Monday, 26 November 2012

Matlamat dan objektif nilam

Matlamat
Matlamat Program NILAM ialah supaya terbina tabiat membaca dalam kalangan murid.

Objektif
Menjadikan murid banyak membaca
Menggalakkan sekolah terus menjana idea kreatif dan inovatif bagi menyemai tabiat membaca ini

Aktiviti nilam di Sekolah Kebangsaan Sura





Wednesday, 14 November 2012

a moment in english 2011 - perfomance from sk rantau petronas

A Moment In English

A Moment In English merupakan salah satu program Negeri Terengganu.

Seramai 1,000 pelajar mewakili 48 sekolah rendah dan menengah seluruh Terengganu menyertai program A Moment In English yang berlangsung di Taman Budaya Kuala Ibai, Kuala Terengganu semalam.

Program anjuran Jabatan pendidikan Negeri Terengganu dan ditaja oleh Exxon Mobil adalah acara tahunan yang dimulakan sejak 2001 diadakan untuk meguji tahap penguasan bahasa Inggeris dikalangan pelajar negeri ini.

Sempena program itu peserta membuat pelbagai persembcahan termasuk drama,choral speaking, public speaking, actiuon song, choir, choralsical, story telling,sajak, shor play dan nyanyian solo.

Syarikat Exxon Mobil yang turut serta membantu kerajaan dalam meningkatkan pembelajaran Bahasa Inggeris turut menyumbangkan RM100,00 kepada pihak menganjur mangadakan program berkenaan.

Selain meguji tahap penguasaan bahasa Inggeris menerusi aktiviti seumpama itu juga pelajar dapat menunjukkan bakat dalam bidang masing-masing.

Timbalan Pengarah Jabatan Pendidikan Negeri Terengganu,Hashim Mohd Zin merasmikan program berkenaan.

Friday, 9 November 2012

LITERATURE STORY ON 'HOLES IN THE FENCE'

          There once was a little boy who had a bad temper.  His father was very concerned for his son’s future and thought hard about how he could explain to his son why relationships are so important and controlling his temper is a key factor in this.
          After much thought his father gave him a bag full of nails and told him,  “Every time you lose your temper,  hammer a nail into the back of the fence.”  His son did not understand but knew that his father was wise so he agreed.
          On the first day that the boy received his bag of nails he ended up driving about 37 nails into the fence.  Each day he learned little by little to control his temper.   He discovered it was easier to hold his temper than to drive those nails into the fence.
          Finally the day came when the boy didn’t lose his temper at all.
          He was very proud of himself and went to share his good news with his father.  His Father was very proud of him and offered a challenge to his son.  “Why don’t you pull out a nail everyday that you are able to hold your temper?”
          As there were many nails in the fence it took the boy sometime to finally remove the nails from the fence.  But eventually that joyous day arrived.  He was so pleased with himself and he wanted to share this with his father.
          His father was so proud of his son, but he wanted him to understand that holding his temper was more than just being able to add or remove nails from a fence.  He took his son’s hand and showed him all the holes that were left from the nails.  “As you see my son, this fence will never be the same, the fence is scarred with holes from your temper. Think of these holes as the words you have spoken in anger, the wounds you have left in people’s lives. Words really are like weapons they leave a wound, that does not heal easily. Son, your family and friends will  make you smile and encourage you to succeed, they will lend an ear, share words of praise and they always want to open their hearts to us. Always remember the fence before you speak words of anger.”

LITERATURE STORY ON 'THE CARING TREE'

A LONG TIME AGO, THERE WAS A HUGE TREE. A LITTLE BOY LOVED TO COME AND PLAY AROUND IT EVERYDAY. HE CLIMBED TO THE TREETOP , ATE THE FRUITS AND TOOK A NAP UNDER ITS SHADOW. HE LOVED THE TREE AND THE TREE LOVED TO PLAY WITH HIM.

