Golden Holiday Folio

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 b) Descriptive c) Note Expansion d) Picture Composition e) Giving Opinionsf) Speech g) Process & Procedures h) Informal Letter Writing

* Students need to find essays based on the above topics

* Students are to copy down the essays on a A4 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- Yearb) Table of contentc) Content (Section A,B,and C)d) Teacher’s Comment3. Rules and Regulations:a) The folio must be rim-bindedb) The allocation of marks : 30% of the total Mid-Year Examination marksc) Date of Submission: d) Submit to: Your English teacher

CHAPTER 3

STRATEGIES AND PROGRAMMES FOR STUDENTS AND TEACHERS

ACADEMIC PROGRAMMES

ProgrammesDate/Duration Target Group

Action

FORM 4 and 5

Mentor System

English Clinic

Throughout the Year Weak Students SPM(5C and below)

All English Teachers

Extra Class (Excel) Class

Starting Jan All SPM Students All English Teachers

Drillings (other SBP Q papers)

Starting June All SPM Students All English Teachers

Tuition Classes Starting April Form 4 students All English TeachersEnglish in camp(school level)

Mac Elite Team All English Teachers

Set SystemStarting Jan Form 5 students


FORM 3

Mentor System

English Clinic

Throughout the Year Weak Students PMR (B and below)

All form three Teachers

Set System Starting January All form 3 students All form 3 TeachersExtra Class (Excel)Class

April All Students Head of Panel Mdm Wan Azizah

Drillings (other SBP Q paper)

July All Students All form 3 teachers

Individual consultation

July Weak students(B and below)

All form 3 teachers

ENRICHMENT PROGRAMMES

No

Programmes Date/Duration Target group Action

1 Take five Throughout the year 5 minutes (beginning of afternoon Prep hour)

All students All English Teachers and Prefects Academic Bureau

2 Reading Corner Mini Library

Starting Feb All Classes Panel Head

All English Teachers3 Public Speaking Every day

Roll call

All students All English Teachers

4 English Across the Curriculum

Throughout the year

All students and PPSMI teachers

Dr Wan Zawawi

All Teachers5 Reading Day (MEES) Every Tuesday All Students and

Teachers of SMSPP

Miss Sabariah

Pn Wan Azizah6 A Word A Day Every day All students of

SMSPPMr Yusri

All English Teachers7 Language Lane Throughout the

yearAll Students Ms Sabariah

All English Teachers8 Show and Tell English period 5

minutesAll students All English Teachers

9 English in Camp April Form 4 Students Mr Zainal

All English Teachers10

Inter-class competition

Drama

Public Speaking

Choral Speaking

Debate

March All Students All English Teachers

11

Mock Interview February Selected Students Form 5

Mdm Noraini


Essay Competition Starting Feb All Students Mdm Cik Nasirah


Journal Writing Throughout the year

All students All English Teachers

STAFF DEVELOPMENT

No Programmes Date Target Group Action1 In-house training on SPM

and PMR marking scheme

February All English Teachers

Pn Wan Azizah

Cik Sabariah2 Supervision of T & L Throughout

the yearAll English Teachers

Principal

Senior Assistant

Department Head3 Monitoring of Student’s

exercise

Book

Throughout the year


Department Head

Panel Head

4 In house training on Adobe Photoshop

April All English Teachers

Panel Head

5 Buddy Support System Throughout the year

Math and Science Teachers

Panel Head

All English Teachers6 HELP Programme Throughout

the year

Every Thursday

Math and Science Teachers

Panel Head


ENGLISH PANEL MANUAL 2 6.4 DETAILED DESCRIPTION OF THE PROGRAMMES

6.4.1 Mentor System English Clinic

Students who have problems with their homework especially their essay are encouraged to see their mentor/teachers to have individual consultation. Venue and time will depend on the appointment made with their mentors.

6.4.2 Drillings

It is programmed to help student familiarize with the real exam format. It is also parts of the revision programme and the questions are taken from other SBP schools.

6.4.3 Tuition Classes

Weak students will be identified and they are given tuition in the afternoon or during weekends. Focus will be on their weak areas i.e grammar, essay and literature.

6.4.4 English-in-camp (school level)

This programme is created to encourage students to have fun in the learning of English Language outside the classroom. Various activities will be done by students such as treasure hunt, solving puzzle, scrabble, jazz chant, surviving skills, grammar explore-race and spelling bees.

