DESCRIBE YOUR TEACHERS Teachers play an important part in the lives of students like me because we usually meet them

five days a week. Some of my teachers fill my soul with fear, the very thought of them even makes my heart drop. There are others, however, who are not so frightening at all, and may 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 prettiest teacher in our of school. The boys of my school often look out their classrooms to admire this lovely teacher as she passes by their classrooms, gliding on her high heels, with her long silky hair flowing behind her. Mrs Lee has a personality to match her looks. You will nearly always see her face wreathed in a sunny smile. She almost never gets angry and even when she scolds us, she still sounds sweet and gentle. I clearly remember the last time she chided me for not doing my 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 Joginder Singh, 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 pounds in weight, all of it 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 his voice, which is always very loud. He is about the only teacher I know who can deliver an hour-long lesson at full volume without getting a sore throat! No one falls asleep during his lessons. Actually, no one would dare to, as this fierce teacher would take quick action with his long cane. No one ever dares to neglect the homework that he sets either the piles and piles of it! Mr Singhs motto is No pain, no gain. I am not sure whether he is referring to the 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 have gained 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, and it is A spoonful of sugar helps the medicine go down.

JOURNAL WRITING

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

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

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

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

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?

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

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.

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

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

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

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

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

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?

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?

- 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

- 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.

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 1 2 3 4 Items Motivational book Motivational book Motivational book Notebook Price Rm30.00 Rm25.00 Rm20.00 Rm3.00 Quantity 1 1 1 13 TOTAL 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. Cost Rm 30.00 Rm 25.00 Rm 20.00 Rm 39.00 RM 114.00

Budget No 1 Items Note book Price Rm3.00 Quantity 40 Cost Rm 120.00

Hamper

Rm30.00

3 TOTAL

Rm 90.00 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 17 February Team 1 Bestari 1 Bestari 2 18 February Arif 1 Arif 2 16 March Winner X 1 Winner X 2 26 March Winner Z 1 Versus Vs Vs Vs Vs Vs Vs Vs Team 2 Dinamik 1 Dinamik 2 Cekal 1 Cekal 2 Winner Y 1 Winner Y 2 Winner Z 2 Winner X1 X2 Y1 Y2 Z1 Z2 Champion Venue 5 Aisyah 5 Fatimah 5 Aisyah 5 Fatimah 5 Aisyah 5 Fatimah 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,

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 No 1 2 3 Items Diary Hardcover note book Stationery set Price Rm10.00 Rm8.00 Rm5.00 Quantity 4 4 8 TOTAL Overall Budget No 1 2 3 4 5 6 7 Items Public Speaking Choral Speaking Debate Banner Stationery Tokens (Adjudicators) Refreshment Rm100.00 Rm 50.00 Rm 5.00 Rm 5.00 1 1 9 9 TOTAL 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 Price Quantity Cost Rm 114.00 Rm 210.00 Rm 112.00 Rm 100.00 Rm 50.00 Rm 45.00 Rm 45.00 RM 676.00 Cost Rm 40.00 Rm 32.00 Rm 40.00 RM 112.00

MORNING ENGLISH ENRICHMENT SESSION (MEES) / READING DAY

AIMS: To help students

In enriching knowledge and obtaining information in order to be able to think maturely 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 for Science 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 English How 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

ACTIVITIES 1. Reading Articles 2. Listening to Songs 3. Poem Recitation NOTE: For reading and listening activities, students will be provided with materials beforehand. After the reading/listening/singing along session, 5 questions will be 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 improve their fluency, ability and confidence to use English. Thus, it will directly help them in their 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 their children. They are the obvious heroes of child rearing. But what about a father's role? Just how important are the dads of the world compared to the almighty image of 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 in the developmental and emotional well being of a child. Dads are the solid foundation of our lives. They are the shore we swim to when our arms and legs feel increasingly tired. They are the strength we rely on as we take our first tentative steps into the world. Dads can be tender, tough, fragile or powerful but 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 shine with overwhelming amazement when they look at us. He is the first man to fall in love with us. For sons, Daddy is the idol they first aspire to emulate ... their mirror image of what will 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 so huge, only the joy of that love could erase the overwhelming pain of choking on unexpected raw emotion. I think when a father holds his newborn baby, he is touched by pure vulnerability for the first time in his adult life, leaving him forever humbled by the unexplained miracles of life. For mothers, the father of our children is the one person we can trust to watch over our babies as closely as we would. We are secure in the knowledge of their love for our precious offspring. Dad is the only other person in the world as fascinated with every 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