TIME WENT BY, THE LITTLE BOY HAD GROW UP N HE NO LONGER PLAYED AROUND THE TREE EVERYDAY,

ONE DAY, THE BOY CAME BACK TO THE TREE N HE LOOKED SAD.
'COME N PLAY WITH ME,' THE TREE ASKED THE BOY.
'I,M NO LONGER A KID, I DO NOT PLAY AROUND TREES ANYMORE,' THE BOY REPLIED. ' I WANT TOYS. I NEED SOME MONEY TO BUY THEM.'
'SORRY, BUT I DO NOT HAVE ANY MONEY. YOU CAN PICK ALL MY FRUITS N SELL THEM. THEN YOU WILL HAVE MONEY,' SAID THE TREE.

THE BOY WAS SO EXCITED. HE PLUCKED ALL THE FRUITS ON THE TREE N LEFT HAPPILY.

HOWEVER, THE BOY FAILED TO CAME BACK FOR A VERY LONG TIME. THE TREE WAS SAD.

ONE DAY, THE BOY, WHO WAS NOW A YOUNG MAN, RETURNED. THE TREE WAS VERY EXCITED TO SEE HIM AGAIN.

'COME AND PLAY WITH ME,' SAID THE TREE.
'I DO NOT HAVE A TIME TO PLAY. I HAVE TO WORK FOR MY FAMILY. WE NEED A HOUSE FOR SHELTER. CAN YOU HELP ME?' ASKED THE YOUNG MAN.

'SORRY, BUT I DO NOT HAVE A HOUSE,' ANSWERED THE TREE.
'OH, THANK YOU,' SAID THE MAN.

SO THE MAN CUT ALL THE BRANCHES OF THE TREE AND LEFT HAPPILY. THE TREE WAS LEFT LONELY AGAIN AND SAD FOR A LONG TIME.

ONE FINE DAY, THE MAN RETURNED AND TREE WAS DELIGHTED.
' COME AND PLAY WITH ME!' THE TREE SAID.
' I AM GETTING OLD. I WANT TO GO SAILING TO RELAX MYSELF. CAN YOU GIVE ME A BOAT?' ASKED THE MAN.

'USE MY TRUNK TO BUILD YOUR BOAT. YOU CAN SAIL FAR AWAY AND BE HAPPY,' ANSWERED THE TREE.
SO THE MAN CUT THE TREE TRUNK TO MAKE A BOAT.
HE WENT SAILING AND AGAIN HE NEVER SHOWED UP FOR A LONG TIME.

FINALLY THE MAN RETURNED AFTER MANY YEARS. HE LOOKED WEAK AND OLD.
' SORRY MY BOY. BUT I DO NOT HAVE ANYTHING FOR YOUR NOW. NOT EVEN FRUITS,' THE TREE SAID.
' NO PROBLEM. I DO NOT HAVE ANY TEETH TO BITE,' THE MAN REPLIED.
' NO MORE TRUNK FOR YOU CLIMB ON,' CONTINUED THE TREE.
' I AM TOO OLD FOR THAT NOW,' THE MAN SAID.
' I REALLY CANNOT GIVE YOU ANYTHING. THE ONLY THING LEFT IS MY DYING ROOT,' THE TREE SAID WITH TEAR.
' I DO NOT NEED MUCH NOW. JUST A PLACE TO REST. I AM TIRED AFTER ALL THESE YEARS,' THE MAN REPLIED.
' GOOD! OLD TREE ROOTS ARE THE BEST PLACE TO LEAN ON AND REST. COME SIT DOWN WITH ME AND REST,' SAID THE TREE.

THE MAN SIT DOWN LEANING ON THE ROOTS. THE TREE WAS GLAD AND SMILED WITH TEARS.......

LITERATURE

Definition: What is literature? Why do we read it? Why is literature important?

Literature is a term used to describe written or spoken material. Broadly speaking, "literature" is used to describe anything from creative writing to more technical or scientific works, but the term is most commonly used to refer to works of the creative imagination, including works of poetry, drama, fiction, and nonfiction.

Why do we read literature?

Literature represents a language or a people: culture and tradition. But, literature is more important than just a historical or cultural artifact. Literature introduces us to new worlds of experience. We learn about books and literature; we enjoy the comedies and the tragedies of poems, stories, and plays; and we may even grow and evolve through our literary journey with books.

Ultimately, we may discover meaning in literature by looking at what the author says and how he/she says it. We may interpret the author's message. In academic circles, this decoding of the text is often carried out through the use of literary theory, using a mythological, sociological, psychological, historical, or other approach.

