describe your teachers

7/28/2019 Describe Your Teachers

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DESCRIBE YOUR TEACHERS

Teachers play an important part in the lives of students like me because we usually meetthem five days a week. Some of my teachers fill my soul with fear, the very thought of themeven makes my heart drop. There are others, however, who are not so frightening at all, andmay in act brighten our days.

One teacher who is liked by almost every pupil in my school is Mrs Jenny Lee, who

teaches us English. Tall and slim, with a heart-shaped face, Mrs Lee is known as the prettiestteacher in our of school. The boys of my school often look out their classrooms to admire thislovely teacher as she passes by their classrooms, gliding on her high heels, with her long silkyhair flowing behind her.

Mrs Lee has a personality to match her looks. You will nearly always see her facewreathed in a sunny smile. She almost never gets angry and even when she scolds us, shestill sounds sweet and gentle. I clearly remember the last time she chided me for not doingmy composition homework.

How will you ever improve if you dont make the effort, Brian, she murmured kindly,looking at me with warm eyes. I felt so sorry!

Another teacher who has made me feel really sorry for neglecting my work is Mr JoginderSingh, my teacher for Accounts. However, his method for doing so is completely different!

Mr Singh is a huge mountain of a man. He is over six feet in height and over 200 poundsin weight, all ofit muscle. He looks the typical Punjabi warrior, with his turban, bushy beard,hooked nose, and piercing eyes.

As in the case of Mrs Lee, Mr Singh's looks also match his personality, especially hisvoice, which is always very loud. He is about the only teacher I know who can deliver anhour-long lesson at full volume without getting a sore throat! No one falls asleep during hislessons. Actually, no one would dare to, as this fierce teacher would take quick action withhis long cane. No one ever dares to neglect the homework that he sets either the piles andpiles of it! Mr Singhs motto is No pain,no gain. I am not sure whether he is referring tothe pain from the cane or the pain from doing the homework.

Yet, however much we students may complain, there is no doubt that many students havegained tremendously from being under Mr Singhs care. Our schools performance in

Accounts for SPM is exceptionally high! Clearly, Mr Singhs motto is a sound one. However,it can also be noted that our performance in English Language is also considered excellent.Perhaps, Mrs Lees motto is also valid, andit is A spoonful of sugar helps the medicine godown.

JOURNAL WRITING


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The best way to get into writing is simply to write . . .and write . . . and write . . . freely. This practice

helps you develop a feel for writing. To get started, youll need a topic to write about. Below, you

will find lists of ideas to serve as starting points for personal or journal writing.

Suggested topics for the journal writing:

DAY

JOURNAL WRITING

Day 1

My favourite subject in school isbecause

Day 2

My favourite teacher is because..

Day 3

I like the colour..because..

Day 4

Things I am afraid of

Day 5

Some things I remember about my first day at school

Day 6

My favourite artist is . because..

Day 7

My favourite songs are ..because

Day 8

A list of things I enjoy doing

Day 9

Things I dont leave home without

Day 10

My favourite person

Day 11

My favourite time of the day is


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Day 12

The best place I ever visited wasbecause

Day 13

The best teacher I ever had

Day 14

Thing my parents asked me to do in life

Day 15

Things my parents asked me not to do in life

Day 16

What a best friend should be

Day 17

What I like about my parents

Day 18

What I like about my best friend

Day 19

As a teenager I wish.

Day 20

Who I would bring to an island and why?

Day 21

A list of things I wish for but havent got

Day 22

The first time I rode a bicycle

Day 23

Things I am unhappy about in school

Day 24

What I like best about my life as a student

Day 25

How my father met my mother


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Day 26

A story which my grandmother/ grandfather told me

Day 27

What I like about living in this millennium

Day 28

What I would like to do after my examination

Day 29

What my future husband should be like

Day 30

Things that I would like to change about myself

Day 31

The place that I wish to be right now and why?

More ideas for your journal writing:

A special birthday

Id like to see . . .

The biggest thing I ever saw

Noisy times and quiet times

I like to make . . .

What if toys could talk?

My shopping list

Dont litter!

Big pets and small pets

Insects, insects everywhere

Im happy when . . .

How plants grow

My adventure

Friendly places

My favorite foods


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I know a lot about . . .

Picnic fun

Whos at the zoo?

What will I share?

I rode on a . . .

The parade

I wonder why . . .

Whats under my bed?

What if I was 10 years old?

What makes me laugh?

Games I play with friends

How to make new friends

A joke that makes everybody laugh

Something funny that happened to me

What I know about dinosaurs

An important person I know about

Good things about my neighborhood

My favorite foods

After-school games

Sometimes I wish . . .

What I like about math

My new friend

A knock, knock joke

Words I think are funny

What I know about stars

What I know about the ocean

Something I dont understand

Things that could be better in my neighborhood


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Foods I dont like

Games we play at recess

Some of my favorite books

My best birthday

My favorite family story

Magic tricks I can do

Amazing facts I know

The best house pets

Activities for outdoor fun

What I like about where I live

A place Id like to visit

A sport Im good at

Things Id like to change

Book characters Id like to meet

Things that are hard to believe

Funny things my pet has done

The weirdest house pets

Activities for indoor fun

A helpful person Ive met

A great place to go

Having fun at school

Staying at a friends house

A special secret place

When I was upside down

What if we suddenly had to move?

My most embarrassing moment

Talk about being scared!

Do I want to be famous?


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Creepy, crawly things

What if I were the teacher?

Ill never eat another . . .

My biggest surprise

This school really needs . . .

The first day of school is the worst/best.

A pet sitter needs special instructions to care for my pet.

Doing homework

A song that means a lot to me

My best day

A day in the life of my pet

I don't understand why . . .

Dirt bikes and in-line skates

A visit to a friends school

What is important to me?

A terrible storm

Me and the outdoors

My first school memories

Heres what a new student needs to know about my school.

Why weekends should be longer

A narrow escape from trouble

What Ive broken or lost that belongs to someone else

My first friend

A visit to a relatives house

My chores

A dedicated teacher or coach

When I was lost

My idea of a fun weekend


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A school field trip

Ive done something no one else has done.

Im principal for the day. Heres my schedule of events.

A typical lunch hour

If only I would have listened!

How could TV be better?

My favorite neighbor

My bedroom from top to bottom

A memorable bus ride

My best class ever

My first concert

Finally, a good assembly

If I could be someone else, I would be . . .

The most fun Ive had recently

My craziest experience in a restaurant or shopping mall

The hardest thing Ive ever done

My first encounter with a bully

Lets hear it for my favorite senior citizen.

The toys Ill never give up

A friend who moved away

I couldnt believe that my mother volunteered me for that job.

Putting my foot in my mouth

What if school sports were dropped?

Who knows me best?

What do I worry about?

My muscles were so sore after . . .

What do we Americans do well?

Obstacles are what you see when you take your eyes off the goal.


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I admit it; I enjoy professional wrestling.

An unforgettable dream

My worst vacation

A visit to a hospital, doctors office, or dentists office

Coping with brothers and sisters

A typical evening at home

Morning madness

When I was a discipline problem

A meaningful gift Ive given or received

We all make mistakes.

Why do I deserve the job?

My brother (or sister) made me so mad!

Hanging out

Something this school really needs is . . .

Why are soap operas so popular?

I take some things too seriously.

What do I do to break routine?

A trip on a rocket ship

At the library

Dear George Washington,

The biggest bubble-gum bubble

Why I love to sing

Playing a game with Grandma

A day in the rain forest

Cooking dinner with Dad

My moms hobby

I like spring because . . .

