MY LESSON NOTES

02:12 |

DAILY LESSON PLAN :  1

SUBJECT: ENGLISH

TOPIC: ANIMALS (WILD ANIMALS)

CLASS: 3 BESTARI (AVERAGE LEVEL)

NUMBER OF PUPILS: 21 PUPILS

DATE: 18th APRIL 2011

TIME: 8.45 – 9.45 am

SKILL: Naming the wild animals by listening, speaking, reading and writing.

PREVIOUS KNOWLEDGE: Pupils have already seen, heard and learnt about animals. Therefore, they know something about animals.

EXPLICIT OBJECTIVE: By the end of the lesson, the pupils should be able to :
a)      Name at least seven/eight animals from the pictures given.
b)      Read, understand and answer 2/3 questions from the text.
OBJECTIVE FOR GROUP A: By the end of the lesson, the pupils should be able to fill in the blanks with the correct words. They should be able to complete the words in the cross word puzzle.

OBJECTIVE FOR GROUP B: By the end of the lesson, the pupils should be able to choose the correct words from the box and fill in the blanks. They should be able to complete the words in the cross word puzzle.

OBJECTIVE FOR GROUP C: By the end of the lesson, the pupils should be able to choose the correct words from the brackets and fill in the blanks. They should be able to complete the words in the cross word puzzle.

TEACHING AIDS: Slide Show (LCD) comprising of pictures of animals. A song with lyrics and a text on Animals in Zoo Negara. Six manila cards comprising of task for each group.


UNIT
CONTENT
ACTIVITIES
METHOD
TEACHING AIDS
THEORY
1
(5min)
1.0  The skill of LISTENING
1.7 Listen to and enjoy the song.

Song.(lyric)
In the jungle the mighty jungle,
The lion sleeps tonight.
In the jungle the quiet jungle,
The lion sleeps tonight.
Teacher motivates pupils by displaying the lyrics of the song on the screen.

Teacher plays the song and pupils listen.

Teacher sings the song and pupils follow.
To arouse pupils interest.

Repetition by the teacher to train pupils to listen. 

Slide show  comprising
 Lyrics of a song.
Social Psychology
a)Modeling/ Imitation.
b)Co-operative learning.

By : Albert Bandura
2
(20min)
2.0  The skill of SPEAKING
2.5 Give relevant information politely in response to enquiries made :
- to name
-to identify
-to disagree

Example from the slide:
       


Teacher introduces the picture one by one using the slide show.    (8 pictures of animals.)

 Pupils are encouraged to give statement by :
to naming,
To identifying and to disagreeing pertaining to the pictures.

Teacher shows the answers for each picture on the slide show.

Pupils reads the sentences/
Answers.


Pupils are drilled as:
a)a class
b)in groups
c)as individuals
To interact and communicate effectively with the teacher.

Chorus repetition from the class to help pupils to repeat the sentence pattern.

Drilling by the teacher.
Slide show comprising 8 pictures of animals.
Behaviourism Psychology
a)Stimulus and Response.
b)Programmed instruction.
c)Reinforcement

By : B.F. Skinner


Constructisme Psychology
a)To construct .
b)To reconstruct.

By :  John Dewey,Jean Piaget,Jerome Brunner,
David Ausubel,
Hilda Taba and Lee S.Shulman.


Social Psychology
a)Co-operative learning.
b)Peer teaching
c)Grouping

By : Elbert Bandura
3
(25min)
3.0  The skill of READING
1.3  Read and understand phrases, sentences, paragraphs and whole text based on the key words suitable to their level development.

The text from the slide show:
Teacher then shows a slide of a text on Animals in Zoo Negara.

Teacher reads the text once.

Pupils follow the teacher.

Teacher picks pupils at random to come out and read the text loudly.

Teacher asks questions based on the text.

Pupils give their answers.
Develop comprehension skills and to inculcate a love for reading among pupils.

Read the paragraph to locate the main ideas and details.
Slide show comprising a text of Animals in Zoo Negara.
Behaviourism Psychology
a)Stimulus and Response.
b)Programmed instruction.
c)Reinforcement

By : B.F. Skinner

Constructisme Psychology
a)To construct .
b)To reconstruct.

By :  John Dewey,Jean Piaget,Jerome Brunner,David Ausubel,Hilda Taba and Lee S.Shulman.

Social Psychology
a)Co-operative learning.
b)Peer teaching
c)Grouping

By : Albert Bandura
4
(10min)
4.0  The skill of WRITING
4.3 Complete texts with the missing words, phrases or sentences.

