Kkp Elp the Latest

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1.0 INTRODUCTION

This short coursework require 2 weeks to be done. It is important to complete this

coursework in order to get good mark and result. This coursework needs student

to identify and understand different parts of speech and word classes.

Besides that this coursework do need student to apply academic research

skills to access and compile information on academic writing from different

source and make some short notes in the form of either mind map or graphic

organizer.

Students are also required to write academic paper according to the right

mechanics and convention. The title of the academic paper is depending on the

student based on their own major.

Beside that, the student had to present their work in front of the class

within three to five minutes. This coursework able to enhance the usage of the

part of speech in their daily life and to make sure the student know about the

issues on their major and let them think about it.

2.0 NOTES

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2.1 NOUN

A noun is a word used to name a person, animal, place, thing, and

abstract idea. Nouns are usually the first words which small children learn. The

highlighted words in the following sentences are all nouns.

a) Late last year our neighbors bought a goat.

b) Portia White was an opera singer.

c) The bus inspector looked at all the passengers' passes.

A noun can function in a sentence as a subject, a direct object, an indirect

object, a subject complement, an object complement, an appositive, an adjective

or an adverb.

Noun Gender

Many common nouns, like "engineer" or "teacher," can refer to men or

women. Once, many English nouns would change form depending on their

gender -- for example, a man was called an "author" while a woman was called

an "authoress" -- but this use of gender-specific nouns is very rare today. Those

that are still used occasionally tend to refer to occupational categories, as in the

following sentences.

a) David Garrick was a very prominent eighteenth-century actor.

b) Sarah Siddons was at the height of her career as an actress in the

1780s.

Noun Plurals

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Most nouns change their form to indicate number by adding "-s" or "-es",

as illustrated in the following pairs of sentences.

a) When Matthew was small he rarely told the truth if he thought he was

going to be punished.

b) Many people do not believe that truths are self-evident.

There are other nouns which form the plural by changing the last letter

before adding "s". Some words ending in "f" form the plural by deleting "f" and

adding "ves," and words ending in "y" form the plural by deleting the "y" and

adding "ies," as in the following pairs of sentences.

a) The harbour at Marble Mountain has one wharf.

b) There are several wharves in Halifax Harbour.

Possessive Nouns

In the possessive case, a noun or pronoun changes its form to show that it

owns or is closely related to something else. Usually, nouns become possessive

by adding a combination of an apostrophe and the letter "s."You can form the

possessive case of a singular noun that does not end in "s" by adding an

apostrophe and "s," as in the following sentences:

a) The red suitcase is Cassandra's.

b) The only luggage that was lost was the prime minister's.

C) The exhausted recruits were woken before dawn by the drill

sergeant's screams.

2.1.4 Using Possessive Nouns

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When you read the following sentences, you will notice that a noun in the

possessive case frequently functions as an adjective modifying another noun.

Here the possessive noun "miner's" is used to modify the noun "face" and

together with the article "the," they make up the noun phrase that is the

sentence's subject.

Types of Nouns

There are many different types of nouns. As you know, you capitalize

some nouns, such as "Canada" or "Louise," and do not capitalize others, such as

"badger" or "tree" (unless they appear at the beginning of a sentence). In fact,

grammarians have developed a whole series of noun types, including the proper

noun, the common noun, the concrete noun, the abstract noun, the countable

noun (also called the count noun), the non-countable noun (also called the mass

noun), and the collective noun. You should note that a noun will belong to more

than one type: it will be proper or common, abstract or concrete, and countable

or non-countable or collective.

Proper Nouns

The noun represents the name of a specific person, place, or thing. The

names of days of the week, months, historical documents, institutions,

organizations, religions, their holy texts and their adherents are proper nouns. In

each of the following sentences, the proper nouns are highlighted.

a) The Marroons were transported from Jamaica and forced to build the

fortifications in Halifax.

b) Many people dread Monday mornings.

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The miner's face was covered in coal



c) Beltane is celebrated on the first of May.

Common Nouns

A common noun is a noun referring to a person, place, or thing in a

general sense -- usually, you should write it with a capital letter only when it

begins a sentence. A common noun is the opposite of a proper noun. In each of

the following sentences, the common nouns are highlighted.

a) According to the sign, the nearest town is 60 miles away.

b) All the gardens in the neighborhood were invaded by beetles this

summer.

c) I don't understand why some people insist on having six different kinds

of mustard in their cupboards.

Sometimes you will make proper nouns out of common nouns, as in the

following examples:

a) The tenants in the Garnet Apartments are appealing the large and

sudden increase in their rent.

b) The meals in the Bouncing Bean Restaurant are less expensive than

meals in ordinary restaurants.

c) Many witches refer to the Renaissance as the Burning Times.

Concrete Nouns

A concrete noun is a noun which names anything (or anyone) that you can

perceive through your physical senses: touch, sight, taste, hearing, or smell. A

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concrete noun is the opposite of an abstract noun. The highlighted words in the

following sentences are all concrete nouns.

a) The judge handed the files to the clerk.

b) Whenever they take the dog to the beach, it spends hours chasing

waves.

