C1/C2 practice materials

PROGRAM KERJASAMA KPM-CAMBRIDGE ENGLISH

Highly Immersive Programme Gallery

HIGHLY IMMERSIVE PROGRAMME

=============================

Date : 28- 30 June 2016

Time : 8.30 am - 4.30 pm

Venue : SK Seri Sekinchan

Organisers : English Language Teaching Centre & KPM

Pilot Programme to Selected School in Sabak Bernam & Kuala Selangor District

Sabak Bernam 

SJKC Phooi Min        SMK Munshi Abdullah

SJKC Kian Sit    SMK Dato Mustapa

SK Parit 4   SAM Sg Hj Dorani

SK Binjai Jaya  SMK Bagan Terap

SK Seri Utama    SMK Seri Bedena

Date of Sending Assesment Anaylisis to PPD : 22nd July 2016

Date of Observation  of HIP Implementation by ELTC : August 2016

HIP Module For Primary

HIGHLY IMMERSIVE PROGRAMME SABER DISTRICT PHASE 2

HIP MAIN COORDINATORS ORIENTATION WORKSHOP SCHEDULE

 28 – 30 JUNE 2016

Program Penutur Jati (2013-2015): Bengkel Fun Teaching English

OTHER WAYS TO SAY

Antonym

Learn Antonym .....prezi 

HIP and DLP

Dual Language Programme & Highly Immersive Programme

HIP source from ELTEC web

Happy Teachers Day

We DELO's wish all Saber Teachers .........Happy Teachers Day.

BENGKEL PELUASAN PLC KETUA PANITIA B.INGGERIS MENENGAH & RENDAH

Sekitar Bengkel Peluasan PLC Ketua Panitia Bahasa Inggeris Menengah & Rendah
Tarikh : 11 Mei 2016
Masa : 8.00 pagi hingga 5.30 petang
Tempat : Dewan Utama PPD Sabak Bernam

Penceramah :
Encik Rozeli Bin Ahmad (Pen.PPD B.Ing Menengah)
Encik Md Yasin Bin Erang ( Pen PPD B.Ing Rendah )

Fasilitator: (Pegawai SISC+)
1Noraileen bt Abdullah
2.Faridah Abdul Ghaffar
3. Milate bt Tahil

Sasaran :
1. Ketua Panitia Rendah (47 orang )
2. Ketua Panitia Menengah (16 orang )

Perkongsian Amalan Terbaik:
En.Farrus Bin Wahi ( SK Tanjong Jawa )
Pencapaian UPSR Terbaik Sabak Bernam

Bahan-Bahan Bengkel PLC:

1. Pengurusan Fail Panitia

Taklimat Kp

Pengurusan fail Panitia ( Kandungan Folder Panitia )

Pengurusan Fail Panitia 2016

Rumusan Pemantauan Bahasa Inggeris

Rumusan Pemantauan

Pro-ELT Refresher Course

PPDSB WORKshop: Kursus SPK Tahun 2016

PPDSB WORKshop: Kursus SPK Tahun 2016: Unit Latihan PPDSB dengan kerjasama Unit Pengurusan Kualiti PPDSB telah mengadakan Kursus Pemantapan SPK kepada semua pegawai dan kakitangan...

BBM CIKGU ARIP: ENGLISH EBOOK COLLECTION

BBM CIKGU ARIP: ENGLISH EBOOK COLLECTION: Alang-alang nak upload ebook english.... Saya uploadkan semua sekali... Koleksi lengkap ebook english yang saya ada.... 22 BIJI SEMUAN...

Workshop of New UPSR Format & Lesson Plan Writing 2016

Workshop has been done on 3rd February 2016 at Pusat Kecemerlangan PPD Sabak Bernam.
All teachers from 47 schools SK and SJK has attended this workshop.

Encik Zakiyuddin bin Abd Hamid gives his welcoming speech

The Fasilitators

How to remember vocabulary easily

vocabulary

Double-click on a word to get more information about it

Hello, everybody.