A day at the beach


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Losing my teeth

Why I like to read

Playing with pets

Eating lunch with my friends

Going to the circus

Our clubhouse

Learning to ride a bike

The last time I cried

Buying something with my own money

The funniest zoo animal

This person makes me laugh.

Going grocery shopping

An animal I know a lot about

How to make my favorite dessert

A trip on a monorail

Water balloons!

A bicycle Id like to have

Helping out around the house

My favorite baby-sitter

Swimming at the pool or lake

Unusual fruits and vegetables

Things to do in the snow

Dancing to music

A day in the desert

Something I wish would happen

What if there were no electricity?

Some things I like about the museum

My favorite board game


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If I could fly

What makes me special

A walk in the woods

Who is beautiful?

Putting on a play

Our classroom pet

A dark hallway

Donuts for dinner

My dream

A great treehouse

My homework place

Building a fort

Going to the dentist

What its like to use a wheelchair

Looking at a globe

An excellent birthday party

Gone fishing!

Rings on her fingers

Pizza is . . .

Why my mom and dad are the greatest

Getting my first pair of glasses

Summer games

What I use a computer for

My favorite form of exercise

How to stop hiccups

A trip in a submarine

A special photograph

Creatures that live in the ocean


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A cartoon character I like

Things I see when I take a walk

Why I like/dislike playing team sports

Discovering a new friend

How we divide the chores at my house

Grandmas attic

Id like to invent a machine that . . .

My favorite clothes

A toy Ive held onto all these years

A trip to a space station

The wildest hairstyle Ive ever seen

Whats good about hard work?

A cool store

Why parents should be honest with their kids

Dear Senator:

Why school fund-raisers are important

My favorite singer(s)

Rights that kids in my grade should have

What a house of the future will look like

My participation in an outside-of-school activity

How I picture myself four years from now

Can farmers grow enough food for everyone?

The worst food I ever ate

Summer in a cabin by a lake

How I can change the way I look

We couldnt stop laughing!

We got caught!

A toy, stuffed animal, or game that once meant a lot to me


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Why I deserve a larger allowance

The book that got me hooked on reading

This really bugs me.

One thing I want to do by the time I finish 8th grade

I would like to have lived during this time in history.

The next wave of personal communication

Greed

Alone on a desert island

Lets push alternative sources of energy.

______ is like a boomerang.

How it would feel to walk in space

Its a rule, so its right . . . right?

What invention would you like to see in your lifetime?

Why appearance is not so important

How I express myself artistically

Is pollution a necessary evil?

What different colors mean to me

Why are soap operas so popular?

I take some things too seriously.

How do people who are in constant pain cope?

Is this love?

Foods I love, foods I hate

Tools Ill need in my intended profession

Why are some people so cruel?

What animals can teach humans

Self-esteem

Sometimes, adults seem . . .

My dream car


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The idea hit me like a tornado.

My Web site

If I were a superhero, Id be . . .

Something this school really needs is . . .

What do I do to break routine?

If I were the teacher, I would...

If I were a leaf, I would... (snowflake, wind, rain, etc.)

If I could get anything in the world for my birthday, it would be...(Tell me what you'd do with it.)

My hero is...(Tell me why.)

Describe a nightmare that you had recently.

I remember when _____ taught me to_____. Describe how. (I remember when my father taught me

to tie my shoes.)

A joke that makes me laugh is...

My favorite foods...

The foods I dislike are...

When I grow up I want to be.. (Why?)

Is there an event that took place in your life that has changed you? Tell me how.

Tell me about your pet (s). If you don't have any, what kind of pet would you like to have?

I was most angry when...

I was most happy when...

I was most disappointed when...

My favorite holiday is... Tell me why

If I looked under your bed, what would I find?

Describe your perfect vacation.

My worst mistake was...

Sometimes I wish that...

What would you do if you were Principal for a day?

What would you do if you were the President?


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If you could change places with anyone, who would it be and why?

You could go anywhere in the world. Where would it be, what would you do, and why?

You have an extra $1,000,000 to give away; you cannot spend it on yourself. What would you do

with the money?

How would you make this world a better place to live in?

Tell me about your family.

Tell me about your best friend. Why is that person your best friend?

If you were an animal, what kind would you be and why?

What is silence to you?

What is your favorite season?

What is your favorite animal? If you were this animal what would you do? (where does it live, what

does it eat, how does it protect itself, etc.)

What I know about...(Could be anything you are studying, or anything the child knows a lot about)

My favorite book is...

My favorite character is...

If I could be any color in a crayon box, I would be...

If I were a fireman, I would... (a flag, plant, pencil, box, a book, etc.)

My favorite movie is...

Ten things that make me laugh. (cry, make me angry)

A list of things I'll never do.

Ten crazy reasons why I couldn't do my homework.

If I were...(mother, father, teacher) I would...

If my friend were an alien, I would

-When I'm on top of the world...

- What is your favorite day of the week and why?

- Describe your perfect house.

- 10 types of food or dishes I've never eaten that I'd like to try

- How do you feel about the holidays?

- What did you do before we had the internet?


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- What is the nicest thing you've done for someone?

- What would happen if children ruled the world?

- What would you do if you were the teacher and everyone forgot their homework?

- What would happen if you found gold in your backyard?

- How would your life be if you had a pet dinosaur?

GOLDEN HOLIDAYS FOLIO

1. Every student has to complete ALL sections :

a) Section A Grammar (100 questions)

b) Section B - Newspaper Cuttings (10 items)

Topics on :

i) Science vi) Family

ii) Environment vii) Current Issues

iii) Accident vii) Career

iv) Health ix) Latest Inventions

v) Academic x) Newspaper Report

The newspaper cuttings must have the article as well as the picture

The articles must be pasted on the A-4 paper

One page for one topic

c) Section C - Essays (8 Questions)

a) Narrative essay e) Giving Opinions

b) Descriptive f) Speech

c) Note Expansion g) Process & Procedures

d) Picture Composition h) Informal Letter Writing

* Students need to find essays based on the above topics

* Students are to copy down the essays on a fulscap paper it must be hand-written.

2. The format of the Folio:

a) Cover Page:

- Name of the student


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- Form

- Topic of the folio

- Name of the school

- Year

b) Table of content

c) Content (Section A,B,and C)

d) Teachers Comment

3. Rules and Regulations:

a) The folio must be rim-binded

b) The allocation of marks : 30% of the total Mid-Year Examination marks

c) Date of Submission:

d) Submit to: Your English teacher

Prepared by,

English Panel,

Sek.Men.Sains Pasir Puteh, Kel.

INTERBLOCK COMPETITION

INTRODUCTION

The interblock competition programme for the three categories, Public Speaking,

Debate and Choral Speaking serves as a platform for students and teachers to promote and

demonstrate creative ideas in their work. It also motivates students to use English and therefore

improves their fluency and command of English. Moreover, it incorporates discipline and

leadership quality in the students when they help the teachers to carry out the programme.

OBJECTIVES

To support the nations efforts to encourage the use of English language amongst students.

To encourage students to participate as the programme promotes integration and inculcates

moral values especially self-discipline and teamwork.

To provide the opportunity for students to show their talents and creativity in the use of English

which incorporates writing (public speaking), management (debate) and directing (choral speaking)

and other technical aspects.


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TARGET STUDENTS

All students.

THE CATEGORIES

Public Speaking

Each block will send 4 speakers.

Procedure

1. Speakers will be given 5 minutes for the prepared speech. Speakers will choose their own

topic to speak on.

