": GROUP MEMBERS :"

Our group consist of 5 members :

1. AHMAD FAIZ BIN MOHD FAUZI
(58215111058)

2. SITI NUR ATIQAH BINTI KAMSAN
(58246111062)

3. MOHD FITRI BIN ABDUL MOKHTAR
(5821111094)

4. MOHAMMAD HANIF SAFUAN BIN ABU HASSAN
(58246111097)

5. HASANUDDIN BIN ABD RAHMAN
(58215111101)

6. MOHD TARMIZI BIN JUSOH
(58215111115)

Thank You Madam Alia :)


Dear Madam Alia,

Thank you for all your hard work this year. We love the class and it's easy to see why. We love all about the dynamic way you deliver lessons and encourage participation and are pleased that we are learning so much.

We feel so lucky to have gotten you as a lecturer this semester. We love your class from the start and never grew bored. You helped us get organized, motivated, and above all, interested in learning, which is no small feat. The whole class thanks you!

Have a great teaching. THANK YOU MADAM! :)

We have decided to dedicate this video to our lovely lecturer :



WEEK 14

TEST 2 

On this final week of Fundamental English class for the January 2011 session, there was no class held on Tuesday, 19 Apr due to important matter where this was already informed on Week 14. This is an advantage because it gave all the students of the class some time to revise for the mock exam which will be held on Thursday, 21 April 2011.

On Wednesday, the mock exam took place. We were given about 1hour 30minutes to complete the question paper given. Once it is complete, all students had to exchange each others question paper for marking.

When marking was complete, all question papers were handed in to Madam Alia for a full evaluation. By that time class had almost ended.Since this is our last class before final examination, Madam Alia thanked all the students for their hard work and cooperation throughout the entire semester of Fundamental English class has taken place. Madam Alia also gave us some advice on how to answer the final examination paper not for only Fundamental English subject but also for other subjects and wish all of us best of luck for it.

WEEK 13


SUMMARY SKILLS PRESENTATION

During this week, we had a presentation for summary skills where we have providing a good steps on how to write a good summary.


HOW TO WRITE A GOOD SUMMARY?

THERE ARE 8 STEPS THAT CAN BE FOLLOW :

Writing a good summary demonstrates that you clearly understand a text and that you can communicate that understanding to your readers. A summary can be tricky to write at first because it’s tempting to include too much or too little information. But by following our easy 8 step method, you will be able to summarize texts quickly and successfully for any class or subject.

1) Divide and conquer. First off, skim the text you are going to summarize and divide it into sections. Focus on any headings and subheadings. Also look at any bold-faced terms and make sure you understand them before you read.

2) Read. Now that you’ve prepared, go ahead and read the selection. Read straight through. At this point, you don’t need to stop to look up anything that gives you trouble, just get a feel for the author’s tone, style, and main idea.

3) Reread. Rereading should be active reading. Underline topic sentences and key facts. Label areas that you want to refer to as you write your summary. Also label areas that should be avoided because the details though they may be interesting, are too specific. Identify areas that you do not understand and try to clarify those points.

4) One sentence at a time. You should now have a firm grasp on the text you will be summarizing. In steps 1–3, you divided the piece into sections and located the author’s main ideas and points. Now write down the main idea of each section in one well-developed sentence. Make sure that what you include in your sentences are key points, not minor details.

5) Write a thesis statement. This is the key to any well written summary. Review the sentences you wrote in step 4. From them, you should be able to create a thesis statement that clearly communicates what the entire text was trying to achieve. If you find that you are not able to do this step, then you should go back and make sure your sentences actually addressed key points.

6) Ready to write. At this point, your first draft is virtually done. You can use the thesis statement as the introductory sentence of your summary, and your other sentences can make up the body. Make sure that they are in order. Add some transition words (then, however, also, moreover) that help with the overall structure and flow of the summary. And once you are actually putting pen to paper, remember these tips:


  • Write in the present tense.
  • Make sure to include the author and title of the work.
  • Be concise: a summary should not be equal in length to the original text.
  • If you must use the words of the author, cite them.
  • Don't put your own opinions, ideas, or interpretations into the summary. The purpose of writing a summary is to accurately represent what the author wanted to say, not to provide a critique.


