Machine Made Ghost Essay Example for Free

Machine Made Ghost Essay Chapter six of â€Å"The Matrix and Philosophy† provides the study of the significant contribution of philosophy applied in the film art. Jason Holt wrote his philosophical analysis regarding the movie â€Å"the Matrix† with a large consideration on its relation with the ideas from some key philosophers in history. He drew some arguments using the perspective of the fictitious characters of the screenplay while key points were given supported by mainstream schools of thought. One of the points he raised is the theory of Rene Descartes that is commonly known as the Evil Demon Hypothesis saying that all knows for sure is one thing that they exist. It says that everything can be conceived as results being determined by a demon who just wants to mess with the people. And so, as applied in the movie â€Å"the Matrix†, the only thing that cannot be denied is the fact that everyone has a thought. This is something that cannot be in an illusory form therefore, all the assumptions we have about ourselves are for real and that we are as we think we are. Holt also placed emphasis and pointed out the idea of Mind-body problem. This idea also came from Descartes. The inter relation between mind and matter was used in the story several times. For example, with the scene where Neo was put in the challenge of having the trust that he will not fall from the skyscraper. Neo fell for not believing that he can leap to the next structure. Neo fell for not controlling the matters through his mind (Irwin, W. 2002. P. 66-74). That is where the mind- body got its significance. Descartes distinguishes mind from matters as two separated substances and made them interdependent. The mind is attributed with thoughts while in the case of matter, it is attributed with spaces. Here started the mind-body problem in which the question about the nature of mind and matter were brought into consideration. How can these two distinct variables possibly correlate or influence each other or what links them and affect each other. In a way, there remained the expectation that the mind is so powerful that anyone can make the matter including the body act, move, and appear the way we think. Things cannot have anything in common, as per Descartes, for if it happened, the fundamental state of objects cannot be different. So it became a big question in Holt’s work on how mind and body will be able to interact if they have nothing in common. We can recall that there are some philosophers in modern times have different to say. They are not convinced that mind and matter are different substances. What remained convincing them is the realistic view about the mind in which the distinction between mind and the brain states was apparent. Let’s say, one of the brains most impressive powers is that it is incredibly capable of learning. The mind is reducible to natural processes that can be translated into the language of scientific thought process like math. Holt deals largely on what’s in the mind. More than the subtlety that’s in it; the approach on metaphysical aspects of the mind is the center of this study. It had been a quest to knock the way out of empirical science to analyze the nature of the mind thoroughly. One key terminology used by Holt is â€Å"Machine-made ghost† which gives the picture of a variable structured by thought, to refer to the word ghost, related to the characteristic of a machine. What does it suggest then? It shows a challenging question regarding the possibility of creating an artificial minds or artificial soul. The matter that resembles a body may refer and relate to robotics or AI as used in the movie. More likely, it is far beyond the present capability of human to make it realized but it will not change the fact that it is possible. The link between Mind and Matter doesn’t just go one way whereas the mind determines the condition and situation of the matter. We must consider the fact that nothing determines which instead it is a relationship. It can be done vice versa. This movie â€Å"the Matrix† is conceived by its creators from a materialist perspective. There is an obvious attempt to discuss and explain all phenomena including the feelings of characters from the real world setting of the movie to the characters inside the Matrix like the Oracle and the architect. Everything that they disagree, and all ideas that they embrace are based by the choices they are making as they go along. This is claimed by the Oracle in one of her conversation with Neo saying that he already made those choice that now, all he needs to do is to go along and understand why he made those choices (Wachowski, A. L. 1999). Inside matrix, they are just plain copy of their actual self but the involvements of all repressed wishes provide the best claims for the theories and ideas used by Holt. References Irwin, W. (2002) The matrix and philosophy: welcome to the desert of the real. USA: Carus Publishing Company Wachowski, A. L. (1999). The Matrix. USA: Warner Brothers Studio

The Evolution Of The Piano Music Essay

The Evolution Of The Piano Music Essay Since the dawn of man music has been played, enjoyed and practiced, and through its practice the instruments used have changed greatly. Throughout the years the piano has changed greatly and as a result many different types have been created, with the creation of new pianos famous artists have chosen to use them for their styles of music, pianos have been used in many genres of music as a result of their various types and the sound produced. The first instrument that relates to the piano is called the Dulcimer, it is considered to be the ancestor to early versions of the piano due to its similar qualities. The dulcimer is played by striking hammers on a series of strings tuned over a flat soundboard. The first actual piano was called the clavichord the first models were build around 1400 but wasnt made popular until three centuries later in the music of Bach when a key is pressed, a vertical brass strip is lifted toward a pair of strings. The virginal which is a small Harpsichord (or instrument whose strings are plucked) was the next advent in the piano; it was louder than the clavichord but lacked u buts dynamic variety. Although originally created in Italy the Spinet was perfected in Britain around the late seventeenth century, the jack mechanism plucks the strings just as the virginal, but the wind shape permits longer strings, increasing the size and expanding the range to as much as five octaves. First created in the fifteenth century, the Harpsichord reached its peak in the period of Bach and Handel. The Harpsichord has longer strings and sounds louder than the clavichord although it has the shape of the modern grand piano. Around 1709, Bartolommeo Cristofori built several instruments in the harpsichord shape but with hammer mechanisms surprisingly like the modern piano action. Because players could control soft and loud which was impossible on plucked keyboard instruments, Cristofori named this