Last Class (14/4/2011)

          Today is our last class with Miss Zu as our BEL lecturer. Anyway, I an happy because there is no more class to attend to anymore. However, we need to study because final exam is just around the corner. 

Our class begins with Nabila's group presentation about future tense. Future tense is a verb tense or form that indicates action that has not yet begun. Then, Miss Zu gives us back our test paper on listening and writing. 

I am happy because I got high marks for each of the paper. Last but not least, we take picture with Miss Zu.

Goodbye, We'll miss you!

Poem About My Friend

This is the poem that Miss Zu ask us to do.

N - is for Name, a pretty one indeed.                   

U - is for Unique in her own way.

R - is for Respect towards other people.

U - is for Understanding in every situation.

L - is for Life that you live so well.

A - is for Awesome, you simply amaze.

I - is for Interest, you show in others.

N - is For Natural, a joy to know.

I - is for Ideal for being my best friend.

Interpreting Writer's Point of View, Attitudes or Intentions

The writer's attitude towards an issue is shown through his/her tone uses in writing.
Example :
Neutral Attitude                                                               Biased
We have long been aware of the                                          We have long been aware that people
need to involve people for these                                           are being used for these abominable
medical tests                                                                        tests

Tones/Writer's use of words and writing styles to demonstrate his or her stand towards the issue :
a) Looking at word choice : positive, negative, neutral
b) Analyzing the phrasing used to describe an event : Is the author sarcastic? Does the author lay out
    facts with no opinions?
c) Considering how you feel when you read the text or even watch a video : What emotions have been
    evoked in you? Do you feel angry, sad or happy?

Example of Tone Words
Bitter,indignant,evasive,incredulous,optimistic,mocking,malicious,compassionate,cynical,pessimistic

Reasons/Purpose in Writing
> To persuade
> To inform
> To instruct
> To entertain
> To announce
> To explain

Argumentative Essay (5/4/2011)

BEFORE WRITING
> Brainstorm ideas on the subject.
> Identify the main topics.
> Use these topics as headings for organizing your notes
> Decide which side you are on i.e. which arguments are most convincing. Make sure you choose the side 
   that you can fully support. 
> Plan and write an outline for your essay noting down the information you will include in each paragraph.


INTRODUCTORY PARAGRAPH
> Introduce the topic with general statement.
> State why it is important.
> State there is a difference of opinion about this topic
> Thesis statement must state what YOUR claim is and can include the "parts" of the argument you are
    going to state.

BODY PARAGRAPHS 
> Arguments for : The reasons "parts" of your thesis statements will be in your body paragraph.
> Give clear arguments for your claim with support. (examples, statistics, explanations, etc.)
> Use transition words as you move from paragraph to paragraph. ( Firstly, Secondly, Furthermore, 
    In addition, Moreover, Finally)
> You also can use any of the transitions from the other essay types as long as they are appropriate for 
    your argument. (You may want to compare/contrast things, give reasons/results, descriptions,
    definitions, etc.)


REFUTATION PARAGRAPH 
> This is also used to support your claim.
> Use the counter arguments to show that your idea is the stronger one.
> Do not focus only on the opposing ideas.

USEFUL WORDS AND PHRASES
a)When you can think of the opposing opinion but you have not seen it written anywhere :
               could be claimed  
   It         may be asserted that...        However,...
               might be argued
b) When you have seen the opposing opinion written in another text :
                               claimed
    It        has been asserted that....        However,....
                              argued


CONCLUDING PARAGRAPH
> Restate the main claim.
> Present one or two general sentences which accurately summarize your arguments which support the
   main premise
> Provide a general warning of the consequences of not following the premise that you put forward 
    and/or a general statement of how the community will benefit from following that premise.

