Watawala Plantations Plc Is A Pioneer Tea Plantation Marketing Essay

Watawala Plantations Plc Is A Pioneer Tea Plantation Marketing Essay The proper application and implementation of a strategic marketing plan is essential to the success of any business. A company can have a perfect product, but without proper placement, identifying an audience and a marketing plan appropriate activity would not be able to market its products to consumers. Watawala Plantations PLC was able to convert an activity performed in the home of commercial success through the implementation and respect of its strategic intentions. The company was able to convince consumers that the store offers more than just tea, but rather a rich experience they should have on a recurring basis. The company was able to translate this consumer experience of its products for an extremely lucrative. This strategic marketing plan will discuss the marketing strategy implemented by Watawala Plantations PLC, and evaluate the plan of the company in the current marketing strategies including market segmentation, targeting strategies, positioning, the competitive environment, and various other factors that affect its marketing strategy including external macro environmental forces. 1.0 Introduction Today in the rapidly changing corporate arena one of the frequently spoken subject is becoming the Strategic Market Planning and many expensive reference materials can be commonly seen in bookstores, libraries and via online sources. But what exactly is Strategic Marketing Plan, how to assess the external macro environment? What are the impacts of political, economic, socio-cultural and technological factors have on developing Strategic Marketing Plan? These are some of the common questions to be answered. Without a clear strategy the organization is like a ship without a rudder, going around in circles. This strategic marketing plan prepared to Watawala Plantations PLC is essential for the newcomer Oolong tea to the market. Oolong Tea is an innovative product that is close to the tea and black tea, and this product can be a cleaner body. This strategic marketing plan will discuss the marketing strategy implemented by Watawala Plantations PLC. It is very much evident, that the strategic marketing plan for Watawala Plantations PLC has been successfully completed after gaining a substantial understanding from the various reliable sources where the information have been gathered. I strongly feel that the information that I have provided in this strategic marketing plan will definitely satisfy the assessment criteria. Last but not the least I wish to mention that, at the best of my knowledge, Ive acknowledged all the sources which I did refer to complete this strategic marketing plan. 2.0 Watawala Plantations An Overview 2.1 Company Background Watawala Plantations PLC is a pioneer tea plantation and marketing company in Sri Lanka. This is a listed company is a joint venture with the legendary Tata Group, which owns the No. 1 tea brand in Britain Tetley. Today Watawala plantations PLC has undertaken the management of selected 18 prime tea estates in all elevations of low-rise, medium-and high-grown along with a pair of rubber plantations, and the Sri Lankas only palm oil factory and employs over 15,000 people. With the joint venture in Tata Tea India, Watawala Plantations PLC has accepted the challenge of converting trade and productivity in to competition. The unique advantage of three diversified namely crops, tea, rubber and Palm has made the company to move in different directions in terms of involvement with the daily life of people in Sri Lanka. Total area of plantations is divided region 12,442.13 hectares, of which 41% is the tea, rubber is 18% and 8% less for the cultivation of oil palm. About 7% is separate for firewood and the rest is uncultivated and remains as the areas of conservation, forestry, spices, vegetable cultivation, jungle, buildings, roads, etc. 2.2 Mission, Vision Corporate Values 2.2.1Mission Statement According to David (1995, p.88) a business mission can be classified as the foundation for priorities, strategies, plans, and work assignment. In other words it can be said as the starting point for the design of managerial jobs and, above all, for the design of managerial structures. A mission statement which focuses on a businesss current activities reveals the long-term vision of an organization in terms of what it wants to be and whom it wants to serve. The Mission Statement of Watawala Plantations PLCà ¢Ã¢â€š ¬Ã‚ ¦ By the year 2015 we will get closer to our end user locally and internationally by: Adding value to our products (tea, rubber, palm oil) Being committed to producing quality products Using our own brand