he spoke English.
Another reason I like him very much is because he is brave. He is bold enough to impersonate the King willing to risk his life in order to save King. He is also very brave to go after of Hentzau even though he is badly hurt. During coronation procession, he commands his guards to ride fifty ahead of him . He dares to ride alone though he knows that it is very dangerous for to do so.
Rudolf Rassendyll is also a honourable and very loyal to his duty. For instance, he rescue plans to save the King even though he in love with Princess Flavia and wants her for . In other words, he could just let Black Michael the King instead of helping him so that he be the King and Princess Flavia his Queen but honour would not let him do so. He feels it is his responsibility to save the King.
In , Rassendyll is also very loyal to his duty and to sacrifice whatever he owns. Despite loving Princess Flavea much , he is willing to sacrifice his love he knows he must put honour before love. Because these reasons, I definitely like this character the most to other characters.
Saturday, January 15, 2011
Tema Hari GURU
Setiap orang pasti tahu dan pernah melalui tarikh 16 Mei kerana pada tarikh tersebut sambutan Hari Guru akan diadakan. Tarikh 16 Mei ini dipilih sebagai Hari Guru kerana pada haribulan yang sama dalam tahun 1956 Majlis Undang-Undang Persekutuan Tanah Melayu (Federal Legislative Council) telah menerima cadangan-cadangan Laporan Jawatankuasa Pelajaran (Report of the Education Committee) sebagai dasar pelajaran bagi negara kita. Dokumen tersebut yang dikenali sebagai Laporan Razak (Razak Report) telah menjadi Dasar Pelajaran Kebangsaan semenjak itu.
Tema Hari Guru
Saban tahun bila hari ini disambut pasti diiringi dengan tema yang bersesuai dengan suasana ketika itu.
Berikut disenaraikan Tema Hari Guru dari tahun 1972 sehingga 2009;
2009 Guru Pembina Negara Bangsa
2008 Guru Cemerlang Negara Terbilang
2007 Guru Penjana Modal Insan Gemilang
2006 Pendidikan Bestari Pemangkin Kegemilangan
2005 Guru Berkualiti Pemangkin Kegemilangan
2004 Guru Berkualiti Pemangkin Kegemilangan
2003 Guru Berkualiti Aspirasi Negara
2002 Guru Berkualiti Aspirasi Negara
2001 Memartabatkan Profesion Keguruan tanggungjawab Bersama
2000 Bersatu Memartabatkan Profesion Keguruan
1999 Guru Berkesan Pendidikan Cemerlang
1998 Guru Penyemai Tanggungjawab Bersama
1997 Guru Bestari Sekolah Bestari
1996 Guru Malaysia Teras Pendidikan Bertaraf Dunia
1995 Permuafakatan dan Perpaduan Menjayakan Wawasan
1994 Guru Inovatif dan Kreatif Menjayakan Wawasan
1993 Guru Inovatif dan Kreatif Menjayakan Wawasan
1992 Guru Cemerlang Teras Kejayaan Wawasan
1991 Ke Arah Pendidikan Cemerlang
1990 Pendidikan Bermutu Masyarakat Sejahtera
1989 Guru Pembina Budaya Ilmu
1989 Guru Pembina Budaya Ilmu
1988 Guru Pengasas Budaya Membaca
1987 Pendidikan Ke Arah Kesejahteraan Insan
1986 Pendidikan Teras Nasionalisme
1985 Guru dan Masyarakat Asas Kemajuan Pendidikan
1984 Kepimpinan Berteladan Kesempurnaan Pendidikan
1983 Kepimpinan Berteladan Teras Pendidikan
1982 Ke Arah Kecekapan Guru Dan Pendidikan Bermutu
1981 Pengorbanan Guru Kejayaan Rakyat
1980 Pendidikan Teras Perpaduan Negara
1979 Murid Sejahtera Negara Jaya
1978 Guru Pembentuk Generasi Akan Datang
1977 Dedikasi dan Disiplin Asas Kemajuan Pendidikan
1976 Pendidikan Moral Dalam Zaman Kemajuan Pendidikan
1975 Guru dan Pembangunan Negara
1974 Peranan Guru Dalam Zaman Sains dan Teknologi
1973 Kerjasama Ibu Bapa Untuk Kemajuan Pendidikan
1972 Peranan Guru Dalam Pembangunan Negara
Tema Hari Guru
Saban tahun bila hari ini disambut pasti diiringi dengan tema yang bersesuai dengan suasana ketika itu.
Berikut disenaraikan Tema Hari Guru dari tahun 1972 sehingga 2009;
2009 Guru Pembina Negara Bangsa
2008 Guru Cemerlang Negara Terbilang
2007 Guru Penjana Modal Insan Gemilang
2006 Pendidikan Bestari Pemangkin Kegemilangan
2005 Guru Berkualiti Pemangkin Kegemilangan
2004 Guru Berkualiti Pemangkin Kegemilangan
2003 Guru Berkualiti Aspirasi Negara
2002 Guru Berkualiti Aspirasi Negara
2001 Memartabatkan Profesion Keguruan tanggungjawab Bersama
2000 Bersatu Memartabatkan Profesion Keguruan
1999 Guru Berkesan Pendidikan Cemerlang
1998 Guru Penyemai Tanggungjawab Bersama
1997 Guru Bestari Sekolah Bestari
1996 Guru Malaysia Teras Pendidikan Bertaraf Dunia
1995 Permuafakatan dan Perpaduan Menjayakan Wawasan
1994 Guru Inovatif dan Kreatif Menjayakan Wawasan
1993 Guru Inovatif dan Kreatif Menjayakan Wawasan
1992 Guru Cemerlang Teras Kejayaan Wawasan
1991 Ke Arah Pendidikan Cemerlang
1990 Pendidikan Bermutu Masyarakat Sejahtera
1989 Guru Pembina Budaya Ilmu
1989 Guru Pembina Budaya Ilmu
1988 Guru Pengasas Budaya Membaca
1987 Pendidikan Ke Arah Kesejahteraan Insan
1986 Pendidikan Teras Nasionalisme
1985 Guru dan Masyarakat Asas Kemajuan Pendidikan
1984 Kepimpinan Berteladan Kesempurnaan Pendidikan
1983 Kepimpinan Berteladan Teras Pendidikan
1982 Ke Arah Kecekapan Guru Dan Pendidikan Bermutu
1981 Pengorbanan Guru Kejayaan Rakyat
1980 Pendidikan Teras Perpaduan Negara
1979 Murid Sejahtera Negara Jaya
1978 Guru Pembentuk Generasi Akan Datang
1977 Dedikasi dan Disiplin Asas Kemajuan Pendidikan
1976 Pendidikan Moral Dalam Zaman Kemajuan Pendidikan
1975 Guru dan Pembangunan Negara
1974 Peranan Guru Dalam Zaman Sains dan Teknologi
1973 Kerjasama Ibu Bapa Untuk Kemajuan Pendidikan
1972 Peranan Guru Dalam Pembangunan Negara
2011 teaching plan - using Process Writing; What is it actually...??
