FIK3042 : ENGLISH FOR

COMMUNICATION 2

GROUP: EL-D09

PENSYARAH: LEELA CHAKRABARTY

SOALAN: ASSIGNMENT 2

TAJUK TUGASAN:

ENGLISH LANGUAGE PROGRAMME REPORT

NAMA:
NORHAZIAN BT MAT DIAH

NO. MATRIK:

D20102042197
 SK LIMAU KASTURI 2

ENGLISH PANEL PROGRAMME

PROGRAMME’S NAME:
TAKE-FIVE ENGLISH ON AIR READING
PROGRAMME
1.0 INTRODUCTION

The English Panel had planned a variety of programs in the annual plan to improve students
achievement in their English language. Base on the government policy at present that would
launch on 2012 –“Memartabatkan Bahasa Melayu dan Memperkukuhkan Penguasaan Bahasa
Inggeris" (MBMMBI). An ongoing program is seen as the best program to reach to the
MBMMBI policy and the English Panel’s target .

Therefore, the English Panel has submitted a program to the school administration and has
received support from teachers and school administrators. The program which is long term
hopefully be able to strengthen the English proficiency at the school.

2.0 AIMS AND OBJECTIVES OF PROGRAMME

Each program is designed must have its own goals and objectives. Targeted goals are long term
and the objectives can be achieved in the near future.

2.1 AIMS

The aims of this program are to help students:

• To inculcate the reading habits among students and teachers

• In enriching knowledge and obtaining information in helping students to think logically

• In the learning of grammar and vocabulary

• To inculcate good structural skills

• In encouraging students and teachers to use English confidently

• In enhancing their understanding of the texts

 2.2 OBJECTIVES

The objectives of this program are to instill the knowledge of:

• How to use grammar appropriately

• How to listen to instructions in English

• How to use appropriate English sentence structures

3.0 DURATION OF PROGRAMME

The program is running for 3 months in the first term. It began in mid-January and ends in mid-
April. It runs once a week (every Tuesday at 1.15pm for 10 minutes).

Every Tuesday (once a week)

1.15-1.25 pm (10 mins )

4.0 TARGET GROUP

All SK LIMAU KASTURI 2 teachers

All SK LIMAU KASTURI 2 level two students

5.0 REPORT ON IMPLEMENTATION OF PROGRAMME

 Program is executed on every Tuesday of each week at the end of time when learning is
at 1:15 pm. It will take approximately 10 minutes. it consists of two programs that listen and
write, and listen and answer questions. It involves all students in level two where they need to
hear what is being read by the teacher on duty through the PA system. Teacher on duty is going
to read a text or a story that has been designated by English Panel. The teacher of duty to read
the text is not the English teacher or from English panel because the one of the aims is to
encourage all teachers to use English language confidently. By that, the teacher on duty to read
it would refer to the English teacher first in to correct pronunciation when reading it that day.

5.1 LISTEN AND WRITE

While reading, teachers are required to read verbatim the words and to cite it
clearly. The teacher will be read twice with a second as a review or if mistakes or
missed the words. All students will write what is being read by the teacher in charge.
They are encouraged to copy the text by themselves and if they can not afford to write it,
they can refer to the teacher or their friends. Teachers who are in each class at the time
were acting as observers and facilitators to this activity.

At the next English class, the students will examine what they wrote with their
English Language teacher. This session will take approximately 5 minutes with the
teacher to display text or a story that has been copied by students. Students are required
to examine their own assignment by themselves and handed over to the English teachers.
The English Language teacher are to be submitted to the chairman of the Committee of
English Panel for the record.

5.2 LISTEN AND ANSWER

This program requires the cooperation of all teachers, especially teachers who are in the
class at the last period. They are needed to monitor the student activities. English teachers
from the committee will be distributing the questions paper which to be answered by the
students targeted.
 As same as “Listen and Write” program, this program also requires students to
listen to what is being read by the teacher on duty, but the different is they need to
understand the text or story read by the teacher before answering questions. They must
answer the questions on the spot in the classroom and it will be collected by the teacher
in the classroom. And that teacher should submit the answer sheet to the head of a
Committee of English Panel and at the next day he/she will give it to the each English
Language teacher to discuss with the students.