   

Article (31/3/2011)

ARTICLE
> Refers to a word that come after nouns (A, An, The)
> There are two types of article : 
    a) Definite Article 
        # 'The' is called as the definite article because it points out a particular and specific object or class.
        #  Example : 
            i) I sat on the chair.
           ii) This is the book I was talking about. 
     b) Indefinite Article 
         # A
            - Used to points out an object but not any particular specimen.
            - Used before words beginning with a consonant sound or an aspirated 'h'
            - Example : I have a book.
        # An
           - Used before words beginning with vowel sound.
           - Example : He is an honest person.

Body Paragraph

Purpose

The body paragraph in your essay support the main idea in your thesis statement by breaking it down into 

smaller ideas or subtopics. Ideas in your paragraphs should relate back to the thesis statement.

Key Features

Body paragraphs should contain some of the following features : 

a) Topic Sentence

    > Every paragraph should have a topic sentence. This is the most important sentence because it expresses

       the main idea of the paragraph.

    > Always to be in the form of complete sentences.

    > Contains the topic of the paragraph and the controlling idea (limits the topic to something very specific).

b) Supporting Sentence 

    > Relate to the ideas in the topic sentence. 

c) Concluding Sentence

    > Last sentence in a paragraph. 

    > A conclusion can remind the reader of the main points of the paragraph and/or leave the reader with

       something about in the relation to topic.

    > Some common expressions used in the concluding sentences are listed below : 

       - As we can see,...                                        - Finally,...

       - In summary,....                                           - Consequently,...

       - These example shows that.....                     - As a result,....

d) Unity

    > Each sentence in the paragraph is related to the topic sentence.

    > Discuss only one main idea

Active and Passive Voice (29/3/2011)

Voice - The form a verb takes to indicate whether the subject of the verb performs or receives the action.
          - There is two types of voice : Active Voice and Passive Voice


ACTIVE VOICE
> Indicates that the subject of the verb is acting because the subject does or "acts upon" the verb in such 
   sentences, the sentences are said to be the active voice. 
> Example : i) The computer printed my paper.
                       Explanation : The computer (subject) is doing the printing (verb) 
> Most writer prefers to use active voice because it is more direct.

PASSIVE VOICE
> The subject is being "acted upon" or is passive
> In a passive voice sentence, the subject and object flip-flop. The subject becomes the passive recipient
   of the action.
> Example : i) The boy was jumped on by the dog.
                      Boy (subject) was being jumped on (verb)
> In general, the passive voice is less direct, less forceful and less concise

Speaking Test (24/3/2011)

Today, my group come 30 minutes earlier for our speaking test. Our group leader, Azura wants us to do some preparation for the speaking test. We are so nervous to do the speaking test. Our turn is at 10.50am which is after Khalis group. However, we have to be the last group because of some circumstances that makes Joe's group takes our turn. Beside that, Zakirah and Amira are the only one who's doing the test because Joe is admitted to the ward because of dengue. Anyway, we got to speak about ways on how to plant more trees for the speaking test. I was so nervous that I a bit blur at that time so I don't know if I perform well or not in the speaking test. Lastly, Miss Zu ask us to take care of our health because final exam is coming near.

Preparation for Speaking Test (22/3/2011)

Today, Miss Zu teach us on how to do the speaking test. She gives us notes that consist of phrases we should used in the speaking test. Actually, the speaking test will be held on Thursday on 24th March 2011. The speaking test paper will consist of two sections that is Section A and Section B. Section A is for individual only whereas Section B is for discussion group. Miss Zu ask Khalis group to be the sample for the speaking test and she shows us how the mark will be given.

Listening Preparation and Test 1 (15/3/2011)

LISTENING PREPARATION (MORNING)
Today, we do listening activity with Miss Zuraidah for preparation of listening test which is just around the
corner. Then, Miss Zu ask us to form into a group consist of 4 or 5 members to do the rehearsal for Test 1 tonight. We have to do the information transfer writing. Each one of the group members have been given 5 minutes to write the essay. Everyone is in chaos because we have to complete the task in a short period.