instrument the Pianoforte. During the time of Beethoven around the eighteenth century piano builders began to extend the keyboard. Two other important developments were the escapement action for faster repetition of notes and the damper and soft pedals. Pedals were often added to produce exotic effects. During the eighteenth century, many builders tried to apply the upright from to the pianoforte. In 1800 the first satisfactory uprights were invented. The square grand piano was originally designed by German builders around the seventeenth century, they tried to apply the cristoforis pianoforte to the traditional rectangular shape of the clavichord. The Square piano was popular until the late eighteen hundreds an d early nineteen hundreds. During the nineteenth century the piano continued to become more powerful and responsive. Some of the greater improvements were the double-repetition action of the Sebastien Erard which allows very rapid repetition; and the full cast-iron frame developed by Alphaeus Babcock. These developments are the basis for todays modern pianos. The pianos of today incorporate the best qualities of early instruments. Cross stringing which is a way to achieve greater richness of tone by passing more strings over the center of the soundboard. The sostentenuto or middle pedal was introduced in the late nineteenth century, permitting greater musical coloring. The Baroque period, or the time between 1600 and 1700 where new styles if art and architecture flourished in Europe, there where several great musical artists who became known as famous composers. Several of the composers where George Fredric Handel, Antonio Vivaldi and Johann Sebastian Bach. George Fredric Handel was born the son of a barber; Handel ditched a career in law to pursue his love for music. Skilled at the organ, he wrote several church pieces before he acquired a job from prince Ernst of Hanover as a court musician. Not much is known Antonio Vivaldi. But it is know that he wrote many pieces for the church, about 640 all together. He also taught music at several schools. But near the end of his life he lost support and contacts and died an poor man. Johann Sebastian Bach came from a long line of musicians but was the first to become famous outside of his home town. Bach was extremely particular about his music. Often times he would destroy his compositions that he didnt f ind worthy, because of this many of his pieces been lost. His work was very unique, and his use of intertwining melodies and the fugue are trademarks of his genius. During the classical age many advancements where made in the art of music and as these advancements where made new great composers rose to take advantage of them. Joseph Haydn began his career in music at a very young age he had a wonderful singing voice. Eventually his voice broke and his singing career ended, afterwards he switched his focus into composing music. In 1790 he moved to Vienna which he made into the nexus of classical music and taught young composers such as Mozart and Beethoven. Wolfgang Amadeus Mozart is considered to be the prince of classical music. Has countless pieces of literature, movies, musicals and plays dedicated to him. He wrote his first symphony at the age of 5 he toured Europe with his father and sister as a novelty act but eventually he grew up and the novelty was gone. From there forward his natural skill at music carried him and as a student of Haydn and Mozart he blossomed into a top notch opera writer, which was his only source of income for many years. His later teaching career was not enough to support him and he died a poor man. Ludwig von Beethoven was not near as talented as Mozart but became known as another child prodigy. At the age of 14 he was given the role of assistant teacher and organist. He received tutoring from both Haydn and Mozart. Although he had a good childhood at the age of 19 his life quickly took a turn for the worse with the death of his mother, he was then left with the role of supporting his entire family. As a result of his troubled youth he became a very disturbed and angry person, this was portrayed in his music which was fiery and emotional. Felix Mendelssohn was born into a rich and musically talented family and as a result was introduced into music at a young age. He was very talented and his music was very popular at there time of writing. His piano concerto in G minor And My Heart will go on is considered to be the most played concerto of all time. His music for the play A Midsummer nights Dream in addition to its popularity during its time is still played at modern weddings. Mendelssohn often played pieces by Bach and is credited with bringing back popularity to his music. Johannes Brahms lived during the romantic age but wrote classical music. At the beginning of his carreer he played mostly in bars and as a result he gained the knowledge of many dance tunes. Once Mendelssohn graduated from playing in bars and brothels he started serious composing he was considered a genius for h is music. During the romantic era many changes where made to the way the piano was used. Frederic Chopin was one of those artists, his pieces for the piano the piano where groundbreaking and pushed the limits of what the piano was thought to be capable of. Is innovations completely changed how the piano was treated in music. Franz Lizt was another is considered to be one of the most talented pianists the world has ever seen. His concerts where often completely sold out. Because of the way he played he often has a second piano prepared incase he broke the first one. The piano in its various forms have been used throughout time as entertainment for many cultures. As a result of its popularity and interest from innovative artists it has changed greatly, and more modern variations are used in many genres of music.

Dante Alighieri Essay -- Poet Poetry Dante Biographies Essays

Dante Alighieri Dante Alighieri was the first and best Italian poet and wrote mainly on love and religion. His Divine Comedy is considered the greatest book of the last millennium. George Steiner said, "Dante’s totality of poet form and philosophic thought, of local universality and language, remains unrivaled. At a time where the notion of culture and of European culture in particular, is somewhat in doubt, Dante is the sovereign underwriter. His are the solutions beyond logic† (Twito 5). On June 5, 1265 Dante was born Durante Alighieri, Dante was a nickname, in Florence, Italy. His family was of decayed nobility with some pretensions to power (Giles 1). He was taught the classics and scholastic Christian literature, and wrote much poetry when he was young, consisting mainly of love lyrics in the style of Guido Guinizelli and Guido Cavalcanti. This style that used poetical art not only to speak about love, but to celebrate it, he called Stilnovo which means â€Å"new style† (Giles 2). He fell in love with a woman named Beatrice, who was also called Bice di Folco Portinarti by some, whom he met only twice in 1274 and 1283 at the