Bye-bye 2010, Welcome 2011.... well now, it's time to teach, train and talk to the students and make them become the best of the best.. PMR, SPM here we come. So, what's the strategy for this year. Last year , there was some improvement in the percentage of As achieved by students. Instead of getting 37 students who got B and c, this year only 26 students got B and 4 students got C. We definitely need to start early in teaching these students. This year , i am given one form 5 class, one form 3 class and 2 form one classes..
I have started my lessons by introducing to them the tense system, the parts of speech and the principle parts of verbs. Besides teaching them literature/novel next week, i'm thinking of teaching them nouns vs verbs; so that they know to differentiate both parts of speech and not make any more mistakes in writing..
One more thing, essay, i'm also thinking of giving them essays besides the oral assignments where they have to come forward during the first ten minutes of every lesson and give a speech.
Okay, what is process writing..
What Is "THE Writing Process"?
Process-oriented writing instruction is based on research into how "real" or "real-world" writers compose texts, a process that differs from the typical student's process of writing for school. The student typically begins a paper late, working under deadline pressure, and produces one draft of the text, runs the spellchecker, prints, and turns in the paper. But in "real-world" writing, most writers producing texts for presentation and publication compose multiple drafts. They often engage as well in a variety of planning activities, solicit feedback, and follow a recursive pattern of drafting, raising questions that require returning to research, then revising in light of new information as needed. Process-based writing instruction attempts to duplicate this time-consuming approach to writing in the classroom. Typically, process instruction devotes some time to prewriting or invention activities (getting ideas, beginning to plan), drafting, seeking feedback from peers or the instructor, revising on the whole-text level (looking at the overall focus, reconsidering organization, deciding whether there is enough evidence, etc.), followed by revising at the paragraph or sentence level, proofreading, and "publishing" or printing the final text.
Why Use a Process Approach to Writing?
Instructors who incorporate some attention to process have the opportunity to intervene in students' writing process at any stage. Effective intervention results in better papers. Students who are asked or required to spend more time on a paper will think more about their topic, retain more information, and develop more powerful insights. Furthermore, students' writing skills need practice in order to develop. Most institutions require one to two first-year writing courses, but becoming a skilled writer takes more time and instruction than those ENG101 and ENG102 courses can deliver. Finally, we will enjoy reading students' papers if their quality is higher. We all know how depressing it is to read a batch of papers that make poor arguments, plagiarize, fail to follow acceptable formatting conventions, and otherwise violate our sense of what academic writing ought to look like. If we've looked at drafts and helped students think through their arguments more thoroughly, we will enjoy reading the final papers more.
But doesn't it take a lot of time to read multiple drafts of papers? Yes, but we need not comment on everything in each draft. If we spend some time helping students get started by talking through their topics and plans, the initial drafts will be better than the drafts written by students left entirely on their own. If we read drafts first for focus or thesis, organization, and proportion of evidence to claim, we can help students rethink the shape of their whole texts before focusing on sentence-level concerns. Then we should encourage them to spend as much time as they can and get as much help as they need in final proofreading before handing in the paper. The time invested in the process will decrease the time spent on commenting on final drafts, since many of our concerns about early drafts will have been addressed by student writers before we get to the grading.
How Can We Incorporate Process Instruction in Our Classes?
1. Ask students to do a lot of writing, but don't make every assignment count for a grade. If students are in the habit of responding to texts and information in writing, the formal paper is less daunting. Read some student texts as a "real" reader, responding to content without seeking to correct it.
2. Give students some class time to start brainstorming on a writing topic after you've given an assignment. As little as 5 minutes can be effective.
3. Encourage a variety of prewriting and planning strategies. Students sometimes need to do some writing before they know what their thesis will be. Some students work well from an outline, clustering, or creating a tree diagram. Others may benefit from generating a series of questions they have, or think their readers will have about their topic. Yet others benefit from visualizing a scenario in which they communicate the information (like a t.v. news report or speech in a courtroom). Others can visualize by drawing scenes. See our Online Writing Manual for more information.
4. Assign students to peer groups to give each other focused feedback on drafts. Prepare some guidelines for peer responders, so that they can look for specific textual features, and ask them to provide written feedback to the student authors. Peer group sessions can be held in class, face-to-face out of class, or in a computer environment (email, bulletin board, BC-MOO, etc.).
5. Encourage students to ask you questions about their writing, as they are working on papers.
6. Practice formative assessment.
7. If at all possible, schedule brief face-to-face conferences for discussion of student writing. Consider framing your comments in terms of questions, like, "What do you mean here?" or, "Can you tell me more about this?" rather than in evaluative statements.
8. When students produce multiple drafts of an essay, you can hold them to very rigorous standards for the final product.
9. Weight end-of-semester revisions and writing more heavily than early writing when you determine the final grade.
Return to Faculty Resources page.
By A. L. Trupe July 19, 2001
I have started my lessons by introducing to them the tense system, the parts of speech and the principle parts of verbs. Besides teaching them literature/novel next week, i'm thinking of teaching them nouns vs verbs; so that they know to differentiate both parts of speech and not make any more mistakes in writing..
One more thing, essay, i'm also thinking of giving them essays besides the oral assignments where they have to come forward during the first ten minutes of every lesson and give a speech.
Okay, what is process writing..
What Is "THE Writing Process"?
Process-oriented writing instruction is based on research into how "real" or "real-world" writers compose texts, a process that differs from the typical student's process of writing for school. The student typically begins a paper late, working under deadline pressure, and produces one draft of the text, runs the spellchecker, prints, and turns in the paper. But in "real-world" writing, most writers producing texts for presentation and publication compose multiple drafts. They often engage as well in a variety of planning activities, solicit feedback, and follow a recursive pattern of drafting, raising questions that require returning to research, then revising in light of new information as needed. Process-based writing instruction attempts to duplicate this time-consuming approach to writing in the classroom. Typically, process instruction devotes some time to prewriting or invention activities (getting ideas, beginning to plan), drafting, seeking feedback from peers or the instructor, revising on the whole-text level (looking at the overall focus, reconsidering organization, deciding whether there is enough evidence, etc.), followed by revising at the paragraph or sentence level, proofreading, and "publishing" or printing the final text.
