PREFACE

 

This module of English Language Proficiency Summary is complete according  to Task 2 . Aims  is a knowledge-based system for learning the English language system and identified in the English Language Proficiency 11 syllabus for non-TESL learners. It is aimed not only at enhancing learner's conceptual knowledge in a specific subject area but also practising to improve personel proficiency in the English language.

Firstly, writer would like to express thanks and praise the Almighty God who has lavished all the grace and facility that this task could be completed with care. Writer would like to take this opportunity and wish a special thanks to my lecture ______________________ on the basis that this work is organized. Besides, also thanks to my families member and friends who help me a lot to prepare this paper work. I hope this paper work can share anything that could benefit all of us for now and future.

                                                                                                                                      Terengganu,                                                                                                                                                                                                                                                                15        MARCH 2012

                                                                                              

                                                                                                                                   Writer

Task 2 : Summary of all the topics in semester 2

The learning of WAJ 3103 for PPG teachers is modular based. To ensure that you have gone through all the topics in the module, you are required to summarize all the topics through short notes or graphic organisers. Your marks in this section depend on the comprehensiveness and relevance of your summary.

TABLE OF CONTENT

PREFACE.................................................................................................... i

TABLE OF CONTENT.................................................................................            ii

            TOPIC 1: PARTS OF SPEECH / WORD CLASS.............................      5

            TOPIC 2: LISTENING AND SPEAKING SKILLS..............................      7

            TOPIC 3: READING SKILLS.............................................................         8

            TOPIC 4: WRITING FOR DIFFERENT TEXT TYPES......................     14

CONCLUSION.............................................................................................  16

Summary:

TOPIC  1 PARTS OF SPEECH / WORD CLASS

1.    Understand the different types of language structure of word classess namely, conjunctions, prepositions,and interjections.

2.    Apply the language structures appropriately through relevant exercises.

Coordinating Conjunctions	Subordinating Conjunctions
and, but, or, nor, for, yet, so	although, because, since, unless

Position : placed at the beginning or between words or clauses.

Example: Since, when, though and unless.

Prepositions

A preposition links nouns, pronouns and phrases to other words in a sentence. The word or phrase that the preposition introduces is called the object of the preposition.

Roles	Prepositions
Place	in, at, around, beyond
Accompaniment	along, with
Manner	in, with, like
Instrument	with, by
Time	before, after, at
Direction/movement	out of, toward, from, across
Agent	by
Stimulus	of, to, by
Purpose	to, for
Cause, reason	by, from, due to
Source	from

Interjections

Interjections are words used to express strong feeling or sudden emotion. They are included in a sentence and followed by an exclamation mark or usually at the start to express a sentiment such as surprise, disgust, joy, excitement or enthusiasm.

TOPIC 2 LISTENING AND SPEAKING SKILLS

Listening is ability to identify and understand what others are saying.

Have three basic steps : hearing, understanding and judging.

 

How to be good listener ?

v  Give full attention

v  Focus

v  Begin to talk after speaker finished.

v  Listen for main ideas

v  Jot down keyword

v  Identify important points.

Critical Listening

v  Form of listening that involves analysis, critical thinking and judgement.

v  Listening text types:

Ø  Forum:

Ø  Speech:

Ø  Documentary

Ø  News

Ø  Multimedia resources

TOPIC 3 READING SKILLS

1.    Understand Barret’s taxonomy of reading comprehension.

2.    Understanding of variety text and give personal response.

Critical Reading Skills

Reading with the goal of finding deep understanding of a material (fiction , non fiction) and ability to analyze, evaluate and synthesize , and also to highlight ideas.

Barret Taxonomy is a guide to measure comprehension for a written text.

Barret Taxonomy of Reading Comprehension

1.0  Literal Comprehension 1.1 Recogniton             1.1.1 Recognition  of details             1.1.2 Recognition of main ideas             1.1.3 Recognition of a sequence            1.1.4Recogniton of Comparison            1.1.5 Recognition of cause and effect relationship            1.1.6 Recognition of character traits

1.2 Recall                      1.2.1 Recall of Details      1.2.2 Recall of Main Ideas      1. 2.3 Recall of a sequence     1.2. 4 Recall of Comparison     1.2. 5 Recall of cause and effect Relationships     1. 2. 6 Recall of character traits

2.0  Reorganiszation 2.1  Classifying 2.2  Outlining 2.3  Summarizing 2.4  Synthesizing

3.0  Inferential Comprehension 3.1  Inferring Supporting Details 3.2  Inferring Main Ideas 3.3  Inferring Sequence 3.4  Inferring Comparisons 3.5  Inferring cause and Effect Relationships 3.6  Inferring Character Traits 3.7  Predicting Outcomes 3.8  Interpreting Figurative Language

4.0  Evaluation 4.1  Judgements Reality or Fantasy 4.2  Judgements of Fact or Opinion 4.3  Judgements of Adequacy and Validity 4.4  Judgements of Appropriateness 4.5  Judgements of Worth, Desirability and Acceptability