TEST 1 (NIGHT)


At night, we have Test 1 at LT2. Miss Zu ask us to come early for the test and wish us good luck for the test.
We all do the best that we can for this test..

Presentation on Information Transfer(10/3/2011)

Today my group have to present the information transfer writing.

How Students Spend Their Time After Classes

                The pie chart shows the percentage of how students spend their time after classes according to the type of activities such as indoor activities, socializing, studying, go for movies and outdoor activities. (Overview)

          Based on the pie chart, indoor activities such as playing computer and board games, cooking, and collecting stamps have the highest percentage which is 35% whereas the lowest percentage are outdoor activities and go for movies which is 10%.The gap between the highest and the lowest percentage is 25%. Indoor activities have the highest percentage due to less energy consumption. (CIKFs 1)

          As can be seen from the pie chart, the second highest percentage is socializing which is 25%. For example, chatting online, going out with friends and visiting places. It is because socializing is fun and it can entertain us from being bored. (CIKFs 2)

          From the pie chart, it can be shown that studying is much less preferable activity than socializing which is 5%. Students prefer socializing rather than studying because they tend to relax their mind after studying. (CIKFs 3)

          In conclusion, indoor activities will increase more and more in future due to the widespread of technology. Therefore, the university should provide more facilities in terms of technology in the campus.

Orange – Prediction (Pi)

Black – Proposal (P ii )

Light  Blue  -  Title

Information Transfer and Reading Comprehension (8/3/2011)

INFORMATION TRANSFER  (MORNING)
 Today we learn about information transfer(non-linear to linear text).

TIPS ON HOW TO DO THE TASK
- Spend 5 minutes reading the graphs/charts etc.
- Make sure you understand axes.
- Make sure you follow lines on graphs.
- Focus on the key information.
- If have 2 graphs - compare.
- Think about the time period - tenses.
- Vary your vocabulary.
- Organize information clearly.
- Write neatly.

FORMULA
1) TITLE
    - Extract title from question and underline it.
2) OVERVIEW
     - What does the stimuli present?
     - Answer : A bar graph, diagram, pie chart, pictograph, newspaper headline or article, some notes, etc.
3) CONTROLLING IDEA & KEY FEATURES (CIKFs)
    a) Identify key features
    b) The MOST OUTSTANDING ideas from the stimuli
        > CONTROLLING IDEA (CI) - What is the general trend of all the stimuli combined? Answer : 
            Increasing, Decreasing, Consistent or Fluctuating( NOTE : These are the FOUR main trends)
        > You ARE NOT just LISTING ALL FEATURES and information from the stimuli but you have 
            to choose the MOST OUTSTANDING AND IMPORTANT details, you must be 
            SELECTIVE of which to include.
        > External ASSUMPTION may be used if there is no correlation between the pie, graph and the 
           table.
    c) You can begin each paragraph with phrases like : 
         > According to the...
         > Based on the...
         > With reference to....
4) P(i) & P(ii)
    a) PREDICTIONS (Pi) 
        - What future trend can you predict? Answer : If x happens then y will continue to increase, 
           decrease, stabilize or fluctuate.
    b) PROPOSAL (Pii)
        - What recommendation can you propose? Answer : The Government/Nation/United Nations can...
        * Not compulsory but it will differentiate the higher bands from the lower ones


READING COMPREHENSION (NIGHT)
At night, we do reading comprehension with Miss Zu. Actually, night classes we always combine with class 2A. The title of the passage in the reading comprehension is H1N1. We have to read the passage, then, we have to answer the questions given below the passage. This activity is for the preparation for mid-term test.

Presentation of Introductory Paragraph (3/3/2011)

Today, all the group have to do their presentation in front of the class. My group present about quotations.