In this video, I'm going to share with you a technique that you can use to remember English vocabulary. And the reason that I recommend this technique is that it's pretty effective.

I actually did a small experiment. I created two lists of words that I didn't know and I just tried to memorize the words in each list. I did not use any technique to memorize the first list. It was just pure repetition.

But for the second list, I used the technique that you're about to learn. The next day I tried to recall the meanings of the words in both lists.

For the first list, I was able to recall only 12 %. But for the second list, I recalled as much as 50 %. This is pretty impressive considering the fact that I spent only one minute memorizing each word. So let me explain the technique and then at the end of this video, I will give you a link to an exercise that you can do to practice this technique.

So let’s say we want to remember the word "adroit", which means "clever or skillful at something; really good at something".

The first thing we need to do is to come up with another word that sounds similar to this word. And that word must refer to something that we can visualize - something that we can see in our mind.

So for this word, the substitute word could be the word 'android' which means "a robot." Right? Adroit and android sound pretty close to each other.

We could also use the phrase "a drawing". That sounds similar as well. Adroit. A drawing.

What these words have in common is that they refer to something that we can visualize and this is a very important point and you're going find out why soon.

So we have two options here but let's use the word 'android' as the substitute word. Now visualize an android. You know... a robot that looks like a human.

Next, we have to associate this image to the meaning of the word that we want to remember. And again the meaning is "skillful at something. That's the meaning.

So perhaps we can imagine the android doing something that requires a lot of skill. Maybe we can imagine the android playing the guitar on stage. Maybe there's a competition going on and we can imagine other guitarists come up on stage and try to compete with the android. But everybody loses because the android is very good at playing the guitar. The android is adroit at playing the guitar.

So what we're doing here is associate the pronunciation with the meaning through an image or a story. We're creating an association between them. So when you come across this word again, the pronunciation will remind you of the association and therefore the meaning of the word. Let's take a look at one more example.

Suppose we want to memorize the word "lambaste," which means "to criticize (someone or something) harshly".

For the first syllable 'lam,' we can use "lamb" - the animal, or "lamp" - the thing that generates light, as the substitute word.

For the second syllable "baste," we can use "bass" - the musical instrument. And I also happen to have a friend named "Bass". So personally, I can use his name as the substitute word as well.

But let's use "lamb" the animal and "bass" the musical instrument together.

So we can imagine a lamb playing the bass. But unfortunately, the lamb is really terrible at playing the bass. So the bass gets angry and starts criticizing the lamb. The bass is lambasting the lamb.

OK. That's it!

Common Grammar Mistakes

12 Most Misunderstood Words in English

Phrasal Verbs Related to TRAVEL

Adjectives

email : Common Greetings and Sign offs for Your Email Writing

Tips for teachers

😘😘😘
Tips from Pn Adeeba Khalid.

As i read and analysed the new layout UPSR questions for 2016...and PT3 the secondary  school exam,they are not of so much different.
NOW WE KNOW that KPM wants the primary school or the feeder school to prepare the pupils  for that...
Well, here are some  advice for all eng teachers not only year 6 teachers
1. Do not skip any skill in your T&L. Carry out all listening, speaking ,reading and writing skills in T& L process in class every day.and do it well with VARIETIES  OF  ACTIVITIES .
2. Start to speak to your pupils in English, the instructional phrases esp. Do a dialogue a day and write it out so that pupils can copy.
3. Give the pupils 1 idiom or proverb a day, pin it up on the soft board with samples of the idiom  in a sentence.
4. Give lots of samples and paste it up on the wall of the classroom.
(Whatever you want to emphasize on .)
5. Back to basic: drill pupils with the basic grammar esp article, singular plural, subject verb agreement and punctuation these first then later  the other part of speech too.
6.Teach pupils to ask questions ever day using the WH -WHO,WHAT,WHERE,WHEN,WHY and  HOW.....and teach then how to answer those ques.
7.Teach pupils the criteria of describing  an object or situation, events or places well, use the wh ques. Its boring  , i know, but find ways to make it interesting and make them feel the importance of describing something in order to express your opinion.HOTS..
8.Teach pupils how to think not what to think
9.For the very beginning double check their nouns and verbs.These are part of vocabulary, so make sure they  learn a lot of new uncommon words every day...
10. Do lots of brainstorming activities and then speak up and express themselves.Correct mustakes there and then...Do not wait.
11. Make intensive reading a habit. Read a paragraph a day, and teach pupils how to comprehend what they are reading and the meaning if difficult words should be given.Teach pupils to use thesaurus and synonym
12. Do not leave literature. It Is a good way of teaching Eng language, read, act out, sing etc.
13. Most of all,  make Eng a fun subject.Make it easy for our  pupils to learn and love the language....
Practice Makes Perfect....remember that always...Even a cat or a dog can be trained to do what human could do well......Children are human so, it ll be easier then tranning an animal....
SO GOOD LOOK