age of nine and eighteen respectively. His love was a transformation of courtly love popularized by the Provencal literature of minstrels, troubadours, and the such. To Dante, Beatrice symbolized divine grace and supreme beauty. He wrote La Vita Nuova about her, and she was his guide through Purgatory in La Divina Commedia (Auerbach 1). Because Beatrice died in 1290, Dante married Gemma di Manetto Donati even though he didn’t completely love her. They had between three and seven children together (Giles 1). Dante, who was in the Guelph party, was deeply involved in the issues and events of his day, which reflected in his writing. He was a member of the Florentine cavalry that routed the Ghibellines at Campaldio in 1289. In 1300 he became one of the six priors, or governors, of Florence (Mojana 56). At the beginning of the thirteenth century, political life was factionalized into the Ghibellines, who represented the old imperial aristocracy, and the Guelphs, a party that was originally bourgeois and looked to the pope as a political power rather than a spiritual leader. At the beginning of the 14th century, the Guelphs held most councils in Italy. The Guelfi split into two groups, t... ...s to understand or accept† (Benfell 7). 1 Dante’s life spanned the troubled years of the late Middle Ages. He influenced Longfellow, Tennyson, Victor Hugo, and T.S. Elliot (Benfell 15). Dante’s vision was born not so much from a literary intent as from an authentic experience of action and thought, illuminated in a moment of grace. Along with William Shakespeare, he is one of the towering figures of western literature (Cooksey 35). Works Cited Auerbach, Erich. â€Å"Dante Alighieri.† Grolier Encyclopedia Online 11 Oct 2000 Available: http://go.grolier.com Benfell, V. Stanley. â€Å"Prophetic Madness: The Bible in Inferno.† MLIV Jan 1995: v110 n1 p195 Online Internet Oct 00 Available: http://rac.galegroup.com/itar/infomark/199/241.htm Cooksey, Tina. â€Å"The Divine Comedy: Hell, Purgatory, Heaven.† Library Journal 1Sep. 1997: 181-183 Giles, Mary E. â€Å"Dante Alighieri.† Great Thinkers of the Western World 1999 ed. Lansing, Richard H. â€Å"Dante Alighieri.† World Book 1999 ed. Mojana, Beeky M. â€Å"Dante† Benet’s Reader’s Encyclopedia. 1987 ed. Twito, Dao Dante Alighieri on the Web 8 May 1997 Online Internet 9 Oct 2000 Available: http://www.geocities.com/1kurio/

Hunger Issues in the World :: World Hunger

â€Å"There are people in the world so hungry, that God cannot appear to them except in the form of bread† – Charles Dickens, Oliver Twist World hunger is one of the biggest problems faced in this world today. About 24,000 people die every day, and most of these deaths are faced by children under five. Even though there is a lot of food in the world, some people in the world can’t access these foods because of poverty. About 1/10 of the world population suffer from chronic hunger every year. Because of the hunger problem, the majority of people suffer from blindness, anemia, malnutrition related problems and other diseases because they are not getting enough diet. There are lots of countries facing hunger issues in the world. Most of the hungry countries are undeveloped countries and some developing countries. Some of the hungry countries are, D.R. Congo, Somalia, Burundi, Eritrea, Mozambique, Zambia, Haiti, Sierra Leone, Tajikistan, and Afghanistan. Most of the hungry countries are located in Africa. Out of all these countries Somalia is hungriest country in Africa, and followed by Haiti in Central America. The main reason why there are lots of hunger crisis in Somalia is because of the natural resources were destroyed by the civil war. Another reason is numerous amounts of drought and flooding. But one of the main reasons that Somalia is hungry is poverty. Their per capita GDP per year is $500. Since their natural resources were destroyed by the civil war, they can’t grow sufficient food. So, the food gets transported from other countries the food prices increases every day. Many people in the country are poverty that means that they can’t buy enough food to feed themselves because it is too expensive. The second hungriest country in the world is Haiti. Some problem it faces that leads to hunger is 80 percent of people live in poverty. Most of their natural resources were destroyed by hurricanes, floods, and tropical storms. An additional reason why Haiti is hungry is because they have weak government. Bibliography United Nations World Food Program (WFP), Oxfam, UNICEF. â€Å"Hunger and World Poverty† January 2007. . Found online Sunday, December 13, 2009 The State of Food Insecurety in the World 2003, United Nations Food and Agriculture Organisation; UN World Food Program; U.

Macbeth :: essays research papers

In the Shakespearean play, MacBeth, A Scottish nobleman starts off by killing one man to become king but in the end has left a whole path of destruction behind him. MacBeth, is the main character who alongside his wife, Lady MacBeth, kills just to become king. Then kills again just so he can keep the throne, and once he becomes suspicious of another person he kills them. So I will try to show the advancement of MacBeth’s aggression. At first MacBeth is rather nervous to commit the first murder, and Lady M. isn’t affected but after that MacBeth begins to have no remorse. In the first 2 acts of the play, MacBeth, Lady M. keeps on urging MacBeth to kill Duncan, The king. So I will compare and contrast the beginning attitudes of MacBeth and L. MacBeth and as the story goes on.   Ã‚  Ã‚  Ã‚  Ã‚  In 1.3 of MacBeth, MacBeth and Banquo meet the Weird Sisters and they greet MacBeth, “Thane of Glamis, Thane of Cawdor, and King hereafter.'; This is the beginning of the demise of MacBeth’s sanity. As the story goes on and MacBeth is at Duncan’s castle, 1.4, Duncan names his son, Malcolm, the new Prince of Cumberland, meaning he shall be king. MacBeth then says, “The Prince of Cumberland! That is a step on which I must fall down or else o’erleap, For in my way it lies. Stars, Hide your fires; Let not light see my black and deep desires.'; I think this is when he gets the first ideas of murder into his head. But when he goes home and tells L. MacBeth that Duncan is coming to stay for the night she says, “ O never, that sun shall morrow see.';(1.5) She is getting the same ideas of MacBeth of killing Duncan, but MacBeth begins to think it is a bad idea. And MacBeth even says, 1.7, “ We shall proceed no further in this busine ss.'; But L. MacBeth seems to want it more when she said back in 1.5, “ Come, you spirits, That tend on mortal thoughts, unsex me here, and fill me to the toe top-full of direst cruelty.'; Implying that she wants to become cruel and evil enough to commit the deed herself. Finally in 2.2 MacBeth kills Duncan.   Ã‚  Ã‚  Ã‚  Ã‚  After the murder of Duncan MacBeth becomes real jittery and nervous. He shows his nervous he was when he was killing Duncan when he said he heard voices, “Sleep no more, MacBeth does murder sleep'; “Glamis hath murdered sleep, and therefore Cawdor.