6.0 STRENGHTS AND WEAKNESSES OF PROGRAMME

6.1 STRENGHTS

The strength of this program is the collaboration among the teachers, not just the English
Language teachers but non-English language teachers. They join forces and work
together for the success of this program. Besides, school administration is also giving its
full support in this program because this program provides benefits to all parties, namely
the teachers till the students.

6.2 WEAKNESSES

The weaknesses of this program are in terms of starting this program going, in which
non-English teachers are not particularly difficult to adapt when assigned to read text or
story was given. They seemed less of confident of themselves even they are guided by
English Language teacher during the reading sessions. From the situation of students,
students were difficult to write and also difficult to answer but after several session, they
can adapt it and can follow.

7.0 SUGGESTIONS AND RECOMMENDATIONS

After the program was run for three months in the first term, the improvements must be made at
the session in the next year with the start of the program should begin with a low level. The
beginning should be with the simple story or simple text. “Listen and Write” session was
supposed to come with the complete text (fill in the blanks) in which difficult words are given
and students only need to listen and write the words that left only the words that are considered
easy. The “Listen and Answer” session should begin with a simple and short answer because it
will raise the motivation level of the students in mastering the English language.

8.0 CONCLUSION

With this program, it is hoped that teachers as well as students will gain extra knowledge in
terms of their fluency, vocabulary and grammar. In the process, it is also hoped that they will be
more confident in using English in their daily conversation.

ATTACHMENT

Example of the article

Chocolate

Chocolate originated in Mexico with the Aztec Indians and came to Spain through the
Spanish conquistadors. Christopher Columbus encountered cocoa beans for the first time
in 1502.

The Aztecs used cocoa beans to make a bitter, foamy beverage called tchocolatl, which was
drunk during religious celebrations. The Spaniards weren't fond of tchocolatl, but that
didn't stop them from shipping the beans back home. Charles I received a shipment in
1525. Spain held a monopoly over the cocoa trade for about a hundred years.

Although cocoa arrived in Italy in the late 16th century, it didn't really become a trend
outside of Spain until 1615, when Louis XIII married Anne of Austria, the daughter of
King Philip III of Spain. Chocolate was served at their wedding in Paris, and soon after
that, it became a favorite drink for French aristocrats.

During the sixteenth and seventeenth centuries, chocolate was the most popular drink in
Spain. Popular foods at the time were sponge cake, marzipan and crystallised fruits.
Richard Ford in Gatherings From Spain said that chocolate "is for the Spanish what tea is
 for the English and coffee for the French. It is found nearly everywhere and is always
excellent."

Today, Spain is a major producer of chocolate, with 50 large manufacturers and countless
small-scale producers. The quality of Spanish chocolate is still excellent. However,
chocolate products are not widely marketed outside of the country.

A. PRONUNCIATION PRACTICE

a) Originated

b) Foamy

c) Aristocrats

d) Centuries

e) Manufacturers

f) Excellent

g) Countless

B. COMPREHENSION QUESTIONS

1. Where was chocolate initially used?

...............................................................................................................................................
...............................................................................................................................................
..
2. How did the Aztecs name it?

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3. Did Spanish like this beverage?

……………………………………………………………………………………………
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4. How many years did the Spanish monopoly of chocolate last?

……………………………………………………………………………………………
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……

5. When did the chocolate catch on in other countries?

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SK LIMAU KASTURI 2

ENGLISH PANEL PROGRAMME

 PROGRAMME’S NAME:
CHORAL SPEAKING COMPETITION

1.0 INTRODUCTION

Choral speaking is the interpretation of poetry or prose by group, comprising anything from half
of dozen to a hundred speakers. It involves a full and varied use of the individual voices that
make up the group. They may be divisions of the whole group into light and dark voices, broken
and unbroken, male and female, treble and so on. Individual voices may be used as solo. The
Choral Speaking Competition is organized by English Panel of SK Limau Kasturi 2. The
competition aims at encouraging and increasing the usage of English Language among students
especially for level two students. It builds confidence in students to speak, render, memorize and
express in English.
2.0 AIMS AND OBJECTIVES OF PROGRAMME

2.1 AIMS

The aims of this program are to help students:

a) to inculcate good speaking skills

b) increasing the used of English among student

c) to inculcate interest in mastering English especially among level one

students

d) encouraging students and teachers to use English confidently

2.2 OBJECTIVES

The objectives of this programme are to instill the knowledge of:

a) use English properly and politely

b) to speak English properly

3.0 DURATION OF PROGRAMME

This program runs for a month. That is the time for all participants to practice. Each is given aq
presentation time limit of 5 to 8 minutes.

