Adopt Higher Order Thinking Skills

Recently baby abandoning issues have been highlighted tremendously in our local dailies. Various contributing factors have been debated. Still,there is no light at the end of the tunnel. My simple advise... Always impart higher order thinking skills in whatever you are engaged in... I dedicate this self made video using Windows Live Movie Maker to the departed souls....

Daily Dosage!

SITUATION 2

Higher Education :

A. = Adjective ADV. = Adverb IDM. = Idiom N. = Noun V. = Verb
apprenticeship	N. training in an art or a trade This word is also sometimes used to describe educational training programs, common in Europe and much of the world, in which young people learn their profession through on-the-job training in companies and organizations. Often this includes one or two days a week of in-class training. This kind of education is uncommon in the United States.
to be funded	V. to be paid for, to supply the money for
a degree	N. a title given by a university
facilities	N. services or conveniences
to major	V. to specialize in (a particular academic field)
a major	N. the main field of study in which a university student specializes
to minor	V. to have a secondary specialization in (a particular academic field)
a minor	N. the secondary field of study in which a student specializes
to stand for	V. to be the short form of, to represent, to mean
terminology	N. specialized words or expressions used in a particular field, activity, job, science, etc.
to transfer	V. 1) to change schools 2) to move from one place to another said of people or things
B.A.	N. Bachelor of Arts, an undergraduate degree in a humanities-related subject
B.S.	N. Bachelor of Science, an undergraduate degree in a science-related subject
master's	N. the graduate degree after a bachelor's and before a Ph.D. There are also different kinds of master's, including M.A. (Master of Arts), M.S. (Master of Science), M.B.A. (Master in Business Administration), etc.
Ph.D.	N. doctorate, highest graduate degree Although Ph.D. stands for Doctor of Philosophy, it is commonly used to refer to a doctorate in any field.

Adapted and edited from (23/08/2010): http://www.englishpage.com/vocabulary/interactivelesson2.html

Daily Dosage!

Here are some commonly used words in daily life situations.... Get to know these words so that you don't have to blink your eyes anymore...

SITUATION 1

Ordering in a Restaurant :

A. = Adjective ADV. = Adverb IDM. = Idiom N. = Noun V. = Verb
an appetizer	N. a small dish at the beginning of a meal, a starter
a chef	N. a skilled cook
chives	N. a small onion-like herb commonly added to potatoes
chowder	N. a kind of soup usually containing fish and vegetables
to come with	V. to include (in a meal)
dressing	N. a sauce added to salads
an entree	N. a main dish
a menu	N. a list of dishes available in a restaurant
salmon	N. a large fish with silvery skin and pinkish meat
rare	A. very pink adjective used to describe a way of cooking meat
medium-rare	A. slightly pink adjective used to describe a way of cooking meat
medium	A. normally cooked adjective used to describe a way of cooking meat
well-done	A. fully cooked adjective used to describe a way of cooking meat

Adapted and edited from (23/08/2010): http://www.englishpage.com/vocabulary/interactivelesson4.html

Example of Secondary Level Lesson Plan

I think this will be a useful one to pre-service teachers(trainee teachers).

LESSON PLAN

Date :12/07/2010

Time : 60 minutes

Class : Form 4 Alpha

Numbers of students :40

Level of proficiency :Intermediate

Theme :Grammar

Topic :Chocolates

: Different grammar inflection in English.

(The way grammar words are changed by the addition of the different ending)

Learning Outcomes: By the end of the lesson students should be able to :

1.0 The skill of listening:

1.1 Listen to and repeat accurately the correct pronunciation of words and the correct intonation and words stress in phrases, expressions and sentences.

1.2 Listen to and follow simple instruction and direction accurately.

2.0 The skill of speaking

2.1 Speak clearly by pronouncing words accurately

2.2 Ask questions politely to obtain information and clarification

2.3 Give relevant information politely in response to enquiries made

3.0 The skill of writing

3.1 Spell correctly and take dictation.

3.2 Give accurate information about inflexion.

Learning Objectives: By the end of the lesson, the students should be able to :

1.0 Give response to the conversation and understand better about the topic

2.0 Give outcomes based on evidence in the text

3.0 Convert information into a table from the text

4.0 Listen or get the clear picture of what they are doing and able to express their opinion in both spoken and written form