2. Speakers will be given 3 minutes for the impromptu speech with the title given 5 minutes

beforehand.

3. Speakers will be quarantined before and after each delivery of speech.

4. All 16 speakers will be divided into 2 groups of 8 speakers. From each block, 3 winners will

compete against each other for 3 top places.

5. The semi-finals will be held on 18 March and the finals will be held on 25 March at the Sri

Gemilang Hall.

Budget

No Items Price Quantity Cost

1 Motivational book Rm30.00 1 Rm 30.00



4 Notebook Rm3.00 13 Rm 39.00

TOTAL RM 114.00

Choral Speaking

Each block will send 1 team with 30 40 students in the team to vie for 1 top place.

The competition will take place on 25 March at the Sri Gemilang Hall.

Budget


1 Note book Rm3.00 40 Rm 120.00


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2 Hamper Rm30.00 3 Rm 90.00

TOTAL RM 210.00

Parliamentary Debate

Each block will send 2 teams.

Procedure

1. On 17 February, teams B1 versus D1 to produce X1 and teams B2 versus D2 to produce X2.

2. On 18 February, teams A1 versus C1 to produce Y1 and teams A2 versus C2 to produce Y2.

3. The title for the Preliminary Round is Academic Qualifications Ensure Success in Life.

4. On 16 March, teams X1 versus Y1 to produce Z1 and teams X2 versus Y2 to produce Z2.

5. The title for the Semi-Final Round is Parents Not Teachers, Plays an Important Role in Instilling

Discipline Amongst Students.

6. On 26 March, at the Sri Gemilang Hall, teams Z1 versus Z2 to determine the champion.

7. The title for the Final Round is Peers Have a Greater Influence on youth Rather Than the Mass

Media.

Date Team 1 Versus Team 2 Winner Venue

17 February Bestari 1 Vs Dinamik 1 X 1 5 Aisyah

Bestari 2 Vs Dinamik 2 X 2 5 Fatimah

18 February Arif 1 Vs Cekal 1 Y 1 5 Aisyah

Arif 2 Vs Cekal 2 Y 2 5 Fatimah

16 March Winner X 1 Vs Winner Y 1 Z 1 5 Aisyah

Winner X 2 Vs Winner Y 2 Z 2 5 Fatimah

26 March Winner Z 1 Vs Winner Z 2 Champion Sri Gemilang

Committee Members

1. Pn Asmad Mohd Salleh

2. Cik Sabariah Abdullah

3. All English teachers

Prizes

For Public Speaking, the prizes shall be in the form of motivational books while for Choral Speaking,


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taking into account the large number of participants, the prizes shall be in the form of note books.

For the Parliamentary Debate, the prizes take the form of diaries for the Champion, hardcover

notebook for the runner up winners and stationery sets for the winners in the Semi Final Round.

Budget


1 Diary Rm10.00 4 Rm 40.00

2 Hardcover note book Rm8.00 4 Rm 32.00

3 Stationery set Rm5.00 8 Rm 40.00

TOTAL RM 112.00

Overall Budget


1 Public Speaking Rm 114.00

2 Choral Speaking Rm 210.00

3 Debate Rm 112.00

4 Banner Rm100.00 1 Rm 100.00

5 Stationery Rm 50.00 1 Rm 50.00

6 Tokens (Adjudicators) Rm 5.00 9 Rm 45.00

7 Refreshment Rm 5.00 9 Rm 45.00

TOTAL RM 676.00

CONCLUSION

It is hoped that this programme will enhance the students fluency, ability and confidence to use

English as they participate in various aspects of the programme. This programme also provides

opportunities for the incorporation of leadership qualities and moral values in the students. The

cooperation and commitment from the school administrators and the English Panel members will

ensure the success of this programme.

KNOWLEDGE HAS BITTER ROOTS BUT SWEET FRUITS

Prepared by:

Cik Sabariah Abdullah

Pn Asmad Mohd Salleh


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MORNING ENGLISH ENRICHMENT SESSION (MEES) /

READING DAY

AIMS:

To help students

In enriching knowledge and obtaining information in order to be able to thinkmaturely and provide adequate and logical reasoning

In the learning of grammar in order to inculcate good structural skills.

In building up confidence to use English (in speaking and writing)

In enhancing their understanding of texts and instructions in English forScience and Maths.

In instilling the reading habit among the students

OBJECTIVES:

The objectives of this programme is to instill the knowledge of

How to use grammar appropriately

How to listen to instructions in EnglishHow to use appropriate sentence structures

LOCATION

Dataran Ilmu

TIME

Every Tuesday

7.10 7.35 (during morning roll call)

TARGET GROUP

All SMSPP students

COMMITTEE MEMBERS

Coordinators :

1.Pn Wan Azizah Wan Ali

2.Cik Sabariah Abdullah


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ACTIVITIES

1.Reading Articles

2.Listening to Songs

3.Poem Recitation

NOTE:

For reading and listening activities, students will be provided with materialsbeforehand. After the reading/listening/singing along session, 5 questions willbe given (orally). Volunteers who answers correctly will be given the rewards.

CONCLUSION

It is hoped that this program will help to enrich the students knowledge and improvetheir fluency, ability and confidence to use English. Thus, it will directly help them intheir learning of Science and Maths in English.

Here are a few samples of the Reading Materials:

READING TEXT 1

THE IMPORTANCE OF FATHERS

There is no doubt that mothers play an all-important leading role in the lives of theirchildren. They are the obvious heroes of child rearing. But what about a father'srole? Just how important are the dads of the world compared to the almighty imageof mother? My belief is that fathers play just as important a role as mothers.Different, yes. Possibly not as nurturing, not as all-sacrificing but just as important inthe developmental and emotional well being of a child.

Dads are the solid foundation of our lives. They are the shore we swim to when ourarms and legs feel increasingly tired. They are the strength we rely on as we takeour first tentative steps into the world. Dads can be tender, tough, fragile or powerfulbut they are probably the most uncomplicated love we will ever know.

For daughters, Daddy is the first man they adore ... the first man whose eyes shinewith overwhelming amazement when they look at us. He is the first man to fall in lovewith us.

For sons, Daddy is the idol they first aspire to emulate ... their mirror image of whatwill be and possibly the only man they will ever feel comfortable loving.

Daddy is the first man who held us, as a loving parent, with a lump in his throat sohuge, only the joy of that love could erase the overwhelming pain of choking onunexpected raw emotion. I think when a father holds his newborn baby, he istouched by pure vulnerability for the first time in his adult life, leaving him foreverhumbled by the unexplained miracles of life.

For mothers, the father of our children is the one person we can trust to watch overour babies as closely as we would. We are secure in the knowledge of their love forour precious offspring. Dad is the only other person in the world as fascinated withevery nuance and murmur of our babies. He is the one person on the planet with

whom we can indulge our need to brag and carry on about our kid's


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accomplishments and heartaches and nauseum ... one who will be just as interestedand never yawn in the face of our devotion.

Without dads, we wouldn't be moms. I would like to take the liberty of thanking themfrom all our hearts for this honor and for being our partners in this business of raisingchildren.

READING TEXT 2

THEFT CAN HAPPEN EVERYWHERE

An elderly woman told the police that, as she entered a restroom, she wasjostled by a woman behind her. A few minutes later, as she was about to pay for amoustache remover at a nearby store, she discovered that her wallet was missingfrom her purse. Apparently the woman who had bumped into her had cleverly stolenher wallet. This type of theft is called pick-pocketing.