Why Use a Process Approach to Writing?
Instructors who incorporate some attention to process have the opportunity to intervene in students' writing process at any stage. Effective intervention results in better papers. Students who are asked or required to spend more time on a paper will think more about their topic, retain more information, and develop more powerful insights. Furthermore, students' writing skills need practice in order to develop. Most institutions require one to two first-year writing courses, but becoming a skilled writer takes more time and instruction than those ENG101 and ENG102 courses can deliver. Finally, we will enjoy reading students' papers if their quality is higher. We all know how depressing it is to read a batch of papers that make poor arguments, plagiarize, fail to follow acceptable formatting conventions, and otherwise violate our sense of what academic writing ought to look like. If we've looked at drafts and helped students think through their arguments more thoroughly, we will enjoy reading the final papers more.
But doesn't it take a lot of time to read multiple drafts of papers? Yes, but we need not comment on everything in each draft. If we spend some time helping students get started by talking through their topics and plans, the initial drafts will be better than the drafts written by students left entirely on their own. If we read drafts first for focus or thesis, organization, and proportion of evidence to claim, we can help students rethink the shape of their whole texts before focusing on sentence-level concerns. Then we should encourage them to spend as much time as they can and get as much help as they need in final proofreading before handing in the paper. The time invested in the process will decrease the time spent on commenting on final drafts, since many of our concerns about early drafts will have been addressed by student writers before we get to the grading.
How Can We Incorporate Process Instruction in Our Classes?
1. Ask students to do a lot of writing, but don't make every assignment count for a grade. If students are in the habit of responding to texts and information in writing, the formal paper is less daunting. Read some student texts as a "real" reader, responding to content without seeking to correct it.
2. Give students some class time to start brainstorming on a writing topic after you've given an assignment. As little as 5 minutes can be effective.
3. Encourage a variety of prewriting and planning strategies. Students sometimes need to do some writing before they know what their thesis will be. Some students work well from an outline, clustering, or creating a tree diagram. Others may benefit from generating a series of questions they have, or think their readers will have about their topic. Yet others benefit from visualizing a scenario in which they communicate the information (like a t.v. news report or speech in a courtroom). Others can visualize by drawing scenes. See our Online Writing Manual for more information.
4. Assign students to peer groups to give each other focused feedback on drafts. Prepare some guidelines for peer responders, so that they can look for specific textual features, and ask them to provide written feedback to the student authors. Peer group sessions can be held in class, face-to-face out of class, or in a computer environment (email, bulletin board, BC-MOO, etc.).
5. Encourage students to ask you questions about their writing, as they are working on papers.
6. Practice formative assessment.
7. If at all possible, schedule brief face-to-face conferences for discussion of student writing. Consider framing your comments in terms of questions, like, "What do you mean here?" or, "Can you tell me more about this?" rather than in evaluative statements.
8. When students produce multiple drafts of an essay, you can hold them to very rigorous standards for the final product.
9. Weight end-of-semester revisions and writing more heavily than early writing when you determine the final grade.
Return to Faculty Resources page.
By A. L. Trupe July 19, 2001
Saturday, January 8, 2011
Happy new year 2011
Happy New Year.
started off well except for one incident,.. not having enough cooking oil for cooking in the kitchen and having to pay more for gas....
started off well except for one incident,.. not having enough cooking oil for cooking in the kitchen and having to pay more for gas....
Saturday, December 11, 2010
MY BRAIN 15, MY MASTER
https://www.mohe.gov.my/MyBrain15/
https://www.mohe.gov.my/MyBrain15/index_mymaster.php
MyBrain15
Program MyBrain15 adalah salah satu program agenda kritikal di bawah Pelan Strategik Pengajian Tinggi Negara (PSPTN). Matlamat program adalah untuk mewujudkan kelompok sumber manusia yang berpengetahuan tinggi sebagai pemangkin kepada penyelidikan dan inovasi. Ini adalah penting bagi memastikan usaha Kerajaan untuk menjadikan pembangunan ekonomi berteraskan inovasi dapat dicapai dengan jayanya. Di bawah program ini, Kerajaan mensasarkan untuk mencapai sebanyak 60,000 pemegang PhD di kalangan rakyat Malaysia. Program yang ditawarkan oleh Kementerian Pengajian Tinggi adalah seperti berikut:
MyPhD
MyPhD terbuka kepada semua graduan yang layak dan kakitangan sektor swasta. Objektif program ini adalah untuk meningkatkan jumlah kumpulan tenaga kerja profesional tempatan yang berpengetahuan dan berkemahiran tinggi berteraskan inovasi dan kreativiti yang mampu menjana pertumbuhan sektor ekonomi dan industri tempatan.
MyMaster
MyMaster merupakan feeder kepada program pembiayaan pengajian di peringkat PhD iaitu MyPhD. Objektif program ini adalah untuk merangsang dan menggalakkan graduan yang berkaliber meneruskan pengajian di peringkat yang lebih tinggi dalam bidang-bidang yang penting selaras dengan agenda pembangunan negara.
PhD Industri
PhD Industri memberi tumpuan kepada para profesional dan pengamal industri dalam menghasilkan inovasi dan meningkatkan daya saing melalui penyelidikan berasaskan industri. Program ini juga adalah insentif Kerajaan untuk menggalakkan perkongsian pengetahuan antara pengamal industri dan ahli akademik dalam melahirkan profesional yang berpengetahuan tinggi.
Skim Latihan Akademik IPTA(SLAI)
SLAI bertujuan meningkatkan kualiti tenaga pengajar di IPTA selaras dengan objektif PSPTN iaitu "Memperkasa Institusi Pengajian Tinggi". Dalam RMKe-10, Kerajaan mensasarkan 75% pensyarah berkelayakan PhD atau setaraf di IPTA bertaraf Universiti Penyelidikan manakala sebanyak 60% di IPTA lain. Pengajian ini terbuka kepada pensyarah/ tutor/ fellow yang berkhidmat di IPTA sahaja.
MY MASTER
https://www.mohe.gov.my/MyBrain15/index_mymaster.php
MyMaster
MyMaster merupakan feeder kepada program pembiayaan pengajian di peringkat PhD iaitu MyPhD. Objektif program ini adalah untuk merangsang dan menggalakkan graduan yang berkaliber meneruskan pengajian di peringkat yang lebih tinggi dalam bidang-bidang yang penting selaras dengan agenda pembangunan negara.