Self-Access Learning

Self-Access Learning SELF-ACCESS LEARNING For English Language in Malaysian Primary Schools file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/P&P/SAL/index. html3/31/2005 12:04:49 AM Introduction to Self-Access Learning INTRODUCTION Self-Access Learning (SAL) was first introduced and piloted in SRK Sri Kelana, Selangor Darul Ehsan in 1990. Since then it has been extended to 150 schools in Malaysia. It was initiated by the Curriculum Development Centre, Ministry of Education, Malaysia.The contents of the book focus on an Overview of SAL, Setting up a Self- Access Centre, Learning Materials and Equipment, Learners Training and SAL in Operation. Sample materials to give teachers and insight into SAL are also included. Introduction to SAL (Overview) | Chapter 1 | Chapter 2 | Chapter 3 | Chapter 4 | Chapter 5 | SAL Booklet file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/introduction. html (1 of 4)3/31/2005 12:04:56 AM Int roduction to Self-Access Learning file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/introduction. html (2 of 4)3/31/2005 12:04:56 AMIntroduction to Self-Access Learning file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/introduction. html (3 of 4)3/31/2005 12:04:56 AM Introduction to Self-Access Learning file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/introduction. html (4 of 4)3/31/2005 12:04:56 AM Self-Access Learning SELF-ACCESS LEARNING For English Language in Malaysian Primary Schools CHAPTER 1 Self-Access | Self-Access Learning (SAL) | Objectives | Main Features file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/chapter1a. htm3/31/2005 12:05:06 AMSelf-Access Learning – Chapter 1 Chapter 1 Self-Access OVERVIEW Self- access is a system which allows pupils learn at their own pace and time using organized learning materials and equipment. Self-Access Learning (SAL) Self -access learning (SAL) at the primary school level refers to independent learning through the use of learning materials. It is linked to the prescribed curriculum. Pupils are given opportunity to their own activities, correct and evaluate their own work as well as monitor their own progress. Philosophy of SAL file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/chapter1. tml (1 of 12)3/31/2005 12:05:21 AM Self-Access Learning – Chapter 1 The concept of SAL is based on the following:q q q q q q every pupil is an individual with different needs, interest, attitudes and aptitudes. every pupil learns in different ways and at varied rates. every pupil is responsible for his or her own learning. every pupil is given the opportunity to learn how to learn. the teacher caters for all individual needs of the pupils. the teacher creates a conducive, tension – free learning environment. file:///Volumes/GA NPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/chapter1. html (2 of 12)3/31/2005 12:05:21 AMSelf-Access Learning – Chapter 1 Objectives of SAL q q q q to provide opportunities for pupils to learn how to learn. to cater for the pupils' individual needs and learning styles. to allow pupils to evaluate and assess their own learning. to complement classroom teaching and learning. Main Features of SAL file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter1. html (3 of 12)3/31/2005 12:05:21 AM Self-Access Learning – Chapter 1 Introduction to SAL (Overview) | Chapter 1 | Chapter 2 | Chapter 3 | Chapter 4 | Chapter 5 file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. pk. kpm. my/p/sal/chapter1. html (4 of 12)3/31/2005 12:05:21 AM Self-Access Learning – Chapter 1 Chapter 2 Introduction SETTING UP A SELF- ACCESS CENTRE A self- Access Centre (SAC) is a resource where organized learning materials and equ ipment are made available and accessible for pupils. In the SAC, materials and equipment such as journals, worksheets, cassette tapes, video tapes, computer assisted language learning (CALL) file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter1. html (5 of 12)3/31/2005 12:05:21 AM Self-Access Learning – Chapter 1 rogrammes, games, radio cassette recorders sets and video recorders are placed and organized systematically. Functions of the SAC ? Provides conducive learning environment ? Provides opportunities for pupils to carry out learning activities. ? Houses learning materials and equipment. ? Displays information charts and pupils work. file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter1. html (6 of 12)3/31/2005 12:05:21 AM Self-Access Learning – Chapter 1 Factors to be considered when setting up a SAC Location The SAC can be a room by itself, a corner in classroom or in the school resource centre.It should also be easily accessible. In schools with limited rooms or space, teachers can arrange the materials in boxes which can be mobilized to the classroom whenever necessary. Design The design should be conducive to individual learning styles as well as small group interaction. It should be attractive and appealing to the pupils. Layout The layout is the arrangement of furniture, materials and equipment in the SAC. They should be placed in such a way where the pupils can move easily. The SAC would include the following: q q q Reading corner Computer Assisted Language Learning corner Carrels for listening ile:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter1. html (7 of 12)3/31/2005 12:05:21 AM Self-Access Learning – Chapter 1 q q q q Video viewing corner Games corner Working area Display area A SAMPLE PLAN OF A SAC IN A SRC SAMPLE PLAN OF A SAC file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal /chapter1. html (8 of 12)3/31/2005 12:05:21 AM Self-Access Learning – Chapter 1 Books and print materials To ensure that the materials last, worksheets may be mounted onto cards and laminated o sealed in plastic.Each item is then arranged in separate boxes which are colour-coded for the language proficiency level. file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter1. html (9 of 12)3/31/2005 12:05:21 AM Self-Access Learning – Chapter 1 Equipment Cassette recorders are the most necessary equipment. They are used for practising listening and speaking skills. The activity cards accompanying the tapes are labelled, colour-coded and placed on shelves. Computers are excellent aids to SAL. Television sets and video recorders enable pupils to listen and watch English programmes.Time Teachers need time to set up the SAC and to prepare pupils to learn independently. It may take between 3 or 6 months before the SAC can be setup and be functio nal. Funds Setting up SAC needs time and money. If there is limited fund, teachers have to set priority and seek for assistance or sponsorship. file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter1. html (10 of 12)3/31/2005 12:05:21 AM Self-Access Learning – Chapter 1 file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter1. html (11 of 12)3/31/2005 12:05:21 AM Self-Access Learning – Chapter 1A SAC SK Seri Perlis, Perlis A SAC corner in a resource centre SRK Tengku Abdul Halim, Alor Star, Kedah A SAL corner in a resource centre. SK Kampung Baru Keningau, Sabah Introduction to SAL (Overview) | Chapter 1 | Chapter 2 | Chapter 3 | Chapter 4 | Chapter 5 | SAL Booklet file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter1. html (12 of 12)3/31/2005 12:05:21 AM Self-Access Learning SELF-ACCESS LEARNING For English Language in Malaysian Primary Schools CHAPTER 2 Introd uction to Chapter 2 | Functions of the SAC | Factors to be considered when setting up a SAC ile:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter2a. htm3/31/2005 12:05:32 AM Self-Access Learning SELF-ACCESS LEARNING For English Language in Malaysian Primary Schools CHAPTER 3 Introduction to Chapter 3 | Types of SAL worksheets Type of Self Access Language Learning Materials | Classification code for Worksheet Guidelines for writing worksheets | Procedures for writing worksheets | Checklist for evaluation Self-Access