7) Check for accuracy. Reread your summary and make certain that you have accurately represented the author’s ideas and key points. Make sure that you have correctly cited anything directly quoted from the text. Also check to make sure that your text does not contain your own commentary on the piece.

8) Revise. Once you are certain that your summary is accurate, you should revise it for style, grammar, and punctuation. If you have time, give your summary to someone else to read. This person should be able to understand the main text based on your summary alone. If he or she does not, you may have focused too much on one area of the piece and not enough on the author’s main idea.SUMMARY SKILLS PRESENTATION
During this week, we had a presentation for summary skills where we have providing a good steps on how to write a good summary.

WEEK 12

EXERCISES

In this week, we have done exercises on our recently syllabus to prepare ourselves for our second test and final examination.

WEEK 11

SUMMARY SKILLS


In this class,madam gave us a notes on how to write summary and skills needed for writing a good one. She explained to us clearly about it and also request all of the group to do a summary writing exercise on the last page of the notes and submit it on the next class. The summary exercise is about : " Are mobile phone harmful?"

WEEK 10

During this class, we had a story telling session from each group where we have to continue this story with our own ideas. For us, this is one of the best session we ever had and this is the archers version. Hope you guys will enjoy it.


Leni's story ( Based from the true story)

One day, Leni brought her best friend, Atiqah to visit her mother at the hospital. In the ward, her mother screamed hysterically when seeing Leni. Nothing could be done to calm her down, so both of them just went home. Atiqah started to suspect something fishy was going on. Coincidentally, the doctor who treated Leni's mother was Atiqah's uncle. Atiqah curiously asked her uncle about what actually happened. Her ubcle told her that Leni's mother actually did not have any psychiatry problem. Leni's mother told the doctor, that the real person who attacked her was not Leni's brother but Leni herself. But the doctor could not fully believe her story. So, both Atiqah and her uncle planned to investigate it themselves.

Atiqah and her uncle went to the police station where Leni's brother was detained. At first, he was not willing to operate, but when Atiqah opened the story about his mother, his eyes started to pond. He admitted that was not the one who attacked their mother but Leni. He was holding the 'parang' just to throw it away. Unfortunately, a neighbor saw the incident through the window and then called the police. That explained why he was accused for the crime he did not do. The real story was, Leni attacked their mother to avenge herself. She was raped by her father and eldest brother. Her mother knew the truth but she chose to keep silent. Leni planned her eldest brother's death. She sabotaged his motorcycle brake and that caused the accident. Her father's death was also her plan. She waited for him on his way back home after gambling and drinking with his friends. When he tried t cross the railway, she pushed her father when father when there was a train crossing. Leni's second brother chose to accept the fate since he felt sorry for what had happened to Leni, his only little sister.

After listening to the explanation, Atiqah and her uncle went to Leni's house at late night that day. They brought policemen with them. They knocked, but there was no answer. They opened the door and saw Leni standing inside the house with her hands holding a torch and a bottle of kerosene. She was trying to burn herself alive. Fortunately, a policeman who went upstairs from the backdoor managed to grab the torch from her. She was then arrested and admitted into a psychiatry hospital. She was having deep trauma from the rape incident. She might have to stay at the hospital for a long time until she could see sunshine again in her life.

WEEK 9

7 HABITS OF HIGHLY EFFECTIVE PEOPLE


HABIT 4: THINK WIN-WIN


Think Win-Win isn't about being nice, nor is it a quick-fix technique. It is a character-based code for human interaction and collaboration.

Most of us learn to base our self-worth on comparisons and competition. We think about succeeding in terms of someone else failing. That is, if I win, you lose; or if you win, I lose. Life becomes a zero-sum game. There is only so much pie to go around, and if you get a big piece, there is less for me; it's not fair, and I'm going to make sure you don't get anymore. We all play the game, but how much fun is it really?

Win-win sees life as a cooperative arena, not a competitive one. Win-win is a frame of mind and heart that constantly seeks mutual benefit in all human interactions. Win-win means agreements or solutions are mutually beneficial and satisfying. We both get to eat the pie, and it tastes good.