Fully utilize the technological advancements and land resources in an eco-friendly manner To respect and understand the community in which we do business Celebrate the diversity and the power of our people While continuing toà ¢Ã¢â€š ¬Ã‚ ¦, Be the preferred supplier in tea, rubber, palm oil globally Enhance return to our shareholders 2.2.2 Vision A strategic vision concerns a firms future business path that is where we are going. Companys vision defines the desired or intended future state of an organization or company in respect of its basic objectives. Vision is a long-term; sometimes describing how the organization wants the world must stay where it operates. The primary role of a companys vision is to establish a dream to all its employees and stake holders to achieve the companys corporate goals. The Vision Statement of Watawala Plantations PLCà ¢Ã¢â€š ¬Ã‚ ¦ We will take a path no one has walked before and many will want to follow 2.2.3 Core Values Watawala Plantations willà ¢Ã¢â€š ¬Ã‚ ¦ Ensure that our business is always customer focused and that we continuously strive to meet their demands with the highest level of service. Be committed to offering the highest quality products at all times to our customers globally. Recognize and motivate our employees who are the live wire of the organization, to achieve their fullest potential and provide equal opportunities regardless of gender, religion, race or colour to excel in their work. Value transparency and honesty in everything we do. Contribute positively to the long term sustainability and development of the external community and the environment we operate in. Be innovative and strive for continuous improvement in whatever we do. Recognize that our shareholders are of utmost importance to us and ensure the best possible returns to them. 3.0 Product Description Oolong Tea There are hundreds of different varieties of tea made from tea plant, Camellia Sinensis, but almost all of them is divided into three broader categories which are respectively black teas, which are fully oxidized before drying a careful fermentation process, green tea is dried quickly, while non-oxidized oolong, which is somewhere in the middle and combine the best features of both. Oolong is partially fermented (semi-fermented) tea, which is known for its rich taste and pleasant lasting aftertaste. Oolong is classified as black or dark green tea which is baked longer than Green Oolongs. Green Oolong is usually smells stronger as Dark Oolong is usually has a stronger aftertaste. Special oven baked Oolong is only an intermediate dark green. 4.0 Construction of SWOT A Situational Analysis According to David (2004, pp.156-158) no organization is equally strong or weak in all its functional areas. Objectives and strategies are established with the intention of capitalizing upon internal strengths and overcoming weaknesses. The overall evaluation of a companys strength, weaknesses, opportunities, and threats are called as the SWOT analysis. A SWOT analysis is used as a framework to help the firm to develop its overall corporate, marketing, or product strategies. Strengths and Weaknesses are internal factors, which are controllable by the company. Whereas, Opportunities threats are external factors tend to be uncontrollable by the organization. The SWOT analysis of the Watawala Plantations PLC can be illustrated as follows: Strengths Uniqueness of the product Benefits of product are outstanding and not offered by any other product/company. Brand awareness High quality tea High quality service Expertise on the tea business Entrepreneurial spirit and commitment Complete and broad trained staff Opportunities Can open new lines of business Mass market tea prices will stabilize Consumers are living a more healthy lifestyle Consumers prefer quality products that offer true value Modern technology in the tea industry will be able to increase productivity Growth in tea market due to promotional efforts of healthy attributes of tea Threats Seasonal demand Misperception of tea consumption Competition from coffee shops Limited number of raw materials Unstable tea supply of high quality tea High quality tea prices will increase moderately Tea market is very competitive and relative elastic where strong local competitors such as Lipton, Bogawanthalaweà ¢Ã¢â€š ¬Ã‚ ¦etc. SWOT ANALYSIS Weaknesses Budget deficits Less access to modern technologies with to Oolong tea manufacturing process 5.0 Marketing Objectives All businesses, as a rule, need to set objectives on their own, for the products or services they intend to launch. Setting objectives are important; because they focus on specific aims over a period of time and can motivate the staff additionally to meet the set objectives. The marketing intention Watawala Plantations PLC is to grab a 10% market share and to achieve a sales volume worth of SLR 2,500,000 during the current year 2011. 