Abstract Nouns

An abstract noun is a noun which names anything which you can not

perceive through your five physical senses, and is the opposite of a concrete

noun. The highlighted words in the following sentences are all abstract nouns:

a) Buying the fire extinguisher was an afterthought.

b) Tillie is amused by people who are nostalgic about childhood.

c) Justice often seems to slip out of our grasp.

Countable Nouns

A countable noun is a noun with both a singular and a plural form, and it

names anything (or anyone) that you can count. You can make a countable noun

plural and attach it to a plural verb in a sentence. Countable nouns are the

opposite of non-countable nouns and collective nouns. In each of the following

sentences, the highlighted words are countable nouns.

a) We painted the table red and the chairs blue.

b) Since he inherited his aunt's library, Jerome spends every weekend

indexing his books.

c) Miriam found six silver dollars in the toe of a sock.

Non-Countable Nouns

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A non-countable noun (or mass noun) is a noun which does not have a

plural form, and which refers to something that you could (or would) not usually

count. A non-countable noun always takes a singular verb in a sentence. Non-

countable nouns are similar to collective nouns, and are the opposite of

countable nouns. The highlighted words in the following sentence are non-

countable nouns.

The word "oxygen" cannot normally be made plural. Since "oxygen" is a non-countable noun, it takes the singular verb "is" rather than the plural verb "are."

Collective Nouns

A collective noun is a noun naming a group of things, animals, or persons.

You could count the individual members of the group, but you usually think of the

group as a whole is generally as one unit. You need to be able to recognize

collective nouns in order to maintain subject-verb agreement. In each of the

following sentences, the highlighted word is a collective noun.

The collective noun "flock" takes the singular verb "spends."

.

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Joseph Priestly discovered oxygen.

The flock of geese spends most of its time in the pasture.

The juryis dining on take-out chicken tonight



In this example the collective noun "jury" is the subject of the singular compound

verb "is dining."

2.2 PRONOUN

Pronoun can replace a noun or another pronoun. You use pronouns like

"he," "which," "none," and "you" to make your sentences less cumbersome and

less repetitive.

Grammarians classify pronouns into several types, including the personal

pronoun, the demonstrative pronoun, the interrogative pronoun, the indefinite

pronoun, the relative pronoun, the reflexive pronoun, and the intensive pronoun.

Personal Pronouns

A personal pronoun refers to a specific person or thing and changes its

form to indicate person, number, gender, and case.

Subjective Personal Pronouns

A subjective personal pronoun indicates that the pronoun is acting as the

subject of the sentence. The subjective personal pronouns are "I," "you," "she,"

"he," "it," "we," "you," "they. In the following sentences, each of the highlighted

words is a subjective personal pronoun and acts as the subject of the sentence.

a) I was glad to find the bus pass in the bottom of the green knapsack.

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b) You are surely the strangest child I have ever met.

c) He stole the selkie's skin and forced her to live with him.

Objective Personal Pronouns

An objective personal pronoun indicates that the pronoun is acting as an object

of a verb, compound verb, preposition, or infinitive phrase. The objective

personal pronouns are: "me," "you," "her," "him," "it," "us," "you," and "them."In

the following sentences, each of the highlighted words is an objective personal

pronoun.

a) Seamus stole the selkie's skin and forced her to live with him.

The objective personal pronoun "her" is the direct object of the verb "forced" and

the objective personal pronoun "him" is the object of the preposition "with."

Possessive Personal Pronouns

A possessive pronoun indicates that the pronoun is acting as a marker of

possession and defines who owns a particular object or person. The possessive

personal pronouns are "mine," "yours," "hers," "his," "its," "ours," and "theirs."

Note that possessive personal pronouns are very similar to possessive adjectives

like "my," "her," and "their."In each of the following sentences, the highlighted

word is a possessive personal pronoun.

Here the possessive pronoun "mine" functions as a subject complement.

Demonstrative Pronouns

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The smallest gift is mine.



A demonstrative pronoun points to and identifies a noun or a pronoun.

"This" and "these" refer to things that are nearby either in space or in time, while

"that" and "those" refer to things that are farther away in space or time.

The demonstrative pronouns are "this," "that," "these," and "those." "This" and

"that" are used to refer to singular nouns or noun phrases and "these" and

"those" are used to refer to plural nouns and noun phrases.

Interrogative Pronouns

An interrogative pronoun is used to ask questions. The interrogative

pronouns are "who," "whom," "which," "what" and the compounds formed with

the suffix "ever" ("whoever," "whomever," "whichever," and "whatever"). Note that

either "which" or "what" can also be used as an interrogative adjective, and that

"who," "whom," or "which" can also be used as a relative pronoun.

"Who" acts as the subject of a verb, while "whom" acts as the object of a verb,

preposition, or a verbal. The highlighted word in each of the following sentences

is an interrogative pronoun.

"Which" is the subject of the sentence.

Relative Pronouns

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This must not continue.

Which wants to see the dentist first?



You can use a relative pronoun is used to link one phrase or clause to

another phrase or clause. The relative pronouns are "who," "whom," "that," and

"which." The compounds "whoever," "whomever," and "whichever" are also

relative pronouns.