Permohonan
Permohonan ditawarkan kepada graduan dan orang awam serta kakitangan swasta untuk melanjutkan pengajian di peringkat Ijazah Sarjana secara sepenuh masa di institusi pengajian tinggi (IPT) tempatan yang terpilih dalam bidang Sains dan Teknologi serta Sains Sosial / Sastera Ikhtisas. Bagi bidang Sains Sosial / Sastera Ikhtisas, keutamaan akan diberikan kepada bidang penyelidikan yang menjurus kepada inovasi, pembangunan ekonomi dan peningkatan kualiti hidup masyarakat serta berpandukan bidang-bidang yang berkaitan dengan National Key Economic Areas (NKEA).
Skop Pembiayaan
(a) Syarat-syarat Umum
(i) Pemohon adalah warganegara Malaysia;
(ii) Berumur tidak melebihi 35 tahun semasa memohon;
(iii) Memiliki Ijazah Sarjana Muda atau setaraf yang diiktiraf oleh Kerajaan dengan CGPA minima 2.75;
(iv) Telah ditawarkan pengajian secara sepenuh masa oleh IPT;
(v) Tidak menerima sebarang bentuk penajaan dari lain-lain penaja;
(vi) Tidak pernah mendapat tajaan dari Kerajaan / Kerajaan Negeri / Agensi Kerajaan / Badan Berkanun untuk pengajian di peringkat yang sama; dan
(vii) Tiada ikatan perjanjian untuk berkhidmat dengan mana-mana pihak sepanjang tempoh tajaan.
(b) Elemen Pembiayaan
Pembiayaan*
Tempoh Biaya(Maksimum)
1. Yuran Pengajian (tidak termasuk wang hemat diri dan yuran penginapan) tidak melebihi RM10,000;
2. Pembiayaan yuran pengajian akan dibayar terus kepada pihak IPT berkenaan
24 Bulan
3. Bantuan Penyediaan Tesis tertakluk siling yuran masih berbaki :
Mod Penyelidikan : RM3,000
Mod Campuran (Kerja Kursus dan Tesis) : RM1,500
Sekali sepanjang pengajian
*Tertakluk kepada kelulusan Kementerian Kewangan
(c) Ikatan Perjanjian
i. Semua penerima biaya perlu menandatangani ikatan perjanjian bersama seorang penjamin dengan Kerajaan sebagai tanda setuju untuk mengikuti pengajian sepanjang tempoh tajaan.
ii. Tuntutan gantirugi boleh dikenakan sekiranya:-
a. Pelajar menarik diri atau menangguh pengajian tanpa kebenaran;
b. Diberhentikan oleh IPT kerana masalah disiplin, kelemahan akademik atau sebab-sebab lain yang telah ditetapkan di bawah peraturan IPT berkenaan; dan
c. Pelajar gagal dalam pengajian.
Pemohonan & Penawaran
i. Permohonan akan dibuka secara online sepanjang tahun mulai 01 Disember 2010.
ii. Tawaran juga secara online akan dibuat dalam empat (4) fasa iaitu Januari, April, Julai dan Oktober pada setiap tahun.
iii. Sebelum memohon, calon hendaklah terlebih dahulu memperolehi surat tawaran pengajian.
Tatacara Permohonan
1. Permohonan perlu dibuat secara atas talian (online) sepenuhnya dengan klik menu LOG MASUK di atas, dan mendaftar sebagai pengguna sistem.
2. Borang permohonan boleh diisi dan dikemaskini butirannya sebanyak dua (2) kali mulai tarikh diiklankan sehingga tarikh tutup permohonan.
3. Permohonan akan diproses dalam empat (4) fasa iaitu Januari, April, Julai dan Oktober pada setiap tahun.
4. Semua dokumen sokongan asal hendaklah diimbas (scan) dan disimpan dalam format imej (JPEG) atau PDF dan perlu dimuatnaik (upload) melalui permohonan atas talian ini. Dokumen yang di (capture) menggunakan kamera adalah tidak dibenarkan. Dokumen sokongan tersebut adalah:
BIL
DOKUMEN
FORMAT
SAIZ MAKSIMA
1
Gambar pemohon berukuran passport
JPEG
250kb
2
Salinan kad pengenalan pemohon
PDF
280kb
3
Salinan transkrip akademik tertinggi (semester akhir)
PDF
280kb
4
Salinan surat tawaran kemasukan ke Institusi/Universiti
PDF
100kb
-->Klik sini untuk panduan mengimbas dokumen sokongan.
-->Klik sini untuk panduan menukar format dokumen softcopy ke format PDF.
https://www.mohe.gov.my/MyBrain15/index_mymaster.php
MyBrain15
Program MyBrain15 adalah salah satu program agenda kritikal di bawah Pelan Strategik Pengajian Tinggi Negara (PSPTN). Matlamat program adalah untuk mewujudkan kelompok sumber manusia yang berpengetahuan tinggi sebagai pemangkin kepada penyelidikan dan inovasi. Ini adalah penting bagi memastikan usaha Kerajaan untuk menjadikan pembangunan ekonomi berteraskan inovasi dapat dicapai dengan jayanya. Di bawah program ini, Kerajaan mensasarkan untuk mencapai sebanyak 60,000 pemegang PhD di kalangan rakyat Malaysia. Program yang ditawarkan oleh Kementerian Pengajian Tinggi adalah seperti berikut:
MyPhD
MyPhD terbuka kepada semua graduan yang layak dan kakitangan sektor swasta. Objektif program ini adalah untuk meningkatkan jumlah kumpulan tenaga kerja profesional tempatan yang berpengetahuan dan berkemahiran tinggi berteraskan inovasi dan kreativiti yang mampu menjana pertumbuhan sektor ekonomi dan industri tempatan.
MyMaster
MyMaster merupakan feeder kepada program pembiayaan pengajian di peringkat PhD iaitu MyPhD. Objektif program ini adalah untuk merangsang dan menggalakkan graduan yang berkaliber meneruskan pengajian di peringkat yang lebih tinggi dalam bidang-bidang yang penting selaras dengan agenda pembangunan negara.
PhD Industri
PhD Industri memberi tumpuan kepada para profesional dan pengamal industri dalam menghasilkan inovasi dan meningkatkan daya saing melalui penyelidikan berasaskan industri. Program ini juga adalah insentif Kerajaan untuk menggalakkan perkongsian pengetahuan antara pengamal industri dan ahli akademik dalam melahirkan profesional yang berpengetahuan tinggi.