6.0 Market Segmentation, Target Market and Positioning 6.1 Market Segmentation An organization cannot satisfy the needs and wants of all consumers. To do so, may result in a massive drain in company resources. Segmentation is simply the process of dividing a particular market for a good or service into sections, which display similar characteristics or behavior. There are a number of segmentation variables that allow an organization to divide their market into homogenous groups. There is no single way to segment a market. A good marketer has to try different segmentation methods, either alone or in combination, in order to view the market structure clearly. Segmentation can be categorized in to four major variables. They are geographic, demographic, psychographic and behavioral variables. It has to be clearly understood that Watawala Plantations PLC has utilized the demographic segmentation variable to divide the market. In demographic segmentation, the market can be divided in to groups such as age, gender, income, family size, family life cycle, occupation, education, race, religion, generation, nationality and social class. But here Watawala Plantations PLC going to consider only the first three groups from the demographic variables as described above. It is very much evident that in particular, the demographic segmentation variables have been chosen because of two reasons. One is that, customer wants, preferences, and usage rates are often associated with demographic variables and the other is that the demographic variables are easier to measure. 6.2 Target Market Target Market is the specific group of customers that a company aims to capture. They have been identified as the people with needs or wants that can be met with the products or services from the company. When evaluating the market segments, Watawala Plantations PLC must look at three major factors. They are segment size growth, segment structural attractiveness, and companys growth. Considering these aspects Watawala Plantations PLC has decided its target group as anybody who is interested in good quality tea. Mass market is the strategy of the company aiming to sell their product to broad market in Spain. 6.3 Positioning After an organization has selected its target market, the next stage is to decide how it wants to position itself within that chosen segment. A products position is the complex set of perceptions, impressions, and feelings that consumers hold for the particular product compared with the competing products in the market. As marketers, Watawala Plantations PLC not only plan positions that gives our products the greatest advantage in selected target markets, but also we design marketing mixes to create these planned positions. Therefore Watawala Plantations PLC is going market its Oolong Tea under its renowned positioning theme THE ART OF TEA 7.0 Macro Environmental Analysis PEST Factors According to David (2004, p.114) the purpose of an external audit is to develop a predetermined list of opportunities that could benefit the firm and threats that should be avoided. The Relationship between Key External Forces and an organization can be illustrated as follows: Therefore while formulating business strategies, Watawala Plantations PLC should be able to respond towards the external macro environmental factors in order to take the maximum advantage of external opportunities or that minimize the impact of potential threats. PEST analysis is a framework used to scan the external macro-environment, in which a firm operates. It is an important aspect to a company, in order to begin the marketing process. The following gird represents the analysis of the political, economic, socio-cultural and technological factors Watawala Plantations PLC has to consider before deciding either Germany or Australia would be potential market to expand the fruity malt loaf product. The grid below examines the political, economic, socio-cultural and technological factors with regard to the potential impact and its relative importance towards Watawala Plantations PLC. PEST Analysis Factors Potential Impact Relative Importance Political Factors Strict trading policies Medium Important Funding grants Medium Unimportant Local pressure groups High Unimportant Government policies High Important Political influence High Important Economic Factors Economic structure Command Economy prices are determined by the government Important Taxation issues Total tax rate is 64% on Profit Critical Interest rates 3.0% Important Inflation rates 9.4% Important Socio-cultural Factors Consumer attitudes