We can use the relative pronouns "who" and "whoever" to refer to the

subject of a clause or sentence, and "whom" and "whomever" to refer to the

objects of a verb, a verbal or a preposition. In each of the following sentences,

the highlighted word is a relative pronoun.

The relative pronoun "whomever" is the direct object of the compound verb "may

invite."

In this sentence, the relative pronoun is the subject of the verb "wins" and

introduces the subordinate clause "who wins the greatest popular vote." This

subordinate clause acts as an adjective modifying "candidate.

Indefinite Pronouns

An indefinite pronoun is a pronoun referring to an identifiable but not

specified person or thing. An indefinite pronoun conveys the idea of all, any,

none, or some.

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You may invite whomever you like to the party.

The candidate who wins the greatest popular

vote is not always elected.



The most common indefinite pronouns are "all," "another," "any,"

"anybody," "anyone," "anything," "each," "everybody," "everyone," "everything,"

"few," "many," "nobody," "none," "one," "several," "some," "somebody," and"someone." Note that some indefinite pronouns can also be used as indefinite

adjectives. The highlighted words in the following sentences are indefinite

pronouns.

Here "many" acts as the subject of the compound verb "were invited."

Reflexive Pronouns

You can use a reflexive pronoun to refer back to the subject of the clause

or sentence. The reflexive pronouns are "myself," "yourself," "herself," "himself,"

"itself," "ourselves," "yourselves," and "themselves." Note each of these can also

act as an intensive pronoun. Each of the highlighted words in the following

sentences is a reflexive pronoun.

a) Diabetics give themselves insulin shots several times a day.

b) The Dean often does the photocopying herself so that the

secretaries can do more important work.

Intensive Pronouns

An intensive pronoun is a pronoun used to emphasize its antecedent.

Intensive pronouns are identical in form to reflexive pronouns. The highlighted

words in the following sentences are intensive pronouns.

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Many were invited to the lunch but only twelve showed up.



a) I myself believe that aliens should abduct my sister.

b) The Prime Minister himself said that he would lower taxes.

c) They themselves promised to come to the party even though they

had a final exam at the same time.

2.3 ADJECTIVES

An adjective modifies a noun or a pronoun by describing, identifying, or

quantifying words. An adjective usually precedes the noun or the pronoun which

it modifies. In the following examples, the highlighted words are adjectives

a) The truck-shaped balloon floated over the treetops.

b) Mrs. Morrison papered her kitchen walls with hideous wall paper.

c) The small boat foundered on the wine dark sea.

An adjective can be modified by an adverb, or by a phrase or clause

functioning as an adverb. In the sentence:

My husband knits intricately patterned mittens.

For example, the adverb "intricately" modifies the adjective "patterned."

Possessive Adjectives

A possessive adjective ("my," "your," "his," "her," "its," "our," "their") is

similar or identical to a possessive pronoun; however, it is used as an adjective

and modifies a noun or a noun phrase, as in the following sentences:

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In this sentence, the possessive adjective "my" modifies "assignment" and

the noun phrase "my assignment" functions as an object. Note that the

possessive pronoun form "mine" is not used to modify a noun or noun phrase.

Demonstrative Adjectives

The demonstrative adjectives "this," "these," "that," "those," and "what" areidentical to the demonstrative pronouns, but are used as adjectives to modify

nouns or noun phrases, as in the following sentences.

In this sentence, the demonstrative adjective "that" modifies the noun "cord" and

the noun phrase "that cord" is the object of the preposition "over."

Interrogative Adjectives

An interrogative adjective ("which" or "what") is like an interrogative

pronoun, except that it modifies a noun or noun phrase rather than standing on

its own (see also demonstrative adjectives and possessive adjectives).

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I can't complete my assignment because I don't have the textbook.

When the librarian tripped over that cord, she dropped a pile of books.

Which plants should be watered twice a week?



Like other adjectives, "which" can be used to modify a noun or a noun phrase. In

this example, "which" modifies "plants" and the noun phrase "which plants" is the

subject of the compound verb "should be watered":

Indefinite Adjectives

An indefinite adjective is similar to an indefinite pronoun, except that it

modifies a noun, pronoun, or noun phrase, as in the following sentences.

The indefinite adjective "many" modifies the noun "people" and the noun phrase

"many people" is the subject of the sentence.

Common Helping/Auxiliary Verbs

Usually when auxiliaries are used in questions, the main verb and its

auxiliaries may be separated by the subject of the sentence.

Examples: a) Should we eat dinner now?

b) Will you go to school next Monday?

c) Who would like more macaroni and cheese?

2.4 VERB

Linking Verbs

A verb expresses action or being.

An action verb tells what the subject of the sentence does.

A linking verb does not show action, but instead shows state-of-being.

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Many people believe that corporations are under-taxed.



Verbs called being verbs or linking verbs do not show action. Instead they

show what the subject is or is like. Because of this we say linking verbs show

state-of-being. These linking verbs link the subject of the sentence with a word in

the predicate that tells more about it.

Example: a) The dog seems hungry.

b) You become 7th graders later this year.

Common Linking Verbs

If you’re really observant you might have noticed that many of the linking

verbs are also on the helping verb list. Adverbs describe verbs (actions). They

give more detail about the action.