6.4.5 Excel Class

Excel class is held every week for all form five and form three students, with the aim to increase the

student’s performance in English subject.

Objectives

The objectives of excel class are

T o increase student’s performance in the subject

To give input and guidance for the students in facing the PMR and SPM examination

To increase the student’s confidence in using the language

Implementation

The students of form 3 are divided according to their level of proficiency (set):

Refer to the timetable below

7.1 TIMETABLE FOR SUPERVISION OF TEACHING & LEARNING

MONTHWEEK NAME OF TEACHER NAME OF

SUPERVISOR7.2 TIMETABLE FOR SUPERVISION OF STUDENT’S EXERCISE BOOKS

MONTHWEEK FORM NAME OF SUPERVISOR

Notes: 1. The teacher for each class needs to send 10 books to Panel Head

2. Panel Head will choose 5 books to be sent to Department Head/Vice Principal

ENGLISH PANEL MANUAL 3

8.0 INNOVATION

ENGLISH ACROSS THE CURRICULUM (EAC)

INTRODUCTION

In an effort to achieve the vision and mission of Sekolah Menengah Sains Pasir Puteh in grooming the nation with world class future leaders, English Across the Curriculum (EAC) Program was introduced to enhance the student’s mastery of the English Language which is accepted as the major language in the world today.

Language is integral to student’s learning in all areas of the curriculum. There is a close link between student’s understanding and control of the different function of language and their own personal, social, intellectual and imaginative development. The ways in which students view the world is shaped by their language development in a variety of different contexts. Language is the primary means by which students collect and communicate ideas, information and meaning; it is essential for reasoning and reflection and for clarifying and expressing thought in all areas of the curriculum.

According to the ideas of this program, there are no extra English lessons for the students of SMSPP. English is integrated within the normal frame of all the subject except of the subject using Bahasa Melayu. In other words, an SMSPP student experiences some English sequences of about ten minutes each day in one of the subjects apart from Bahasa Melayu.

OBJECTIVES

EAC stresses to achieve certain objectives where during the program; the students will be able to:

1. Use the language to understand, develop and communicate ideas and information, and interact with others.

2. Select, integrate and apply numerical and spatial concepts and techniques.

3. Recognize when and what information is needed, locates and obtains it from a range of sources and evaluates, use and share it with others.

4. Select, use and adapt technologies.

5. Describe and reason about patterns, structures and relationship in order to understand, interpret, justify and make predictions.

6. Visualize consequences, think laterally, recognize opportunity and potential and are prepared to test option.

7. Understand and appreciate the physical, biological and technological world and have the knowledge and skills to make decision in relation to it.

8. Interact with people and cultures other than their own and are equipped to contribute to

the global community/

9. Participate in creative activity of their own and understand and engage with the artistic, cultural and intellectual work of others.

10. Value and implement practices that promote personal growth and well being

11. Self-motivated and confident in their approach to learning and are able to work individually and collaboratively.

12. Recognize that everyone has the right to feel valued and be safe, and, in this regard, understand their rights and obligation and behave responsibly.

IMPLEMENTATION

EAC at SMSPPP will be implemented based on 4 distinct areas which are, Communicating, Reading, Writing and Researching. These areas will be the main structure of EAC at SMSPP;

Communicating across the Curriculum (CAC)

The ability of the students to be able to communicate and convey meaning in the English Language will enhance their confidence in interacting with others. They will also be able to communicate and relate with others. This could be achieved by fostering student involvement in one to one session with those who are proficient in the language, class discussions, team study groups, cooperative research projects and presentations, group work and role playing.

One on One Sessions

One on one sessions with the students will give them ample exercise to use the language with others who are more proficient in the language thus giving them models of English in action. Dedicating after-school time to scheduled one-on-one interviews with students to monitor their communication progress. Students would come to said interview after having made corrections suggested during a group discussion session.

Group Interactions

Conducting group discussions, role playing and presentations will give a chance for students to practice the language with their peers thus minimizing their inconfidence in using the language. Most students especially the Malyas are quite shy to use the language where they were afraid to be labeled as using the nonstandard English. However, if they were in their own group or peers the feeling of inferiority will be minimized.