High Critical Consumer opinions High Critical Media views High Important Brand image High Important Buying access and trends High Critical Health consciousness High Critical Religious factors Medium Important Technological Factors Technology development High Important Research funding Medium Important Recycling systems Medium Important 8.0 The Marketing Mix 4Ps To achieve the marketing objectives, the company has to use the marketing controllable elements (4Ps) effectively. A company might adopt one or more marketing strategies when introducing a product newly. It can set a high or low-level trend for each of its marketing variables, such as price, promotion, distribution, and product quality. Therefore, the key elements of the marketing mix namely product, price, place (distribution) and promotion have to be utilized Watawala Plantations PLC as follows: 8.1 Product A good Oolong tea is refreshing and delicious; the Oolong spectrum has a range of aromas and tastes quite different from what you get with green or black tea. It is difficult to obtain reliable figures on the caffeine content, but its probably not entirely wrong to say that the cup of Oolong average, well mixed, has about half as much caffeine as a cup of black tea and about half again as much as a cup of green tea. The difference mainly comes from the brewing temperature, not the composition of the tea itself. Although Oolong has the characteristics of black and green tea, the taste has little in common. If not overcooked, most Oolong seems almost no trace of bitterness, and generally a stronger aroma than any black or green tea. Like other tea, Oolong is rich in antioxidants called polyphenols. These help prevent cancer, keep your heart healthy and aid general well-being. 8.2 Price Price can be simply defined as the amount of money charged for a product or a service provided. A companys pricing decisions are affected either by internal factors relating to the company or external environmental factors or both. The major external environmental factor, which is going to affect the pricing decision, of Watawala Plantations PLC depends on the competitors costs, prices and their possible reactions in relation to the price fixing modes of Watawala Plantations PLC. A consumer when deciding to purchase our Watawala Plantations PLCs Oolong Tea, at the first instance evaluate the price and value of other products, which compete with Watawala Plantations PLCs products. Considering these pricing factors Watawala Plantations PLC should to apply the market penetration pricing strategy, meaning, to fix a low initial price at the introduction stage, in order to penetrate the market successfully at the outset. This is due to the fact that, it is an ideal pricing strategy which can be applied with success at the introductory stage itself, to attract a large number of buyers quickly and effectively so as to win a large market share, in a short period of time. Upon successful launch of Oolong tea, Watawala Plantations PLC can adapt skimming strategy. 8.3 Place (distribution) The distribution modes will cover all areas and all consumers coming under the target group. This is certain as the popularity grows with the demand. A competent distribution strategy will enhance the chances of attaining the goal with easy reach. Through maintaining proper contacts and application of the experience and specialization in the trade and through insuring a steady supply of goods without shortages the reach is assured with satisfactory results. Over the appointment of distributors and agents for the purpose of popularizing the product, requirements and competence in promotion, experience, market familiarity in relation to the productsà ¢Ã¢â€š ¬Ã‚ ¦etc. In addition to the distributors, a careful consideration will be given towards selecting the distribution strategy. In this case an intensive distribution strategy will be utilized where it is expected to bring in quick and satisfactory results. 8.4 Promotion Promotion is one of the key elements in the marketing mix. The intention now is to inform, persuade and to familiarize Oolong tea to the market and to popularize it. In this regard sales promotion and pre publicity are two areas, which are related to public relations. To target the group, pre publicity is essential via the media namely the electronic and the print. It is through proper and efficient advertising methods, the target group mainly the consumers would be reached easily which we intend to employ. The channels, which we hope to utilize both in TV and Radio in addition to the press, will be chosen based on their popularity and result-oriented methods adopted. In this regard a careful consideration would be given to economize the expenditure for the