Slowly is an adverb since it describes the way my cat eats.

How does my cat eat? Slowly. Adverbs will generally answer the question 'How'.

Types of Adverbs

There are many types of adverbs, such as:

Adverbs of Frequency - always, sometimes, never, etc.

Adverbs of Manner - carefully, slowly

Adverbs of Time and Place - here, yesterday, then

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My cat eats slowly.



Adverbs of Relative Time - recently, already, soon

Adverbs of Degree - very, extremely, rather

Adverbs of Quantity - a few, a lot, much

Adverbs of Attitude - fortunately, apparently, clearly

Adverbs Word Order

Adverbs are usually placed after the verb:

When there is an object, the adverb is usually placed after the verb + object:

However, adverbs are never positioned between the verb and the object.

a) I read the book quickly. - (Correct)

b) I read quickly the book. - (Incorrect)

2.5 ADVERB

Adverb: a word that describes or modifies another verb, adjective, or adverb

a) Negative: a word that means “no” or “not”

b) Double Negative: 2 negatives used together to modify or describe 1

negative idea or thought.

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He speaks clearly.

I put the vase carefully on the table.



c) Positive: the opposite of a negative, a word meaning “yes”, “some”,

or “any”, the positive form of a negative.

* Adverbs that modify verbs answer/describe “how, “when”, or “where”

something happened

* Many adjectives that modify verbs end in “-ly” (rapidly, cheekily)

* When describing other adjectives or adverbs, adverbs can answer “to what

extent” something happened instead of “how” it happened (a very big group

came super fast); very describes big which describes group, and super describes

fast which describes came

* Adverbs can be used to make comparisons of adverbs, verbs, and adjectives

* Adverbs can come before or after the target word that they modify

* To compare 2 things use the comparative form of an adverb, for 3 or more

things use the superlative form of an adverb

When you compare actions or qualities that are less rather than more use “less”

or “least” instead of “more” or “most” If the adverb ends in “-ly”, then add “more”

or “most” to make comparisons instead of “-est” or “-er” Don’t combine “-er” with

more or “-est” with most Some adverbs have irregular superlative and

comparative forms.

Some words mean “no” or “not” (negatives), they can reverse the meaning of a

sentence or phrase (I did/ I did not) Some examples of common negatives are

“no, not, none, never, no one, nobody, nothing, and nowhere) Don’t use double

negatives to describe or modify a negative Don’t use double negatives to modify

1 thing or action Most negatives have opposites, or positives.

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To prevent double negatives, you can replace the negative with a positive form of

the negative To not get adjectives and adverbs confused with each other,

remember that: When an adjective and an adverb sound or look alike the adverb

probably ends in “-ly”.

Example: a) silently

b) loud- loudly

c) bad- badly

Adjectives modify nouns and pronouns Adverbs modify verbs, adjectives,

and other adverbs Good is an adjective, but well is usually an adverb (it is an

adverb when it means “healthy”).

3.0 EXERCISE

3.1 NOUN EXERCISE

Fill the gaps with the correct form of the nouns (singular or plural).

1. You can put (sugar) sugar in your tea.

2. They ate some (tomato) tomatoes.3. I need to wash my (hair) hair.

4. We have to buy new (furniture) furniture.

5. We had lots of (fun) fun.

6. Could you give some (information) information on your project?

7. Those (man) men seem to be very tired.

8. How many (people) people went to cinema with you last night?

9. Mildred has lots of (money) money.

10.Heidi cooks a bowl of (noodle) noodles.

Use capital letters for Proper Nouns in the following sentences.

1. paris is the capital of france. (Paris/France)

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2. william shakespeare is a famous english author. (William

Shakespeare/English)

3. ‘war and peace' was written by leo tolstoy.

4. The universities of oxford and cambridge offer degree courses at thehighest level.

5. john's two dogs are named rover and boxer.

6. david will travel to france to do a degree course on the french revolution.

7. suez canal joins the red sea and the mediterranean sea.

8. republic of liberia is on the west coast of africa.

9. mick jagger is the lead singer of rolling stones

10. mount kilimanjaro is the highest mountain in africa.

Fill in the blank s with suitable collective nouns.

1. A flock of birds flew high in the sky.

2. They saw a pride of lions at the zoo.

3. The farmer has a herd of cattle on his farm.

4. He ate a cluster of grapes today.

5. Our friend shows us a collection of stamps.

6. We saw a flock of sheep on our way home.

7. Police have arrested a gang of thieves.

8. She bought a _____ of bananas from the market.

9. The _____ of pupils are listening attentively to their teacher.

10. You can put the _____ of tools in that box.

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3.2 PRONOUN EXERCISE

Use the correct personal pronouns. Watch the words in brackets.

Example: ___ often reads books. (Lisa)

Answer: She often reads books.

1) is dreaming. (George)

2) is green. (the blackboard)

3) are on the wall. (the posters)

4) is running. (the dog)

5) are watching TV. (my mother and I)6) are in the garden. (the flowers)

7) is riding his bike. (Tom)

8) is from Bristol. (Victoria)

9) got a brother. (Diana)

10) Have got a computer, Mandy?