Reading across the Curriculum (RAC)

For most student reading is the most necessary and most basic skill. Discovering that words are symbol, that reading is communication of ideas, that ideas are organized into some kind of intelligible order, and that there are techniques for extracting the ideas and labeling their organization opens the door to a higher level of thinking and understanding. Understanding written symbols is an important in a mathematics class as it is in a

sociology class. Therefore, students in every discipline must read efficiently and effectively.

Most students didn’t realize that it is never too late of acquire, or re-acquire basic reading skills and thereby gain control over their reading. They can do so by learning the importance of reading for ideas, by making associations between what they already know about a topic and the material they are currently reading, by predicting what the author might say about the topic, by making connections and recognizing structure, and by defining purpose and understanding the author’s intent.

Therefore the EAC program believed that these issues could be capitalized by using strategies as stated below:

Text Organization

It is useful to make students aware of the relationship between ideas and common patterns that occur in text and how these are sign posted through layout, paragraphing, punctuation and signal words. Being able to identify basic text type, aids comprehension.

However, with the increased focus on visually interesting material, many textbooks now make use of short explanations interspersed with diagrammatic information and activities. Each new page presents the student with the task of working out how the author organized the information and what the main ideas are and to use their processing skills to make sense of the information.

Passive readers may find the task of reading texts with varied layouts daunting or confusing. Teachers can help by encouraging students to skim read and by discussing the structure with the students, giving them an idea of what to expect and enabling them to develop the skills of skim reading and linking ideas across the text.

Level of assumed knowledge

The text may contain vocabulary and ideas that students are not familiar with and which cannot be guessed form the way these are presented in the text. This is often an issue for second language learners. However, a number of students lack general knowledge and may have a more limited vocabulary than is assumed by the author of a class text or the classroom teacher working with this text. The teacher can help by regularly paying attention to the meaning of words and the level of implied knowledge in text.

A teacher may decide to discuss key words or unfamiliar words before or after reading. For students with decoding problems it is helpful if the teacher lists the words that need attention on the board and reads through these before reading.

Use of diagrammatic information

Students are often asked to interpret graphs, diagrams and tables. They may have to match this information with its prose counterpart. They may have to describe these in their own words, suggest causes or draw conclusion. Difficulty with such tasks could be as much a lack

of language as a lack of cognitive skill.

Similarly, students may have to devise a chart or graph by drawing information from the text. The teacher cannot assume that students will transfer skills learnt in mathematics to a task to be done in humanities. If teachers discuss the instruction of the task and give model responses to the task, students will be helped with their language and their ability to interpret and devise graphic information.

Use of figurative language

Narrative texts and prose make us of figurative language. Students, who do not actively engage with the text, do not visualize when they read. As a result they have difficulty with interpreting the imagery. This is particularly challenging when such students are expected to interpret poetry.

Providing students with visualization and DRAW IT activities will help them to develop the ability to see the images. The next step is to work on the underlying messages and symbolism of the imagery being used. It is helpful to discuss how this is done in films, as most students are very familiar with this medium.

Writing across the Curriculum (WAC)

Writing across the Curriculum is designed to help students become competent, creative, and analytical writers in all disciplines. Working collaboratively, each department will provide students with frequent, diverse, and practical writing opportunities. The program’s implementation will be based on the use of common and consistent writing terminology, skill development goals, proficiency standards, sand writing assessment criteria.

Incorporating Writing in the Curricular

With the English Department providing appropriate leadership, all department will incorporate writing assignments into their curricular and develop assignments suitable for the particular discipline. Students will use the process of drafting, revision, and peer review for their writing assignments under the teacher’s faculty guidance.

As a component of the curriculum plan, Writing Across Curriculum will become an important cross-departmental collaboration that reinforces writing as a valuable skill. The plan ensures that students receive consistent and regular composition instruction so that they can communicate effectively in the academic and workplace arenas that lie ahead.

Researching Across the Curriculum (REAC)

The ability to do research in the English Language will enhance the student’s chances of being successful when they entered tertiary level at institution of higher learning. Researching across the curriculum will help prepare students to face the challenges that they will be facing later in life.

With the globalization of education, most institutions of higher learning no longer offer courses in other languages but English. Most references such as books, articles and academic

journals are written in English thus making it difficult for learners to cope with their studies if they do not have the necessary skills in researching using the English Language. These skills could be enhanced by using the appropriate strategies in learning.

Mandatory Researching

Researching skills could be enhanced by making students to conduct research as part of the school curricular. Students should be allowed to do research on certain areas of the curricular such as mathematics, sciences and also social sciences.