Group A: Fill in the blanks with the correct words and solve the puzzle.

Group B: Choose the correct words from the box by filling in the blanks and solving the puzzle.

Group C: Choose the correct words from the brackets by filling in the blanks and solving the puzzle.
Teacher divides the class into 3 groups (each group contains 7 members) and gives each group a different task.

Pupils discuss the answers with their group members.


Teacher calls out each group to present their task to the class.

 Each correct answer is given 2 points.
To acquire all these four language skills so as to be able to communicate effectively, teacher should provide ample opportunities for pupils to participate actively.
Manila cards comprising activities for each group.
Behaviourism Psychology
a)Stimulus and Response.
b)Programmed instruction.
c)Reinforcement
By : B.F. Skinner

Constructisme Psychology
a)To construct .
b)To reconstruct.

By :  John Dewey,Jean Piaget,Jerome Brunner,David Ausubel,Hilda Taba and Lee S.Shulman.

Social Psychology
a)Co-operative learning.
b)Peer teaching
c)Grouping

By : Albert Bandura

           

DAILY LESSON PLAN : 2

SUBJECT: ENGLISH

TOPIC: ANIMALS (TAME ANIMALS)

CLASS: 3 BESTARI (AVERAGE LEVEL)

NUMBER OF PUPILS: 21 PUPILS

DATE: 19th APRIL 2011

TIME: 10.35 – 11.35 am

SKILL: Naming the tame animals by listening, speaking, reading and writing.

PREVIOUS KNOWLEDGE: Pupils have already seen, heard and learnt about animals. Therefore, they are able to know something about animals.

EXPLICIT OBJECTIVE: By the end of the lesson the pupils should be able to:
a)      Name at least nine/ten tame animals from the text.
b)      Read, understand and answer eight/nine questions from 3 texts.
OBJECTIVE FOR GROUP A: By the end of the lesson the pupils should be able to fill in the blanks with the correct words.

OBJECTIVE FOR GROUP B: By the end of the lesson the pupils should be able to rearrange the words to form sentences.

OBJECTIVE FOR GROUP C: By the end of the lesson the pupils should be able to match the words to the phrases.

TEACHING AIDS: Slide show (LCD) comprising 4 texts of tame animals. Sounds of tame animals. Three manila cards comprising of task for each group.

UNIT
CONTENT
ACTIVITIES
METHOD
TEACHING AIDS
THEORY
1
(5min)
1.0 The skill of LISTENING
1.7 Listen to and guess the sounds of the animals.

Sound of Animals :
1.      A cat
2.      A dog
3.      A cat
4.      A cow
Teacher motivates pupils by playing the sound of the animals.

Teacher plays the sounds and pupils listen.

Teacher asks pupils to guess the sounds.
To arouse pupils interest.

Repetition by the sounds made to train pupils to listen. 

Slide show  comprising
Sound of Animals.
Behaviourism Psychology
a)Stimulus and Response.
b)Programmed instruction.
c)Reinforcement

By : B.F. Skinner
2
(20min)
2.0 The skill of SPEAKING
2.5 Give relevant information politely in response to enquiries made :
- to name
-to identify
-to disagree

Example from the slide :
 

Teacher then shows a slide of a text on Animals.

Teacher reads the text once.

Teacher asks questions based on the text.

Pupils give their answers.
To interact and communicate effectively with the teacher.

Chorus repetition from the class to help pupils to give their answers.

Brainstorm.
Slide show comprising a text of animals.
Behaviourism Psychology
a)Stimulus and Response.
b)Programmed instruction.
c)Reinforcement

By : B.F. Skinner

Constructisme Psychology
a)To construct
b)To reconstruct.


By :  John Dewey,Jean Piaget,Jerome Brunner,David Ausubel,Hilda Taba and Lee S.Shulman.

Social Psychology
a)Co-operative learning.
b)Peer teaching
c)Grouping

By : Elbert Bandura
3
(25min)
1.0  The skill of READING
Read and understand phrases, sentences, paragraphs and whole text based on the key words suitable to their level development.

The text from the slide show:
 
Teacher then shows 3 slides of texts on Cat, Cow and Duck.

Teacher reads the text once.

Pupils follow the teacher.

Teacher picks pupils at random to come out and read the text loudly.

Teacher asks questions based on the text.

Pupils give their answers.
Develop comprehension skills and to inculcate a love for reading among pupils.