Classification Code for English at Primary School Level file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. pm. my/p/sal/chapter3aa. htm3/31/2005 12:05:44 AM Self-Access Learning – Chapter 3 Chapter 3 SELF-ACCESS LANGUAGE LEARNING MATERIALS AND EQUIPMENT Self-access language learning materials are self instructional materials written or adapted by teachers. They are made available and accessible to the pupils to work individually, in pairs or in groups with or without direct supervision from the teacher. The materials should cater for the pupils learning styles, abilities and interests. The materials written or adapted are based on the language skills, thinking skills, grammar and vocabulary.They may be learning materials, practice materials or test materials. Types of SAL worksheets Type of Self Access Language Learning Materials | Classification code for Worksheet Guidelines for writing worksheets | Procedures for writing worksheets | Checklist for evaluation Self-Access Classification Code for English at Primary School Level file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter3. html (1 of 18)3/31/2005 12:05:54 AM Self-Access Learning – Chapter 3 Types of SAL Worksheets Practice worksheet | Test worksheet | Back to Chapter 3 Main Page | Home 1.Learning worksheet Learning worksheets are those which contain information and explanation for the pu pils to read, understand and apply them. Example of a learning worksheet: Yr. 6/Ep3/Blue/(07)/( ) Instructions: i. Read the sentences carefully. ii. Study the diagram below. We use ‘a' when the noun begins with a consonant, but if the noun begins with a vowel sound, ‘an' is used. file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter3. html (2 of 18)3/31/2005 12:05:54 AM Self-Access Learning – Chapter 3 Task: Fill in the blanks with ‘a' or ‘an'. Example: I have †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. en. I have a pen 1. Pulau Gaya is †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. island off Sabah. file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter3. html (3 of 18)3/31/2005 12:05:54 AM Self-Access Learning – Chapter 3 2. Malaysia has †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. hot and wet climate. 3. Draw †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. line across this circle. 4. My brother Abu is †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ kite maker. 5. My sister often takes †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. apple to school. 6. Mary's mother bought her †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. new umbrella. 7. You cannot make †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. omelette without breaking eggs. 8.Puan Farida has †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. very pretty white cat. Yr 6/EP 3/Blue/(07)/( ) Answer Key 1. an 3. a 5. an 7. an 2. a 4. a 6. a 8. a file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/chapter3. html (4 of 18)3/31/2005 12:05:54 AM Self-Access Learning – Chapter 3 2. Practice worksheets Practice worksheets give pupils the opportunity to reinforce the skills learnt in the classroom. The exercises include: * problem solving * games and puzzles Example of a practice worksheet: Yr4/R2. 1/Red/(03)/( ) Instructions: 1. Look at the pictures for the clues. 2. Copy the puzzle into your SAL book. . Complete the puzzle. 4. Check your answers with the answer key. Task: Rearrange the letters to find out the names of the things in the picture below. file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/chapter3. html (5 of 18)3/31/2005 12:05:54 AM Self-Access Learning – Chapter 3 Yr4/R2. 1/Red/(03)/( ) file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/chapter3. html (6 of 18)3/31/2005 12:05:54 AM Self-Access Learning – Chapter 3 Answer key 1. 3. 5. 7. 9. TREES TRACTOR CLOUD PATH BRIDGE 2. 4. 6. 8. FIELD MOUNTAIN HEDGE GATE 10.RIVER 12. FENCE 11. TIN Example of practice worksheet Yr4/R4. 7/RED/05/( ) Instructions: 1. Look at the picture. 2. Read the questions. 3. Write your answers in your SAL Book. 4. Check your answers with your teacher. Task: Poh Quan is going to do something. What is she going to do? Why? file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/ self%20access%20lg/www. ppk. kpm. my/p&p/sal/chapter3. html (7 of 18)3/31/2005 12:05:54 AM Self-Access Learning – Chapter 3 3. Test Worksheets file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/chapter3. html (8 of 18)3/31/2005 12:05:54 AMSelf-Access Learning – Chapter 3 Test worksheet contain exercises given to pupils to test how much they have understood and learnt. Example of a test worksheet. Yr. 6/EP 3/(Blue)/(08)/( ) Instructions: 1. Do this exercise in your SAL book 2. Read the sentences carefully. 4. Check your answers with the answer key. Task: Fill in the blanks with ‘a' or ‘an'. Did you see †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ (1) old lady with †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ (2) umbrella walking here about †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ (3) hours ago? She was wearing †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ (4) apron and †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â ‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. (5) unusual hat. She had †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 6) animal with her that had yellow feathers. Was the animal †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. (7) elephant? Was it †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. (8) anteater? Was it †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. (9) ostrich? Could it be †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ (10) yellow bird? Yr. /EP3/(Blue)/(08)/( ) Answer key 1. an 6. an file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/chapter3. html (9 of 18)3/31/2005 12:05:54 AM Self-Access Learning – Chapter 3 2. an 3. an 4. an 5. BRIDGE 7. 8. 9. an an an 10. a TYPES OF SELF ACCESS LANGUAGE LEARNING MATERIALS file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. y/p&p/sal/chapter3. html (10 of 18)3/31/2005 12:05:54 AM Self-Access Learning – Chapter 3 Worksheets are essential in SAL. They are self-instructional and written or adapted based on the English Language KBSR syllabus 1982. The pupils who use these worksheets are learning from them with the teacher as a facilitator. Therefore teachers have to be precise, clear and appropriate when writing instructions. The format of a SAL worksheet is given below. file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/chapter3. html (11 of 18)3/31/2005 12:05:54 AM Self-Access Learning – Chapter 3 ile:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/chapter3. html (12 of 18)3/31/2005 12:05:54 AM Self-Access Learning – Chapter 3 a. Classification code enables the pupils to find the worksheets they need. It is written on the top right hand corner. It gives the following information: Year: Year 4 (Yr4) Year 5 (Yr. 5) Year 6 (Yr. 6) Skills: R L W EP – Reading – Listening – Writing – Examination practice Sub-skills: R1 – Recognise and Read file:///Volumes/GANPD/P& P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/chapter3. html (13 of 18)3/31/2005 12:05:54 AMSelf-Access Learning – Chapter 3 R2 R3 R4 R5 – Read and Match – Read and Group – Read and Comprehend – Dictionary skills Level: The worksheets are graded to 3 levels of language proficiency: Green – elementary Red Blue – intermediate – advance Activity type Each piece of worksheet has a number which indicates the type of activity for the pupils to work on. The following are examples of activities for reading. 