Perhaps an even more personal kind of theft is known as housebreaking, orburglary. After such an intrusion, the victims often report a feeling of violation. Theyseldom regain the comfort and security level they used to have in their home. Theyconstantly feel like they are being watched; they feel that if they go out, the burglarswill again come in. They feel uncomfortable when they are home, and they feeluncomfortable when they arent home.

Burglars get lucky or make their own luck. Sometimes homeowners forget tolock all their windows or doors. Sometimes burglars will break a window, cut througha screen door, or force open a side door.

Thieves have no shame. They will steal from anyone that they think isvulnerable. Of course, that means the elderly are their frequent victims. Somethieves are very clever; some are very lucky. All of them make an honest persons

life more difficult. Its too bad that all of themcant be caught and converted intohonest people.

Imagine that: a world with no larceny, a world where you can park your bicycleunsecured on the sidewalk, or leave your purse unattended in your shopping cart. Isthis only a dream? Some say that if you can dream about it, it can happen.

READING TEXT 3

LIFE SAVING COW

Six consecutive days of spring rain had created a raging river running by NancyBrowns farm. As she tried to herd her cows to higher ground, she slipped and hit herhead on a fallen tree trunk. The fall knocked her out for a moment or two. When shecame to, Lizzie, one of her oldest and favorite cows, was licking her face. The waterwas rising. Nancy got up and began walking slowly with Lizzie. The water was nowwaist high. Nancys pace got slower and slower. Finally, all she could do was tothrow her arm around Lizzies neck and try to hang on. About 20 minutes later, Lizziemanaged to successfully pull herself and Nancy out of the raging water and onto abit of high land, a small island now in the middle of acres of white water.

Even though it was about noon, the sky was so dark and the rain and lightningso bad that it took rescuers another two hours to discover Nancy. A helicopter


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lowered a paramedic, who attached Nancy to a life-support hoist. They raised herinto the helicopter and took her to the school gym, where the Red Cross had set upan emergency shelter.

When the flood subsided two days later, Nancy immediately went back to theisland. Lizzie was gone. She was one of 19 cows that Nancy lost. I owe my life toher, said Nancy sobbingly.

READING TEXT 4

A SCHOOL GIRL SUES HER SCHOOL

A straight-A student got a C in cooking class and didn't like it. She didn't like it so much

that her dad filed a complaint in federal court about it. He alleges that the teacher, who is

white, discriminated against his daughter, who is black. He seeks to have her grade changed

from a C to an A and asks for unspecified financial damages.

Virginia Brown is in the ninth grade at Ashley High School. Since her first year inschool, she has had perfect attendance and all her grades have been A's. Virginia's father said

her heart was broken when she got the C.

Virginia is a model student. She's the class president. She's on the swim team, the

volleyball team, and the track team. She belongs to the chess club. She is a member of the

Girl Scouts and sings in her church choir.

The home economics teacher is 28-year-old Jessica Smith. This is her first year

teaching. Ms. Smith said that discrimination was absolutely not the issue. Some of my best

friends are African-Americans," she said.

School principal, who grew up in India, said that he supported Ms. Smith 100 percent.

He said that Virginia is an excellent student who would have no problem getting into the bestuniversities even with a C in cooking. She wont have any difficulty finding a great

university, but she might have problems finding a husband, he laughed. Shed better look

for a man who likes to eat out a lot.

READING TEXT 5

PLANE CRASH

A small plane crashed into a house Sunday afternoon, killing the pilot anddestroying half of the home. The family inside the house escaped without injury. Thesingle-engine airplane crashed about 5:30 p.m. The pilot, the only one in the plane,was trying to make an emergency landing at the airport.

The pilots body was found on the bed in the master bedroom. The planecrashed into one end of the house, where the three bedrooms were. That part of thehouse was wrecked. The Carols, who own the house, were all at home eatingdinner.

Oh, my gosh, said Mrs. Carol, I thought the world had come to an end. I neverheard such a loud sound. We all ducked under the table, thinking it was anotherearthquake. When nothing else happened, we got brave and decided to investigate.


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They immediately called 911 when they discovered the cause of the thunderoussound. The family was lucky because there was no fire. Authorities suspect that alack of fuel contributed to the crash. Mr. Carol said that they might have to move outuntil they can get the house repaired. The police will release the pilots name afterthey have notified his next.

READING TEXT 6

Build Walls

I build walls

Walls that protect,Walls that shield,Walls that say I shall not yieldOr reveal

Who I am or how I feel.I build walls:Walls that hide,Walls that cover whats inside,Walls that stare or smile or look away,Silent lies,Walls that even block my eyesFrom the tears I might have cried.

I build walls:Walls that never let meTruly touchThose I love so very much.Walls that need to fall!Walls meant to be fortressesAre prisons after all.

READING TEXT 7

A SONG

I Believe I Can Fly Ronan Keating

I used to think that I could not go on

And life was nothing but an awful song

But now I know the meaning of true love

I'm leaning on the everlasting arms

If I can see it, then I can do it

If I just believe it, there's nothing to it

[1]

I believe I can fly

I believe I can touch the sky

I think about it every night and day

Spread my wings and fly awayI believe I can soar

I see me running through that open door


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I believe I can fly

I believe I can fly

I believe I can fly

See I was on the verge of breaking down

Sometimes silence can seem so loud

There are miracles in life I must achieve

But first I know it starts inside of me, oh



[Repeat 1]

Hey, cuz I believe in me, oh

If I can see it, then I can be it


[Repeat 1]

Hey, if I just spread my wings

I can fly

I can fly

I can fly, hey

If I just spread my wings

I can fly

Fly-eye-eye

I used to think that I could not go on

And life was nothing but an awful song

But now I know the meaning of true love

I'm leaning on the everlasting arms



[1]

I believe I can fly

I believe I can touch the sky

I think about it every night and day

Spread my wings and fly away

I believe I can soar

I see me running through that open door

I believe I can fly

I believe I can fly

I believe I can fly

See I was on the verge of breaking down

Sometimes silence can seem so loud

There are miracles in life I must achieve

But first I know it starts inside of me, oh



[Repeat 1]

Hey, cuz I believe in me, oh


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If I can see it, then I can be it


[Repeat 1]

Hey, if I just spread my wings

I can fly

I can fly

I can fly, heyIf I just spread my wings

I can fly

Fly-eye-eye

RESEARCHING PROJECT

INTRODUCTION

The researching project programme serves as a platform for students and to promote and demonstrate creative

ideas in their work. It also motivates students to use English and therefore improves their fluency and command

of English. Simultaneously, it helps students to gain knowledge in using the latest technology in electronic media

and other types of media while generating ideas critically and creatively within their syllabus scope and indirectly,

globally as they carry out their researches. Moreover, it incorporates discipline and leadership quality in the

students as they carry out the projects.

OBJECTIVES

To support the nations efforts to encourage the use of English language amongst students.

To encourage students to participate as the programme promotes integration and inculcates moral values

especially self-discipline and teamwork.

To provide the opportunity for students to show their talents and creativity in the use of English which

incorporates writing, management and directing and other technical aspects.

TARGET STUDENTS

All students.

COMMITTEE MEMBERS

Pn Asmad Mohd salleh


PROCEDURE

1 Research per class per selected topic and presented either as hard copy or in the form of power point.

2 Research areas are selected based on the syllabus and relevancy of each form.


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3 26 researches are to be submitted to Pn Asmad or Cik Sabariah.