6 Strategies to improve reading skills

6 Super Strategies for Improving ESL Reading Comprehension for Beginners

Reading is knowledge and knowledge is power.

Reading is your students’ bridge to language and culture in the English-speaking world.

It’s perhaps the most essential skill for beginning language learners to develop.

Once you’ve chosen the perfect reading material for your ESL students, where do you go from there?

If taught properly, reading comprehension skills will help students do far more than just read. Reading enhances other essential ESL skills like speaking, listening and writing.

Putting reading comprehension to use at the beginner level will also allow your students to build vocabulary, practice pronunciation and develop grammar knowledge subconsciously. Yes, subconsciously—the best way for students to develop those boring grammar skills is when they don’t even notice.

Once your students begin improving by reading, their thirst for more reading material will grow. They’ll most definitely turn to reading for education and entertainment.

They may want to read local news, learn more about places they’ll travel or become enthusiastic about the best selling English novels they hear about. Reading comprehension opens the door to infinite knowledge and your students will come to appreciate the time they spend in class honing their reading skills.

Reading comprehension is also a key component to almost all formal ESL tests worldwide. These are tests they may be required to pass in order to attend school abroad or get their dream job with an international company.

So, all that being said, how can we help our ESL students develop these crucial skills in the right way?

Here are a few helpful tips to give your students the key to reading comprehension success. 

Where Do I Start?

When discussing reading comprehension at the beginner level, it’s crucial for students to have some basic ESL skills to begin their reading journey.

Starting with the ABCs is the most obvious first step. You’ll then continue with basic vocabulary. After a foundation has been built, you can start tossing in more complex components like prepositions and articles.

Let’s see how this might look in a typical reading comprehension lesson plan. You’re ready to practice reading one day. Here’s how you get started.

For a class full of newbies, a quick ABC warm-up activity can be very beneficial before you start practicing reading together. Refreshing their ABC knowledge will allow the flow of the class to continue without much interruption during the practice section of the lesson.

Once the alphabet soup is out of the way, jump into words. Help your students pronounce and develop a quick thinking approach to saying words as they appear before them. Most native English speakers learned to read this way, and creating a firm foundation from the get-go will make your lesson more effective in the long run. Oversized flashcards, a powerpoint presentation or a verbal game can all be good vocabulary warm-up options.

One important side note: Choose to warm up with words that are relatable to your students, something they may have at home or take an interest in. The word “dog” is, of course, relatable to almost everyone in the world and can easily be used in a sentence.

Our example word “dog” can be magically implanted into the sentence, “Tom has a dog.” You can easily transform the words your students spent a few minutes pronouncing and discussing with their classmates into sentences.

Remember to build your lesson material like you would build a rock wall, brick by brick. This will allow your students to maintain a base knowledge of the material. Formulate sentences using the words previously discussed, adding context to them as you continue on.

Preparing ESL Students to Read Longer English Texts

Before unleashing your eager students into a literary garden of new words and sentences, you must first find material suitable for your class.

