Teaching eng for youngers:

Point 1

Question 1 : Explain how a child acquires language. Discuss how you facilitate
children's language acquisition in a childcare setting.

Early language acquisition makes it more probable that a child will become fluent in their
first language. Even while the term "mother tongue" is frequently used, it does not really
describe how languages are fluid and how it is possible to learn multiple languages at once.

The term "second language acquisition" can be used to describe the process of learning a
second language. During kindergarten, children could learn a new language. This typically
occurs within one of two ways: either naturally, non-instructively, usually concurrently with
the child acquiring their first language, or instructionally, which typically refers to classroom
training in a group environment. The latter is more common among older children in schools.
Despite the complexity of the topic, learning a first and second language at a young age is a
normal process that does not always result in difficulties with language acquisition in general.
The process of language acquisition is led and controlled by children, although the family can
help by providing direction and encouragement. Children usually have little trouble learning
many languages, depending on their environment and cognitive tendency (Fillmore, 1991).

Point 2

There are a few things we may do to help youngsters in child care with their language
development:

- Don't correct or criticize

There will be a learning experience with children's language development, just
like everything else we learn in life. Don't immediately correct or criticise them if
their verb tenses, verb choice, or pronunciation are incorrect. They can view this
criticism negatively and be reluctant to attempt again, or they might feel ashamed.
Instead, try saying the sentence aloud while using the revised language.
- Read, frequently and often
Countless studies show the relationship between reading and strong language
development. No matter how young they are, reading to children helps with their
letter and word recognition as well as expanding their vocabulary. Many children's
books inspire their imagination and use words and descriptions that wouldn't typically
come up during regular

- Narrating
You may include narration into your regular interactions with kids in two ways. The
first step is to discuss your activities. For example, "I am folding the laundry." or "I
am baking you a tasty snack." The second is addressing your child's activities. Like,
"You're building with the blocks," or "You're controlling the car's wheels." It's a green
vehicle." It helps children develop their ability to transform words into phrases and
eventually sentences by describing what you are doing or what you see them doing.

Point 3
Question 2 : Describe the oral language devlopment of a child and what
strategies you can apply in a preschool classroom to improve children's oral
language.

The basis for reading and writing skills is oral language. Children can succeed in
school as they navigate a variety of scholastic subjects and problems by developing
their oral language skills. As they develop into successful adults, they can confidently
engage with peers, teachers, and other people when they can communicate
successfully. Oral language development involves more than learning words. More
than just word learning is involved in spoken language development. It also comprises
the growth of verbal abilities that allow kids to communicate effectively and clearly.
Creative communication replaces verbal expression and also improves self-
esteem. Children who can effectively communicate verbally have a higher likelihood
of becoming better communicators throughout their lives. Children can strengthen
their spoken language skills to become confident communicators and successful
learners who reach their academic and extracurricular goals.
 Point 4
How to improve children’s oral language in a preschool:

- Storytelling. While storybooks provide ample entertainment, sharing stories –

whether real or make-believe – can provide a good bonding time with your
children while helping develop their communication skills. Exchange stories about
daily events. Broaden their imagination with fantastical stories and let their
creativity grow as you make up stories about anything and everything around
them.

- Songs. Aside from harnessing their musical abilities, songs also help children learn
new words. Lyrics have a sense of rhyme and rhythm so it will be easy and
entertaining for them to sing along. In addition, simply putting a tune to an activity
can be a fun game that you can play with your children.

Point 5

- Active reading
While reading to a child, set an example of active reading. As you read, discuss
what is happening. Discuss any exciting or challenging vocabulary terms here. Try
to assist kids ini visualising the tale in their minds and ask such question “What
exactly happened here? What emotions do you think that person feels? Have you
ever had that experience? What do you expect happening at the moment next?”
Children’s comprehension and critical thinking abilities will both improve as a
result of this.

- Picture book spotters

Read picture books to the kids while pausing to discuss the illustrations. By drawing
attention to what is occurring in the visuals, repeat what you have read in the story.
Ask the children what else they can see to encourage them to respond, such as, "Big
Ted is wearing his red shirt! What other footwear does he have on his feet? In the
garden, the princess is sitting. What more sights are there in the garden?
Kesusasteraan knk2

Point 1:

Harun Mat Piah (1989) telah memberikan definisi pantun berdasarkan aspek dalaman dan
aspek luaran atau struktur visualnya. Aspek dalaman pantun meliputi unsur estetik dan isi
(tema dan persoalan). Unsur estetik pantun dapat dilihat berdasarkan dua aspek. Pertama,
yang berkaitan dengan penggunaan lambang-lambang tertentu yang terdapat dalam pantun
mengikut tanggapan dan pandangan dunia masyarakat Melayu, dan yang kedua, berdasarkan
hubungan makna antara pasangan pembayang dengan pasangan maksud sama ada secara
konkrit atau abstrak.