Skim Latihan Akademik IPTA(SLAI)
SLAI bertujuan meningkatkan kualiti tenaga pengajar di IPTA selaras dengan objektif PSPTN iaitu "Memperkasa Institusi Pengajian Tinggi". Dalam RMKe-10, Kerajaan mensasarkan 75% pensyarah berkelayakan PhD atau setaraf di IPTA bertaraf Universiti Penyelidikan manakala sebanyak 60% di IPTA lain. Pengajian ini terbuka kepada pensyarah/ tutor/ fellow yang berkhidmat di IPTA sahaja.
MY MASTER
https://www.mohe.gov.my/MyBrain15/index_mymaster.php
MyMaster
MyMaster merupakan feeder kepada program pembiayaan pengajian di peringkat PhD iaitu MyPhD. Objektif program ini adalah untuk merangsang dan menggalakkan graduan yang berkaliber meneruskan pengajian di peringkat yang lebih tinggi dalam bidang-bidang yang penting selaras dengan agenda pembangunan negara.
Permohonan
Permohonan ditawarkan kepada graduan dan orang awam serta kakitangan swasta untuk melanjutkan pengajian di peringkat Ijazah Sarjana secara sepenuh masa di institusi pengajian tinggi (IPT) tempatan yang terpilih dalam bidang Sains dan Teknologi serta Sains Sosial / Sastera Ikhtisas. Bagi bidang Sains Sosial / Sastera Ikhtisas, keutamaan akan diberikan kepada bidang penyelidikan yang menjurus kepada inovasi, pembangunan ekonomi dan peningkatan kualiti hidup masyarakat serta berpandukan bidang-bidang yang berkaitan dengan National Key Economic Areas (NKEA).
Skop Pembiayaan
(a) Syarat-syarat Umum
(i) Pemohon adalah warganegara Malaysia;
(ii) Berumur tidak melebihi 35 tahun semasa memohon;
(iii) Memiliki Ijazah Sarjana Muda atau setaraf yang diiktiraf oleh Kerajaan dengan CGPA minima 2.75;
(iv) Telah ditawarkan pengajian secara sepenuh masa oleh IPT;
(v) Tidak menerima sebarang bentuk penajaan dari lain-lain penaja;
(vi) Tidak pernah mendapat tajaan dari Kerajaan / Kerajaan Negeri / Agensi Kerajaan / Badan Berkanun untuk pengajian di peringkat yang sama; dan
(vii) Tiada ikatan perjanjian untuk berkhidmat dengan mana-mana pihak sepanjang tempoh tajaan.
(b) Elemen Pembiayaan
Pembiayaan*
Tempoh Biaya(Maksimum)
1. Yuran Pengajian (tidak termasuk wang hemat diri dan yuran penginapan) tidak melebihi RM10,000;
2. Pembiayaan yuran pengajian akan dibayar terus kepada pihak IPT berkenaan
24 Bulan
3. Bantuan Penyediaan Tesis tertakluk siling yuran masih berbaki :
Mod Penyelidikan : RM3,000
Mod Campuran (Kerja Kursus dan Tesis) : RM1,500
Sekali sepanjang pengajian
*Tertakluk kepada kelulusan Kementerian Kewangan
(c) Ikatan Perjanjian
i. Semua penerima biaya perlu menandatangani ikatan perjanjian bersama seorang penjamin dengan Kerajaan sebagai tanda setuju untuk mengikuti pengajian sepanjang tempoh tajaan.
ii. Tuntutan gantirugi boleh dikenakan sekiranya:-
a. Pelajar menarik diri atau menangguh pengajian tanpa kebenaran;
b. Diberhentikan oleh IPT kerana masalah disiplin, kelemahan akademik atau sebab-sebab lain yang telah ditetapkan di bawah peraturan IPT berkenaan; dan
c. Pelajar gagal dalam pengajian.
Pemohonan & Penawaran
i. Permohonan akan dibuka secara online sepanjang tahun mulai 01 Disember 2010.
ii. Tawaran juga secara online akan dibuat dalam empat (4) fasa iaitu Januari, April, Julai dan Oktober pada setiap tahun.
iii. Sebelum memohon, calon hendaklah terlebih dahulu memperolehi surat tawaran pengajian.
Tatacara Permohonan
1. Permohonan perlu dibuat secara atas talian (online) sepenuhnya dengan klik menu LOG MASUK di atas, dan mendaftar sebagai pengguna sistem.
2. Borang permohonan boleh diisi dan dikemaskini butirannya sebanyak dua (2) kali mulai tarikh diiklankan sehingga tarikh tutup permohonan.
3. Permohonan akan diproses dalam empat (4) fasa iaitu Januari, April, Julai dan Oktober pada setiap tahun.
4. Semua dokumen sokongan asal hendaklah diimbas (scan) dan disimpan dalam format imej (JPEG) atau PDF dan perlu dimuatnaik (upload) melalui permohonan atas talian ini. Dokumen yang di (capture) menggunakan kamera adalah tidak dibenarkan. Dokumen sokongan tersebut adalah:
BIL
DOKUMEN
FORMAT
SAIZ MAKSIMA
1
Gambar pemohon berukuran passport
JPEG
250kb
2
Salinan kad pengenalan pemohon
280kb
3
Salinan transkrip akademik tertinggi (semester akhir)
280kb
4
Salinan surat tawaran kemasukan ke Institusi/Universiti
100kb
-->Klik sini untuk panduan mengimbas dokumen sokongan.
-->Klik sini untuk panduan menukar format dokumen softcopy ke format PDF.
Friday, December 3, 2010
Happy Holiday....
Have a nice holiday... but remember you are still a student... so you know what you have to do...
Here's a story about a real story that happened in USA...
Kisah benar ini berlaku di US (Amerika Syarikat).
Ia tentang seorang wanita dari Malaysia yang bekerja di US. Dia memakai tudung dan memiliki akhlak yang bagus.
Suatu malam perempuan ini dalam perjalanan balik ke rumah dari tempat kerjanya. Kebetulan dia mengambil jalan singkat untuk pulang. Jalan yang diambil pula agak tersorok dan tidak banyak orang yang lalu lalang pada masa itu.
Disebabkan hari yang agak sudah lewat, berjalan di jalan yang agak gelap sebegitu membuatkan dia agak gelisah dan rasa takut. Lebih-lebih lagi dia berjalan bersaorangan.