4 The researches are to be kept in a specific folder or disc.

FORM

RESEARCH AREA

MONTH

1

FOOD

FEBRUARY

2

TRANSPORT

FEBRUARY

3

MALAYSIAN-MADE PRODUCTS

FEBRUARY

4

TECHNOLOGIES

FEBRUARY

5

DISEASES - HEALING METHODS

FEBRUARY

1

HANDICRAFTS

APRIL

2

ANIMALS PREVENTION / SHELTER

APRIL

3

HISTORY OF PLACES

APRIL

4

FASHION

APRIL


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5

BEAUTY PRODUCTS

APRIL

1

LEISURE ACTIVITIES

JULY

2

TOURISM

JULY

3

PROMINENT FIGURES

JULY

4

ENVIRONMENT

JULY

5

CAREERS

JULY

Prepared by :


RESEARCHING PROJECT PROGRESS REPORT

The project is in progress and running smoothly in every class. Students work in groups. Students use the

computers in Computer Laboratory and Access Room to complete their work using various programs such as

Powerpoint. Students gather information for their project from a variety of sources, for examples internet and

encyclopaedia.

Below is a sample of students work.

DOCTOR

MAZLINA ZAINORDIN


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NURSE

RAHIL IZZATI MOHD ASRI

MEDIC. ASST

AFIFAH TAHIRAH MHD POAD

SKIN DISEASES

~Healing Methods~

LIST OF SKIN DISEASES

Acne

Skin cancer

Sunburn

---------------------------------------------

ACNE


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WHAT IS ACNE???

Acne vulgaris (commonly called Acne) is a skin disease, caused by changes in the pilosebaceous units (skin

structures consisting of a hair follicle and its associated sebaceous gland). Severe acne is inflammatory, but acne

can also manifest in noninflammatory forms. Acne lesions are commonly referred to as pimples, spots, or zits.

WHO GET IT???

Most common during adolescence, affecting more than 85% of teenagers, and frequently continues into

adulthood.

For most people, acne diminishes over time and tends to disappear, or at least decrease, after one reaches his orher early twenties.

WHAT THE SYMPTOM???

The face and upper neck are the most commonly affected, but the chest, back and shoulders may have acne as

well.

CAUSES???

Family/Genetic history.

Hormonal activity, such as menstrual cycles and puberty.

Stress, through increased output of hormones from the adrenal (stress) glands.

Bacteria in the pores.

Any medication containing halogens (iodides, chlorides, bromides), lithium, barbiturates, or androgens.


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HOW TO TREAT IT???

Available treatments

There are many products sold for the treatment of acne, many of them without any scientifically-proven effects.Generally speaking successful treatments give little improvement within the first week or two; and then the acne

decreases over approximately 3 months, after which the improvement starts to flatten out

Topical bactericidals

Widely available OTC bactericidal products containing benzoyl peroxide may be used in mild to moderate acne.

The gel or cream containing benzoyl peroxide is rubbed, twice daily, into the pores over the affected region.

Phototherapy

'Blue' and red light

It has long been known that short term improvement can be achieved with sunlight. However, studies have

shown that sunlight worsens acne long-term. More recently, visible light has been successfully employed to treatacne (phototherapy) - in particular intense violet light (405-420nm) generated by purpose-built fluorescent

lighting, dichroic bulbs, LEDs or lasers.

Hormonal treatments

In females, acne can be improved with hormonal treatments. The common combined oestrogen/progestogen

methods of hormonal contraception have some effect, but the anti-testosterone, Cyproterone, in combination

with an oestrogen (Diane 35) is particularly effective at reducing androgenic hormone levels. Diane-35 is not

available in the USA, but a newer oral contraceptive containing the progestin drospirenone is now available withfewer side effects than Diane 35 / Dianette. Both can be used where blood tests show abnormally high levels of

androgens, but are effective even when this is not the case. Along with this, treatment with low dose

spironolactone can have anti-androgenetic properties, especially in patients with polycystic ovarian syndrome.

ACNE SCARS!!!


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SKIN CANCER

DEFINITION.

Skin cancer is a malignant growth on the skin which can have many causes. Skin cancer generally develops in

the epidermis (the outermost layer of skin), so a tumor is usually clearly visible

RISK FACTORS!!!

Skin cancer is most closely associated with chronic inflammation of the skin. This includes:

Sunburn or excessive sun damage, especially early in life. UVA & UVB have both been implicated in causing DNA

damage resulting in cancer. Sun exposure between 10AM and 4PM is thought to be most harmful. Natural (sun)

& artificial UV exposure (tanning salons) are associated with skin cancer.

Chronic non-healing wounds, especially burns. These are called Marjolin's ulcers based on their appearance and

can develop into squamous cell carcinomaand.

Genetic predisposition, including "Congenital Melanocytic Nevi Syndrome". CMNS is characterized by the

presence of "nevi" or moles of varying size that either appear at or within 6 months of birth. Nevi larger than 20

mm (3/4") in size are at higher risk for becoming cancerous.

TYPES OF SKIN CANCER

basal cell carcinoma (BCC)

Basal cell carcinoma (BCC) is the most common form of skin cancer.[1] It can be destructive and disfiguring. The

risk of developing BCC is increased for individuals with a family history of the disease and with a high cumulative

exposure to UV light via sunlight or, in the past, were exposed to carcinogenic chemicals, especially arsenic.

squamous cell carcinoma (SCC)

squamous cell carcinoma (SCC) is a form of cancer of the carcinoma type that may occur in many differentorgans, including the skin, lips, mouth, esophagus, urinary bladder, prostate, lungs, vagina, and cervix.


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SIGNS AND SYMPTOMS!!!

Basal cell carcinoma usually looks like a raised, smooth, pearly bump on the sun-exposed skin of the head, neckor shoulders. Sometimes small blood vessels can be seen within the tumor. Crusting and bleeding in the center

of the tumor frequently develops. It is often mistaken for a sore that does not heal.

Squamous cell carcinoma is commonly a red, scaling, thickened patch on sun-exposed skin. Ulceration and

bleeding may occur. When SCC is not treated, it may develop into a large mass.

GET THE TREATMENT!!!

Treatment is with surgery, topical chemotherapy, X-ray, cryosurgery, or photodynamic therapy.

Moh's Microsurgery is a technique used to remove the cancer with the least amount of surrounding tissue and

the edges are checked immediately to see if tumor is found.

Bloodroot (Sanguinaria Canadensis) for treat skin cancer, is a small woodland herb that grows in the north

central United States and Canada.

REDUCTION OF RISK.

reducing exposure to ultraviolet (UV) radiation, especially in early years

avoiding sunburns

avoiding sun exposure during the day (usually from 10 AM to 3 PM), when the sun is highest in the sky

wearing protective clothing (long sleeves and hats) when outdoors

using a broad-spectrum sunscreen that blocks both UVA and UVB radiation

use a sun block of about SPF 50

reapply sun block every 2 hours and after swimming

SUNBURN

KNOW IT!!!

A sunburn is a burn to living tissue such as skin produced by overexposure to ultraviolet (UV) radiation,

commonly from the sun's rays. Exposure of the skin to lesser amounts of UV will often produce a suntan. Usual


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mild symptoms in humans and animals are red or reddish skin that is hot to the touch, general fatigue, and mild

dizziness.

CAUSE???

Sunburn occurs when incident UV radiation exceeds the existing protective capacity of melanin in the skin.

Concentrations of this pigment vary greatly among individuals, but in general, darker-skinned people have more

melanin than those with lighter skin. Correspondingly, the incidence of sunburn among dark-skinned individuals

is lower.