promotion purpose. In addition to the above method e-marketing strategy will also be utilized via social media networks such as Twitter, Facebook. YouTubeà ¢Ã¢â€š ¬Ã‚ ¦etc. 9.0 Proposed Marketing Budget A financial plan will be carried out since the initiation of the strategic marketing plan in order to determine the total amount of capital needed for each marketing related activity and to be completed within stipulated investment limit, which allows the marketing manager to measure the past with the forecasts actually spent during the project. Figure A illustrates the proposed marketing budget for Watawala Plantations PLC. Figure A Description Amount (SLR) Amount (SLR) Estimated Sales 10,000,000 (-) Estimated Expenses Raw Materials 500,000 Sales Distribution 400,000 Financial Expenses 200,000 HR Administrative Expenses 150,000 Production Cost 1,450,000 Promotional Expenses (posters, banners, advertisementsà ¢Ã¢â€š ¬Ã‚ ¦etc.) 4,500,000 Transportation 300,000 Estimated total expenses (7,500,000) Estimated profit 2,500,000 10.0 Evaluation and Control When involving in introducing a new product into the market, it becomes necessary to plan the overall operation in advance, in addition to budgetary provision to carry forward the objective. The controlling and monitoring aspects are two areas, which need constant attention. Any deviation will tend to upset a proper implementation of this strategic marketing plan. Therefore the following action plan can be utilized by Watawala Plantations PLC in order to evaluate and control the strategic marketing activities. Marketing Strategy Action Responsibility Control and Evaluation Methodology Marketing Communication Campaign Advertisement on TV, internet, radio, newspapers, ad campaigns on the streets Marketing Managers, Marketing Executives Monthly Sales Figures Marketing Promotion Campaign Set Up Special Stand for Personal Selling Marketing Managers, Sales managers, Counter staff Supervisors Count Customers and Monitor Sales per Month Organize Promotional Event Major Cities Marketing Managers, Supervisors, Hostesses Count Participants Promotional offers e.g. free gifts with purchase Marketing Managers, Production Managers Produced Output Figures Distribution of Free Samples to Customers At cash point Marketing Managers, Cashiers, Supervisors Count Customers

A Couple Of Yahoos :: essays research papers

David Filo was born in Wisconsin 1966 to Jerry, an architect, and Carol, an accountant, but he was raised in Moss Bluff, Louisiana. There they live in what is called an alternative community. They live semi-communally with six other families, sharing gardening duties and a kitchen. Filo attended Tulane University in New Orleans, Louisiana, receiving a bachelor’s degree in computer engineering. He continued his education at Stanford University in Palo Alto, California.   Ã‚  Ã‚  Ã‚  Ã‚  Jerry Yang was born Chih-Yuan Yang in Taiwan in 1968, and was raised by his mother, Lily, an English and drama teacher, after his father died when he was only two. He immigrated to the United States when he was ten years old with his mother, grandmother, and younger brother, Ken, settling in the Berryessa suburb of San Jose. Yang spoke Mandarin Chinese and hardly any English, but soon learned it and became a strait-A student. He was admitted to Stanford University, where he obtained his bachelor’s and master’s degree in electrical engineering in 1990. It was there that he met David Filo.   Ã‚  Ã‚  Ã‚  Ã‚  Filo and Yang were doctoral students in computer engineering. As one of their assignments they were working on the computer-aided design of computer chip circuitry. For this project they were set up in an â€Å"office† which was really a trailer that was filled with computers and equipment. â€Å" I was terribly bored,† Filo stated, â€Å"And with our faculty advisor out of town we started to fool around on the World Wide Web.† They soon became very frustrated with the World Wide Web. It seriously lacked any type of organization. The only was to access a page was to know the URL, or the address to the website. At the time there were books being published with lists of different sites and their addresses, however, this proved to not be very useful as website addresses change quite frequently, so that the books were outdated before they even hit the press. Filo and Yang came up with the idea to provide a kind of roadmap for online users. They designed some software that organized web pages into topics and that could be used immediately to â€Å"link†, or go to those pages. In early 1994, â€Å"Jerry’s Guide to the World Wide Web† was born, and the name was later revised to â€Å"Jerry and David’s Guide to the World Wide Web.† The two provided the service free to all Stanford users.