Tiba-tiba dia nampak ada seorang lelaki (kulit putih Amerika) bersandar di dinding di tepi lorong itu. Dia sudah mula rasa takut dan tak sedap hati. Apa yang dia boleh buat waktu tu adalah berdoa ke hadrat Allah memohon keselamatan atas dirinya. Dia baca ayat Kursi dengan penuh pengharapan agar Allah membantu dia di saat itu.
Masa dia melepasi tempat lelaki itu bersandar, dia sempat menoleh dan dapat mengecam muka lelaki itu. Nasib baik lelaki itu buat tidak endah dan perempuan ini selamat sampai ke rumahnya.
Keesokkan paginya, wanita ini terbaca dalam akhbar yang seorang perempuan telah dirogol oleh seorang lelaki yang tidak dikenali dekat lorong yang dia jalan semalam hanya 10 minit selepas dia melintasi lorong tersebut. Muslimah ini yakin benar lelaki kulit putih yang dia lihat semalam adalah perogol itu.
Atas rasa tanggungjawab dia terus ke balai polis dan buat aduan. Wanita ni dapat mengenalpasti suspek melalui kawad cam dan selepas siasatan dilakukan, polis dapat bukti bahawa lelaki tersebut adalah perogol yang dicari.
Tapi perempuan ini hairan juga kenapa lelaki tadi tak jadikan dia mangsa ketika dia melalui lorong tersebut walhal dia keseorangan di masa tu, tetapi lelaki tadi rogol perempuan yang lalu selepas dia. Wanita ini nak tahu sangat sebabnya. Jadi dia minta kebenaran polis untuk bercakap dengan perogol tadi sebelum hukuman dijatuhkan (sebelum lelaki tadi di bawa ke tempat lain).
Dia pun tanya perogol itu..
“Why don’t you do anything to me on that night even though you know that I’m alone?”
(Kenapa awak tak buat apa-apa kat saya malam tu walaupun awak tau saya seorang je masa tu?)
Perogol tu jawab:
“No, you are not alone. That night I saw two young man walking with you. One on your right side and the other one was by your left side. If you were alone of course you will be my victim.”
(Tak, awak bukan berseorangan. Malam tu saya nampak ada 2 orang lelaki berjalan dengan awak. Seorang sebelah kanan awak dan sorang lagi sebelah kiri awak. Kalaulah awak sorang-sorang malam tu, sudah pasti awak jadi mangsa saya..)
Wanita ni rasa amat terkejut bila dengar penjelasan perogol tu. Dia bersyukur ke hadrat Allah kerana memelihara dia malam itu, mungkin juga berkat ayat Kursi yang dia baca malam itu.
Here's a story about a real story that happened in USA...
Kisah benar ini berlaku di US (Amerika Syarikat).
Ia tentang seorang wanita dari Malaysia yang bekerja di US. Dia memakai tudung dan memiliki akhlak yang bagus.
Suatu malam perempuan ini dalam perjalanan balik ke rumah dari tempat kerjanya. Kebetulan dia mengambil jalan singkat untuk pulang. Jalan yang diambil pula agak tersorok dan tidak banyak orang yang lalu lalang pada masa itu.
Disebabkan hari yang agak sudah lewat, berjalan di jalan yang agak gelap sebegitu membuatkan dia agak gelisah dan rasa takut. Lebih-lebih lagi dia berjalan bersaorangan.
Tiba-tiba dia nampak ada seorang lelaki (kulit putih Amerika) bersandar di dinding di tepi lorong itu. Dia sudah mula rasa takut dan tak sedap hati. Apa yang dia boleh buat waktu tu adalah berdoa ke hadrat Allah memohon keselamatan atas dirinya. Dia baca ayat Kursi dengan penuh pengharapan agar Allah membantu dia di saat itu.
Masa dia melepasi tempat lelaki itu bersandar, dia sempat menoleh dan dapat mengecam muka lelaki itu. Nasib baik lelaki itu buat tidak endah dan perempuan ini selamat sampai ke rumahnya.
Keesokkan paginya, wanita ini terbaca dalam akhbar yang seorang perempuan telah dirogol oleh seorang lelaki yang tidak dikenali dekat lorong yang dia jalan semalam hanya 10 minit selepas dia melintasi lorong tersebut. Muslimah ini yakin benar lelaki kulit putih yang dia lihat semalam adalah perogol itu.
Atas rasa tanggungjawab dia terus ke balai polis dan buat aduan. Wanita ni dapat mengenalpasti suspek melalui kawad cam dan selepas siasatan dilakukan, polis dapat bukti bahawa lelaki tersebut adalah perogol yang dicari.
Tapi perempuan ini hairan juga kenapa lelaki tadi tak jadikan dia mangsa ketika dia melalui lorong tersebut walhal dia keseorangan di masa tu, tetapi lelaki tadi rogol perempuan yang lalu selepas dia. Wanita ini nak tahu sangat sebabnya. Jadi dia minta kebenaran polis untuk bercakap dengan perogol tadi sebelum hukuman dijatuhkan (sebelum lelaki tadi di bawa ke tempat lain).
Dia pun tanya perogol itu..
“Why don’t you do anything to me on that night even though you know that I’m alone?”
(Kenapa awak tak buat apa-apa kat saya malam tu walaupun awak tau saya seorang je masa tu?)
Perogol tu jawab:
“No, you are not alone. That night I saw two young man walking with you. One on your right side and the other one was by your left side. If you were alone of course you will be my victim.”
(Tak, awak bukan berseorangan. Malam tu saya nampak ada 2 orang lelaki berjalan dengan awak. Seorang sebelah kanan awak dan sorang lagi sebelah kiri awak. Kalaulah awak sorang-sorang malam tu, sudah pasti awak jadi mangsa saya..)
Wanita ni rasa amat terkejut bila dengar penjelasan perogol tu. Dia bersyukur ke hadrat Allah kerana memelihara dia malam itu, mungkin juga berkat ayat Kursi yang dia baca malam itu.
Tuesday, October 19, 2010
Nail that interview....
Job interviews come in all different forms but one fundamental goal remains the same – you need to convince an interviewer that you are the one. To do this you need to understand what the interviewer is looking for and prove that you can deliver. The three things that will help you secure the job are: preparation, presentation and performance.
Preparation: Research the company
Get as much information about the company, job and industry as you can. Don't just rely on a Google search or a quick skim of the organisation's website – though this is a good start! To really impress, look for additional sources of information like business journals and newspapers. Find out who the company's major clients are, what the company does and the names of people in key positions like the CEO. Then make sure you mention some of this information at the interview.