Read the paragraph to locate the main ideas and details.
Slide show comprising texts on Cat, Cow and Duck.
Behaviourism Psychology
a)Stimulus and Response.
b)Programmed instruction.
c)Reinforcement

By : B.F. Skinner

Constructisme Psychology
a)To construct .
b)To reconstruct.

By :  John Dewey,Jean Piaget,Jerome Brunner,David Ausubel,Hilda Taba and Lee S.Shulman.

Social Psychology
a)Co-operative learning.
b)Peer teaching
c)Grouping

By : Albert Bandura
4
(10min)
1.0  The skill of WRITING
4.3 Complete texts with the missing words, phrases or sentences.

Group A: Fill in the blanks with the correct words.

Group B: Rearrange the words to form sentences.

Group C: Matching words to the phrases.
Teacher divides the class into 3 groups (each group contains 7 members) and gives each group a different task.

Pupils discuss the answers with their group members.


Teacher calls out each group to present their task to the class.

 Each correct answer is given 2 points.
To acquire all these four language skills so as to be able to communicate effectively, teacher should provide ample opportunities for pupils to participate actively.
Manila cards comprising activities for each group.
Behaviourism Psychology
a)Stimulus and Response.
b)Programmed instruction.
c)Reinforcement
By : B.F. Skinner

Constructisme Psychology
a)To construct
b)To reconstruct.
By :  John Dewey,Jean Piaget,Jerome Brunner,David Ausubel,Hilda Taba and Lee S.Shulman.

Social Psychology
a)Co-operative learning.
b)Peer teaching
c)Grouping
By : Albert Bandura































































































































DAILY LESSON PLAN : 3


SUBJECT: ENGLISH

TOPIC: ANIMALS (ANIMALS AND THEIR YOUNG)

CLASS: 3 BESTARI (AVERAGE LEVEL)

NUMBER OF PUPILS: 21 PUPILS

DATE: 20th APRIL 2011

TIME: 8.45 – 9.45 am

SKILL: Naming the animals and their young by listening, speaking, reading and writing.

PREVIOUS KNOWLEDGE: Pupils have already seen, heard and learnt about animals. Therefore, they know something about animals.

EXPLICIT OBJECTIVE: By the end of the lesson, the pupils should be able to :
a)      Name at least three / four animals from the pictures given.
b)      Match the animals to their young from the chart.
OBJECTIVE FOR GROUP A: By the end of the lesson, the pupils should be able to match words to the pictures. They should be able to role play the animals from the masks given.

OBJECTIVE FOR GROUP B: By the end of the lesson, the pupils should be able to spell the words by filling in the missing letters. They should be able to role play the animals from the masks given.

OBJECTIVE FOR GROUP C: By the end of the lesson, the pupils should be able to answer True and False statement. They should be able to role play the animals from the masks given.

TEACHING AIDS: Slide Show (LCD) comprising of pictures of animals. A song with lyrics and a chart on Animals and their young. Six masks on animals and their young.

UNIT
CONTENT
ACTIVITIES
METHOD
TEACHING AIDS
THEORY
1
(5min)
1.0The skill of LISTENING
1.7 Listen to and enjoy the song.
Song.(lyric)
Teacher motivates pupils by displaying the lyrics of the song on the screen.

Teacher plays the song and pupils listen.

Teacher sings the song and pupils follow.
To arouse pupils interest.

Repetition by the teacher to train pupils to listen. 

Slide show  comprising
 Lyrics of a song.
Social Psychology
a)Modeling/ Imitation.
b)Co-operative learning.

By : Abert Bandura
2
(20min)
2.0The skill of SPEAKING
2.5 Give relevant information politely in response to enquiries made :
- to name
-to identify
-to disagree












Example from the slide :
Teacher introduces the picture one by one using the slide show.    (8 pictures of animals.)

Pupils are encouraged to give statement by:
to naming,
To identifying and to disagreeing pertaining to the pictures.
Teacher shows the answers for each picture on the slide show.

Pupils are drilled as :
a)a class
b)in groups
c)as individuals
To interact and communicate effectively with the teacher.

Chorus repetition from the class to help pupils to repeat the sentence pattern.

Drilling by the teacher.
Slide show comprising 8 pictures of animals.
Behaviourism Psychology
a)Stimulus and Response.
b)Programmed instruction.
c)Reinforcement

By : B.F. Skinner

Constructisme Psychology
a)To construct
b)To reconstruct.