INTRODUCTORY PARAGRAPH – QUOTATIONS

“Vandalism comes naturally from our soul.” These words come from a teenage boy and his friends who lax in drawing graffiti on the wall of a building. Teenage boys said that this work is a piece of art where they often did this to express their feelings or thoughts about certain things in our life. Furthermore, he said that they also draw the graffiti whenever they feel like doing it. This type of vandalism does not only involve teenagers but also adults.(Hook) However, these teens do not know that they have vandalized the image of the building as well as the environment.(Transition) Vandalism can be prevented if the government creates a law that severely restricts vandals in destroying the environment, giving motivational talk as well as giving punishment by doing community service.(Thesis)

Introductory Paragraph, Inferences and Prediction(1/3/2011)

INTRODUCTORY PARAGRAPH (MORNING)
1) One of the most important thing in your essay!
2) Purpose :
    a) Get the reader's attention
    b) Set tone for the rest of the essay
    c) Make a contract with the reader - What will be covered in this piece (reveal the thesis statement)?
3) Parts :
    a) Hook
        - Designed to grab attention immediately and give same indication about the essay's type
    b) The Transitions 
         - The relationship between the hook and the thesis statement.
         - Moves the reader from the hook to the driving force of the essay
    c) The Thesis Statement
         - Makes contract with the reader about what will be discussed without a blatant announcement.

Types of Hook 
1. Personal Example
   - Provides strong, dramatic incidents to use
   - Make up your personal experience, be careful that it sounds credible.
   - Honesty in expressing thoughts and feelings
2. Using Quotations
    - Dramatic, emotionally appealing, surprising, humorous
    - Does not have to be from a famous person
    - Must be relevant to the thesis statement
3.Using Facts or Statistics
   - Must be startling/unusual/bizarre
   - Must be from a credible source
   - Use journal as a place to record both quotes and tests or statistics that might work for an introduction
4. Rhetorical Questions
5. Current Events or News
   - Must be recent
   - Must be important
   - Should be made public by newspapers, television, or radio
6. Using Contrast To The Thesis Statement
    - In direct contrast to the thesis statement
    - It's fun to prove an expert wrong
7. Definitions


INFERENCES AND PREDICTIONS (NIGHT)
Predictions
- What you think will happen based upon the text, the author and background knowledge
- An educated guess as to what will happen
- To make predictions BEFORE and DURING reading, you must ask yourself, what is going
   to happen next in the story  
- Answered by the end of the text or story

Inferences
- Reading of all the clues and making your best guess.
- When you infer, you used all clues to draw conclusions about what is being read
- You infer DURING reading only

Verb and Adjectives (24 Feb 2011)

VERBS
DEFINITIONS
Word that shows an action and state of being

FORM OF VERBS
1) Action Verb (run, walk, talk, jump)
    - Express what someone or something does
    - Example : I jump over the fence.

2) State Verb (be, do, have, believe, know)
    - Example : I have to go to the library this afternoon.

3) Auxiliary Verb
    - Support and give meaning to the verb
    - BEFORE verb in a sentence.
    - Functions:
       a) To express ability - can, could
       b) To express possibility - may, might
       c) To express permission - may, can
       d) To express advisability - should, ought to, had better
       e) To express necessity - must, have to

ADJECTIVES
A) DEFINITIONS
     - To describe nouns
     - Position of adjectives: before nouns(modifier) and after linking verb (complements)

B) FORMS OF ADJECTIVES
     1) Shapes, colors, sizes, quantity, quality, nationality, etc.
         - Examples : Laura looks beautiful in that yellow dress.

    2) Some nouns can also function as an adjectives
         - Examples : The stone wall is strong( stone - noun functioning as an adjectives)

Facts and Opinion(22 Feb 2011)

         I think today's class is awesome. We learn about facts and opinion. Miss Zu ask us to form into a group consist of 5 to 6 members. We are given a task about promoting a product by creating six statements consists of facts and opinion. My group have to promote about facial cleanser product. We decided to create 3 facts and 3 opinions based on the facial cleanser product. However, the audience have to guess how many facts and opinions statements that we created. The winner for today's task is Group 2 as they scored the highest mark among the others. Last but not least, we encourage teamwork in the group as well as enhance more knowledge in today's class.