A person or organization that approaches conflicts with a win-win attitude possesses three vital character traits:

Integrity: sticking with your true feelings, values, and commitments
Maturity: expressing your ideas and feelings with courage and consideration for the ideas and feelings of others
Abundance Mentality: believing there is plenty for everyone

Many people think in terms of either/or: either you're nice or you're tough. Win-win requires that you be both. It is a balancing act between courage and consideration. To go for win-win, you not only have to be empathic, but you also have to be confident. You not only have to be considerate and sensitive, you also have to be brave. To do that, to achieve that balance between courage and consideration is the essence of real maturity and is fundamental to win-win.

WEEK 8

MID SEMESTER BREAK

WEEK 7

PREFIXES AND SUFFIXES

On this week, we have learn about prefixes and suffixes. Let us explain about it further more.

What are Prefixes and Suffixes?
Prefixes and suffixes are grammatical and lingual "affixes." Prefixes are affixed before and suffixes after a base word or word stem to add information. For example, with the word "prehistoric," the prefix is "pre-" meaning "before," the base word is "history" meaning "recorded events and knowledge", and the suffix is "-ic" meaning "relating to the science of."

In other words, "prefix" simply refers to an attachment before or in front of, in this case, a shorter word or stem. In lingual terms, a "stem" is the main part of a word to which prefixes and suffixes can be added and may not necessarily be a word itself, such as "dod" in "doddle."

Similarly, "suffix" refers to an attachment after the end of an existing word or stem, serving to form a new word or functioning as an inflectional ending, for example, “s” or “es” to make for plurality.

Is an Affix a Single Syllable?
No, a prefix or suffix can be one or more syllables, depending on the root word from Latin or Greek or from any one of a host of other English lingual influences.

Inflectional Suffixes
Are Endings such as "-ed," "-ing," and "-s" Suffixes?

Yes, endings that are create different forms of the same word are called "inflectional suffixes." There are very few inflectional suffixes but they occur rather frequently. They are:

-s, -es, -ies plural
-s 3rd person singular present
-ed past tense
-en past participle
-en plural (irregular)
-ing progressive/continuous
-er comparative
-est superlative
-n't negative (contraction)

Derivational Suffixes
Are Endings such as "-ism," "-ful," and "-fy" Suffixes?

Endings that change the meaning of the word are called "derivational suffixes." Some are:

-ism forms a noun
-ist noun
-ful noun
-able adjective
-ation noun
-ness noun
-ment noun
-ify verb
-fy adjective
-ity noun
-ly adverb
-ise, -ize verb

Derivational suffixes can combine, providing flexibility in creating other words, but such activity can lead to spelling complications. For example, "-ity" can combine with "-able," but the result is "-ability" (desirability, predictability), and when "-ly" is added to a word ending in "-ic" to make an adverb, the result is usually "-ically" (historically, mechanically).


WEEK 6

On Wednesday, we've done group presentation on contextual clues.

Contextual Clues
Context Clues are hints that the author gives to help define a difficult or unusual word. The clue may appear within the same sentence as the word to which it refers, or it may be in a preceding or subsequent sentence. Because most of your vocabulary is gained through reading, it is important that you be able to recognize and take advantage of context clues.Types of context clues. There are at least four kinds of context clues that are quite common.

Synonym:A synonym, or word with the same meaning, is used in the sentence. My opponent’s argument is    fallacious, misleading – plain wrong.
Antonym: A word or group of words that has the opposite meaning reveals the meaning of an unknown term. Although some men are loquacious, others hardly talk at all.
Explanation:The unknown word is explained within the sentence or in a sentence immediately preceding. The patient is so somnolent that she requires medication to help her stay awake for more than a short time.
Example:Specific examples are used to define the term.Celestial bodies, such as the sun, moon, and stars, are governed by predictable laws.

Read the following sentences and define the bolded word based on the context clue. Then identify which of the four types of clues is used.


1. The girl who used to be very vociferous doesn’t talk much anymore.
2. Pedagogical institutions, including high schools, kindergartens, and colleges, require community support to function efficiently.
3. He was so parsimonious that he refused to give his own sons the few pennies they needed to buy pencils for school. It truly hurt him to part with his money.
4. His pertinacity, or stubbornness, is the cause of most of his trouble.
5. Rather than be involved in clandestine meetings, they did everything quite openly.
6. Ecclesiastics, such as priests, ministers, and pastors, should set models of behavior for their congregants.
7. The girl was churlish – rude, sullen and absolutely ill-mannered.
8. Because the conflagration was aided by wind, it was so destructive that every building in the area was completely burned to the ground.


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