Whatever critical paradigm we use to discuss and analyze literature, there is still an artistic quality to the works. Literature is important to us because it speaks to us, it is universal, and it affects us. Even when it is ugly, literature is beautiful.

EXAMPLE OF CHORAL SPEAKING TEXT

Hooray! Hooray! It’s Graduation Day!
It’s been a wonderful, wonderful year,
That’s full of fun and challenging lessons,
Not to mention, test and examinations,
To measure our strengths and weaknesses.

We have learned about the Aero Breaker and how they won the Fastest Car title.

We read stories on courage, honesty, bravery, and other moral values too.

‘Faces of Malaysia’ taught us about the rich cultures, dances and games in Malaysia.

‘Take One! Action’ and ‘Cymbals and drums’ introduced us to the world of movies and music.

We have learned to share and care, hope and dream,
Spell new words and read about many things.

The time is here to part,
The time is here to say goodbye.

We thank our teachers,
For teaching us to be,

More disciplined, wiser and smarter,
More caring, helpful and grateful.

The knowledge that you have shared, dear teachers,
We’ll never forget,
Thank you teachers,
From the bottom of our hearts.

(Written by Teh Huey Tharng)

CHORAL SPEAKING

Definition

The reading or reciting of a text by a group. Preparation for a performance may involve interpretation of the text; experimentation with language, rhythm, volume, pace, and different numbers of voices; and rehearsal. ( 2009 Ontario Arts Curriculum)

An Instructional Approach  

  • Pre-select and display several short poems. (Some poems that work well are from authors Dennis Lee, Loris Lesynski, John Mole and Shel Silverstein.)
  • Through a selection process (i.e. stars, vote) have the class select a poem.
  • Students will need to have access to copies of the poem selected.
  • Read through the poem with students, (focusing on interpretation), so that all students understand the meaning of the poem.
  • Next, recite the poem with the students (everyone speaking at the same time).
  • Following the first recitation, encourage the students to make the poem more exciting by emphasizing vocal elements in their reading.
  • Repeat the choral reading of the poem several times, introducing and experimenting with different elements, deciding as a class how each element works best for the performance of this poem:
  •  
    • Dynamics: Volume
    • Pitch: the highness, or lowness of sound
    • Tempo: speed
    • Tone: light, medium or heavy sounds
    • For more advanced lessons, develop the use of voice production stages: Respiration, Phonation, Resonation, Articulation.
  • Once you have decided on how the poem will be vocally performed, ask the students what movements would make the meaning of the poem come to life. They could use gestures, large actions or even choreograph some movement phrases.  

Variations for Different Levels of Readiness

  • The text forms used may vary from writing in role texts created by students, to newspaper articles, stories, non-fiction material. statistical data, play scripts, or any other text.
  • Students may experiment with canon, rounds, pair, small group or solo sections within a choral reading involving the whole group. One half of the class might read one section and the rest of the class can read another.
  • Other Vocal Techniques: echoing words and phrases, alternating lines, chants, overlapping lines, repeating lines or words, whispering lines or words, changing tones in mid line, singing, creating sound effects, crying, whistling, clapping or other body percussion, and altering the tempo and rhythm or inserting pauses.

Extensions

  • Design the choral speaking for a specific audience, and present to that audience.
  • Plan a presentation on a particular theme using various texts based on that theme.
  • Students write a piece to be presented through choral speaking.
  • Use choral speaking when presenting dramatic literature involving a chorus (ie: Greek Theatre)
  • Apply choral speaking when using Reader's Theatre

Cross Curricular Uses 

Language, Oral Communication

A focus on the use of voice to orally communicate to a specific audience for a specific purpose through choral speaking.

Language, Reading

Use of choral speaking to demonstrate the interpretation of a given text. 

Social Studies

Use a text that has historical or cultural significance, and communicate the given meaning of the text.

Thursday, 8 November 2012

WHAT IS NURSERY RHYMES?

A nursery rhyme is a short rhyming story, often set to music and usually designed for young children, such as those in a nursery. Songs for children are a part of many cultures, and they often serve as an oral record of important political and historical events. They also can preserve archaic forms of language. In the English language, the bulk of commonly used nursery rhymes date from the 16th-18th centuries, with some originating in Europe and others, such as Mary Had a Little Lamb, coming from North America.