However, supporting materials such as books, articles, journals and publications should be accessible to the students for references. The school library should be adequately stacked and supportive of the student’s needs.

Factual Presentation

Students researching skills could also be enhanced by asking students to do group or individual presentation using facts that they had researched earlier. Assignments or homework should be based on the latest finding, research or facts that they could find from resources that they could fine.

Students should be encouraged to look for facts from the publications, journals or newspapers. They should also ask or interview teaches or others to get the facts or new of the issue that they were assigned to do. Assessment of their presentation should be based on their ability to gather the latest news about the subject matter.

SUPPORT PROGRAMS

Even though there are lots of programs that had been planned and in the EAC program, there is still a need for support programs that needs the support of all members of SMSPP. These support programs will act as a catalyst towards reaching the common goal of the school.

Public Speaking

One of the programs that complement EAC is the Public Speaking Program (PUSPEAK). This program is designed to be carried out to prepare SMSPP 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.

It is common belief that public speaking skills can really make a difference personally and 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 one’s life.

English Bulletin

An English bulletin will be published to support the EAC program. This bulletin which goes under the acronym Dear (Drop Everything and Read) will be on a weekly or biweekly basis to encourage reading English printed materials.

Apart from it that it will be a medium for teachers and students alike to write and publish their masterpiece for others to read. This bulleting will also be a bridge for the administrators to communicate with the masses in SMSPP.

Books/Newspapers/Publications

The EAC program will also encourage all SMSPPians to read English books, newspapers and publications. This could be done with the support of the school by allocating funds to subscribe to selected journals, newspapers or publications that will help improve knowledge and also the usage of the language.

Journal Writing

Students and teachers will be encouraged to keep a personal journal written in the English Language. This journal maybe in the form of academic writing or just something personal that they would like to write about. They may also write about what ever topics of interest them. The writing of the journal may be a single sentences or pages depending on their mood and time to write.

Students and teachers may ask the English Language teachers to look at their writing and discuss what their strengths or weaknesses in writing.

Articles for Publication

Teachers and students will also be encouraged to write for publication. Their writing will then be published in the school bulletin and the better ones will be recommended to be sent to existing journals or publication in the existing market.

International Retrieval

In conducting this activity students will be encouraged to be involved in retrieving information from various sources pertaining to the subject matter such as Mathematics, Sciences, Social Studies and even English. They would be asked to look for information and updates on issues or topics that they had learnt or encountered during their studies. This activity would help prepare students to be learners in higher institutions where the ability to search information is perquisite to ensure success.

Teachers of every subject will be encouraged to ask students to complete at least 2 research papers on any topic of choice which will be considered as part of their golden holidays homework or part of their final examinations.

Innovations

Student and teachers will be encouraged to be innovative and find new ways in teaching and learning. Innovative approaches suggested by the teachers and students will be discussed and brainstormed by the panel appointed by the school to determine its viability and practicability in the context of the schools vision and mission statement.

Campaigns and Promotions

In promoting the use of English across the curriculum, campaign and promotions will be organized from time to time. These campaigns and promotions will help in the advancement of English in SMSPP apart from giving reminders to all on the importance of English as an international language.

During these campaigns; posters, flyers and others modes of information resources such as using the school’s airtime will be utilized.

COMPLEMENTARY PROGRAMS

In tandem with the EAC, there will be complementary programs where the teachers will be given exposure, training and the latest approaches in learning and teaching. These programs will enhance the teacher’s capabilities and expertise in their profession.

In house Training

In order to alleviate the use of English across the curriculum at least 2 in house training will be held to help teachers in their teaching, presentation and communication. These training will cater to the current needs of the teachers based on the training needs analysis conducted prior to the actual training program.

Seminar / Workshops

Selected teachers will ben recommended by the EAC panel to attend seminars pertaining to teaching using English as the Language as the mode of delivery in teaching and learning and also in communication.

This program will help enhance the teachers’ ability in the usage of the language and also improve the quality of teaching and learning especially in the subjects of science and mathematics. The ability to rationalize the whys and hows of subject matter clearly will facilitate understanding thus ensuring greater success in the subject.

Buddy System

The buddy system which was introduced as a platform to facilitate the Science and Mathematics teachers to teach their subjects in the English Language would also be to be incorporated in the EAC program.