Know your students, their goals, needs and interests. Most children won’t be interested in articles on self-improvement, just as adults won’t always appreciate bedtime-style stories. Finding the best, most appropriate material for your students to read will keep them engaged and will ensure that they’ll want to read more.

Once you’ve passed around the day’s reading material, guide your students through some enticing pre-reading tasks. For example, create a short list of 5 to 7 key vocabulary words that are essential to the concept of the reading material. Your students will inevitably discover new words as they read, but taking a little legwork out of it will give them more confidence when they see and understand a word they just learned in the text.

Some other great pre-reading exercises include class or group discussions about the author of the reading material. You can use pictures and let your students discuss the genre the author writes about as well as where he or she is from, what he or she enjoys doing and so on.

You can also share important concepts within the reading material and discuss them briefly, giving your students a base knowledge of what’s to come. You may even want your students to try skimming the text. Skimming involves seeking out certain types of words and information in the text without reading. What jumps right off the pages? Numbers, colors, familiar vocabulary, places and names are often things that are picked out of texts at a first glance.

Set up the reading and success will follow.

6 Strategies to Strengthen ESL Reading Comprehension for Beginners

Now, when it comes to actively interacting with English reading material, you’ll need to give your students additional direction. Here are some great strategies for helping your ESL students get the most out of classroom reading practice.

1. Scanning

This is a great follow-up activity after skimming, enhancing your students’ comprehension of the reading even further.

Scanning is much like skimming, allowing your students more time to review the reading material, but without letting them stew or converse over every word. The goal behind scanning is to give your students the ability to deconstruct the material and take a closer look, picking up the specific details and combining them with the general information they discovered while skimming.

Basically, it’s just a quick read-through. You may want to set a timer for this activity to be extra effective.

2. Predicting

Yet another great method for ESL reading comprehension practice—giving your students more creative freedom.

Choose an individual paragraph and allow your students to discuss what will happen in the next one. This will open up discussion and get them really thinking in English. In order for them to discuss their predictions with their classmates, they’ll have to have a basic level of comprehension and they’ll practice their speaking skills. Saying new words and phrases from the text out loud will reinforce this language in their minds.

Plus, they can ask questions to clarify what’s going on if they missed something. They’ll likely even pick up a few textual details they may have missed from their classmates during conversations. As we’ve previously discussed, it’s always great when ESL students can learn from each other.

3. Summarizing

This is some next level stuff in reading comprehension, giving the students the opportunity to show off their new reading comprehension skills.

When a student can summarize a given piece of reading material in their own words, they’ve definitely developed an excellent understanding of the material’s main concept and message.

You can have students discuss their summaries with one another in groups. You could also give each student a different section of the text to read and have them present their summaries in front of the class.

4. Discussing

The exceptional reading comprehension methods above can all be combined with discussion-based activities that’ll allow students time to develop other sub-skills in ESL development.

Let your students communicate and explore their own unique styles for optimal reading. Prepare easy questions to ask them as a class after reading and, if you’re up to the challenge, think up a couple of controversial questions that’ll really get students fired up.

Multiple choice questions will let them think through what you’ve said and choose best possible answers. They’ll invariably give different answers. Students can then discuss, as a class, why they’d choose one particular answer as opposed to another.

5. Extracting

This sounds surgical, but it’s actually one of the most fun methods here! Take a vacation with your students by usingtourist board information or travel agent brochures.

Most ESL students share a few things in common—the desire to explore new things is usually one of them. Utilizing tourist information or vacation brochures can allow your students to visualize the words in the text as they try to understand it more clearly. Pictures in these kinds of materials really make for a fun experience too!

6. Diving in

Using classified ads from newspapers or online websites is useful and fun.

Your students must negotiate what the advertisement is selling or offering in a short paragraph containing a few sentences. Most classifieds are descriptive and enjoyable to students. They can also give class or group presentations on the classified ads they read. They’ll really need to fully commit to diving into these authentic materials.