The Never Ending Israel-Palestine Peace Talks Essay -- International C

The news of people dying and suffering, killings of women and children, and bombings by terrorists and militaries, has undoubtedly grabbed the world’s attention towards the Israel-Palestine conflict. While Palestinian children scream for their dead parents, the world’s leaders and academics initiated a frantic debate, trying hard to point out the real cause and viable solutions for the current situation. This has led to many peace initiatives by the international community that were unfortunately a devastating failure. This deadlock had left leaders and supporters of both sides blaming each other for their stubbornness, in some cases elevating the unrest in Israel and Palestine (Reynolds). In this difficult condition, it is hard for us to determine what actually caused the failure of the peace talks without being biased towards one side. Therefore, my goal in this essay is to examine the cause of the peace talks’ failure objectively by observing the history of pa st peace talks, the reasons for disagreement that are given by Palestine and Israel and the key issues discussed in peace talks. Finally, I will conclude my research by developing my stand on the causes based on the research I have conducted. Before we move on to discussing the cause of peace talks’ failures, it is crucial that we understand the peace initiatives that had occurred between Israel and Palestine. The starting point for the peace talks was UN’s Security Council Resolution 1967 which occurred after the 1967 war (Reynolds). This resolution stressed on â€Å"withdrawal of Israel armed forces from territories occupied in the recent conflict† and â€Å". . . respect for and acknowledgment . . . of every State in the area and their right to live in peace within secure and re... ...tinue the Peace Process?: No, It's Heading for Disaster." Middle East Quarterly September 1995: 23-28. Reynolds, Paul. History of Mid-East peace talks. 27 August 2010. 1 April 2012 . Saad, Lynda and Steve Crabtree. Opinion Briefing: Israeli-Palestinian Conflict. 30 March 2012. 2 April 2012 . Sabbagh, Karl. Palestine History of a Lost Nation. New Yourk: Grove Press, 2006. The Telegraph. "Middle East peace talks: key issues between Israel and Palestinians." The Telegraph 14 September 2010. Tibi, Ahmad. Pressing Netanyahu is the key to success in Mideast peace talks. 3 September 2010. 1 April 2012 . United Nations Security Council. Resolution 242 (1967). Official Record. New York: United Nations, 1967. —. Resolution 252 (1968). Official Record. New York: United Nations, 1968. The Never Ending Israel-Palestine Peace Talks Essay -- International C The news of people dying and suffering, killings of women and children, and bombings by terrorists and militaries, has undoubtedly grabbed the world’s attention towards the Israel-Palestine conflict. While Palestinian children scream for their dead parents, the world’s leaders and academics initiated a frantic debate, trying hard to point out the real cause and viable solutions for the current situation. This has led to many peace initiatives by the international community that were unfortunately a devastating failure. This deadlock had left leaders and supporters of both sides blaming each other for their stubbornness, in some cases elevating the unrest in Israel and Palestine (Reynolds). In this difficult condition, it is hard for us to determine what actually caused the failure of the peace talks without being biased towards one side. Therefore, my goal in this essay is to examine the cause of the peace talks’ failure objectively by observing the history of pa st peace talks, the reasons for disagreement that are given by Palestine and Israel and the key issues discussed in peace talks. Finally, I will conclude my research by developing my stand on the causes based on the research I have conducted. Before we move on to discussing the cause of peace talks’ failures, it is crucial that we understand the peace initiatives that had occurred between Israel and Palestine. The starting point for the peace talks was UN’s Security Council Resolution 1967 which occurred after the 1967 war (Reynolds). This resolution stressed on â€Å"withdrawal of Israel armed forces from territories occupied in the recent conflict† and â€Å". . . respect for and acknowledgment . . . of every State in the area and their right to live in peace within secure and re... ...tinue the Peace Process?: No, It's Heading for Disaster." Middle East Quarterly September 1995: 23-28. Reynolds, Paul. History of Mid-East peace talks. 27 August 2010. 1 April 2012 . Saad, Lynda and Steve Crabtree. Opinion Briefing: Israeli-Palestinian Conflict. 30 March 2012. 2 April 2012 . Sabbagh, Karl. Palestine History of a Lost Nation. New Yourk: Grove Press, 2006. The Telegraph. "Middle East peace talks: key issues between Israel and Palestinians." The Telegraph 14 September 2010. Tibi, Ahmad. Pressing Netanyahu is the key to success in Mideast peace talks. 3 September 2010. 1 April 2012 . United Nations Security Council. Resolution 242 (1967). Official Record. New York: United Nations, 1967. —. Resolution 252 (1968). Official Record. New York: United Nations, 1968.