CONCLUSION

Despite potential difficulties, English Across the Curriculum Program will provide a sound basis for the usage of English Across the Curriculum (EAC). The program can challenge the SMSPP teachers and student alike to apply their unexposed skills as scholars in an institution of learning where achieving excellence is always the priority. And most important is it can help teachers and students.

75 TEACHING IDEAS IN THE CLASSROOM

Introduction

These are some of the ideas for the teachers to use which might be useful in the classroom when you are running out of ideas.

The Ideas

1. Ask a student to demonstrate a dance, and assist the student in explaining the movements in English.

2. Ask students to name as many objects in the classroom as they can while you write them on the board.

3. Ask students to present to the class a gesture that is unique to their own culture.

4. Ask students to write one question they would feel comfortable answering (without writing their name) on an index card. Collect all of the index cards, put them in a bag, have students draw cards, and then ask another student the question on that card.

5. Ask your students if there are any songs running through their heads today. If anyone says yes, encourage the student to sing or hum a little bit, and ask the others if they can identify it.

6. Assign students to take a conversation from their course book that they are familiar with and reduce each line to only one word.

7. At the end of class, erase the board and challenge students to recall everything you wrote on the board during the class period. Write the expressions on the board once again as your students call them out.

8. Begin by telling your students about an internal struggle between two sides of your personality (bold side vs. timid side OR hardworking side vs. lazy side), providing a brief example of what each side says to you. After a few minutes of preparation in pairs, have students present their struggles to the class.

9. Bring a cellular phone (real or toy) to class, and pretend to receive calls throughout the class. As the students can only hear one side of the conversation, they must guess who is calling you and why. Make the initial conversation very brief, and gradually add clues with each conversation. The

student who guesses correctly wins a prize.

10. Bring a fork, knife, spoon, bowl, plate and chopsticks (if you have them) to class, and mime eating some different dishes, letting students guess what they are. Then let your students take a turn.

11. Bring an artifact from the student's culture to class, and ask them questions about it.

12. Bring in some snacks that you think your students haven't tried before, and invite the students to sample them and give their comments.

13. Call on a student to draw his or her country's flag on the board, then teach him or her how to describe the flag to the class (It has three stripes...).

14. Choose one topic (food, sports) and elicit a list of examples (food - chicken, pudding, rice). Then have your student come up with the most unusual combinations of items from that list(chocolate-beef or wrestling-golf).

15. Collaborate with your students on a list of famous people, including movie stars, politicians, athletes, and artists. Have every student choose a famous person, and put them in pairs to interview each other.

16. Come to class dressed differently than usual and have students comment on what's different.

17. Copy a page from a comic book, white out the dialogue, make copies for your class, and have them supply utterances for the characters.

18. Copy pages from various ESL textbooks (at an appropriate level for your students), put them on the walls, and have students wander around the classroom and learn a new phrase. Then have them teach each other what they learned.

19. Copy some interesting pictures of people from magazine ads. Give a picture to each student, have the student fold up the bottom of the picture about half an inch, and write something the person might be thinking or saying. Put all the pictures up on the board, and let everyone come up and take a look.

20. Describe something observable in the classroom (while looking down), and tell students to look in the direction of what you described.

21. Draw a map of your country or another country that your students know well. By drawing lines, show students where you went on a trip, and tell them about

it. Then call on several students to do the same. The trips can be truthful or fictional.

22. Draw a pancake-shape on the board, and announce that the school will soon be moving to a desert island. Invite students one by one to go to the board and draw one thing they would like to have on the island.

23. Draw a party scene on the board, and invite students to come up and draw someone they would like to have at the party.

24. Empty a bag of coupons onto a table, and have students find a coupon for a product that they have no need for.

25. Experiment with how you write on the board, altering your writing style, the size of the letters, the direction you write, and the color of the chalk/pens.

26. Explain to your students what it means to call someone a certain animal (dog, pig, fox) in English, and then ask them what these mean in their languages.

27. Fill the board with vocabulary your students have encountered in previous classes (make sure to include all parts of speech), and get them to make some sentences out of the words.

28. Find out what famous people your students admire, and work together with the class to write a letter to one of them.

29. Find out what your students are interested in early on in the semester. Go to the Internet from time to time to collect articles on these subjects for students to read during the class period.