By :  John Dewey,Jean Piaget,Jerome Brunner,
David Ausubel,Hilda Taba and Lee S.Shulman.

Social Psychology
a)Co-operative learning.
b)Peer teaching
c)Grouping

By : Elbert Bandura
3
(25min)
3.0The skill of READING
Read and understand words and the meaning of the words and whole chart on the key words suitable to their level development.






















The chart from the slide show:
Teacher then shows a slide of a chart on Animals and their young.

Teacher reads the chart once.

Pupils follow the teacher.

Teacher picks pupils at random to come out and read the from the chart loudly.

Teacher drills on the spelling of the words.
Develop comprehension skills and to inculcate a love for reading among pupils.

Read the paragraph to locate the main ideas and details.
Slide show comprising a text of Animals in Zoo Negara.
Behaviourism Psychology
a)Stimulus and Response.
b)Programmed instruction.
c)Reinforcement

By : B.F. Skinner

Constructisme Psychology
a)To construct .
b)To reconstruct.

By :  John Dewey,Jean Piaget,Jerome Brunner,
David Ausubel,Hilda Taba and Lee S.Shulman.

Social Psychology
a)Co-operative learning.
b)Peer teaching
c)Grouping

By : Albert Bandura
4
(10min)
4.0The skill of WRITING
4.3 Complete texts with the missing words, phrases or sentences.

Group A: Match words to the pictures and role play on the masks given.

Group B: Fill in the missing letters and role play on the masks given.

Group C: Answering True and False statement and role play on the masks given.
Teacher divides the class into 3 groups (each group contains 7 members) and gives each group a different task.

Pupils discuss the answers with their group members.

Teacher calls out each group to present their task to the class.



 Each group must make a role play from the masks given.
To acquire all these four language skills so as to be able to communicate effectively, teacher should provide ample opportunities for pupils to participate actively.
Manila cards comprising activities for each group.
Behaviourism Psychology
a)Stimulus and Response.
b)Programmed instruction.
c)Reinforcement

By : B.F. Skinner

Constructisme Psychology
a)To construct .
b)To reconstruct.

By :  John Dewey,Jean Piaget,Jerome Brunner,
David Ausubel,Hilda Taba and Lee S.Shulman.
Social Psychology a)Co-operative learning.
b)Peer teaching
c)Grouping

By : Albert Bandura



DAILY LESSON PLAN : 4
SUBJECT: ENGLISH

TOPIC: ANIMALS (GENDER OF ANIMALS)

CLASS: 3 BESTARI (AVERAGE LEVEL)

NUMBER OF PUPILS: 21 PUPILS

DATE: 21st APRIL 2011

TIME: 8.45 – 9.45 am

SKILL: Naming the wild animals by listening, speaking, reading and writing.

PREVIOUS KNOWLEDGE: Pupils have already seen, heard and learnt about animals. Therefore, they know something about animals.

EXPLICIT OBJECTIVE: By the end of the lesson the pupils should be able to:
a)      Recognise sounds of animals and guess three/four animals from the pictures given.
b)      Read, understand and answer five/six questions from the text on gender of animals.
OBJECTIVE FOR GROUP A: By the end of the lesson, the pupils should be able to fill in the blanks with the correct words. They should be able to complete the words in the cross word puzzle.

OBJECTIVE FOR GROUP B: By the end of the lesson the pupils should be able to choose the correct words from the box and fill in the blanks. They should be able to complete the words in the cross word puzzle.

OBJECTIVE FOR GROUP C: By the end of the lesson the pupils should be able to choose the correct words from the brackets and fill in the blanks. They should be able to complete the words in the cross word puzzle.

TEACHING AIDS: Slide Show (LCD) comprising of sentences on gender of animals. Slide show on sounds of animals and 2 texts on Gender of Animals. Six manila cards comprising of task for each group.

UNIT
CONTENT
ACTIVITIES
METHOD
TEACHING AIDS
THEORY
1
(5min)
1.0The skill of LISTENING
1.7 Listen to sounds of animals.
Guess the sound.
Teacher motivates pupils by playing the sound of the animals.

Teacher plays the sound and pupils listen.

Teacher asks pupils to guess the sound.
To arouse pupils interest.

Repetition by the teacher to train pupils to listen. 