Self-Access Learning

Self-Access Learning SELF-ACCESS LEARNING For English Language in Malaysian Primary Schools file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/P&P/SAL/index. html3/31/2005 12:04:49 AM Introduction to Self-Access Learning INTRODUCTION Self-Access Learning (SAL) was first introduced and piloted in SRK Sri Kelana, Selangor Darul Ehsan in 1990. Since then it has been extended to 150 schools in Malaysia. It was initiated by the Curriculum Development Centre, Ministry of Education, Malaysia.The contents of the book focus on an Overview of SAL, Setting up a Self- Access Centre, Learning Materials and Equipment, Learners Training and SAL in Operation. Sample materials to give teachers and insight into SAL are also included. Introduction to SAL (Overview) | Chapter 1 | Chapter 2 | Chapter 3 | Chapter 4 | Chapter 5 | SAL Booklet file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/introduction. html (1 of 4)3/31/2005 12:04:56 AM Int roduction to Self-Access Learning file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/introduction. html (2 of 4)3/31/2005 12:04:56 AMIntroduction to Self-Access Learning file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/introduction. html (3 of 4)3/31/2005 12:04:56 AM Introduction to Self-Access Learning file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/introduction. html (4 of 4)3/31/2005 12:04:56 AM Self-Access Learning SELF-ACCESS LEARNING For English Language in Malaysian Primary Schools CHAPTER 1 Self-Access | Self-Access Learning (SAL) | Objectives | Main Features file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/chapter1a. htm3/31/2005 12:05:06 AMSelf-Access Learning – Chapter 1 Chapter 1 Self-Access OVERVIEW Self- access is a system which allows pupils learn at their own pace and time using organized learning materials and equipment. Self-Access Learning (SAL) Self -access learning (SAL) at the primary school level refers to independent learning through the use of learning materials. It is linked to the prescribed curriculum. Pupils are given opportunity to their own activities, correct and evaluate their own work as well as monitor their own progress. Philosophy of SAL file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/chapter1. tml (1 of 12)3/31/2005 12:05:21 AM Self-Access Learning – Chapter 1 The concept of SAL is based on the following:q q q q q q every pupil is an individual with different needs, interest, attitudes and aptitudes. every pupil learns in different ways and at varied rates. every pupil is responsible for his or her own learning. every pupil is given the opportunity to learn how to learn. the teacher caters for all individual needs of the pupils. the teacher creates a conducive, tension – free learning environment. file:///Volumes/GA NPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/chapter1. html (2 of 12)3/31/2005 12:05:21 AMSelf-Access Learning – Chapter 1 Objectives of SAL q q q q to provide opportunities for pupils to learn how to learn. to cater for the pupils' individual needs and learning styles. to allow pupils to evaluate and assess their own learning. to complement classroom teaching and learning. Main Features of SAL file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter1. html (3 of 12)3/31/2005 12:05:21 AM Self-Access Learning – Chapter 1 Introduction to SAL (Overview) | Chapter 1 | Chapter 2 | Chapter 3 | Chapter 4 | Chapter 5 file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. pk. kpm. my/p/sal/chapter1. html (4 of 12)3/31/2005 12:05:21 AM Self-Access Learning – Chapter 1 Chapter 2 Introduction SETTING UP A SELF- ACCESS CENTRE A self- Access Centre (SAC) is a resource where organized learning materials and equ ipment are made available and accessible for pupils. In the SAC, materials and equipment such as journals, worksheets, cassette tapes, video tapes, computer assisted language learning (CALL) file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter1. html (5 of 12)3/31/2005 12:05:21 AM Self-Access Learning – Chapter 1 rogrammes, games, radio cassette recorders sets and video recorders are placed and organized systematically. Functions of the SAC ? Provides conducive learning environment ? Provides opportunities for pupils to carry out learning activities. ? Houses learning materials and equipment. ? Displays information