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Fill one of the following relative pronouns who, which or whose to the blank

section.

Which object form of the personal pronoun can substitute the underlined phrasein the sentence? Thick the right answer.

1) The teacher always gives the students homework.

me

them

you

2) I am reading the book to my little sister.

her

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1) I talked to the girl car had broken down in front of the shop.

2) Mr Richards, is a taxi driver, lives on the corner.

3) We often visit our aunt in Norwich is in East Anglia.

4) This is the girl comes from Spain.

5) That's Peter, the boy has just arrived at the airport.6) Thank you very much for your e-mail was very interesting.

7) The man, father is a professor, forgot his umbrella.

8) The children, shouted in the street, are not from our school.

9) The car, driver is a young man, is from Ireland.

10) What did you do with the money your mother lent you?



us

him

3) The boys are riding their bikes.

it

them

her

4) My father is writing a letter to John.

me

her

him

5) I don't know the answer.

she

her

it

6) Sally is going to Anne.

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her

him

me

7) Open the window, please.

it

them

us

8) Can you tell the people the way to the airport, please?

you

them

us

9) The books are for Peter.

him

her

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you

10) Can you help my sister and me, please?

her

me

us

3.3 VERB EXERCISE

Chose the correct form of the verb to be - am/is/are.

Top of Form

1. It cold today.

2. I at home now.

3. They Korean.

4. There a pen on the desk.

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5. My name Nikita.

6. We from Ukraine.

7. That right.

8. I OK, thanks.

9. Clara and Steve married.

10.She an English teacher.

Click on the words in the correct order to makepositive sentences with the verb to be.

1 am old. twenty-five years I

2 are from We Venezuela.

3 My Anton I'm student. and a name is

4 book. This is my

5 a It's nice today. day

6 name Paul. Her is brother's

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http://tmp/svnog.tmp/javascript:insert_word(0,%200)
































































7 an is John engineer.

8 My husband's Johansson. is name

9 in class. twelve students my There are

10 My at the letter. of the is top address new

Bottom of Form

Complete the text below with the appropriate tenses.

1. A: What (you, do) when the accident occurred?

B: I (try) to change a light bulb that had burnt out.

2. After I (find) the wallet full of money, I (go, immediately)

to the police and (turn) it in.

3. The doctor (say) that Tom (be) too sick to go to work and that

he (need) to stay at home for a couple of days.

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4. Sebastian (arrive) at Susan's house a little before 9:00 PM, but she (be,

not) there. She (study, at the library) for her final examination

in French.

5. Sandy is in the living room watching television. At this time yesterday, she (watch,

also) television. That's all she ever does!

6. A: I (call) you last night after dinner, but you (be, not)

there. Where were you?

B: I (work) out at the fitness center.

7. When I (walk) into the busy office, the secretary (talk) on thephone with a customer, several clerks (work, busily) at their desks, and two

managers (discuss, quietly) methods to improve customer service.

8. I (watch) a mystery movie on TV when the electricity went out. Now I am

never going to find out how the movie ends.

9. Sharon (be) in the room when John told me what happened, but she

didn't hear anything because she (listen, not) .

10. It's strange that you (call) because I (think, just) about you.

3.4 ADVERB EXERCISES

Choose the most suitable adverb in bold to fill each blank

angrily, enough, never, outside, yesterday

1. She left _____ for the university where she is doing a degree course.

2. We are standing _____ his house waiting for him.

3. He told us _____ not to walk on the grass.

4. I am not strong _____ to help him carry that box.

5. She will _____ be happy in that job.

down, last week, often, quickly, rarely

6. _____, I saw him walking to the church.

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7. My father is _____ late for work.

8. He drove _____ to avoid being late.

9. I _____ play badminton with my sister.

10. This is the place where he fell _____ .

always, just, nearly, online, unusually

11. It took _____ two hours to get here.

12. They were _____ very friendly.

13. He has _____ strong hands.

14. She has _____ completed her degree course.

15. This dictionary went _____ in 2003.

Find the adjective in the first sentence and fill the gap with the adverb.

1. Joanne is happy. She smiles happily.

2. The boy is loud. He shouts .

3. Her English is fluent. She speaks English .

4. Our mum was angry. She spoke to us .

5. My neighbour is a careless driver. He drives .

6. The painter is awful. He paints .

7. Jim is a wonderful piano player. He plays the piano .

8. This girl is very quiet. She often sneaks out of the house .

9. She is a good dancer. She dances really .

10.This exercise is simple. You have to put one word in each space.

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3.5 INTERJECTION EXERCISE

Underline the INTERJECTIONS

1. Hey! You left me behind.

2. Ouch! That soup is hot.

3. Oops! The plate broke.

4. Well, I guess I’ll go.

5. Hurray! We won the game.

6. Wow! John hit the ball far.

7. Hurry! I saw something scary in the cave.

8. Alas! I cannot go with you.

9. Shh! I heard something.

10. Ah, I see what you mean.

30



Fill in the blanks with correct INTERJECTIONS

Eek!, Oh!, Oops!, Wow!, Hey!, Aha!, Ouch!, Ah!, Well, Ugh!