Adverb

DEFINITIONS
- Part of speech that add information and describe the verb to what extend.
- Positions of adverb : before or after verb.

FORMS OF ADVERB
a) Adverb of time (eg. recently, now, then, yesterday, later, soon)
    - Example : Ahmad will be shifting to a new place soon.

b)Adverb of Manner (eg. slowly, carefully, quickly, well)
   - Put after the direct object or behind the verb if there's no direct object.
                    (subject)                   (direct object)
   - Example:     He          drove            the car            carefully.
                                    [verb(s)]                              (adverb)


c) Adverb of Place ( out, up, there, everywhere)
    - Example: The balloon went up into the sky.

d) Adverbs of Degree ( much, almost, quite)
   - To what limit or extend
   - Example: a) I nearly died due to the accident.
                    b) The classroom is almost empty when I arrive.

Prepositions(17 to Feb 2011)

DEFINITIONS
To link nouns, pronouns and phrases to other words in a sentence.

FORMS OF PRONOUNS
a)Prepositions of Time (since, for, ago, before, during, etc...)
    1) AT
        - Used at a specific time
        - Example: a) I start work at 7.00 a.m.
                         b) I sleep at night.
  
    2) ON
        - Used for specific days, dates and special occasions.
        - Example: a) My birthday is on Tuesday.
                         b) We're having a birthday party on 3rd November.
                         c) On Easter Day

    3) IN
        - Used in non-specific time during a day, a month, a season or a year.
        - Example: a) I started this website in 1993.
                         b) We are going to New Zealand in Winter.


b) Preposition of Place (over, below, above, under, etc. )
    1) At
       - Used for a point.
       - Example: The nursery is located at the end of the street.

   2) In
       - Used for enclosed space.
       - Example: Do you live in Korea?

   3) On
       - Used for surfaces.
       - Example: The book is on the table.

    4) To
        - Used for movement to a person or building, movement to a place or country and to go to bed.
        - Example: Lina will go to the cinema tonight.

c) Prepositions of Position  (above, against, along, etc. )
    - Example: The girl ran across the road to catch her ball even though there was a heavy traffic.

d) Preposition of Manner (at, with, by)
    - Example: She learned Japanese at 18.

                

P. Ramlee's Movies(Acting; 8 Feb 2011)

       I think today's class is very interesting and fun as we have to perform an act from any scenes in the P. Ramlee's movies or films. First, our lecturer, Miss Zu ask ask us to form a group consist of  5 or 6 members. Then, she ask us to choose any P. Ramlee's films or movies and pick any scene from that particular movie and we have to perform it in front of the class. My group decided to choose 'Seniman Bujang Lapok' and we pick the scene where P. Ramlee and his friends are acting in that movie. Also, we have to guess which type of P, Ramlee's movies or films that our friend acts. Moreover, we also have to choose the best actress or actor as well as which group perform the best among the others. Therefore, we all decided to choose Amalina who act as Cikgu Murni in Nasib Si Labu Labi as the best actress. Also, we also choose Khalis's group has the best perfomance among the others... :)

Writing (28 January 2011)

28 January 2011
Today I learn about writing in my BEL 260 class at U 214..

WRITING

Pre-Writing Techniques
a)Brainstorming
b)Mind-mapping
c)Freewriting
d)Quickwriting

Writing Process
1)Brainstorming
   >Brainstorm ideas, points and how to organise a piece of writing.

2)Planning
   >Careful planning eliminates possible problems and helps you to write a clear, well-focused piece of writing
     with reasonable ideas and a meaningful presentations.

3)Writing
   >Involve creative and critical thinking in this process.
   >Creative and critical thought processes will result in sentences and paragraphs that are well developed and
     attract the attention of the reader.

4)Editing / Reviewing
   >Enables the writer to detect errors.
   >To refine and "polish rough spots".