Point 2

Manakala melalui aspek strukturnya pula, Pantun mempunyai rangkap-rangkap yang

berasingan. Setiap rangkapnya terbina daripada baris-baris yang sejajar dan berpasangan
seperti 2,4,6 sehingga 16. Rangkap pantun yang paling umum ialah yang mempunyai empat
baris serangkap. Pembentukan rangkap berdasarkan baris ini telah menjeniskan pantun
Melayu iaitu pantun dua kerat (pameo/kilat), pantun empat kerat, pantun enam kerat dan
seterusnya hingga pantun enam belas kerat. Terdapat juga pantun yang wujud secara berkait
yang dinamakan pantun berkait dan biasanya dalam bentuk empat kerat. Setiap baris
mengandungi kata dasar antara empat hingga lima patah perkataan, dengan jumlah suku kata
antara lapan hingga dua belas. Yang biasanya ialah lapan hingga sepuluh suku kata dalam
sebaris. Setiap stanza atau rangkap pantun mempunyai unit atau kuplet iaitu pembayang atau
sampiran (separuh jumlah baris pertama) dan unit maksud (separuh jumlah baris bahagian
kedua) Mempunyai skema rima hujung yang tetap iaitu a-b,a-b bagi pantun empat kerat, a-b-
c,a-b-c bagi pantun enam kerat (dan seterusnya), dan a-a bagi pantun dua kerat. Setiap
rangkap pantun merupakan satu keseluruhan, iaitu mengandungi satu fikiran yang bulat dan
lengkap yang dapat dikesan melalui maksud pantun dalam rangkap tersebut.
Point 3

Bagi menjawab soalan pertama juga, tema pantun yang sesuai untuk kanak-kanak di tadika
yang dipilih oleh saya ialah tentang kepentingan membaca:

Hari minggu membeli paku,

Paku dipakai untuk pagar,

Perbanyaklah membaca buku,

Supaya jadi makin pintar.

Point 4

Q2: Bincangkan fungsi pantun dalam meningkatkan pembangunan pembelajaran kanak-

kanak tadika.

- Untuk menguji minda

Pantun juga dicipta untuk beberapa tujuan bagi mencabar ketangkasan fikiran. Terdapat
banyak jenis pantun yang amat digemari ramai terutamanya kanak-kanak sebagai contoh,
pantun yang menguji minda. Pantun ini dinamakan sebagai pantun teka teki. Antara contoh
pantun tersebut ialah seperti:

Belayar perahu dari Berandan,

Menuju arah Selat Melaka,

Lebar kepala dari badan,

Apakah itu cubalah teka?

- Dapat membantu meningkatkan komunikasi kanak-kanak

Belajar perbendaharaan kata baru akan membantu mewujudkan kemahiran komunikasi

baru, kanak-kanak akan tahu apa istilah terbaik untuk digunakan untuk berkomunikasi.
Adakah panggilan diksi yang juga menjadi sebahagian daripada kemahiran ini, dengan cara
ini mereka bercakap secara progresif dengan cara yang lebih baik. Dengan cara yang hampir
tidak disengajakan, anak-anak mencipta memori pendengaran, dan meningkatkan cara
mereka memvisualisasikan penulisan

Point 5
- Dapat membantu kanak-kanak untuk memahami dunia sekeliling.
Terdapat banyak isi pantun yang mempunyai nilai murni serta pengajaran yang boleh kita
ambil begitu juga dengan kanak-kanak. Penting bagi mereka untuk mengenali mereka untuk
lebih memahami kehebatan mereka dengan kehidupan. Lama kelamaan mereka dapat
meluahkan perasaan terdalam mereka dengan lebih baik.

- Dapat meningkatkan memori

Ramai kanak-kanak belajar menghafal pantun sama ada pantun 2 rangkap atau 4 rangkap.
Mereka akank membaca dan mendengarkannya beberapa kali. Oleh kerana stanza dengan
frasa pendek yang biasanya mempunyai irama dan sajak, ia lebih mudah dihafal dan
menjadikan ingatan kanak-kanak lebih cepat.

Pengajaran dan pembelajaran Bm kanak2

Point 1

Pentaksiran dalam pendidikan adalah pentaksiran yang dirancang, dibina, ditadbir, diperiksa
dan dilapor oleh guru di sekolah yang melibatkan murid, ibu bapa dan organisasi luar.
Pentaksiran Sekolah dilaksana dalam bentuk pentaksiran formatif yang dijalankan seiring
dengan proses pengajaran dan pembelajaran atau pentaksiran sumatif di akhir unit
pembelajaran, semester atau tahun. Oleh itu, pentaksiran telah dilaksanakan di dalam semua
sekolah dengan tujuan yang sama iaitu yang pertama adalah untuk mendapatkan maklumat
tentang pembelajaran dan mengetahui apa yang murid tahu dan boleh buat. Sebagai contoh,
kita dapat tahu sejauh mana pengetahuan murid dalam sesuatu pembelajaran yang dijalan di
kelas. Pentaksiran ini juga dapat memberikan motivasi dan meyakinkan murid untuk
mencuba bagi meningkatkan prestasi mereka
Point 2

Selain itu, pentaksiran dalam pendidikan di sekolah juga dapat membantu memperbaiki dan
meningkatkan pembelajaran murid. Pentaksiran untuk pembelajaran merupakan proses
pembelajaran yang berterusan. Melalui ini, murid akan menerima maklum balas bagi
mempertingkatkan lagi pembelajaran. Sebagai contoh, mereka akan lebih mudah untuk
mengetahui bab dalam suatu subjek yang sudah dikuasai atau yang perlu mereka baiki dan
fahami.