accomplishments and heartaches and nauseum ... one who will be just as interested and never yawn in the face of our devotion. Without dads, we wouldn't be moms. I would like to take the liberty of thanking them from all our hearts for this honor and for being our partners in this business of raising children. READING TEXT 2 THEFT CAN HAPPEN EVERYWHERE An elderly woman told the police that, as she entered a restroom, she was jostled by a woman behind her. A few minutes later, as she was about to pay for a moustache remover at a nearby store, she discovered that her wallet was missing from her purse. Apparently the woman who had bumped into her had cleverly stolen her wallet. This type of theft is called pick-pocketing. Perhaps an even more personal kind of theft is known as housebreaking, or burglary. After such an intrusion, the victims often report a feeling of violation. They seldom regain the comfort and security level they used to have in their home. They constantly feel like they are being watched; they feel that if they go out, the burglars will again come in. They feel uncomfortable when they are home, and they feel uncomfortable when they arent home. Burglars get lucky or make their own luck. Sometimes homeowners forget to lock all their windows or doors. Sometimes burglars will break a window, cut through a screen door, or force open a side door. Thieves have no shame. They will steal from anyone that they think is vulnerable. Of course, that means the elderly are their frequent victims. Some thieves are very clever; some are very lucky. All of them make an honest persons life more difficult. Its too bad that all of them cant be caught and converted into honest people. Imagine that: a world with no larceny, a world where you can park your bicycle unsecured on the sidewalk, or leave your purse unattended in your shopping cart. Is this 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 Nancy Browns farm. As she tried to herd her cows to higher ground, she slipped and hit her head on a fallen tree trunk. The fall knocked her out for a moment or two. When she came to, Lizzie, one of her oldest and favorite cows, was licking her face. The water was rising. Nancy got up and began walking slowly with Lizzie. The water was now waist high. Nancys pace got slower and slower. Finally, all she could do was to throw her arm around Lizzies neck and try to hang on. About 20 minutes later, Lizzie managed to successfully pull herself and Nancy out of the raging water and onto a bit 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 lightning so bad that it took rescuers another two hours to discover Nancy. A helicopter

lowered a paramedic, who attached Nancy to a life-support hoist. They raised her into the helicopter and took her to the school gym, where the Red Cross had set up an emergency shelter. When the flood subsided two days later, Nancy immediately went back to the island. Lizzie was gone. She was one of 19 cows that Nancy lost. I owe my life to her, 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 in school, 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 best universities 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 and destroying half of the home. The family inside the house escaped without injury. The single-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 plane crashed into one end of the house, where the three bedrooms were. That part of the house was wrecked. The Carols, who own the house, were all at home eating dinner. Oh, my gosh, said Mrs. Carol, I thought the world had come to an end. I never heard such a loud sound. We all ducked under the table, thinking it was another earthquake. When nothing else happened, we got brave and decided to investigate.

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

READING TEXT 6 Build Walls I build walls Walls that protect, Walls that shield, Walls that say I shall not yield Or 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 eyes From the tears I might have cried. I build walls: Walls that never let me Truly touch Those I love so very much. Walls that need to fall! Walls meant to be fortresses Are 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 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 If I can see it, then I can do it If I just believe it, there's nothing to it [Repeat 1] Hey, cuz I believe in me, oh If I can see it, then I can be it If I just believe it, there's nothing to 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 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 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 If I can see it, then I can do it If I just believe it, there's nothing to it [Repeat 1] Hey, cuz I believe in me, oh

If I can see it, then I can be it If I just believe it, there's nothing to 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 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 lan guage 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 Cik Sabariah Abdullah 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.

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

5 BEAUTY PRODUCTS APRIL 1 LEISURE ACTIVITIES JULY 2 TOURISM JULY 3 PROMINENT FIGURES JULY 4 ENVIRONMENT JULY 5 CAREERS JULY

Prepared by : Cik Sabariah Abdullah 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

NURSE

RAHIL IZZATI MOHD ASRI

MEDIC. ASST

AFIFAH TAHIRAH MHD POAD

SKIN DISEASES

~Healing Methods~

LIST OF SKIN DISEASES

Acne

Skin cancer

Sunburn

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

ACNE

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 or her 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.

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 treat acne (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 with fewer 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!!!

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 different organs, including the skin, lips, mouth, esophagus, urinary bladder, prostate, lungs, vagina, and cervix.

SIGNS AND SYMPTOMS!!!

Basal cell carcinoma usually looks like a raised, smooth, pearly bump on the sun-exposed skin of the head, neck or 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

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

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 :

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 Spanish conquistadors. 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.

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?

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 2009 Public 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

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 selfconfidence 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 SBP circle 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

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 25 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 %

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 for PUSPEAK are as follows: 26 August - Launching of PUSPEAK 27 August - Class Presentation 30 September - 1 . Preliminary competition during school assemblies 07 October - 2 . Preliminary PUSPEAK 14 October - 3 . Preliminary 21 October - 4 . Preliminary 28 October - 5 . Preliminary 04 November - Finals PUSPEAK 14 November - Prize Giving Ceremony
th th rd nd st

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 that PUSPEAK 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 X

1 2 3 4 5

FATIMAH ALI SALMAH HASSAN AZIZAH GHAZALI SURAYA AZIZ AMINAH HASSAN

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

Appendix 2

PANEL MARK SCHEME 10 % Content: A message packed with practical, easy to remember and useful 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.

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 for you. (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 in the 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, or hit 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?

Answers 1. Gold 2. Six 3. 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

TEACHING WRITING

Introduction When we talk about teaching writing most teachers will say that it is a fairly low 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 be good for you."

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

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.

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 while staying 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 next idea. 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.

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 and productive. 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 if you 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 while staying 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!" TEACHING WITH CARTOONS I frequently use cartoons as part of my lessons. The students love it when I get out 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

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 and define. To underline the importance of using words in context, have students cut and paste t he strips next to the words they have selected.