01 Read & Match 02 Read & Draw 03 Read & Arrange 04 Read & Sequence 05 Read & Solve 06 Read & Group 07 Read & Answer file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/chapter3. tml (14 of 18)3/31/2005 12:05:54 AM Self-Access Learning – Chapter 3 08 Read & Complete 09 Read & Join 10 Read & Choose 11 Read & Follow 12 Read & Correct errors Note: Teachers may add more activiti es using their own numbers. Copy number: This number indicates which copy the worksheet is. First copy – (1) Second copy – (2) Third copy – (3) e. g. b. Instruction c. Task d. Answer key These are instruction for the pupils to follow. This is the actual exercise. Answer provided at the back of the worksheets for the pupils to check and correct. file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/chapter3. tml (15 of 18)3/31/2005 12:05:54 AM Self-Access Learning – Chapter 3 Guidelines for writing worksheets * * * The worksheets should be attractive. The variety of tasks, exercises and activities should be motivating an challenging. The worksheets should be graded according to the pupils' level of language proficiency. Procedure for writing worksheets file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter3. html (16 of 18)3/31/2005 12:05:54 AM Self-Access Learning – Chapter 3 * * * * Identity the classification code (The classification code is given on page 22) Give clear and precise instructions.Set the task and plan the activities. Provide an answer key. Checklist for evaluation The following questions need to be asked and answer when one is evaluation SAL worksheet. a. Does the activity give a clear picture of the skills it is focusing? b. Does the activity give a clear picture of the language item or skill to be learnt or reinforced c. Does the worksheet fit in the following category: file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter3. html (17 of 18)3/31/2005 12:05:54 AM Self-Access Learning – Chapter 3 * learning? * practice? * test? d.Does the feedback take the following form: * an answer key? * a discussion with the teacher? * a discussion with a friend? * a model made by the pupil? e. Does the activity encourage creative and critical thinking? Writing SAL worksheets is a very challenging task. If we re flect on how our pupils will benefit from SAL we will work at it for â€Å"Tomorrow's comfort requires today's hardwork. † Introduction to SAL (Overview) | Chapter 1 | Chapter 2 | Chapter 3 | Chapter 4 | Chapter 5 file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter3. html (18 of 18)3/31/2005 12:05:54 AM Self-Access LearningSELF-ACCESS LEARNING For English Language in Malaysian Primary Schools CHAPTER 4 What is Learner Training | Why Learner Training | Aims | Teacher's Role Implementation of Learner Training Activities | Bridging The Gap Activities Learner Independence Activities | Language Awareness Activities Preparation of Pupils for SAL | Learner Orientation | Sample Questionaire 1 Sample Questionaire 2 | Sample Questionaire 3 | Placement Test for Year 4 | SAL Booklet file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/chapter4a. htm3/31/2005 12:06:10 AM Self-Access Learning – Chapter 4 Chapte r 4 LEARNER TRAININGWhat is Learner Training? Learner Training refers to a process of training the pupils to become more effective active learners during SAL period. It also means preparing pupils to learn how to learn; to work independently with or without teacher supervision. In learner training pupils must be trained to learn how to use self-access materials such as worksheets, books and equipment such as cassette recorders, video recorders and computers. Learner Training also trains pupils in self-assessment. Why Learner Training? The rationale for Learner Training is: file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. pk. kpm. my/p&p/sal/chapter4. htm (1 of 15)3/31/2005 12:06:20 AM Self-Access Learning – Chapter 4 to train pupils to learn how to learn. to familiarise pupils with the use of the Self-Access Centre. to make pupils aware of the various materials and equipment found in the SAC. to create readiness in pupils to learn the English Language indepen dently. Aims To help pupils become effective learners and be responsible for their own learning. To help pupils focus their attention on how to learn rather than what to learn. file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/chapter4. tm (2 of 15)3/31/2005 12:06:20 AM Self-Access Learning – Chapter 4 The Teacher's role in Learning Training Encourages group interaction among pupils in the classroom. Helps pupils to be aware of the wide range of strategies for language learning. Creates a learning environment where pupils feel they can experiment with their own language learning. Counsels and guide pupils when possible. Prepares the pupils to learn on their own. file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter4. htm (3 of 15)3/31/2005 12:06:20 AM Self-Access Learning – Chapter 4 Implementation of Training ActivitiesLearner training activities are not introduced separately but they are integr ated in the daily English Language lesson. These activities are elements woven into the â€Å"fabric† of a daily English Language lesson and have been introduced to the pupils even before SAL was introduced in the school. Components of learner training activities for SAL at the primary school level are: Bridging the gap activities Preparation of pupils for SAL Pupil Orientation of the SAC file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter4. htm (4 of 15)3/31/2005 12:06:20 AM Self-Access Learning – Chapter 4Bridging the gap activities These are activities that prepare pupils for independent learning. They are: Activities which Develop Social Skills in Pupils The pupils working in the SAC will have to share the materials and take turns to use the equipment. Teachers need to plan activities which train and develop the pupil's awareness of oneself as well as the needs of sharing materials ability to choose the kind of materials and e quipment to use and what to do should someone else chooses to use them at the same time; and responsibility for their actions. Some activities which develop pupils' social skills, are: making them group eaders when doing work giving them duties to do after practical work organising competitions to see which area is the cleanest after pupils do practical work file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter4. htm (5 of 15)3/31/2005 12:06:20 AM Self-Access Learning – Chapter 4 Learner Independence Activities Such activities develop skills in the pupils to learn to take turns; to decide upon the role of leaders; to switch roles. These activities train the pupils to be independent and responsible and can be found in their textbooks.Many examples of a learner independence activity for Year 6 can be found in Exercise A Page 19 of Farida J. Ibrahim & Beatrice Thiyagarajah â€Å"Moving On With English KBSR Year 6. † D. B. P. file:///Vo lumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter4. htm (6 of 15)3/31/2005 12:06:20 AM Self-Access Learning – Chapter 4 Language Awareness Activities These activities help pupils to think and understand the language. They are carried out during the English lessons. The following examples are taken from page 42 and 43 of Farida J. Ibrahim & Beatrice Thiyagarajah â€Å"Moving On With English Year 6,† D.B. P. Example 1 Guess where these people are going. Then make sentences about what they wear. Example: Hashim is going to the mosque. He wears a baju Melayu a sarung and a songkok when he goes to the mosque. Example 2 file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter4. htm (7 of 15)3/31/2005 12:06:20 AM Self-Access Learning – Chapter 4 The policeman is trying to catch the thief. He talks to four men. What are their answers? file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm . my/p/sal/chapter4. htm (8 of 15)3/31/2005 12:06:20 AMSelf-Access Learning – Chapter 4 Preparation of pupils for SAL Preparing the pupils to work independently or with minimal teacher supervision would include training them to: read and understand instructional language read and follow instructions plan their own learning programmes make them aware of their learning strategies