30. First, instruct your students to write on a slip of paper the name of one book, CD, or movie that changed them in some way. Collect the papers, call out the titles, and ask the class if they can guess who wrote it. Finally, let the writer identify him or herself, explaining his or her choice.

31. Give each student a piece of chalk/pen and tell them to fill the board with pop song lyrics. Then put them in pairs, and get them to use the words on the board to create a new dialogue.

32. Give students a reward (such as a candy or a sticker) each time they take the artificial language in your textbook and turn it into an authentic question or comment about someone in the class.

33. Hand a student a ball of yellow yarn. Have him toss it to another student,

while saying something positive about that student and holding onto the end of the yarn. Continue in this manner until there is a web between all the students.

34. Hand each student an index card, and tell them to write down a sentence that includes an error they have made this week, along with the correct version of the sentence. Next, tape all of the index cards on the board for students to look over.

35. Hang up four different posters (example - one of a world map, one of a famous singer, one of a flower, and one of Einstein) in the four corners of your room. Tell students to choose one corner to stand in, and talk about why they chose that poster.

36. Have each student make a list of the five most useful phrases for tourists visiting an English speaking country.

37. Have students come to the board one by one, draw a poster for an English language movie (without the title) they think the other students have seen, and let the other students guess which movie it is.

38. Hire a musician (flute? harmonica? banjo?) to play for a few minutes of your class period.

39. In small groups, have your students design a billboard for something other than a product (wisdom, humility, friendship, etc.).

40. Inquire to see if your students have any unusual talents (can wiggle their ears, can bark like a dog), and encourage them to demonstrate.

41. Instead of saying "Very good!" all the time, vary the ways you praise (and correct) students as much as possible.

42. Instruct your students to find something in their wallets/purses/pencil boxes, and tell the story behind it.

43. Invite your students to stand up and explore the classroom from new angles (look in drawers, under desks, behind posters, on top of cabinets). Then have students report their findings.

44. Just a few minutes before the bell rings, call on your students to choose the ten most useful words they came in contact with during this class period, then have them narrow it down to the three most useful words.

45. Pass around some magazines, and have each student choose an ad that he or she likes. Give students an opportunity to explain their choices.

46. Play a listening activity from your book an additional time with the lights turned off.

47. Play a recording of instrumental music and have some students draw on the board what the music makes them think of.

48. Play five very different sounds from a sound effects tape or CD, and assign students in pairs to create a story based on three of the sounds.

49. Play music that enhances certain activities (quiet music for a reading activity, dance music for an energetic TPR activity). Ask your students for their reactions.

50. Prepare colored letters of the alphabet on cardboard squares and put them in a bag. Students must draw a letter from the bag, and work together to create a sentence on the board. Each student must raise his or her hand to make a contribution, but the word the student calls out must begin with the letter he or she chose. Put the expanding sentence on the board, adding words only when they the grammar is correct.

51. Prepare several paper bags, each with a different scent inside (perfume, cinnamon, cheese), pass the bags around the class, and let students describe what they smell.

52. Print phrases such as "in the library" "at an elegant dinner with the Royal Family" "in a noisy bar" "in a dangerous neighbourhood" on separate strips of paper, put them in envelopes, and tape them to the underside of a few students' desks/tables before they arrive. Write on the board a useful expression like "Excuse me. Could I borrow a dollar?" When students arrive, tell them to look for an envelope under the desks/tables. The ones who find envelopes must say the sentence on the board as if in the context written on the page. Other students must guess the context from the student's tone of voice and body language.

53. Produce a list of commonly used sentence-modifying adverbs on the board, such as suddenly, actually, unfortunately, and happily. Then launch into a story, which each student must contribute to, with the rule that everyone must begin the first sentence of his or her contribution with a sentence-modifying adverb.

54. Provide each student with a list of the current top ten popular songs. Play

excerpts from some or all of the songs, and choose some questions to ask your students, such as: Did you like the song? Have you heard this song before? How did the song make you feel? What instruments did you hear?

55. Purchase a postcard for each member of your class, writing his or her name in the name and address space. Turn them picture side up on a table, have each student choose one (without looking at the name), then he or she will write a message to the person whose name is on the other side. If a student chooses the postcard that has his or her own name on it, the student must choose again.

56. Put students in pairs and ask them to guess three items in their partner's wallet/purse/pencil box.

57. Put students in pairs. Tell them to converse, but to deliberately make one grammatical error over and over, stopping only when one student can spot the other's intentional error.