1. ________ He stole my watch.

2. ________ That hurts.

3. ________ I think I’ll go.

4. ________ I hate rats.

5. ________ What a cute kitten.

6. ________ I lost my pencil.

7. ________ The bus left.

8. ________ How exciting.

9. ________, I guess you can have my soup.

10. ________ I slipped.

31



32

© 1992 by Ronald D.

Davis.Most dyslexics will exhibit about

10 of the following traits and behaviors.

These characteristics can vary from

day-to-day or minute-to-minute. Themost consistent thing about dyslexics is

their inconsistency.

General

• Appears bright, highly intelligent,and articulate but unable toread, write, or spell at gradelevel.

• Labelled lazy, dumb, careless,immature, "not trying hardenough," or "behavior problem."

• Isn't "behind enough" or "badenough" to be helped in theschool setting.

• High in IQ, yet may not test wellacademically; tests well orally,but not written.

• Feels dumb; has poor self-esteem; hides or covers upweaknesses with ingeniouscompensatory strategies; easilyfrustrated and emotional aboutschool reading or testing.

• Talented in art, drama, music,sports, mechanics, story-telling,sales, business, designing,building, or engineering.

• Seems to "Zone out" or daydreamoften; gets lost easily or losestrack of time.

• Difficulty sustaining attention;seems "hyper" or "daydreamer."

• Learns best through hands-onexperience, demonstrations,

experimentation, observation,and visual aids.

Vision, Reading, and Spelling

• Complains of dizziness,headaches or stomach acheswhile reading.

• Confused by letters, numbers,words, sequences, or verbalexplanations.

Writing and Motor Skills

• Trouble with writing or copying;pencil grip is unusual;handwriting varies or is illegible.

• Clumsy, uncoordinated, poor atball or team sports; difficultieswith fine and/or gross motorskills and tasks; prone to motion-sickness.

• Can be ambidextrous, and oftenconfuses left/right, over/under.

Math and Time Management

• Has difficulty telling time,managing time, learningsequenced information or tasks,

or being on time.

• Computing math showsdependence on finger countingand other tricks; knows answers,but can't do it on paper.

• Can count, but has difficultycounting objects and dealing withmoney.

• Can do arithmetic, but fails wordproblems; cannot grasp algebraor higher math.

Memory and Cognition

• Excellent long-term memory forexperiences, locations, andfaces.

• Poor memory for sequences, factsand information that has notbeen experienced.

• Thinks primarily with images andfeeling, not sounds or words(little internal dialogue).

Behavior, Health, Development and

Personality

• Extremely disorderly orcompulsively orderly.

• Can be class clown, trouble-maker, or too quiet.

• Had unusually early or latedevelopmental stages (talking,crawling, walking, tying shoes).

4.0 ARTICLE

4.1 ARTICLE 1

37 COMMON CHARACTERISTIC OF DYSLEXIA



GRAPHIC ORGANIZER ON ARTICLE 1

33

DYSLEXIA

Appears bright, highly intelligent, and articulate but unable to read, write, or spell at grade level.Labelled lazy, dumb, careless, immature, "not trying hard enough," or "behavior problem."

Isn't "behind enough" or "bad enough" to be helped in the school setting.

High in IQ, yet may not test well academically; tests well orally, but not written.

Feels dumb; has poor self-esteem; hides or covers up weaknesses with ingenious compensatory strategies; easi

Talented in art, drama, music, sports, mechanics, story-telling, sales, business, designing, building, or enginee

Seems to "Zone out" or daydream often; gets lost easily or loses track of time.

Difficulty sustaining attention; seems "hyper" or "daydreamer."

Learns best through hands-on experience, demonstrations, experimentation, observation, and visual aids.

omach aches while reading.equences, or verbal explanations.

dditions, transpositions, omissions, substitutions, and reversals in letters, numbers and/or words.

ent movement while reading, writing, or copying.

eye exams don't reveal a problem.

or lacks depth perception and peripheral vision.

nsion.

y distracted by sounds.

sentences incomplete; stutters under stress; mispronounces long words, or transposes phrases, words, and syllables when speaking

Trouble with writing or copying; pencil grip is unusual; handwriting varies or is illegible.

Clumsy, uncoordinated, poor at ball or team sports; difficulties with fine and/or gross motor s

Can be ambidextrous, and often confuses left/right, over/under

Vision, Reading, and Spelling General

Hearing and Speech

Writing and Motor skills

e, managing time, learning sequenced information or tasks, or being on time.

ependence on finger counting and other tricks; knows answers, but can't do it on paper.

ulty counting objects and dealing with money


Excellent long-term memory for experiences, locations, and faces.

Poor memory for sequences, facts and information that has not been ex




4.2 ARTICLE 2

34




35



4.3 ARTICLE 3

36



College Remedial Math Increasing

Are Advanced Math Classes Helping or Hurting?

Aug 5, 2007 Barbara Pytel

Remedial College Math Increasing - ablestock.com

Students are not doing better in math even after taking advanced classes in high school.

Learn how it is possible to need remediation after taking advanced classes.