monitor their own learning â€Å"If you give a man a fish, you feed him for a day. If you teach a man to fish, you feed him for a lifetimes. † Confucius (551-471 BC) file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter4. tm (9 of 15)3/31/2005 12:06:20 AM Self-Access Learning – Chapter 4 Learner Orientation Pupils need to be familiar with the SAC and SAL materials and equipment; so they are taken to the SAC and given a guided tour of the place. During the tour these pupils are given a short quiz to familiarise themselves with the self-access learning s ystem of the school. An information sheet listing what is available and where to find it can be given to the pupils. Pupils will be given a learner's file or a SAL booklet on the first day they go to the SAC. They are asked to use that booklet till they leave the school.In this way the pupils are able to record their progress and also the change in their learning attitude. It is important to realise that learner training is a systematic and gradual process. Teachers need to give their pupils time to develop and become effective independent learners. file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/chapter4. htm (10 of 15)3/31/2005 12:06:20 AM Self-Access Learning – Chapter 4 SAMPLE QUESTIONNAIRE 1 Getting to know your SAC Instruction: Answer the following questions. 1. Look around you. Can you name 5 things in the SAC? __________________________________________________________ 2. Where would you go to get a green level worksheet? ________ _____________________________________________ 3. What are the colour codes found in the worksheet? _____________________________________________________ 4. If you want to look up the meaning of words, what book would you take? Where can I get it? ___________________________________________________________________________ 5. Label the plan of your SAC. file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/chapter4. htm (11 of 15)3/31/2005 12:06:20 AM Self-Access Learning – Chapter 4SAMPLE QUESTIONNAIRE 2 Tell me about your SAC Instruction: Answer the following questions. 1. Is your SAC different from your classroom? ___________________________________________________________ 2. Are there any reading cards in your SAC? _____________________________________________________ 3. Where can you find them? _____________________________________________________ 4. Name three corners in the SAC? _____________________________________________________ 5. Whi ch corner do you like best? Why? _____________________________________________________ file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. pk. kpm. my/p&p/sal/chapter4. htm (12 of 15)3/31/2005 12:06:20 AM Self-Access Learning – Chapter 4 SAMPLE QUESTIONNAIRE 3 What you can do in during the Self-Access Learning Period 1. Do you already know about the self-access learning room / corner in your school? _________________________________________________________________________ 2. What kind of materials can you find in your SAL corner / room? _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ ile:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/chapter4. htm (13 of 15)3/31/2005 12:06:20 AM Self-Access Learning – Chapter 4 3. Can you do the following activities or use the following mat erials at the self-access learning corner / room in your school? What is their code? predicting outcomes learn more about universal truths get the meaning of words from the text itself read and solve puzzles listen to a story listen to music Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Code No. Code No. Code No. Code No. Code No. Code No. 4.Can you get help when you are working at the SAL corner / room? Who will help you? __________________________________________________________________ 5. When do you take a book during the SAL period? __________________________________________________________________ Do you play games during the SAL period? Can you list the games you can play in pairs and in groups during the SAL periods? __________________________________________________________________ __________________________________________________________________ 6. Introduction to SAL (Overview) | Chapter 1 | Chapter 2 | Chapter 3 | Chapter 4 | Chapter 5 | SAL Booklet ile:///Volum es/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/chapter4. htm (14 of 15)3/31/2005 12:06:20 AM Self-Access Learning – Chapter 4 file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/chapter4. htm (15 of 15)3/31/2005 12:06:20 AM Self-Access Learning – Placement Test PLACEMENT TEST FOR FORM 4 Name Year : _____________________________________ : _____________________________________ Placement Test Before the pupils begin to use the SAL materials and equipment in the SAC, they are given a placement test to determine their English Language proficiency level.The marks they score in the test will enable them to work on the SAL materials according to the colour code. Questions are based on the skills taught that particular year. Suggested marking scheme according to SAL colour code. 0 39 marks 69 marks (Green) (Red) (Blue) 40 – 70 – 100 marks An example of Placement Test for Year 4 Questions 1 – 5 A. Name the objects below. Use the words in the box. file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/placement_test. htm (1 of 10)3/31/2005 12:06:50 AM Self-Access Learning – Placement Test 1. __________________ 2. __________________ 3. _________________ 4. __________________ 5. __________________ Questions 6-10 B. Read the sentences below. Write them correctly beside each picture. She waters the flowers at 5 o'clock in the evening. She leaves the school at 1 o'clock in the afternoon. She reads her books at 8 o'clock at night. Rina gets up at 6 o'clock in the morning. She goes to bed at 10 o'clock at night file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/placement_test. htm (2 of 10)3/31/2005 12:06:50 AM Self-Access Learning – Placement Test 6. _______________________________ 7. _______________________________ . _______________________________ 9. _______________________________ 10. _________________ ______________ Questions 11-15 C. Give the opposites of the words below. Choose the answers from the circles. 11. bad 12. happy 13. thin – __________ __________ __________ 14. good 15. clear – ___________ ___________ file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/placement_test. htm (3 of 10)3/31/2005 12:06:50 AM Self-Access Learning – Placement Test Questions 11-15 D. Fill in the blanks with the correct words. Rubber tapper butcher postman carpenter nurse 16. 17. 18. 19. 20.Pak Aman is a _________________. He sells meat at the market. My brother is a _________________. He delivers letters and parcels. Zaniah's sister is a ________________. She works in a hospital. En Hashim is a __________________. He makes furniture. My neighbour is a _________________. He works in a rubber estate. Questions 21 – 25 E. Match A and B. Write the sentences in the space provided. ___________________________________________________________ __ _____________________________________________________________ file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/placement_test. tm (4 of 10)3/31/2005 12:06:50 AM Self-Access Learning – Placement Test _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ Questions 26 – 30 F. Arrange the sentences below to form a story Every evening he practises in his school field. First he runs around the field. Then he practises high jump. When it gets late, he goes home. Sham is taking part in the 100 metres race and the high jump. 26. _________________________________________________________________________ 27. ________________________________________________________________________ 28. _________________________________________________________________________ 29. ___________________________________________________ ______________________ 30. file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/placement_test. htm (5 of 10)3/31/2005 12:06:50 AM Self-Access Learning – Placement Test _________________________________________________________________________ Questions 31 – 35 G. Look at the picture. Fill in the blanks with the following words. out on in near at Samad has a canary.He keeps it †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ (31) the cage. He puts the cage †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ (32) the cupboard. His cat sitting †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ (33) the table is looking †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ (34) the bird. The cat is trying to catch the bird. Samad comes †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ (35) from his room and chases the cat away. Questions 36 – 40 H. Arrange the words below to make meaningful statements. 