Contact the company and ask about the interview process, and find out who will be interviewing you. If the organisation is large, you can look for information about this person online. Knowing something about the person interviewing you can be a massive advantage on the day.
Preparation: Research yourself
Speak with some old colleagues about your positive and negative traits while at work. What have you done to build on your strengths and overcome your weaknesses? It's vital to be clear about what you want, so work out your long-term career goals and how this job fits your plan.
Make sure you know your resume well and be ready to prove your experience by having a few examples of work achievements up your sleeve.
Preparation: Research the questions
A number of standard questions come up again and again in interviews so it is possible to plan what you will say if you are asked one of these. For example, it's easy to plan in advance an answer to 'tell me about a time when you had to deal with a difficult person'.
Practise answering the questions at home. Treat it like a rehearsal and make sure you are confident to tell your story and to ad lib if something unexpected happens.
Presentation: Clothes
It is better to be overdressed than underdressed and this often means wearing a suit. The easiest way to find out what is expected of you is to ring the receptionist and ask what the dress code is. Even if it is casual, you should still dress in smart business clothes. Keep accessories like jewellery to a minimum, make sure your is hair tidy and your shoes must be clean.
Presentation: Behaviour
It is important to come across as enthusiastic, but let the interviewer set the tone. They might not shake your hand, but be ready in case they do. React to their mannerisms. If the interviewer has a soft tone, don't speak loudly back to them. If you tend to move your hands around a lot, try to keep them closer to your lap. And of course, never forget the golden rule. Turn that mobile phone off!
Presentation: Develop rapport
An interview is sometimes likened to a date – which is why they can be so intimidating! The best way to make a good impression is by staying calm and relaxed. Be yourself and try to enjoy the experience. Eye contact and a smile are essential. Actively listen to everything the interviewer says and incorporate his or her own words into your answers. Make sure you don't send off negative signals by crossing your arms or by looking around the room instead of at the interviewer.
Performance: You're the star
You've prepared, you're confident and you're looking terrific. Now it's showtime! Or rather, audition time! It's time to sell yourself and convince your interviewer that you are the one and only. And don't forget to be on time (in fact, make sure you are there a little early).
Stay cool, calm and focused. Deep breathing and relaxation exercises can help relax your muscles. Stand tall as you walk in and shake hands. Eye contact is good but should not be continuous -that's unnatural and a little scary!
Performance: Show and tell
Show what you know and what you can do. Listen carefully, and respond. Ask questions of your own at the end and thank the person for their time with another handshake.
Follow up via email or snail mail to say thank you for the interview and reiterate your interest in the position. Then cross your fingers and hope for the best.
reference : http://www.careerfaqs.com.au/job-interview-tips/1124/Nail-that-interview
Preparation: Research the company
Get as much information about the company, job and industry as you can. Don't just rely on a Google search or a quick skim of the organisation's website – though this is a good start! To really impress, look for additional sources of information like business journals and newspapers. Find out who the company's major clients are, what the company does and the names of people in key positions like the CEO. Then make sure you mention some of this information at the interview.
Contact the company and ask about the interview process, and find out who will be interviewing you. If the organisation is large, you can look for information about this person online. Knowing something about the person interviewing you can be a massive advantage on the day.
Preparation: Research yourself
Speak with some old colleagues about your positive and negative traits while at work. What have you done to build on your strengths and overcome your weaknesses? It's vital to be clear about what you want, so work out your long-term career goals and how this job fits your plan.
Make sure you know your resume well and be ready to prove your experience by having a few examples of work achievements up your sleeve.
Preparation: Research the questions
A number of standard questions come up again and again in interviews so it is possible to plan what you will say if you are asked one of these. For example, it's easy to plan in advance an answer to 'tell me about a time when you had to deal with a difficult person'.
Practise answering the questions at home. Treat it like a rehearsal and make sure you are confident to tell your story and to ad lib if something unexpected happens.
Presentation: Clothes
It is better to be overdressed than underdressed and this often means wearing a suit. The easiest way to find out what is expected of you is to ring the receptionist and ask what the dress code is. Even if it is casual, you should still dress in smart business clothes. Keep accessories like jewellery to a minimum, make sure your is hair tidy and your shoes must be clean.
Presentation: Behaviour
It is important to come across as enthusiastic, but let the interviewer set the tone. They might not shake your hand, but be ready in case they do. React to their mannerisms. If the interviewer has a soft tone, don't speak loudly back to them. If you tend to move your hands around a lot, try to keep them closer to your lap. And of course, never forget the golden rule. Turn that mobile phone off!
Presentation: Develop rapport
An interview is sometimes likened to a date – which is why they can be so intimidating! The best way to make a good impression is by staying calm and relaxed. Be yourself and try to enjoy the experience. Eye contact and a smile are essential. Actively listen to everything the interviewer says and incorporate his or her own words into your answers. Make sure you don't send off negative signals by crossing your arms or by looking around the room instead of at the interviewer.
Performance: You're the star
You've prepared, you're confident and you're looking terrific. Now it's showtime! Or rather, audition time! It's time to sell yourself and convince your interviewer that you are the one and only. And don't forget to be on time (in fact, make sure you are there a little early).
Stay cool, calm and focused. Deep breathing and relaxation exercises can help relax your muscles. Stand tall as you walk in and shake hands. Eye contact is good but should not be continuous -that's unnatural and a little scary!
Performance: Show and tell
Show what you know and what you can do. Listen carefully, and respond. Ask questions of your own at the end and thank the person for their time with another handshake.
Follow up via email or snail mail to say thank you for the interview and reiterate your interest in the position. Then cross your fingers and hope for the best.
reference : http://www.careerfaqs.com.au/job-interview-tips/1124/Nail-that-interview
How to succeed in interviews..
Now , i know how people failed their interviews... sometimes that person doesn't have to be interviewed , but he already fails (in the eyes of the interviewer).
How is that so... or how does that happen?
Well , i think , it is because that person gives out negative vibration - which vibrates and reaches the interviewer. Why "negative vibration"? Well , this may happens when he /she thinks negatively of himself/herself. Maybe she got into the interview room having doubts of his/her abilities or his/her capabilities of getting the job.
So what should you do? 1) think of what you want
2) Give attention - practise...Do not say "dont" "no" "not"
3) remove the doubt - say "yes, I can"
3 steps by Michael Losier (The Law of Attraction):
(1) Know what u want
(2) give attention , focus
(3) remove the doubt - be confident always...
Fikir Kamu Boleh...
If you think you can, of course you can...