Slide show  comprising
sound of animals.
Social Psychology
a)Modeling/ Imitation.
b)Co-operative learning.
By : Abert Bandura
2
(20min)
2.0The skill of SPEAKING
2.5 Give relevant information politely in response to enquiries made :
- to name
-to identify
-to disagree















Example from the slide :
Teacher introduces the sentences by one using the slide show.    (6 sentences of animals and their gender.)

Pupils are encouraged to give statement by :
Read the sentences.

Teacher shows the answers for each sentence on the slide show.



Pupils are drilled as :
a)a class
b)in groups
c)as individuals
Interact and communicate effectively with the teacher.

Chorus repetition from the class to help pupils to repeat the sentence pattern.

Drilling by the teacher.
Slide show comprising sentences about the gender of animals.
Behaviourism Psychology
a)Stimulus and Response.
b)Programmed instruction.
c)Reinforcement

By : B.F. Skinner

Constructisme Psychology
a)To construct
b)To reconstruct.


By :  John Dewey,Jean Piaget,Jerome Brunner,David Ausubel,Hilda Taba and Lee S.Shulman.

Social Psychology
a)Co-operative learning.
b)Peer teaching
c)Grouping

By : Elbert Bandura
3
(25min)
3.0The skill of READING
Read and understand words and the meaning of the words and whole chart on the key words suitable to their level development
(The text from the slide show):
A cow is also a tame animal.
It eats grass.
It has two horns on its head.
It gives us milk.
A male cow is called a bull.
A calf is the young of a cow.

A duck is a tame animal too.
It has feathers on its body.
It has a beak.
A duck can swim very well.
A male duck is called a drake.
A young duck is called a duckling.
Teacher then shows 2 slide of a text on Animals and their young.

Teacher reads the text once.

Pupils follows the teacher.

Teacher picks pupils at random to come out and read the from the chart loudly.

Teacher drills on the spelling of the words.
Develop comprehension skills and to inculcate a love for reading among pupils.

Read the paragraph to locate the main ideas and details.
Slide show comprising a text of Animals in Zoo Negara.
Behaviourism Psychology a)Stimulus and Response.
b)Programmed instruction.
c)Reinforcement

By : B.F. Skinner

Constructisme Psychology
a)To construct
b)To reconstruct.


By :  John Dewey,Jean Piaget,Jerome Brunner,David Ausubel,Hilda Taba and Lee S.Shulman.

Social Psychology
a)Co-operative learning.
b)Peer teaching
c)Grouping

By : Albert Bandura
4
(10min)
4.0The skill of WRITING
4.3 Complete texts with the missing words, phrases or sentences.

Group A: Fill in the blanks with the correct words and solve the puzzle.

Group B: Choose the correct words from the box by filling in the blanks and solving the puzzle.

Group C: Choose the correct words from the brackets by filling in the blanks and solving the puzzle.
Teacher divides the class into 3 groups (each group contains 7 members) and gives each group a different task.

Pupils discuss the answers with their group members.

Teacher calls out each group to present their task to the class.
To acquire all these four language skills so as to be able to communicate effectively, teacher should provide ample opportunities for pupils to participate actively.
Manila cards comprising activities for each group.
Behaviourism Psychology
a)Stimulus and Response.
b)Programmed instruction.
c)Reinforcement

By : B.F. Skinner

Constructisme Psychology
a)To construct .
b)To reconstruct.

By :  John Dewey,Jean Piaget,Jerome Brunner,David Ausubel,Hilda Taba and Lee S.Shulman.

Social Psychology
a)Co-operative learning.
b)Peer teaching
c)Grouping
By : Albert Bandura


  • Digg
  • Del.icio.us
  • StumbleUpon
  • Reddit
  • RSS
Read User's Comments(3)
Posted by Aezril Balinda Baharuddin D20102041473

TEACHING MATERIALS

01:59 |

CLICK THE LINK TO ACCESS MAGNIFICANT ENGLISH MATERIAL TO BE USE IN OUR LESSON :
USE ENGLISH IN FUN WAYS

  • Digg
  • Del.icio.us
  • StumbleUpon
  • Reddit
  • RSS
Read User's Comments(1)
Posted by Aezril Balinda Baharuddin D20102041473

ENGLISH POWERPOINT SHOW

01:52 |

Click this link below to access the powerpoint show which is good for English teachers.