EXTENDED WRITING

Definitions
Extended writing means writing an essay that is more than 250 words.

Outlines of Extended Writing

 1)Introductions
    >Opening sentences
    >Thesis Statement (main ideas that will be developed in the essay)


2)Body Paragraph 1 
   >Topic sentence 1 (main point of the paragraph)
   >Supporting details
   >Concluding sentence (optional)

3)Body Paragraph 2
   >Topic sentence 2
   >Supporting details
   >Concluding sentence

4)Body Paragraph 3
   >Topic sentence 3
   >Supporting details
   >Concluding sentence

5)Conclusion
   >Reaffirm thesis statement
   >Summary of main points

DEVELOPING THESIS STATEMENT
>Thesis statement
   A sentence that shows the controlling idea of a piece of a writing.
>It have to be specific because it acts as the ' focus ' of the writing.
>Poor thesis statement  - too general or ambiguous.
>Normally comes at the end of the introductory paragraph.

PARAGRAPH


Definition
>Short essay
>Contain all aspects of an extended essay
>Average paragraph - about 150 to 200 words 

Outlines of A Paragraph 

1) Topic Sentences (TS)
     >Usually written as the first sentence of a paragraph.
     >In some cases, it is also written in the middle or at the end of the paragraph.
     >Always stated in a complete sentence.
     >Verifies or supports a thesis statement. It informs the reader of the content or ideas to be discussed in  
        the paragraph.

2) Supporting Details (SD)
    >Supporting sentences need to be about the idea presented in the topic sentence.
    >Ways to support topic sentence are:
       a) Giving examples and illustrations
       b) Presenting statistics
       c) Evaluating causes and effects
       d) Making comparisons and contrasts

3) Concluding Sentence (CS)
     >Summary of a paragraph.
     >Final remark on the main idea of the paragraph.
     >Examples:
       a) As we can see
       b) Hence
       c) As a result
       d) These examples shows that
       e) Therefore
       f) Consequently

Determiners(25 January 2011)

25 January 2011
On this date, also, another group present their presentation in class about determiners..


DETERMINERS

DEFINITIONS
A determiner qualifies a noun. It makes the reference of the noun more precise.

GROUPS OF DETERMINERS

1)GROUP ' A ' DETERMINERS
   >Articles, demonstrative and possessive are often called group A determiner.
   >They are used to identify things.
   > a)Articles - a, an , the
      b)Demonstrative - this, that, these, those
      c)Possessive - my, our, your, their, her, his, its, one's, whose
  >Two group A determiners cannot be put together.
     Example:
     We can say my car but not the my car.
  >If we have to put the two group A determiners together, we have to use the structure
    a / this  +  noun  +  of mine / yours.
    Example:
    a) this book of mine.
    b) a friend of yours.

2)GROUP ' B ' DETERMINERS
   >Indicate something about quantity.
   >Examples are:

• some, any, no
• each, every, either, neither
• much, many, more, most
• a little, less, least
• a few, fewer, fewest
• all, both, half
• what, whatever, which, whichever
• one, two, three, etc.

  >We can put group B determiners together when the combination makes sense.
     Example:
     a)We meet every few days.
     b)Have you got any more rice?

GROUP A  +  GROUP B
Group B determiners can be used directly before nouns without of.

• Have they got any children?
• Most people love children.

But if we want to put a Group B determiner before a noun with a Group A determiner, we have to use of.
Compare:

• some children
• some of the children
• neither method
• neither of these methods
• most plants
• most of the plants

IMPORTANT POINTS

We can leave out of after all, both and half when they are followed by nouns.

• all my friends OR all of my friends
• both (of) my parents
• half (of) her income

But note that we cannot leave out of when all, both and half are followed by pronouns.

• all of us (NOT all us)
• both of them (NOT both them)

No and every are not used before of; instead we use none and every one.