Point 3

Selain daripada murid, pentaksiran dalam pendidikan ini juga amat berguna untuk para guru.
Pentaksiran dan penilaian dapat memberikan gambaran tentang perkembangan murid
sekaligus dapat membantu guru untuk membuat rancangan pengajaran yang sesuai dengan
perkembangan dan mengikut kemampuan anak murid. Sebagai contoh, guru membuat
rancangan pengajaran dengan alat bantu mengajar yang sesuai mengikut umur dan
pengetahuan murid agar murid dapat memahami apa yang disampaikan oleh guru di kelas.

Point 4

Pentaksiran untuk pembelajaran melibatkan guru menguji pengetahuan, pemahaman dan

kemahiran anak murid sebagai buti maklum balas terhadap keberkesanan pengajaran di
dalam bilik darjah. Ia juga dikenali sebagai pentaksiran formatif dan berlau sepanjang tempoh
proses pengajaran dan pembelajaran untuk memastikan pembelajaran dan kefahaman murid
terhadap pembelajaran.

Point 5

Pentaksiran dalam pendidikan telah melibatkan banyak ahli termasuklah ibu bapa kepada
murid. dalam pentaksiran ini terdapat banyak tujuan yang dilakukan salah satunya adalah
untuk menggalakkan ibu bapa mengambil tahu tentang perkembangan pembelajaran dari
pelbagai aspek. Hal ini dapat membantu anak-anak dalam pembelajaran berdasarkan
maklumat yang didapati daripada pelbagai sumber pentaksiran. Bukan itu sahaja malah ibu
bapa dapat memahami potensi, kekuatan, dan kelemahan anak-anak mereka serta membantu
anak-anak mencapai apa yang dihasratkan.

ENGLISH FOR WORKPLACE COMMUNICATION

Point 1:

Memo Is short for memorandum which is a written communication tool within the
department itself to communicate officially. A memo is also a written discourse
(manual/electronic) used for official communication between
employees/units/departments/sections in the same organization. Memo is an abbreviation of
the word memorandum (note or reminder) Memo also acts like a letter but is usually only
used in his own department For example: Notice or meeting call

Memo Features:

1. The information presented should be clear and straight to the point

2. Must be complete with reference number, date, subject, signature and so on

3. In general, the features that exist in writing official letters can also be applied in writing
memos.

4. It is different from an official letter because it is less formal, more concise and has notes

copy to

5. The memo is also not bound by any form such as an official letter.

6. The memo can be written in the form of a form and can also be in the form of a letter.
Depending on the institute/ department that determines the format of the memo. Usually in
the form of orders from superiors to subordinates
Point 2:

However, the use of memos is said to be an outdated method. this is because nowadays, there
are many more modern or better and faster ways. I believe that memos can still be used in
companies. We can see that certain companies, such as those that have recently begun
operations, continue to use it. But as we already know, a memo is a method of information
transmission that uses letters. But since email is quicker and simpler to use, I find it easier to
use such techniques. Messages, notes, and other types of information can be exchanged over
email for both personal and professional purposes. Increased efficiency is facilitated by faster
data transmission and reaction times. Both professional and informal contact can be done
using email. Because of this, I prefer to use email over memo.

Point 3:

In addition, I also suggest that in addition to using email, WhatsApp and Telegram can also
be used as a way of communicating information within the company. These two media
applications are applications that have been widely used by the public and it is impossible for
company members not to know how to use them. This makes it easier for members to
communicate and convey information by creating a group chat. by using whatsapp and
telegram, we can also use stickers and emojis and can make video calls directly.

Point 4

One day, I went to a nearby supermarket to buy something. when about to make the payment,
the cashier asked me to write my phone number and name on a piece of paper and said it was
for a lucky ticket. without much question, I just wrote what was said. after a few days passed,
unexpectedly i got a phone call and was told that i won the lucky ticket. I froze and was
pleasantly surprised because in my entire life, I have never won any lucky ticket.
Point 5:

I don't remember when this incident happened. I think at the beginning of this year, someone
I don't know sent me a message via whatsapp. and I asked who is he? because I don't know
him. suddenly he made a video call but I declined. after that he sent another message and said
"you pick up first. then you know who I am" I was wondering and suspicious. he made a
video call again but this time I made a mistake. I picked up the video call and was very
surprised that he had done an indecent act in front of the phone screen. I quickly turned off
the video call and felt very harassed and traumatized. I have reported and blocked the number
and until now if someone I don't know sends a message or suddenly makes a phone call I will
never answer without knowing who they are. After a few days passed i told about it to one of
my friends and to my surprise, he also got hit with the same thing as me a few days ago. This
makes me very angry because I wonder why anyone would do such a stupid thing. what is
their purpose? what do they get? But this can also teach me and all of us to be more careful
with people like this.