Educational Emphasis:

v Thinking skills

§ Express Opinion

§ Gather Information

§ Solving Problems

v Multiple Intelligences

§ Interpersonal visual spatial

Resource Materials : Language Reference and non-authentic materials

Moral Values:

v Time Management

v Rationality

• Civic mindedness
• Mod creation
• Responsibility

Stage/time	Content	Teacher’s / Students Activities	Rational and Material
Stage 1 Set Induction (10 minutes)	Ø Teacher sets the theme by introducing the topic of chocolates Ø Teacher chat a few minutes about the topic “Chocolates are one of the most favorites food of everyone…” Ø Teacher tells about the types, contain and benefits of chocolates Ø Students listen and gives response to the teacher		Ø White board Ø Pictures Ø Chocolates Rationale: To introduce topic To get student interest to the topic that they going to learn
Stage 2 (40 minutes)	Ø Teacher starts to teach the students and introduces the topic (Inflection) Ø Teacher gives some examples of the Inflexion words which end with –ing , -ed and - ly	Ø Students take notes while teacher teach	Ø White board Ø Text
Stage 3 (40 minutes)	Ø Teacher gives a text to each students about Chocolates Ø The teacher ask the students to identify the words that have been used in the text Ø Teacher gives 5 minutes to the students to complete the task Ø Teacher will discuss the answers with the students	Ø Students have to identify the Inflection words that have been used in the text and underline it Ø Teacher will gives 5 minutes to finish up the exercise Ø 5 minute later the teacher will discuss the answers with the students
Stage 4 Evaluation	Ø Teacher ask the students to form groups Ø There must be 5 students in a group Ø The teacher ask each group to create a short passage which must contain at least 5 Inflection words which end with –ed, -ing, -ing and -ly Ø Teacher gives 5 minutes to complete the task Ø 5 minutes later one person from each group must come out and read their passage and write the inflection words on the white board Ø If there are any mistakes teacher immediately correct it	Ø Students have to form groups which have 5 members in each group Ø Each group must come out with a short passage which contain at least 5 inflection words which ends with –ed, -ing and –ly Ø Students given 5 minutes to complete the task Ø One student from each group must come out and read their passage and write the inflection words on the white board Ø Students will learn their mistakes, if they made any mistakes	Ø White board
Stage 5 Closure (5 minutes)	Ø Teacher recall the inflexion words that ends with –ed, -ing and -ly	Ø Listen intensively to the teacher	Ø White board

Anwers

Hello again people.. hope you people have tried the quiz and learnt something useful... Here is the answers... Check yours...

1. A Gaped

2. B Gazed

3. C Glared

4. C Gloat

5. A Glimpse

6. D Goggled

7. B Ogle

8. B Peep

9. C Peer

10 D. Obser­ving

11. B Glowering

12. A Squint

13. C Glan­ce

14. B Stare

15. B Browse

16. C Browsing

Should they or shouldn't they???

The Government had proposed the idea of scrapping 2 public exams ie UPSR & PMR. As usual, certain parties bowed down and welcomed the move while others feel that the examinations should stay. People, what is your take on this suggestion?

Build Your Vocabulary!

Many different words can be used to describe the way we look at things. Test your vocabulary skills with this exercise. Have fun! (By the way people,answers will be provided tomorrow...)

1. The children______in amazement at the giant ice-cream in the fun-fair.

A. gaped B. glared C. gloated D. peeped

2. The astronomy students____at the twinkling stars in the dark sky.

A. glanced B. gazed C. glared D. glimpsed

3. She _____at her students who were talking during her lesson.

A. peeped B. gloated C. glared D. gaped

4. A winner likes to______ over his success.

A. glare B. glance C. gloat D. gape

5. The opulent palace gives us a________of the rich life-style of the sultan.

A. glimpse B. glare C. gaze D. gloat

6. He_______in bewilderment when he saw some cows trampling on his vegetables.

A. glimpsed B. peeped C. peered D. goggled

7. Dave likes to_______ women who are attractive.

A. gaze B. ogle C. gloat D. peer

8. I took a______into her room out of curio­sity.

A. gape B. peep C. peer D. gaze

9. We have to_______at the exhibits on display under the dim lights of the museum.

A. peep B. glare C. peer D. gloat

10. I saw my sister______her cats basking in the sun.

A. peering B. ogling C. glowering D. observing

11. My uncle is_______with anger because his lap top has been stolen.

A. gloating B. glowering C. glancing D. ogling

12, The bright sunlight made me _______as he took a photo of me.

A. squint B. peer C. glare D. stare

13. I took a quick ________at the car parked outside my house.

A. glare B. stare C. glance D. ogle

14. When people dress bizarrely we always _______at them.

A. gloat B. stare C. squint D. observe

15. Every morning I______through the newspaper before I go to work.

A. gaze B. browse C. gape D.observe

16. I enjoy_______around in bookstores.

A. staring B. glancing C. browsing D. squinting