• no children
• none of the children
• every child
• every one of the children

GROUP ' A '  +  GROUP ' B '

Certain Group B determiners can be used after Group A determiners. They are: many, most, least, little and few.

• a little time
• his many ideas
• a few questions
• the most money

Pronouns(25 January 2011)

25 January 2011
Today I learn about  pronouns in my english class.. Actually, it is a group presentation that my lecturer, Miss Zu assign for me and my group whose consists of my group leader, Azura, Aini and me..

PRONOUNS

DEFINITIONS

Pronouns take the place of nouns in sentences.

TYPES OF PRONOUNS

1)PERSONAL PRONOUNS
   a) Subjective Personal Pronouns
      >To replace nouns as the subjects of sentences
      >Subject pronouns(I, you, he, she, it, we, they)
      >Example:
        We will meet at the library at 3.00 p.m.
  b)Objective Personal Pronouns
     >To replace nouns as objects of verbs and prepositions
     >Object pronouns(me, you, her, him, it ,us, them)
     >Example:
       Lisa and Evan will meet us at the newest cafe' in the shopping mall.
 c)Possessive Personal Pronouns
    >To replace nouns to indicates possession or ownership.
    > Possessive pronouns(mine, yours, his, hers, its, theirs, ours)
    >Example:
      The smallest gift is mine.

2)DEMONSTRATIVE PRONOUNS
   >Identifies a noun or pronouns
   >Demonstrative pronouns(this, these, that, those)
   >Examples:
     I'll take these.


3)INTERROGATIVE PRONOUNS
   >To replace nouns used to ask questions.
   >Interrogative pronouns(who, whom, which, what, whoever, whomever, whichever, whatever)
   >Examples:
     Who usually helps you?   

4)RELATIVE PRONOUNS
   >Used to join two sentences, take place of nouns and / or pronouns in a sentence and refer to nouns or 
     pronouns which come before any relative pronouns.
  >Relative pronouns(who, whose, which, that, whoever, whomever, whom)
  >Example:
    People who smoke should quit now.

5)INDEFINITE PRONOUNS
   >Refers to general categories of peoples or things.
   >Indefinite pronouns(all, another, any, anybody, anyone, anything, each, everybody, everyone, everything,
     few, many, nobody, none, one, several, some, somebody, someone)
  >Example:
    Anyone can do that.

6)REFLEXIVE PRONOUNS
   >Are used when a person or thing acts on itself.
   >Reflexive pronouns(myself, yourself, herself, himself, itself, ourselves, yourselves, themselves)
   >Examples:
     All of you must do your homework yourselves.


7)INTENSIVE PRONOUNS
   >Used to emphasise its antecedent.
   >Identical in form to reflexive pronouns.
   >Example:
     The Prime Minister himself said that he would lower the taxes.
 

Outcome Based Education(OBE) - 4 January 2011

4 January 2011
Today is the first day I start my BEL 260 class in the morning at Cyber Lingua Lab 2.. On this day, I have learn about the Outcome Based Education(OBE) which is the method that focus on what students can actually do after they are taught... There are also the programme outcome and course outcome..

Programme Outcome 

• Specific and general knowledge, skill, attitude and abilities demonstrate by graduates or students.
• Expect to have mastered the outcomes by the time they finish all coursework in their program.

Course Outcome
Describe what students or graduates should know, understand and can do upon the completion of course based on analysis, synthesis and evaluation.

Also, I have learn about the " 9 Ministry Of Higher Education(MOHE) Attributes " . They consists of

• Knowledge - Bloom Taxonomy
• Practical Skills
• Critical Thinking & Scientific Skills
• Communication Skills
• Social Skills, Teamwork & Responsibility
• Values, Ethics, Moral & Professionalism
• Information Management and Lifelong Learning Skills
• Managerial and Entrepreneurial Skills
• Leadership Skills

At the end of this class, I think I need to instil the " 9 MOHE Attributes " in  my life or as a self-assessment as a person or student in daily activities..