Whatever the material, it’s important to make sure it’s relevant to your students’ ages, English levels, interests and English goals and needs. Keep in mind that just reading can be boring for some, so keep an interactive dialogue going before and after each reading period.

Don’t let reading go too long—just long enough for your students to grasp the general and specific concepts in the text. Make it fun and enjoyable to harbor more enthusiastic and confident beginner students!

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Stephen Seifert is a writer, editor, professor of English and adventurer. With over 7 years of teaching experience to students worldwide, he enjoys the many aspects of culture and traditions different from his own. A world traveler and adventurer, Stephen continues his search for the next challenge to inspire him and his writing, boldly enjoying life to the fullest.

Synonyms

Synonyms

Friday Corner

The adverbs that frequently used.Do you know what other words that you can use to describe adverbs .Try this for your pupils to enrich their vocabulary.

Headcount Management

Pengurusan Headcount

HEADCOUNT

Headcount merupakan proses mengenal pasti potensi akademik dan kerjaya murid mulai tahun 1 hingga tahun 6 dan tingkatan 1 hingga tingkatan 6 bagi murid di sekolah menengah. Definisi lain ialah "Proses mengenal pasti, merasionalkan dan menjustifikasikan penentuan ciri-ciri keupayaan pembelajaran bagi setiap pelajar supaya guru dapat menyenaraikan dan menetapkan unjuran pencapaian subjek bagi pelajar tersebut di dalam kelas yang diajarnya" (Hjh. Salmiah bt. Mohd Salleh- Guru Inovatif Negeri Kedah 2003)


MENGAPA PERLU HEADCOUNT?

• Melihat keupayaan sedia ada setiap murid;
• Menilai potensi setiap murid yang dapat digarap;
• Merancang program yang bersesuaian dengan kebolehan dan keupayaan murid berasaskan diagnosis yang tepat;
• Untuk tujuan post-mortem dan tindakan penambahbaikan yang proaktif;
• Pemantauan dan penilaian boleh dibuat oleh Pengetua, Guru Besar, GPK, guru kelas, dan guru mata pelajaran secara sistematik;
• Panitia dapat berfungsi dengan lebih berkesan.

Definisi TOV [Take-off Value]:

Nilai Letak kerja kepada seseorang murid berdasarkan potensi sedia ada seperti pencapaian akademik merujuk kepada pencapaian dalam setiap mata pelajaran

Mengenal pasti TOV berasaskan keputusan Peperiksaan Akhir Tahun bagi tahun sebelumnya. TOV murid tahun semasa adalah melihat kepada keputusan Peperiksaan Akhir Tahun yang lepas.


Definisi ETR [Expected Targeted Result]:

Merujuk kepada sasaran keputusan terbaik pada akhir tahun nanti. Bagi murid tahun 6, ETR yang disasarkan ialah UPSR manakala bagi murid lain, ETR ialah Peperiksaan Akhir tahun yang akan mereka hadapi pada hujung tahun tersebut.


Definisi OTI[Operational Targeted Increment]:

Peningkatan hasil pembelajaran yang diharapkan dengan merujuk beberapa penilaian sebelum mencapai ETR.

Merujuk kepada ETR serta menetapkan sama ada jangkaan pemeringkatan dua atau tiga kali penilaian.


Definisi AR[Actual Result] / ATR [Actual Targeted Result]:

Pencapaian penilaian pembelajaran yang sebenar pada peringkat terakhir seperti keputusan Peperiksaan Awam

carta alir pelaksanaan program headcount

Bagi Setiausaha Peperiksaan atau Setiausaha Headcount, tugas pertama anda ialah perlu membuat perancangan untuk menentukan ujian yang boleh dijadikan TOV, OIT-ATR dan ETR. Contoh di bawah boleh dijadikan panduan untuk pelaksanaannya di sekolah anda:

Pelan Rancangan Pengurusan Headcount Di SK Taman Universiti 4 - 2010

Headcount boleh dilakukan melalui sistem SAPR atau boleh juga dikira secara manual. Ramai guru keliru untuk mengira secara manual. Mereka hanya menganggap headcount hanya boleh dikira melalui sistem. Maka berlakulah kes pengabaian pengurusan headcount terutama untuk subjek bukan teras seperti Pendikan Islam.