SYMPTOMS???

- redness (erythema)

- varying degrees of pain

- both proportional in severity to the duration

- intensity of exposure.

- itching

- red and/or peeling skin

- rash

- nausea

- fever

HEALING METHODS!!!

* no immediate cure for sunburns

* the pain can be relieved by hydrating the skin

* applying products containing aloe, vitamin E, or both.

* Vinegar is a remedy for the stinging sensation on a burn

and any products with lidocaine can prevent healing and

damage skin

* Drinking fluids can aid in hydration, and eating high

protein foods will assist tissue repair


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PRESENTATION OF STUDENT'S REASEARCH ON GLOBAL WARMING

THANK YOU

AKEFIVE ENGLISH ON AIR READING PROGRAM

AIMS

The aims of this programme are to help students:

To inculcate the reading habits among students and teachers

In enriching knowledge and obtaining information in helping students to think logically

In the learning of grammar and vocabulary

To inculcate good structural skills

In encouraging students and teachers to use English confidently

In enhancing their understanding of the texts

OBJECTIVES

The objectives of this programme are to instill the knowledge of:

How to use grammar appropriately

How to listen to instructions in English

How to use appropriate English sentence structures

LOCATION

Wardens Room

TIME

Every Tuesday

1.50-2.00 (10 mins )

TARGET GROUPS

All SMSPP teachers

All students

COMMITTEE MEMBERS

Coordinator :

Wan Azizah Wan Ali

Members :


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1. Cik Nasirah bt Cik Daud (Eng)

2. Mohd Zamri Che Mood (Science)

3. Mohd Nasaruddin Deraman (Add.Math)

ACTIVITIES

1. Reading articles by teachers

2. Listen and write (students)

Note:

For reading activity, the assigned teachers will be given material to be read personally beforehand.

After that, the teacher will read out the material over the P.A system while the students are asked to

listen attentively. The students will then have to complete the exercise given to them.

The English language teachers for each class will discuss the answers to the questions with the

students the next day.

CONCLUSION:

With this program, it is hoped that teachers as well as students will gain extra knowledge in terms of

their fluency, vocabulary and grammar. In the process, it is also hoped that they will be more

confident in using English in their daily conversation.

Prepared by,

PN WAN AZIZAH WAN ALI

Coordinator for

Take Five English On Air Program

Example of the article

Chocolate

Chocolate originated in Mexico with the Aztec Indians and came to Spain through the Spanishconquistadors. Christopher Columbus encountered cocoa beans for the first time in 1502.

The Aztecs used cocoa beans to make a bitter, foamy beverage called tchocolatl, which was drunk

during religious celebrations. The Spaniards weren't fond of tchocolatl, but that didn't stop them

from shipping the beans back home. Charles I received a shipment in 1525. Spain held a monopoly

over the cocoa trade for about a hundred years.


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Although cocoa arrived in Italy in the late 16th century, it didn't really become a trend outside of

Spain until 1615, when Louis XIII married Anne of Austria, the daughter of King Philip III of Spain.

Chocolate was served at their wedding in Paris, and soon after that, it became a favorite drink for

French aristocrats.

During the sixteenth and seventeenth centuries, chocolate was the most popular drink in Spain.

Popular foods at the time were sponge cake, marzipan and crystallised fruits. Richard Ford in

Gatherings From Spain said that chocolate "is for the Spanish what tea is for the English and coffee

for the French. It is found nearly everywhere and is always excellent."

Today, Spain is a major producer of chocolate, with 50 large manufacturers and countless small-scale

producers. The quality of Spanish chocolate is still excellent. However, chocolate products are not

widely marketed outside of the country.

A.

PRONUNCIATION PRACTICE

a) Originated

b) Foamy

c) Aristocrats

d) Centuries

e) Manufacturers

f) Excellent

g) Countless

B. COMPREHENSION QUESTIONS

Where was chocolate initially used?

How did the Aztecs name it?

Did Spanish like this beverage?

How many years did the Spanish monopoly of chocolate last?

When did the chocolate catch on in other countries?

What other types of food were popular in Spain during the sixteenth and seventeenth centuries?

How did Richard Ford describe chocolate?


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What do you think Gatherings From Spain is?

How does the writer describe Spanish chocolate?

Is Spanish chocolate massively marketed outside the country?

PUBLIC SPEAKING PROGRAM 2009 (PUSPEAK)

PUBLIC SPEAKING PROGRAM

2009

(PUSPEAK)SEKOLAH MENENGAH SAINS PASIR PUTEH

KELANTAN

A PROPOSAL PRESENTED TO THE PRINCIPAL OF

SEKOLAH MENENGAH SAINS PASIR PUTEH FOR

IMPLEMENTATION

PUBLIC SPEAKING PROGRAMME 2009Public speaking, although widely reviled, is a uniquely valuable skill to possess. A good

public speaker will net a number of advantages that those who continue to quake and

stutter will not be able to grab for themselves. Although public speaking is not necessarily

easy, it is inevitably valuable. Those who develop public speaking skills really do gain some

significant rewards for their efforts.

One such benefit is that the public speaker creates an aura of confidence. We tend to perceive public speakers

to be a confident lot. Those who look and perform comfortably as public speakers create an impression of great

self-confidence. Not only is an impression created, a reality is established, too. Public speaking is actually a


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great way of building self-confidence. Those who feel they have a real self-confidence deficit should consider

public speaking as a way of overcome their problem.

Sekolah Menengah Sains Pasir Puteh (SMSPP) believed that this is one of the better way to gain self-

confidence and a sense of satisfaction than mastering a skill that brings so many people almost to tears? Think

of the sense of fulfillment one can gain from being able to proudly announce their views or positions to a group.

There is something intrinsically rewarding about being able to teach others en masse, or to communicate with

many people at once exactly what is on ones mind.The public speaking program (PUSPEAK) proposed to be carried out at SMSPP will prepare its students who

would be future leaders of the nation to be confident and well respected in the sense of voicing out their views

and ideas and also to prepare them towards improving their career prospects.

In the fast lane of employment today, public speaking skills can really make a difference professionally. When

one develops stronger public speaking skills, they may also notice an increased ability to communicate in

general. Interpersonal communication improves, which can be a tremendous benefit in all areas of ones life.

ADVANTAGES OF PUBLIC SPEAKING SKILLS

Learning to be a better public speaker does have some very real advantages. If you want to increase your

personal self-confidence, develop skills that will set you apart from the pack in the workplace and improve

communication in all facets of your life

In promoting public speaking skills amongst students of SMSPP we believed that public speaking teaches one

how to communicate ideas clearly. It also teaches its learners how to assess the reaction of listeners. It clarifies

the best ways to construct a persuasive argument.

Students can also use public speaking skills to make a real difference. Public speakers are uniquely situated

and empowered to make a difference in their communities. We believed that public speakers have the talent

that can make a real difference in the world.

SMSPP also believed that with public speaking skills learners will also be to confident in expressing their ideas

and able to present it to the masses with clarity and precision. They will also be better individuals that will stand

out in a crowd thus ensuring recognition and higher success in the job markets in future.

RATIONALE

Public speaking is a skill that does not always come naturally and can require some effort to develop.

Nonetheless,SMSPP believed that there should be some consideration to take the time and effort to learn be a

better public speaker.The demand of speaking are substantial, but so are the potential rewards. A good public

speaker would be able to let their audience to see first-hand whatever is being said without actually seeing the

item or content.