Math Phenomenon

One would think that if a student has taken integrated math incorporating algebra, geometry,

trigonometry and calculus, college math should be a breeze. That is not the case and

colleges are becoming very concerned.

Marie Wilde of Cedar Crest College in Allentown, PA is very concerned about math skills at

the college level. "Many bright students are hurried through algebra and

trigonometry courses on their way toward statistics and calculus." Wilde is the chairwoman

of the mathematical and information sciences program at Cedar Crest. [Genevieve Marshall,

The Morning Call, mcall.com, July 5, 2007]Remedial Classes

Colleges are overwhelmed with students needing remedial classes in math. The problem is

becoming so large that colleges are forced to rewrite textbooks, do more reteaching, and

even force students to take remedial courses without credit.American College Testing

The ACT newsletter, Activity, states in spring of 2007 that the gap between what high

schools are graduating and what colleges need to see is widening. ACT states, "The study,

which surveyed college and high school instructors across the country, reveals that colleges

generally want incoming students to have in-depth understanding of a selected number of

fundamental skills and knowledge, while high schools tend to provide less in-depth

instruction of a broader range of skills and topics." To sum that up:

• High schools offer general information in many areas.

• Colleges prefer in-depth information in fewer areas.

According to Cynthia Schmeiser, president and chief operating officer, ACT education

division, "State learning standards are often too wide and not deep enough," said Schmeiser.

"They are trying to cover too much ground—more ground than colleges deem necessary—in

the limited time they have with students. As a result, key academic skills needed for

37

http://www.suite101.com/profile.cfm/pytel


http://www.suite101.com/content/algebra--algebra8--success-a2230



http://www.suite101.com/content/high-school-math-is-lacking-a5211


http://www.suite101.com/content/college-preparationgood-or-poor-a18830








success in college get short shrift. This is a serious problem that states must address to

better prepare our young people for success after high school." [ACTIVITY, act.org, spring

2007]Integrated Math

In the 1990s, the traditional math was replaced in many schools with "integrated math" which

combined algebra and geometry. It also required large amounts of reading and writing to

identify the math problems. Many students ended up problem solving math concepts on their

own. Colleges want more understand of the basics. [Genevieve Marshall, The Morning Call,

mcall.com, July 5, 2007]

Higher Placement

Another area where taking many advanced classes is harmful is advanced placement

classes in college. Students are honored that they do not need to take basic college science

or math classes. They took advanced classes and may now move ahead other students and

take higher level classes. The danger in this is that the student assumes that his high school

curriculum in Geometry or Advanced Biology equals the college level Biology or Geometry.This is very unlikely. Therefore, a student has an over inflated opinion of how good they

actually are. Two weeks into the class and the student is going down in flames and now

realizes his high school curriculum was covered in the first ten days of class.

AP Classes

Advanced Placement classes can help students compare apples to apples. If a student takes a

high school AP class and the test that follows, this procedure gives the student a much

better view of what college expectations will be. This student is less likely to jump toward

advance classes in college unless the foundation is truly in place.Mastery Is Key

Pushing students in math and science before they attain mastery of the basic concepts

serves no purpose. Colleges want competent students, well-educated in the basics. That is

more important than calculus and statistics. Many high schools that realize this problem are

teaching Algebra 1 over two years allowing time for mastery.


38

Colleges are forced to rewrite textbooks

Do more re-teaching

Force students to take remedial courses without cren what high schools are graduating and what colleges need to see is widening

s offer general information in many areas.

efer in-depth information in fewer areas.

E f f e c t C a u se s

http://www.suite101.com/content/more-rigorous-ap-classes-a17394

http://www.suite101.com/content/confidence-based-learning-a18727

http://educationalissues.suite101.com/blog.cfm/maine_mandates_college_application

http://www.suite101.com/content/more-rigorous-ap-classes-a17394

http://www.suite101.com/content/confidence-based-learning-a18727

http://educationalissues.suite101.com/blog.cfm/maine_mandates_college_application



4.4 ARTICLE 4

39

s are forced to rewrite textbooks

e re-teaching

tudents to take remedial courses without credit

C a u se s

I nt e g r at e d M at h

his high school curriculum in Geometry or Advanced Biology equals the college level Biology or Geometry. But actually

H i g he r P l ac e m e nt Some of the student did not master the basic

La c k o f ma st e r y



40



GRAPHIC ORGANIZER FOR ARTICLE 4

41

CURRICULUM FOR SLOW LEARNER

pupils from 10th and 11th grade takes three major subject that is English, mathematics and socialpupils from 10th and 11th grade takes three major subject that is English, mathematics and social

f the pupils will learn English for the first period, mathematic in the second period, social studief the pupils will learn English for the first period, mathematic in the second period, social studie

The pupils are placed according to their different achievement level and can be shiftThe pupils are placed according to their different achievement level and can be shift

The aims of the teachers are the same that is to improve the The aims of the teachers are the same that is to improve the

oint of the pupil are strengthened and enhanced by the remedial teachingoint of the pupil are strengthened and enhanced by the remedial teaching



4.5 ARTICLE 5

What Is Remedial Education?