The subconscious mind will work to make sure that you can..
If you think you can.. you'll send out a positive vibration and people surrounding you will think that you can.. and that's how you can get that job,; the interviewer will have that feeling , transmitted to them, that you can do the job.. Thus.. you get the job..!! :=)
How is that so... or how does that happen?
Well , i think , it is because that person gives out negative vibration - which vibrates and reaches the interviewer. Why "negative vibration"? Well , this may happens when he /she thinks negatively of himself/herself. Maybe she got into the interview room having doubts of his/her abilities or his/her capabilities of getting the job.
So what should you do? 1) think of what you want
2) Give attention - practise...Do not say "dont" "no" "not"
3) remove the doubt - say "yes, I can"
3 steps by Michael Losier (The Law of Attraction):
(1) Know what u want
(2) give attention , focus
(3) remove the doubt - be confident always...
Fikir Kamu Boleh...
If you think you can, of course you can...
The subconscious mind will work to make sure that you can..
If you think you can.. you'll send out a positive vibration and people surrounding you will think that you can.. and that's how you can get that job,; the interviewer will have that feeling , transmitted to them, that you can do the job.. Thus.. you get the job..!! :=)
My schooldays: 'Best days of my life'
My schooldays: 'Best days of my life'
2010/10/09
YAQIN CHING ABDULLAH
SOURCE : NST ONLINE.. http://www.nst.com.my/nst/articles/10prem/Article/index_html
PREM Shanker Eswaran, 27, was a street salesman selling phone cards, a call centre consultant to two telcos and a ground team personnel at a radio station before becoming what he is today -- host of 8TV Quickie and game show Whack It, and Fly Fm disc jockey.
He also spins at a club every Saturday under the name Premosupremo and plays a rapper in an episode of Crossings, which started airing Oct 1 at 8.30pm over ntv7.
The highlight of his career is "the ability to put a smile on someone's face" every time he's on TV or on air.
And it doesn't matter how -- whether it is someone winning a prize in a TV or radio contest or him saying silly things. "It keeps me happy knowing that I'm making someone happy," says Prem.
The bubbly personality answers questions on his schooldays:
Which primary and secondary schools did you attend?
SRK and SMK Methodist ACS Klang.
Did you have a favourite teacher and why did you like him/her?
I had a few favourite teachers. It was because of the way they taught and the manner in which they treated students. They made us stay in class, enjoy the subject and also learn it well.
What subject(s) did you like at school?
English, Bahasa Malaysia and Science.
Were you rewarded for good performance by your parents? If yes, in what way.
Yes, but they made me work for it. When I was in primary school, my parents bought me a BMX bicycle for being the top boy in class. In secondary school, it was more of a monetary reward. When I was in college, my dad bought a handphone that I wanted when I got good grades.
What was your best (and worst) school holiday?
My best holidays have always been my travels. My parents sent me alone to India when I was 12 to visit relatives.
My mum's older sister took me on many holidays to Indonesia and other places. She's the best.
My worst holiday was when I was suspected of dengue fever and had to be hospitalised on the first day of the school holidays, and I was just about to leave for a vacation. I ended up being in hospital for about two weeks.
What hobbies did you have while at school?
Outdoor games! I just love the outdoors. I was an athlete so I played almost every game in school, from football and hockey to track events. I'm also a cricketer. I learned cricket in India and played for my school and the Klang district.
My only indoor hobby is playing with Tamiya cars, which you build and then race on tracks.
What was your ambition while schooling?
Don't laugh. I wanted to be a scientist. I loved the idea of discovering and creating new things.
If you were to live your schooldays all over again, is there anything you would like to change?
Nothing at all. I had the best days of my life in school and I would do anything to have those times again. Even just for one week... All right, maybe I'll change the way I studied. Work a little harder.
Read more: My schooldays: 'Best days of my life' http://www.nst.com.my/nst/articles/10prem/Article/index_html#ixzz12nI18dJt
2010/10/09
YAQIN CHING ABDULLAH
SOURCE : NST ONLINE.. http://www.nst.com.my/nst/articles/10prem/Article/index_html
PREM Shanker Eswaran, 27, was a street salesman selling phone cards, a call centre consultant to two telcos and a ground team personnel at a radio station before becoming what he is today -- host of 8TV Quickie and game show Whack It, and Fly Fm disc jockey.
He also spins at a club every Saturday under the name Premosupremo and plays a rapper in an episode of Crossings, which started airing Oct 1 at 8.30pm over ntv7.
The highlight of his career is "the ability to put a smile on someone's face" every time he's on TV or on air.
And it doesn't matter how -- whether it is someone winning a prize in a TV or radio contest or him saying silly things. "It keeps me happy knowing that I'm making someone happy," says Prem.
The bubbly personality answers questions on his schooldays:
Which primary and secondary schools did you attend?
SRK and SMK Methodist ACS Klang.
Did you have a favourite teacher and why did you like him/her?
I had a few favourite teachers. It was because of the way they taught and the manner in which they treated students. They made us stay in class, enjoy the subject and also learn it well.
What subject(s) did you like at school?
English, Bahasa Malaysia and Science.
Were you rewarded for good performance by your parents? If yes, in what way.
Yes, but they made me work for it. When I was in primary school, my parents bought me a BMX bicycle for being the top boy in class. In secondary school, it was more of a monetary reward. When I was in college, my dad bought a handphone that I wanted when I got good grades.
What was your best (and worst) school holiday?
My best holidays have always been my travels. My parents sent me alone to India when I was 12 to visit relatives.
My mum's older sister took me on many holidays to Indonesia and other places. She's the best.
My worst holiday was when I was suspected of dengue fever and had to be hospitalised on the first day of the school holidays, and I was just about to leave for a vacation. I ended up being in hospital for about two weeks.
What hobbies did you have while at school?
Outdoor games! I just love the outdoors. I was an athlete so I played almost every game in school, from football and hockey to track events. I'm also a cricketer. I learned cricket in India and played for my school and the Klang district.
My only indoor hobby is playing with Tamiya cars, which you build and then race on tracks.
What was your ambition while schooling?
Don't laugh. I wanted to be a scientist. I loved the idea of discovering and creating new things.
If you were to live your schooldays all over again, is there anything you would like to change?
Nothing at all. I had the best days of my life in school and I would do anything to have those times again. Even just for one week... All right, maybe I'll change the way I studied. Work a little harder.
Read more: My schooldays: 'Best days of my life' http://www.nst.com.my/nst/articles/10prem/Article/index_html#ixzz12nI18dJt
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