PUSPEAK will help them to promote themselves in their careers, personal communication

as well as upgrading their confidence level. This ability will equip the SMSPP learners to

face the challenges of the real world once they graduated from the school.

In addition to that, PUSPEAK will one of the schools niches where SMSPP will be known amongst the SBPcircle and the masses as a whole as the place where public speakers were born and trained.

IMPLEMENTATION

PUSPEAK will be implemented with the cooperation of all students and teachers. This

program will be a continuance of the current school program where an individual student

was picked randomly to talk about what interest them in 5 minutes during the school

assemblies.

PUSPEAK however, will cover a greater participation of the students and also the teachers.

While the students will be involved in a competition-like program, the teachers will be

selected to talk about current issues outside the school walls during the weekly assemblies.

Apart from demonstrating how public speaking should be conducted, the rationale of

involving the teachers is to feed the learners of the going-on outside the school walls which


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is sometimes lacking amongst the students.

a.TEACHER PARTICIPATION

During the weekly assemblies, an individual teacher will be selected

to talk about current issues outside the school walls with varying

topics such as the marriages and death of well known people, police

reports, world news and others. This session would be conducted for

the duration of 5-10 minutes as a preview of how a public speaker

would present his ideas to the public.

b.STUDENT PARTICIPATION

Students will participate in two stages

i.Class presentation

In class presentation a maximum of 2 students will be

asked to talk about their interest or the subject matter for

two minutes at the beginning of each lesson a set

induction of the lesson. This activity will be conducted in

the very first 5 minutes of every lesson to ensure that a

maximum number of learners would be given the

chance to talk.

After an initial time of 2-4 weeks where all the students

has had the chance show their public speaking skills in

class, the class will then nominate one of their peers to

represent them in the school public speaking

competition which will be conducted during assemblies.

ii.Assemblies

A number of 26 students representing each form in

SMSPP will participate in the Akademi-Fantasia like

competition. Each week 5 students will participate in a 2-

5 minute presentation during the assemblies where a set

standard of judging will be made to determine the

winners of the weekly presentation.

The winner of the weekly competition will be declared as

one of the finalist which will be organized at the end of

the school semester where the winner of the school

Public Speaker Champion will be declared.

AWARD

To ensure the participation of all the SMSPPians, the selection of the school public speaking champion will be

based on the collective decision by the students, teachers and also a selected committee appointed by the

school as follows:

a.Students - 35 %


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b.Teachers - 35 %

c.Panel - 30%

Implementation

During each assembly the students and teachers will be providing a ballot paper where the names of the days

participants will be printed with a column where they will put a cross on the names of their favoured participant.

Only on cross should be present on the ballot papers.

The percentage of each participant will be calculated with the teachers votes and the marks given by the panel

selected by the school. This practice will be conducted throughout the 5 weeks of competition where the names

of the finalist will be announced.

TENTATIVE DATES

The tentative dates forPUSPEAK are as follows:

26 August - Launching of PUSPEAK

27 August - Class Presentation

30 September - 1st. Preliminary competition during school assemblies

07 October - 2nd

. Preliminary PUSPEAK

14 October - 3rd

. Preliminary

21 October - 4th. Preliminary

28 October - 5th. Preliminary

04 November - Finals PUSPEAK

14 November - Prize Giving Ceremony

CONCLUSION

SMSPP believed that even in our technological age the need for public speaking does not diminish and people

will always rather see a person live, than just listening to audio. It is hoped that PUSPEAK 09 will get the

students to be great leaders of our nation and help change the world into a better place. This could be

accomplished of the proper technique in conveying messages and communication could be implemented thus

ensuring better understanding of delicate matters which sometime was misunderstood due to poor presentation

of ideas to the masses. SMSPP also believed thatPUSPEAK will also enhance the confidence level of the

students thus making them more marketable to the corporate world of today.

Lastly, with the cooperation of all involved, it is hoped that PUSPEAK will be synonymous with SMSPP where

when one talks about the ability to speak in public, they will think of SMSPP. It will one of the schools niche that

will be known to all.

SMSPP WHERE THE BEST PUBLIC SPEAKERS ARE BORN

Appendix 1

BALLOT PAPERS

PUSPEAK 09

Week 1

NAME CHOICE

1 FATIMAH ALI

2 SALMAH HASSAN X

3 AZIZAH GHAZALI

4 SURAYA AZIZ

5 AMINAH HASSAN

** Cross one that you think is the best public speaker


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Appendix 2

PANEL MARK SCHEME

10 % Content: A message packed with practical, easy to remember anduseful

information.

10% Confidence: Knowing that what is shared and its usefulness and

presented it with confidence.

10% Connection: Ability to draw the audience into the message. That's what

brings the laughter, the tears, the standing ovations.


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RIDDLES

Do you know which famous person the teddy bear was named after? For the

answer to that question and many more, heres a general knowledge test foryou.

(Note: The answers are given below)

1. Which metal is heavier, silver or gold?

2. How many legs do butterflies have?

3. Which is the country with the most people?

4. Which state is the biggest in the US?5. Which country has the largest area of land?

6. Which is the country hosting the 2008 Olympic Games?

7. Which indoor sport is the most popular in the US?

8. Which golf player's mother is from Thailand?

9. What is Aurora Borealis commonly known as?

10. Which is the non-contagious disease that is the most common inthe world?

11. Which was the album the Beatles recorded the last time together?

12. Which instrument did Miles Davis, the jazz musician, play?

13. What is the sport in which you could get into a headlock?

14. In which country was golf first played?

15. Which is the sport where you could be out leg before wicket, orhit a six?

16. When did baseball originate in the US?

17. Which is the sport wherein you would use a 'sand iron'?18. What is the largest mammal in the world?

19. Which is the country where reggae music originated?

20. Who was the creator of Jeeves and Wooster?

21. Who painted the ceiling of the Sistine Chapel?

22. Who was the writer of Alices Adventures in Wonderland?

23. After which famous person was the teddy bear named?

24. Which is the smallest ocean in the world?25. What is the rhinos horn made of?


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Answers

1. Gold

2. Six3. China

4. Alaska

5. Russia

6. China

7. Basketball

8. Tiger Woods

9.Northern Lights

10. Tooth Decay

11. Abbey Road

12. Trumpet

13. Wrestling

14. Scotland

15. Cricket

16. 19th Century

17. Golf

18. Blue Whale

19. Jamaica

20. P.G. Wodehouse

21. Michelangelo

22. Lewis Carroll

23. Theodore Roosevelt

24. Arctic Ocean

25. Hair
http://www.knowledgebase-script.com/demo/article-161.html


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TEACHING WRITING

Introduction

When we talk about teaching writing most teachers will say that it is a fairlylow priority in their classrooms. Of course, there are exceptions to this. For

example, in a writing class, a business class or an exam class where one

component is a writing paper, it clearly has its place. But, in general, writing

often falls below speaking, vocabulary, grammar and even reading and

listening in terms of perceived importance. One of the problems is that writing

is often seen as time consuming. When we have only 45 minutes in a lesson, to

take a large chunk of time to do some writing seems a waste. This is

compounded by the fact that writing is seen as an individual or solitary activity

and usually requires a fairly lengthy product e.g. a letter, an essay etc.Therefore, writing is often set as a homework task and neglected in the

classroom.

Why teach writing?

There several good reasons to teach writing:

It is something we do in our first language and will probably need to do in our

second language.

It involves a different process than speaking and gives students more thinking

and preparation time.

It is more tangible than speaking. Students are able to look back at what they

have written, analyze it, edit it and improve it.

