SAJAK LA PLAK.....

KU RAYU PADA LAUT

BERLARIAN KE PANTAI MENGHAMBAT OMBAK
KU HALAU BADAI JAUH DARI TAMBAK
DALAM KERESAHAN YANG MENGHAMBAT SEJARAH SILAM
TUJUANKU HILANG
JALANKU TIBA-TIBA KELAM
DALAM KELIRU AKU TAK SEDAR SAMA ADA AKU BERJALAN
ATAU HANYA TERKANGKANG MENANTI EHSAN

DAN PADA BURUKNYA SAMPAN
AKU MERAYU PADA LAUTAN BERIKANKU PELUANG
DAN PADA SURAM NYA SENJA
AKU MERAYU PADA LAUTAN BERIKAN KU HARTA
TAK BANYAK… CUMA SEDIKIT YANG AKU MINTA
TAK KU IDAMKAN JERUNG
TAK JUGA KU IDAMKAN HARTA KARUN
CUMA SEDIKIT REZEKI AGAR BERALAS PERUT SEISI RUMAH NANTI

DI CELAH CARIKNYA JARING USANG
AKU MENILAI ERTI NELAYAN
KU CUBA MERUNGKAI DISEBALIK KEKURANGAN DAN KELEBIHAN
KU CUBA TAFSIRKAN PERASAAN…SI PENAKLUK LAUTAN

SAMBIL ITU…
KU PERJELASKAN APA YANG ADA PADA INSAN BERGELAR NELAYAN
DAN PADA SEPAHITNYA KOPI YANG AKU TELAN
BEGITULAH DERITA DAN KEPEDIHAN
YANG HARUS AKU TERIMA

DENGAN TANGAN YANG MASIH BERBAU HANYIR IKAN
KU JALINKAN SEMULA TALI-TALI JARING YANG TERBURAI
DAN DARI SETIAP SIMPULAN NYA KU SEMATKAN
SATU HARAPAN AGAR….
PADA HARI ESOK YANG MENDATANG
LAUTAN TERUS MEMBERIKAN KU KESEMPATAN
PADA AKU DAN SAMPAN…

Written by: ija

Assignment 3

www Lesson Plan

LEVEL: Form 2 (Intermediate)
TOPIC: The chef Wannabe
THEME: People
TIME: 70 minutes (double period)
LANGUAGE CONTENT: grammar (sequence connectors)
LANGUAGE SKILL: writing (process and procedures)

AIMS: By the end of the lesson students should be able to write a paragraph of process and procedures essay using correct sequence connectors based on their experience cooking virtually in the website.

TECHNICAL REQUIREMENTS:
One computer per group of 2-3 students

• Internet connectio
• Web Browser
  

PREPARATION

1. Locate the OYUNLAR1 (Victoria Sandwich Gameswebsite.http://www.oyunlar1.com/kremalisandvic.aspx
2. Browse through the website to make sure it is suitable for the students and match the topic.
3. Prepare worksheet based on the information in the website.

WEBSITE:
http://www.oyunlar1.com/kremalisandvic.aspx

PROCEDURE:
Set induction: (5 minutes)

1. Teacher introduces the topic of the day.
2. Teacher recaps previous lesson on sequence connectors and has a small talk on cooking.

Task 1: (25 minutes):

1.Teacher asks the students to form a group of 2 to 3 per computer
2. Teacher instructs students to open the following website. http://www.oyunlar1.com/kremalisandvic.aspxmalisandvic.aspx

3.Teacher explains to the students on how to play the cooking game.

4.Teacher allocates 20 minutes for each group to complete the cooking game.

5.Teacher guides each group in complementing the task

6.Teacher instructs the students to study the methods of cooking in the website for 5 minutes.

Task 2: (30 minutes):

1. Teacher distributes worksheets to students and asks them to complete the worksheets by writing a paragraph on ‘how to make Victoria sandwich’ using correct sequence connectors.


2. Teacher allows the students to discuss how to write the paragraph in their group.


3. Teacher guides the students in their work.


4. Teacher discusses the answers/paragraph with the students.
   

Conclusion: (5 minutes)

1. Teacher recaps the lesson on sequence connectors.
2. Teacher inculcates moral values.

Follow up:
Teacher asks students to form five groups and choose any topic regarding process and procedures activity and create scrap books based on the topic that they choose.
Example of the topics:
1. how to use Automatic Teller Machine (ATM)
2. how tea leaves are made
3. how to bake a cake


TASK 1




TASK 2
worksheet

CALL in READING - Hypertext

NELSON MANDELA

Nelson Rolihlahla Mandela was born in Transkei, South Africa on July 18, 1918. His father was Chief Henry Mandela of the Tembu Tribe. Mandela himself was educated at University College of Fort Hare and the University of Witwatersrand and qualified in law in 1942. He joined the African National Congress in 1944 and was engaged in resistance against the ruling National Party's apartheid policies after 1948. He went on trial for treason in 1956-1961 and was acquitted in 1961.

After the banning of the ANC in 1960, Nelson Mandela argued for the setting up of a military wing within the ANC. In June 1961, the ANC executive considered his proposal on the use of violent tactics and agreed that those members who wished to involve themselves in Mandela's campaign would not be stopped from doing so by the ANC. This led to the formation of Umkhonto we Sizwe. Mandela was arrested in 1962 and sentenced to five years' imprisonment with hard labour. In 1963, when many fellow leaders of the ANC and the Umkhonto we Sizwe were arrested, Mandela was brought to stand trial with them for plotting to overthrow the government by violence. His statement from the dock received considerable international publicity. On June 12, 1964, eight of the accused, including Mandela, were sentenced to life imprisonment. From 1964 to 1982, he was incarcerated at Robben Island Prison, off Cape Town; thereafter, he was at Pollsmoor Prison, nearby on the mainland.