Teaching-english-kids-education-powerpoint

  • Digg
  • Del.icio.us
  • StumbleUpon
  • Reddit
  • RSS
Read User's Comments(0)
Posted by Aezril Balinda Baharuddin D20102041473

ENGLISH SONGS

01:41 |

Sing the song together.
Title : GOING TO THE ZOO

  • Digg
  • Del.icio.us
  • StumbleUpon
  • Reddit
  • RSS
Read User's Comments(0)
Posted by Aezril Balinda Baharuddin D20102041473

Importanceof English Language in malaysia.

21:44 |

Importance of English language in Malaysia

In some countries, English is the sole or dominant language. It has that role in the United Kingdom, the United States, Canada, Australia, New Zealand, and Ireland. All of these countries are former British colonies. In other countries, English is widely used, particularly among people who have no other language in common, even though it is not the dominant language of the country. For example, English is widely used in Hong Kong, Singapore,Nigeria, the Philippines, and Malaysia. In such countries, it is often used as a means of communication between people who have different native languages.
In Malaysia,  English is widely used as a means of communication between people who have different native languages.

English in Education
In Malaysian School Curriculum English plays an important role too. Malaysia  government is spending billions of ringgit in educating even the teachers who are teaching Science and Mathematics in English. Many courses and training are being held in order to have well trained English teachers to teach these important subjects. And we cannot deny that the best knowledgeable books and encyclopedias  are in English.

English for News and Information
English is commonly used as a medium for the communication of information and news. Three quarters of all telex messages and telegrams are sent in English. Eighty percent of computer data are processed and stored in English. Much satellite communication is carried in English. Five thousand newspapers, more than half of the newspapers published in the world, are published in English. Even in many countries where English is a minority language, there is at least one newspaper in English. In India alone, there are three thousand magazines published in English. In many countries, television news is broadcast in English. Because of the power of television, demonstrators in every country use signs printed in English for the benefit of the international press.

English for Business, Diplomacy, and the Professions
English is a major language of international business, diplomacy, and science and the professions. It is the language that an Iranian businessman and a Japanese businessman are likely to use to communicate. Important commodities such as silver, tin, and hard currency are traded in English. English is also an official language, or the official language, of many international organizations, including the United Nations and many professional organizations. It is frequently the language of international conferences, and it is the language of international athletics. Throughout the world, many professional papers are published in English. Even papers that are published in other languages often have abstracts in English.
  
English for Entertainment
Popular culture.
Popular culture has also played an important part in spreading English. American and British popular music are heard all over the world. American movies are seen in almost every country including Malaysia. Books in English are available even in countries where few people actually use English. One reason that students give for learning English is to understand these songs, movies and books.

Travel.
Malaysia being rich in tourist attractions is using English in order to promote tourism and the language plays an important role in boosting the economy growth in Malaysia. English is also very important for international travel. Most of our Malaysians tend to travel and visit foreign countries. Much of the information countries disseminate about themselves outside of their borders is in English. English is spoken in large hotels and tourist attractions, at airports, and in shops that tourists frequent. There are newspapers printed in English, and TV news is available in English. Tours are almost always available in English. Even in countries where few people speak English on the street, people who work with tourists generally speak English. In some countries even drivers of buses or streetcars and sellers at newsstands speak English well.

Other Uses of English
In many former British colonies, English is still used in government and as a medium of communication among people who do not have another language in common. In some cases, it is a neutral language that is used to avoid giving any one indigenous language too much prestige. English is often used in India, because it is neutral. It is the language of government. People who speak English have a certain status in society. It is used for books, music and dance. In Singapore, English is a second language, but it is necessary for daily life. Many private companies use English in their business and looking for candidates who are good in English. Therefore even if the candidate has the best degree  but tha main requirement would be given to a candidate with better English proficiency. In addition, sixteen countries in Africa have retained English as the language of government. Now standard English is taught in schools in those countries, because it is necessary for careers.
English is also studied as a foreign language in countries where it is not generally used as a medium of communication. In China, English language lessons are popular TV programs. Two hundred fifty million Chinese--more than the population of the US--are learning English on TV. English is usually the first or most commonly taught foreign language in many countries, and people understand it a little at least. So there is  no  doubt that English plays an important role  in Malaysia and it had allowed most  of  the Malaysians to upgrade their proficiency level in it.

 References :
  • Importance of English language in Malaysia.doc
  • Star newspaper article - Wednesday January 31, 2007

  • Digg
  • Del.icio.us
  • StumbleUpon
  • Reddit
  • RSS
Read User's Comments(0)
Posted by Aezril Balinda Baharuddin D20102041473
Subscribe to: Posts (Atom)

Goggle Search

.

Quotes

.