36. __________________________________________________________ file:/// Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/placement_test. htm (6 of 10)3/31/2005 12:06:50 AM Self-Access Learning – Placement Test 37. __________________________________________________________ 38. _________________________________________________________ 39. __________________________________________________________ 40. __________________________________________________________ Questions 41 – 45 A. Read and circle the correct answers. Ali's Diary SUNDAY Isa and I went to Tanjung Malim. Very hot day. Storm at night. The roof leaked. Woke up and had to move my bed. Ashiah's birthday. She had a party. A man came to look at the roof. Late for school because the bus broke down. Some men repaired the roof. Some dead birds in the roof. Dad went to Penang for two days. Helicopter crashed in Singapore.Had stomach ache in the morning. Better in the afternoon. MONDAY TUESDAY WEDNESDAY file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20 lg/www. ppk. kpm. my/p&p/sal/placement_test. htm (7 of 10)3/31/2005 12:06:50 AM Self-Access Learning – Placement Test THURSDAY Dad returned. Uncle came. Letter from Zainal in Australia. Broke my bicycle pump. 41. Where did Isa go on Sunday? A. Pulau Pinang B. Tanjung Malim C. Singapore D. Australia 42. Which of the following statements is TRUE? A. Ashiah's birthday was on Sunday. B. Ali's father repaired the roof on Monday. C. Ali had stomach ache in the morning. D.Ali's uncle came from Australia. 43. What did Ali break during the week? A. His bed B. The bus C. His bicycle pump D. The roof 44. Why did Ali move his bed on Sunday night? A. It was a stormy night. B. It was very hot. file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/placement_test. htm (8 of 10)3/31/2005 12:06:50 AM Self-Access Learning – Placement Test C. There were dead birds in the roof. D. The roof leaked. 45. The word returned in the diary means †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢ € ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. A. came back B. went C. gave D. arrived Questions 46 – 50 B. Read the passage and answer the questions that follow.Ahmad lived in a village. He had fifty sheep. He liked to play tricks on people. One day Ahmad took his sheep to the hill. He rested under a big tree. Suddenly he had an idea. He decided to trick the villagers. He shouted that a tiger was attacking his sheep. The villagers rushed out to help him. They did not see any tiger. They knew that Ahmad had tricked them. They were angry. One afternoon, a tiger really attacked Ahmad's sheep. He shouted for help but †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 46. How many sheep did Ahmad have? He had __________________________________________________ 47. How did he trick the villagers?He tricked them by __________________________________________ file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/placement_test. htm (9 of 10)3/31/2005 12:06:50 AM Self-Access Learning – Placement Test 48. The villagers were angry because ______________________________ ________________________________________________________ 49. Choose the best ending to the story. A. the villagers came to help him B. the villagers caught the tiger C. the villagers did not come to help him D. the villagers tricked him 50. From the story we know that Ahmad was †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. A. naughty boy. B. A hardworking boy C. A cheerful boy D. A lazy boy file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/placement_test. htm (10 of 10)3/31/2005 12:06:50 AM Self-Access Learning SELF-ACCESS LEARNING For English Language in Malaysian Primary Schools SAL BOOKLET Contents | Plan of my SAC | My learning contract | My study plan | My activity plan My evaluation sheet | My record sheet (Sample 1) | My record sheet (Sample 2) My record sheet for reading (Sample 1) | My record sheet for reading (Sample 2) Rules on the care of SAL materials and equipment ile:///V olumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/booklet. htm3/31/2005 12:07:05 AM Self-Access Learning – SALBooklet SAL BOOKLET – Contents file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/sal_booklet2. htm (1 of 13)3/31/2005 12:07:13 AM Self-Access Learning – SALBooklet PLAN OF MY SAC file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/sal_booklet2. htm (2 of 13)3/31/2005 12:07:13 AM Self-Access Learning – SALBooklet

How Smoking Affects Your Body

How Smoking Affects Your Body There's hardly a part of the human body that's not affected by the chemicals in the cigarettes you smoke. Let's take a tour of your body to look at how smoking affects it. Starting at the Top As a smoker, you're at risk for cancer of the mouth. Tobacco smoke can also cause gum disease, tooth decay and bad breath. The teeth become unsightly and yellow. Smokers may experience frequent headaches. And lack of oxygen and narrowed blood vessels to the brain can lead to strokes. Lungs and Bronchi Moving down to your chest, smoke passes through the bronchi, or breathing tubes. Hydrogen cyanide and other chemicals in the smoke attack the lining of the bronchi, inflaming them and causing that chronic smoker's cough. Because the bronchi are weakened, you're more likely to get bronchial infections. Mucus secretion in your lungs is impaired, also leading to chronic coughing. Smokers are 10 times as likely to get lung cancer and emphysema as nonsmokers. Smoking and the Heart The effects of smoking on your heart are devastating. Nicotine raises blood pressure and makes the blood clot more easily. Carbon monoxide robs the blood of oxygen and leads to the development of cholesterol deposits on the artery walls. All of these effects add up to an increased risk of heart attack. In addition, the poor circulation resulting from cholesterol deposits can cause strokes, loss of circulation in fingers and toes and impotence. Smoking and the Body's Organs The digestive system is also affected. The tars in smoke can trigger cancer of the esophagus and throat. Smoking causes increased stomach acid secretion, leading to heartburn and ulcers. Smokers have higher rates of deadly pancreatic cancer. Many of the carcinogens from cigarettes are excreted in the urine where their presence can cause bladder cancer, which is often fatal. High blood pressure from smoking can damage the kidneys. The Results The health effects of smoking have results we can measure. Forty percent of men who are heavy smokers will die before they reach retirement age, as compared to only 18 percent of nonsmokers. Women who smoke face an increased risk of cervical cancer, and pregnant women who smoke take a chance with the health of their unborn babies. But the good news is that when you quit smoking your body begins to repair itself. Ten years after you quit, your body has repaired most of the damage smoking caused. Those who wait until cancer or emphysema has set in aren't so lucky—these conditions are usually fatal. It's one more reason to take the big step and quit now.