5.0  Appreciation 5.1  Emotional Response to the Content 5.2  Identification with Characters or Incidents 5.3  Reactions to the Author’s Use of Language 5.4  Imagery

a)    Read for Meaning and Understanding a Variety Of Text

When you are reading or writing any text, think about the purpose of the text or why it has been written. Depending on the purpose of the text, different methods will be used to get the message across to the reader.

b)    Use Contextual, Syntactic and Semantic Clues to Derive Meaning  

v  The context : overall meaning of the text

v  The syntactic clues : grammatical structures and language

v  The semantic clues: reader recall his own experiences and conceptual background.

c)    Read and Make Inference

 

To make an inference, a reader or listener takes information provided by the writer or speaker, combines it with background knowledge and prior information relevant to the situation, and extracts an unstated or implied idea from the communication.

More tips to help you to infer:

d)    Distinguish Fact From Opinion:

Facts (objective information)	Opinions(personal belief, idea or feeling)
the use of date and year	the use of adjectives which show your point of view or emotions.
the use of statistic/figures/precise numbers or quantities	the use of comparison words which show a comparison between two or more things
the use of definitions	The use of other words which show frequency, possibility, advisability and necessity
when stating a geographical or scientific fact	the use of phrases which show a belief, a suggestion, a feeling or an opinion

e)    Identify Shift in Argument

Transitions : words and phrases to indicate relationships between ideas, create coherence or logical connection.

Show addition	again, also, besides, equally important, first, further etc
Give examples	for example, for instance, in fact, specifically, etc
Compare	Also, in the same manner, likewise, similarly,
Contrast	Although, and yet, at the same time, but, despite, yet etc
Summarize or conclude	All in all, in conclusion, in short, in summary,therefore etc
Show time	Adter, afterwards, as, as long as, before, during, shortly , subsequently, then , until etc
Show place or direction	Above, below, beyond, nearby, opposite, the left etc
Indicate logical relationship	Accordingly, as a result, because, for this reason, hence, since, then, therefore, thus etc

f)     Identify Emotionally Laden Words

Authors write to communicate or arouse some emotion , or perhaps to evoke some feeling from other people.

For example , a text about adoption .

            Biological parent not natural parent.

Born to unmarried parents not illegitimate.

g)    Identify Writer’s Mood, Tone, Bias, Purpose or Point of View.

Tone is the author’s attitude toward the topic.Tone is expressed through the words and details the author selects. To determine the author’s tone, you must notice how these words and details are used within the writing.

Purpose is the reason an author writes about a topic. An author may have a more specific purpose in mind other than to inform, criticize, appreciate ,entertain, or persuade.

h)    Understand The Use Of Figurative Language and Its Effect On Meaning.

A deviation from what speakers of a language understand as the ordinary or standard use of words in order to achieve some special meaning or effect to understand figurative expression frequently used in writing are similes, metaphors, hyperboles, personification, symbolism and irony.

i)     Identify And Differentiate Idiomatic Expressions And Metaphors.

Idiomatic Expression

Idioms:  a group of words in a fixed order that have a particular meaning that is different from the meanings of each word understood on its own

Exp: have bitten off more than you can chew

Metaphor : A fact or draws a verbal picture by the use of comparison.

Exp: You are what you eat.

j)      Read Critically And Respond To Text

TOPIC 4 WRITING FOR DIFFERENT TEXT TYPES

Reports are compositions that give information.

Guidelines;

1) Write the title and date of your report at the top left hand corner of the paper.

2) If you are writing a report for somebody (e.g. the school principal, a teacher) write at the top whom the report is addressed to.

3) If you are writing a report for a newspaper, include as many facts as possible. Write the day and the place when the incident happened.

4) Write in clear, precise language. If you are describing an event, write a summary of the events. Do not give lengthy explanations.

5) Remember to allocate one idea for ane paragraph.

6) At the end of the report, write your name in block capitals and sign the report.

Example :

The Principal

Sekolah Menengah Kebangsaan Tengku Mahmud

22200 Besut

Terengganu.

15 March 2012

A Report on a laboratory acident in Form 3 Ceria.

CONCLUSION

By the end of this paper work, writer have improve their knowledge and writing in English language. . Grammar is the set of rules that govern the usage of English language. A strong grasp of English grammar is therefore of the greatest importance.Furthermore, this paper work also content knowledge and their writing proficiency. Although learning through the module may achieve a high level of content knowledge, aspects of writer’s writing (e.g., incomplete knowledge of idioms, vocabulary, and writing styles) can suggest a poor grasp of content. 

   

       The module was useful  to teachers and to obtain help in expressing their knowledge effectively and  help provide such cues and relationships when they write interactively with students and make writing a social activity. The module will serve as a resourceful guideline for the reader to write in the correct English syntax without any difficulties. Finally, the module is highly recommended for reader enrolled in basic courses who are in need to develop strong syntactic-writing fundamentals in order to proceed to more advanced writing works at later stages of their academic and/or professional life