Writing is a form of consolidation and can help students remember things.

It can be incredibly motivating. Being able to look back and reflect on what

was achieved and also see concrete examples of progress.

It's a good activity for noisy classes and can also be used to change the pace

of a lesson.

How can students be motivated to write?

Purpose is the key here. If students see a reason for writing that is relevant

both to their learning and to their life, they are more likely to be motivated. It

is not enough for a teacher to say, "I'd like you to do this because it will begood for you."


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When we write in our daily lives we always have a reason for doing so. It's

often worth discussing the type of writing students do in their first language

and trying to mirror these types of things in the target language. So, if your

students write lots of texts and emails, why not start with these?

Also, when we write in real life we often receive some kind of response. This

may be in the form of a phone call, a spoken comment or a written reply. So, is

there any way you can build in a response to anything your students write? It

doesn't necessarily have to be you replying to everything. Perhaps students

can write to each other!

What is collaborative writing?

Collaborative writing is where students work in pairs or small groups to

produce a piece of writing. In many cases this involves only one student

actually putting pen to paper but all the students contributing through ideas,discussion on content and language and checking through the final product

then refining, editing and improving.

By getting students to work together the focus shifts from being solely product

orientated to emphasizing the process - how you get to produce the final

piece.

Writer's Block

Symptoms and Cures for Writer's Block

Because writers have various ways of writing, a variety of things can cause a

writer to experience anxiety, and sometimes this anxiety leads to writer's

block. Often a solution can be found by speaking with your instructor (if you

are in school), or a writing tutor. There are some common causes of writer's

block, however, and when you are blocked, consider these causes and try the

strategies that sound most promising:

Symptom

You have attempted to begin a paper without doing any preliminary work such

as brainstorming or outlining...

Possible Cures

Use invention strategies suggested by a tutor or teacher


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Write down all the primary ideas you'd like to express and then fill in each with

the smaller ideas that make up each primary idea. This can easily be converted

into an outline

Symptom

You have chosen or been assigned a topic which bores you....

Possible Cures

Choose a particular aspect of the topic you are interested in (if the writing

situation will allow it...i.e. if the goal of your writing can be adjusted and is not

given to you specifically, or if the teacher or project coordinator will allow it)

Talk to a tutor about how you can personalize a topic to make it more

interesting

Symptom

You don't want to spend time writing or don't understand the assignment...

Possible Cures

Resign yourself to the fact that you have to write

Find out what is expected of you (consult a teacher, textbook, student, tutor,

or project coordinator)

Look at some of the strategies for writing anxiety listed below

Symptom

You are anxious about writing the paper...

Possible Cures

Focus your energy by rehearsing the task in your head.

Consciously stop the non-productive comments running through your head by

replacing them with productive ones.

If you have some "rituals" for writing success (chewing gum, listening to jazz

etc.), use them.


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Symptom

You are so stressed out you can't seem to put a word on the page...

Possible Cures

Stretch! If you can't stand up, stretch as many muscle groups as possible whilestaying seated.

Try tensing and releasing various muscle groups. Starting from your toes, tense

up for perhaps five to ten seconds and then let go. Relax and then go on to

another muscle group.

Breathe deeply. Close your eyes; then, fill your chest cavity slowly by taking

four of five short deep breaths. Hold each breath until it hurts, and then let it

out slowly.

Use a calming word or mental image to focus on while relaxing. If you choose a

word, be careful not to use an imperative. Don't command yourself to "Calm

down!" or "Relax!"

Symptom

You're self-conscious about your writing, you may have trouble getting started.

So, if you're preoccupied with the idea that you have to write about a subject

and feel you probably won't express yourself well...

Possible Cures

Talk over the subject with a friend or tutor.

assure yourself that the first draft doesn't have to be a work of genius, it is

something to work with.

Force yourself to write down something, however poorly worded, that

approximates your thought (you can revise this later) and go on with the nextidea.

Break the task up into steps. Meet the general purpose first, and then flesh out

the more specific aspects later.

Try one of the strategies on the next page of this resource.


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Coping with Writing Anxiety

Many situations or activities, such as writing, taking tests, competing in sports,

or speaking before a large audience, may make us anxious or apprehensive. It's

important to remember that a moderate level of anxiety is helpful andproductive. That flow of adrenaline is a natural response that helps get us

ready for action. Without it, we might not perform as well.

If we let our anxiety overwhelm us, it can cause problems. If we control that

anxiety, however, we can make it work for us. One way to do that is to use

some of the coping strategies listed below.

Coping Strategies:

Focus your energy by rehearsing the task in your head.

Consciously stop the non-productive comments running through your head by

replacing them with productive ones.

If you have some "rituals" for writing success, use them.

Examples:

Follow a protocol you may have for organizing your time. Use a favorite pen ifyou have one.

Spend a few minutes doing some relaxation exercises.

Take a break: physically walk away from the situation for a few minutes if you

can.

Relaxation Strategies

Stretch! If you can't stand up, stretch as many muscle groups as possible whilestaying seated.

Try tensing and releasing various muscle groups. Starting from your toes, tense

up for perhaps five to ten seconds and then let go. Relax and then go on to

another muscle group.

Breathe deeply. Close your eyes; then, fill your chest cavity slowly by taking

four of five short deep breaths. Hold each breath until it hurts, and then let it

out slowly.


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Use a calming word or mental image to focus on while relaxing. If you choose a

word, be careful not to use an imperative. Don't command yourself to "Calm

down!" or "Relax!"

TEACHING WITH CARTOONS

I frequently use cartoons as part of my lessons. The students love it when I getout the cartoons. I have used them to illustrate idioms, sarcasm, hyperbole,

inferences, and different elements of writing.

I always read the comic section of the newspaper to check for ones I can use in

the classroom, even when I travel or visit my parents. I especially enjoy when a

series of strips deals with the same topic.

Below is a list of comics that contain language arts related strips quite often. If

you have others to suggest, click on the SUBMIT butterfly below.

Calvin and Hobbes

Peanuts

Funky Winkerbean

Family Circus

Frank and Ernest

Zits

Creative Writing Using Comics

Grade Level(s): 4,5,6,7,8

Subject(s):

Language Arts/Writing (composition)

Objective: To use comics to foster creative writing and vocabulary skills

Materials:

newspapers

construction paper


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Procedures:

To Start:

Ask students to name their favorite comic strips and describe what they like

best about the characters in the strips. Tell students what your favorites are;

remember, comics aren't just for kids!

Explain that the "bubbles" in comic strips take the place of quotation marks.

Using a comic strip from the newspaper, write out dialogue in standard form,

using quotation marks and phrases of attribution.

Group Activity:

Have students create their own character to be introduced as a newcomer to

their favorite comic strip. For example, they might develop a new kid in the

"Peanuts" gang or a new pet in Garfield's house.

Begin by having each student draw a picture of the new character and write a

description of the character's personality. Next have students draw their own

three-frame comic strip, using both new and regular characters. Students

might want to refer back to recent comic strips for ideas, or they can design

their comic strips to pickup where today's strip left off. They should write the

dialogue in bubbles above the characters' heads.

Compile all the finished strips together for a class "funny pages."

Follow-Up:

Comics often contain unfamiliar words. Weekly vocabulary lists will be a lot

more fun when students develop their own lists of new words, using comic

strips as sources (Serial and adventure strips are especially good for this

activity.)

Each week have students find five new words in the comics to write down anddefine. To underline the importance of using words in context, have students

cut and paste t

he strips next to the words they have selected.

describe your teachers

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