58. Put students into small groups to create an application form for new students to the school.

59. Put the students in small groups, and ask each group to plan a vacation for you. They must plan where you will go, what you will do, who you will go with, and what you will buy. When they are finished, have each group present their plans.

60. Review a phrase or sentence that you want students to remember, by holding a competition to see "Who can say it the loudest/the quietest/the quickest/the slowest/in the deepest voice/in the highest pitched voice?".

61. Set up a board in your classroom where students can buy and sell used items from each other by writing notes in English.

62. Supply each student with a copy of the entertainment section of the local newspaper, and tell them to choose somewhere to go next weekend.

63. Take a particularly uninteresting page from your coursebook, and put students in groups to redesign it.

64. Teach on a different side of the room than you usually do.

65. Tell each student to report the latest news in their country or city to the class.

66. Tell your students to practice a conversation from their course book that they

are familiar with, but this time they can only use gestures, no words.

67. When they are practicing a dialogue, have students play around with the volume, intonation, pitch, or speed of their voices.

68. Write "Tell me something I don't know." on the board, then ask students questions about things they know about and you don't, such as their lives, cultural background, interests, and work.

69. Write a common adjacency pair (Thank you./You're welcome OR I'm sorry./That's alright) on the board. Ask students if they know of any expressions that could replace one of the ones you just wrote. Write any acceptable answers on the board.

70. Write a number of adjectives, such as mysterious, happy, peaceful, sad, angry, and frustrated on the board. Call out a color, and ask your students to tell you which adjective they associate with that color.

71. Write a word on a slip of paper and show it to a student. This student must whisper it to the second student. Then the second student must draw a picture of what he or she heard, and show it to the third student. The third student, then, writes the word that represents the picture and shows it to the fourth student. Then the fourth student whispers it to the fifth student.... and so on. This continues until you get to the last student, who must say the word to the class.

72. Write an idiomatic expression (such as "It beats me." or "I'm fed up.") in big letters on the board. Call on a few students to guess what it means before you tell them.

73. Write down the names of about five very different people on the board (a small baby, a rude waiter in a restaurant, a fashion model, a stranger in a crowd, and a grandfather). Give students a common expression, such as "Good morning!" or "Sorry!", and ask students how they might say it differently when talking to a different person.

74. Write your name on the board vertically, and add a suitable adjective that begins with each letter of your name. The next step is to invite students to do the same.

INSTRUMEN PEMANTAUANPENTAKSIRAN BERASASKAN SEKOLAH (PBS)

MMAKLUMAT ADA TIADA CATATAN

F FAIL INDUK

- Carta Organisasi/Jawatankuasa

- Minit Mesyuarat

- Pekeliling

- Buku Panduan PBS

- Analisis Pencapaian PBS Murid

- Surat Berkaitan PBS

- Jadual Pentaksiran

FfFAIL INDIVIDU

- Profil Murid

- Instrumen Ujian Murid

- Pelaporan Prestasi Murid (SPPBS )

F FAIL SHOWCASE

- Eviden Terbaik Murid

INSTRUMEN PEMANTAUAN DASAR MEMARTABATKAN BAHASA MALAYSIA MEMPERKUKUH BAHASA INGGERIS

(MBMMBI)

MAKLUMAT ADA TIADA CATATAN

SURAT PEKELILING- Surat Pekeliling Ikhtisas Bil.12/2011

CARTA ORGANISASI- Jawatankuasa

MINIT MESYUARAT

SURAT-MENYURAT BERKAITAN DASAR MBMMBI

MENENTUKAN SASARAN PENCAPAIAN DASAR MBMMBIPetunjuk Prestasi Utama (KPI)

- Akademik- Koakademik

PROGRAM PENINGKATAN MBMMBI BERKAITAN PEMBELAJARAN DAN PENGAJARAN ( P&P )

- Program Jangka Panjang- Program Pendek

KERTAS KERJA/LAPORAN BAGI PROGRAM/AKTIVITI BERKAITAN MBMMBI

- Akademik- Koakademik- Pemantapan P&P Guru

BILIK GERAKAN / SUDUT MBMMBI

BAHAN DIGITAL MBMMBI (BTP)- Rekod Penerimaan- Rekod Penggunaan

PANITIA BAHASA

PANITIA BAHASA PANITIA BAHASA

Documents

Golden Holiday Folio