4.0 TARGET GROUP

All students from Year 4 to Year 6

All teachers who are interested to train the group (team) of student
5.0 REPORT ON IMPLEMENTATION OF PROGRAMME

"Choral Speaking" is an activity that can improve English proficiency among the participants.
Through participation in the Choral Speaking competition, the students will be able to learn and
valuable experience, especially in pronouncing words correctly and with correct intonation. It
can also instill among the students to use English in their daily conversations. By indirectly it
will establish students confidence for speaking English outside of school.

At the beginning of this program, several meetings of the English Panel and the school
level has been done to discuss about the program. This is to ensure division of duties and the
running of the programs are always in control and running smoothly. The meeting was discuss
all things about the running of the program and it includes materials to be used and also in terms
of finance for the provision of prizes. Although it looks small but it plays a major role in the
program.

Materials for the competition were provided by the English Panel. This material is
intended as the text of the story and the translation of the story. It seen must be provided because
many of the class teachers who were assigned to train the team is not the English teachers and of
course, they didn’t have any knowledge and experience about Choral Speaking. The story text
provided will be submitted to all the instructors (class teachers) with some briefing description
by English teacher who were assigned. Each team will receive a story and it differs from other
forces. The coaches are also free to choose their team members but they are encouraged to take
all the students in the classroom to improve achievement, objectives and goals of the
competition.

Besides texts and stories that provided, the English Panel also assigned the English
language teachers to guide and give advice to the coaches in training their team. It is to ensure
each team to present their best performances. All English teachers are assigned to care for and
give advice to the two teams. But, every coach is not restricted to consult the views and guidance
from other advisers (other English teacher).
 From a training session, most of the coaches and teachers who are responsible for
providing advice and guidance made a good job. Although most of the teachers and students who
were involved in this competition were not so proficient in English but they were doing and
practicing well. Cooperation and enthusiasm of the students shown in the English language had
to increase.

During a competition, all participants were given a convincing performance. All who
were involved in this competition gave a good of cooperation. The competition was conducted at
the school hall and the English Language teacher from English Panel to be the judges. All
students were invited to watch the presentation of the Choral speaking competition. Before the
competition progresses, the explanation of the competition was given briefly to the students of
level one. The explanation given is a way to attract students to speak in English language.

6.0 STRENGHTS AND WEAKNESSES OF PROGRAMME

6.1 STRENGHTS OF PROGRAMME

a) Improving English language proficiency among students and teachers

involved in the competition.

b) Attract all students in mastering the English language especially for level
one students.
 c) Inculcate the students interest in English language subject and realize how
importance of English language is.

d) Most of the students began to use English in their daily conversation at

school. Although it is "broken english" but it is sufficient to this initial
stage.

e) Students were to say the English words correctly and with correct
intonation

f) Creating a healthy competition among students and teachers who were

involved in the competition

6.2 WEAKNESSES OF PROGRAMME

a) Not all of the students were able to remember the story given and this was
causing a bit affected performance.

b) Most of the teachers who were assigned as a coach has no knowledge and
experience in the Choral Speaking.

c) There is a time constraint in training which all the teams were given just a
month, they can only practice a few times in the evening as the
Kokurikulum activities because at other time at the evening they had an
extra-class and fardhu-ain class.

7.0 SUGGESTIONS AND RECOMMENDATIONS

a) Provides more time to the participants and provides one period a week of English
period for training or practice the choral speaking team.
 b) Before the competition is held, the school team for the Choral speaking
competitions at the district level should be give their show, so that it can give
ideas to everyone who are involved.

8.0 CONCLUSION

Generally, the competition is reaching its objectives. Most of the students are now
confident to begin using English Language among themselves either in school or at their home.
This competition has also increased English proficiency among students and teachers, and the
proof of it, the marks of English language subject in the montly tests has increased. The English
Panel hopes in the up coming years will still be more such this programs for the benefit to all
parties.