A Learning Tool

Typically, a nursery rhyme has simple vocabulary and a catchy rhyme. Children can quickly learn to sing along with a nursery rhyme, and nursery rhymes are often used to help young children build their vocabulary. Counting is often integrated into nursery rhymes as well, so children also can learn to count using nursery rhymes. They also show children how to find and keep a beat, and they can be used to get children to start reading. When a child learns a nursery rhyme, he or she also can learn to follow it on a page, so many children learn the fundamentals of reading this way.

Incy Wincy Spider | Kids Songs & nursery rhymes in English with lyrics

Wheels On The Bus | Kids Songs & Nursery Rhymes In English With Lyrics

Wednesday, 7 November 2012

EXAMPLE LESSON PLAN FOR TEACHING GRAMMAR


LESSON PLAN YEAR 3 (GRAMMAR)
Theme:                       World of Knowledge
Topic:                         Plants
Learning Standards:             5.1.1   Able to use nouns correctly and appropriately:
(a)    singular nouns
(b)   plural nouns

Objectives:                             By the end of the lesson, pupils will be able to:
(a)    complete a table with guidance
(b)   give the correct answers

Steps:
Set Induction:
1.      Show pictures of fruits in singular and plural.
(Pupil A holds a picture of a banana)
(Pupil B holds a picture of two bananas)
2.      Teacher asks pupils the differences of the pictures.

Practice:
3.      Teacher introduces the uses of singular and plural nouns in phrases.
Examples:
~ a durian
~two durians
4.      Teacher draws a table of singular and plural nouns on the whiteboard.

SINGULAR
PLURAL
1.
2.
3.
4.
5.
1.
2.
3.
4.
5.

5.      Teacher shows word cards of singular and plural nouns of fruits to the pupils.
6.      Teacher asks the pupils to categorize them into the correct group.
7.      Teacher discusses the answers with the pupils.


Production:
8.      Teacher divides the pupils into two groups to play a game.
9.      Teacher explains the rules on how to play the Relay game on singular and plural nouns.
GROUP A
GROUP B
1.      Banana
2.      Papaya
3.      Mangosteen
4.      Durian
5.      Guava
6.      Rambutan
1.      Durian
2.      Guava
3.      Rambutan
4.      Banana
5.      Mangosteen
6.      Papaya

Closer:
10.   Board game in worksheet.(TIC TAC TOE)
11.  Pupils play the game in groups of three.


APPLE


ORANGE

PINEAPPLE

STAR FRUIT


LEMON

KIWI

WATERMELON


GUAVA

RAMBUTAN

               

EXAMPLE LESSON PLAN FOR TEACHING LANGUAGE ARTS


LESSON PLAN YEAR 3 (LANGUAGE ARTS)
Theme:                       World of Knowledge
Topic:                         Plants
Learning Standards: 4.1.1    Able to enjoy action song through non-verbal response
                                    4.3.1    Able to produce a simple creative work with guidance                                                          based on:
                                                (c)  action song.          
Objectives:                 By the end of the lesson, pupils will be able to:
(a)    Draw picture of favourite fruits
(b)   Enjoy singing action song

Steps:
Set Induction:
1.       Teacher plays a song of “London Bridge Is Falling Down”.
2.       Teacher guides the pupils to sing the song.
3.       Teacher changes the song lyrics and guides the pupils to sing the song.


I like to eat papayas, bananas and guavas,
I like to eat durians, rambutans and mangosteens,
I like to eat all the fruits,
They are my favourite fruits.









Practice:
4.      Teacher pastes six pictures of different types of fruits on the whiteboard.
5.      Teacher asks the pupils to write the name of the fruits on the whiteboard.
6.      Teacher drills the pupils to say the name of the fruits.

Production:

7.      Teacher distributes an A4 size paper to each pupil.
8.      Teacher asks the pupils to draw and colour their favourite fruits.
9.      Teacher chooses a few pupils to present their drawings.
Closure:
10.  Sing a fruit song with the tune of “London Bridge Is Falling Down”.