During his years in prison, Nelson Mandela's reputation grew steadily. He was widely accepted as the most significant black leader in South Africa and became a potent symbol of resistance as the anti-apartheid movement gathered strength. He consistently refused to compromise his political position to obtain his freedom.
Nelson Mandela was released on February 11, 1990. After his release, he plunged himself wholeheartedly into his life's work, striving to attain the goals he and others had set out almost four decades earlier. In 1991, at the first national conference of the ANC held inside South Africa after the organization had been banned in 1960, Mandela was elected President of the ANC while his lifelong friend and colleague, Oliver Tambo, became the organisation's National Chairperson.

ARTICLE REVIEW

Title: Using Blogs to Enhance Critical Reflection and Community of Practice
Journal: Department of Applied Foreign Languages, National Formosa University
Volume: 12 (2), 11–21.
About author: Shih-Hsien Yang, Email: shiyang@nfu.edu.tw

Summary

The aim of this research was to explore the use of blogs as a reflective platform in the training processes of English as Foreign Language (EFL) students using the theories of critical reflection and community of practice. The students used the blog as a discussion channel for them to reflect on their own learning process and also to determine the effect of blogs on their own professional growth. 43 participants were from two teacher training programs at two science and technology institutions in central Taiwan participated in this study. The participants comprise of 22 years old students who enrolled in the teacher Training programs at two different universities 2005. This research employs a qualitative study by using questionnaires on the students’ reflective experiences using blogs as their reflection tools. Most of the data were collected from the students’ posting message and comment on the blogs and group reflective dialogues recorded from by instructors. In the research, the participants were actively involved in discussing about teaching theories and the implication of the theories in the blog. They brainstormed a lot of solutions and adjustments for EFL classrooms. The finding showed that most of the participants become more critical day by day. This is because sometimes, the instructor will challenge their thinking by posting question in the blog. Besides that, the participants also challenge each other by posting question and critically comment on their friends’ ideas. The result also shown that, the participants’ grammatical awareness and writing skills increased. This is because the instructors will sometimes comments on their grammatical errors and wring skills. Therefore, it shows that blog can help to promote critical thinking and improve their English.

Reactions
This research is well conducted because the results showed that the use of the blog had given great impact on the students self esteem. Most of the students are actually shy to share or reflect about themselves in class. However, they are more comfortable to reflect themselves in blog because they can double check their post before uploaded it in the blog. Thus, it helps the students to increase self esteem. In my opinion, this research is very beneficial for teaching and learning as ESL or EFL students especially in Asian country. This is because, most of the Asian students are preserved and introvert students. They tend to be quiet in class even though they have a lot if opinions in their minds. This is may be because they are afraid of making mistakes or being laugh by friends in front of the class. However, by using blog they can share their opinions, perceptions, ideas and argue freely. Furthermore, this will enhance their grammatical awareness and writing skills, because in blog they share their ideas by writing. Therefore, in order to avoid grammatical mistakes they will double check their post. Besides that, the successful result of this research should be an eye opener for teacher training center or universities that offer courses such as TESL or TESOL to consider the use of blog in one of the subject such as teaching methodology subject. This is vital to provide platform for students to express their ideas, give and receive more positive and immediate feedback from peers to resolve personal and professional problems, reflecting and self examine themselves, critique on teaching methodologies and theories. By using blog they can also exchange ideas with other bloggers. This however, will promote critical thinking among students. In Malaysia, the use of self refection has been widely used in education. For instance the use of reflective journal for certain subjects. The aim of reflective journal is same as the use of blog which are to promote self reflection and critical thinking among students. However, this traditional method is time and money consuming. Therefore, it is better to use blog to replace this traditional method to enhance students’ critical thinking. Moreover, based on the tremendous impact on promoting students’ critical thinking and enhancing proficiency in English, government through Ministry of Education should consider the use of blog in school curriculum especially in EST (English for Science and Technology) class. (678 words)


Reference:
Retrievedfrom:http://docs.google.com/gview?a=v&q=cache:lVQiOO7yJ4cJ:www.ifets.info/journals/12_2/2.pdf+Using+Blogs+to+Enhance+Critical+Reflection+and+Community+of+Practice&hl=en&gl=my

hello Bloggers..first and foremost, my name is Rohaiza Binti Muhd Zain,my father gave me this name and i accept it wholeheartedly..but to make it simple you just can call me Ija..

well...talking about skills and knowledge about computers??..ummm!! sigh!!!...actually, frankly speaking i'm not an internet savvy kind of person or in other words..i am a " low tech" person la..however, i sometimes use computers to check my e-mails, online chatting, yahoo messaging, facebook, friendster, tagged, youtube, download games, song, videos..

talking about downloading games..i normally download a free trial games from BIGFISH & GAMEMANIA..for songs and videos???..normally i just use KEEPVID.COM to download videos from youtube..and i normally use 4shared.com to download songs..

besides that, i also use internet for academic purposes (not only just for fun ok! :P ) such as reading articles or journals, find any information regarding my assignments and lesson plan during my parcticum..umm..!that's all i think..

during my practicum, i think i was lucky because, i had an opportunity to use computer in my classroom because in my school in SMK bandar Utama, every classroom is provided with computer and LCD..therefore, i used videos, songs and pictures to attract students' attention in my class..i think it works..i still remember i used a video & song to teach them adjectives..we sang together in class..they enjoyed it and able to understand the lesson well..:)..