Remedial education is education which is designed to bring students who are lagging behind upto the level of achievement realized by their peers. Most commonly, remedial education comes upin the context of postsecondary education which is designed to provide college students andadults with basic skills which they did not learn in high school. Educators who work in this fieldmay work for remedial educationprograms at colleges and universities and for adult literacy programs which offer this type of education to people who are not interested ingoing to college, but could benefit from additional education.

There are a number of reasons why a student might need remedial education. Some studentsattend schools of poor quality, and don't receive adequate grounding in math and language to prepare them for college or life. Other students may have transferred in and out of schools or missed school a lot, creating gaps in their education which contribute to lack of knowledge incore subjects. Students may also have learning disorders and other issues which have impaired

their ability to learn.

Historically, people who graduated high school without basic skills were out of luck. Somestudents who attended college started classes, realized that they were underprepared, and droppedout. Poorly educated adults struggled to find work and make a living, and often found themselvesunable to advance because they lacked the skills they needed. Remedial education addresses these problems by giving people an opportunity to develop skills which they can use to pursue higher education and career goals.

In remedial education, people are usually given assessments to determine their level of competency. Based on test results, the students are placed in classes which are most likely to provide benefits. Classes are often small, with a focus on high teacher-student interaction, andthey can take place at night or during the day to accommodate various needs. In the course of the

class, the instructor will bring students up to speed so that they have skills comparable to those of their peers.

Some students may be embarrassed about needing to take remedial education classes, especiallyif they are attending college or university. Some institutions have gotten around this byoffering remedial education in the summer so that students can start on the same level of their peers. Other programs have used slightly different names, since “remedial education” carriessome negative connotations. Students should remember that if they need to take such classes, it probably reflects more on the education system than on them.

GRAPHIC ORGANIZER OF ARTICLE 5

42

What is Remedial

EducationRemedial is educationwhich is designed to bring students who are lagging behind up to the level of achie

About Remedial Education

http://www.wisegeek.com/what-is-education.htm

http://www.wisegeek.com/what-is-literacy.htm

http://www.wisegeek.com/what-is-higher-education.htm


http://www.wisegeek.com/what-are-career-goals.htm

http://www.wisegeek.com/what-is-education.htm

http://www.wisegeek.com/what-is-literacy.htm



http://www.wisegeek.com/what-are-career-goals.htm



5.0 ACCADEMIC WRITING

Nicholas Amid

WAJ 3102

43

ndary education which is designed to provide college students with basic skills which they did not learn in high

Why Remedial EducationWhy Remedial Education

hools of poor quality, and don't receive adequate grounding in math and language.hools of poor quality, and don't receive adequate grounding in math and language.

The student is transferred in and out of schools or missed school a lot, creating gaps in their education wThe student is transferred in and out of schools or missed school a lot, creating gaps in their education w

Take place in the small class

Teach by special remedial teacher

High interaction between student and teacher

Take place during day or night



Mr Sandau Mili

4 March 2011

Different Between Remedial Class In Malaysia And The Western Country

Remedial class started in western long ago while the remedial class in Malaysia

started at 1965 with 3 remedial teachers only. Remedial class in Malaysia and in

the western country has few similarity and a few different.

The target of the remedial education in Malaysia include pupil in primary

school. The pupil who involved is only the pupil that cannot master the basic

skills which are reading, writing and counting. In contrast, the target of theremedial student in western are the student that cannot master the basic skill,

student that has low result, student that have lack of knowledge and those

student that lacked of skill required to continue their studies to the higher

education level.

The education strategy is different within the country. In Malaysia, the

teacher will teach the student on the three skills which are reading, writing and

counting. In the same time, the teacher will develop the talent of the remedial

student because although they are a little bit dull in these skill compared to the

other student, they can shine in the other sector. Western strategy is a bit

different. The teacher will teach and develop and enhance the student in order to

encounter the student’s weakness and enhance their knowledge in the same

time.

The similarities between the remedial classes are the structure of the

class. Remedial classes in both Malaysia and western country have small

number of student so that the teacher could give more attention for the student.

Beside that, there are many interactions between the student and the teacher.

The teachers use many strategy and many ways to polish the student in and out.

44



As a conclusion, the remedial class is different in involvement and

education strategy but similar in the structure. Beside that, remedial class around

the world is going to encounter the problem of their student.

6.0 REFLECTION

The part of speech is very important in our daily life. In order to have

better English, we have to learn more and make more exercise. It is not only to

know but we have to know and use it every day. Speaking few right english is

better than speaking many broken english.

Remedial education is very important to the person who needs lot of knowledge and skill to proceed their education to a higher level. For me myself,

without the remedial education in school, the dull student will be left far away

behind the other student. It is good for a dull student to get into the remedial

education because they can have better attention from the teacher.

Beside that, I noticed that the remedial in Malaysia is more on teaching

the student mastering the basic skill. It is differ than the western where they

teach the student to master mo skill and more knowledge. From my though, I

think it is a factor why the western can develop faster than us.

Lastly, I hope the Malaysian education can develop their education system

so that we can achieve something better someday soon. It is not the teachers or

the remedial student to be blame if the education system is not running well. But,

point to ourselves and ask what have we do to develop ourselves and other.

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