Disertakan di bawah ialah contoh headcount menggunakan MS Excell. Formula telah ditetapkan. Contoh di bawah ialah untuk 4 kali peperiksaan dalam setahun. Jika anda ada 5 atau 6 kali peperiksaan dalam setahun, formula pengiraan akan berubah.

Petak yang berwarna kuning telah diformulakan. Jika ada lebih dari / kurang dari 4 ujian, maka formula perlu diubah.

Contoh Pengiraan Headcount 1
sila muat turun dalam format MS Excell untuk memudahkan pengeditan

Satu lagi cara untuk membuat headcount (secara manual) ialah menggunakan graf prestasi diri. Lihat contoh graf di sebelah. 

Graf ini membolehkan kita mengira / melihat markah sasaran. Bersasarkan rajah disebelah, TOV murid ini ialah 40 markah. ETR atau sasaran akhir murid ini ialah 80 markah. 

Buat satu garisan antara titik TOV ke ETR. Kita akan dapat satu garisan. 

Garisan itu bukan sembarangan garisan kerana titik-titik garisan itu adalah merupakan markah sasaran untuk ujian 1, ujian 2 dan ujian 3. 

Sasaran untuk ujian 1 ialah 50 markah, manakala sasaran untuk ujian 2 ialah 60 markah dan sasaran untuk ujian 3 ialah 70 markah. 

Selepas ujian dilakukan, murid atau guru akan mewarnakan markah yang murid itu dapat. Contohnya, untuk ujian 1 murid mendapat 50 markah. Maka warnakan (contoh: warna hijau) untuk ujian 1 tersebut. Untuk ujian 2, murid mendapat 54 markah. Maka dirikan graf di situ. Disini kita dapat melihat berlaku defisit di mana murid tidak mencapai sasaran untuk ujian 2 ini. 

Untuk ujian 3 pula sasaran ialah 70 markah tetapi murid mendapat 76 markah. Bermakna murid telah berjaya mencapai sasaran. Jika sekolah melakukan bilangan ujian yang berbeza, graf ini perlu diubah suai supaya sesuai dengan bilangan ujian yang ada.

Anda boleh muat turun contoh graf prestasi diri murid di bawah. Sila muat turun dalam format MS Excell untuk memudahkan anda mengubah / edit nanti.

Contoh Format Graf Prestasi Diri Murid

sila muat turun dalam format MS Excell untuk memudahkan pengeditan 

Lihat contoh lain : http://cikgushamsudin.blogspot.com/2010/11/tov-take-off-value.html 

Collections of Idioms

Get a picture.?

Learning Tenses

To all Sabers English teachers.Hope this can help you make a clear understanding about tenses to your pupils.

Reading skills

Ice Breakers & Warm Up

Icebreakers & Warm-ups

Candy Confessions

Have each learner choose a candy from a variety of candies that are displayed on the table. Once they have chosen their favorite put up the chart for what one should do for each candy.

Candy Confession Chart

Candy [1] = a fun experience this summer

Candy [2] = a new friend you met this summer

Candy [3] = a book you read this summer

Candy [4] = a film you watched this summer

Candy [5] = a computer game you played this summer

Candy [6] = a trip you made this summer

Candy [7] = the very first day of school/university

Candy [8] = Share anything

Have each learner take turns using the chart to speak to the rest of the group about themselves. This activity is a fun way to eat, share and bond.

Poetry

POETRY IN THE CLASSROOM: 10 FUN ACTIVITIES

JANUARY 8, 2016 / SVETLANA KANDYBOVICH

Looking for fun activities to explore the art of poetry and use it to support language learning? Try these simple and fun activities.

See more in my previous posts on poetry:

to burn (one's) bridges

the calm before the storm

to be on pins and needles

get a grip

to be on the same page

to get(have) butterflies