charts and pupils work. file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter1. html (6 of 12)3/31/2005 12:05:21 AM Self-Access Learning – Chapter 1 Factors to be considered when setting up a SAC Location The SAC can be a room by itself, a corner in classroom or in the school resource centre.It should also be easily accessible. In schools with limited rooms or space, teachers can arrange the materials in boxes which can be mobilized to the classroom whenever necessary. Design The design should be conducive to individual learning styles as well as small group interaction. It should be attractive and appealing to the pupils. Layout The layout is the arrangement of furniture, materials and equipment in the SAC. They should be placed in such a way where the pupils can move easily. The SAC would include the following: q q q Reading corner Computer Assisted Language Learning corner Carrels for listening ile:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter1. html (7 of 12)3/31/2005 12:05:21 AM Self-Access Learning – Chapter 1 q q q q Video viewing corner Games corner Working area Display area A SAMPLE PLAN OF A SAC IN A SRC SAMPLE PLAN OF A SAC file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal /chapter1. html (8 of 12)3/31/2005 12:05:21 AM Self-Access Learning – Chapter 1 Books and print materials To ensure that the materials last, worksheets may be mounted onto cards and laminated o sealed in plastic.Each item is then arranged in separate boxes which are colour-coded for the language proficiency level. file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter1. html (9 of 12)3/31/2005 12:05:21 AM Self-Access Learning – Chapter 1 Equipment Cassette recorders are the most necessary equipment. They are used for practising listening and speaking skills. The activity cards accompanying the tapes are labelled, colour-coded and placed on shelves. Computers are excellent aids to SAL. Television sets and video recorders enable pupils to listen and watch English programmes.Time Teachers need time to set up the SAC and to prepare pupils to learn independently. It may take between 3 or 6 months before the SAC can be setup and be functio nal. Funds Setting up SAC needs time and money. If there is limited fund, teachers have to set priority and seek for assistance or sponsorship. file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter1. html (10 of 12)3/31/2005 12:05:21 AM Self-Access Learning – Chapter 1 file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter1. html (11 of 12)3/31/2005 12:05:21 AM Self-Access Learning – Chapter 1A SAC SK Seri Perlis, Perlis A SAC corner in a resource centre SRK Tengku Abdul Halim, Alor Star, Kedah A SAL corner in a resource centre. SK Kampung Baru Keningau, Sabah Introduction to SAL (Overview) | Chapter 1 | Chapter 2 | Chapter 3 | Chapter 4 | Chapter 5 | SAL Booklet file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter1. html (12 of 12)3/31/2005 12:05:21 AM Self-Access Learning SELF-ACCESS LEARNING For English Language in Malaysian Primary Schools CHAPTER 2 Introd uction to Chapter 2 | Functions of the SAC | Factors to be considered when setting up a SAC ile:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter2a. htm3/31/2005 12:05:32 AM Self-Access Learning SELF-ACCESS LEARNING For English Language in Malaysian Primary Schools CHAPTER 3 Introduction to Chapter 3 | Types of SAL worksheets Type of Self Access Language Learning Materials | Classification code for Worksheet Guidelines for writing worksheets | Procedures for writing worksheets | Checklist for evaluation Self-Access Classification Code for English at Primary School Level file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. pm. my/p/sal/chapter3aa. htm3/31/2005 12:05:44 AM Self-Access Learning – Chapter 3 Chapter 3 SELF-ACCESS LANGUAGE LEARNING MATERIALS AND EQUIPMENT Self-access language learning materials are self instructional materials written or adapted by teachers. They are made available and accessible to the pupils to work individually, in pairs or in groups with or without direct supervision from the teacher. The materials should cater for the pupils learning styles, abilities and interests. The materials written or adapted are based on the language skills, thinking skills, grammar and vocabulary.They may be learning materials, practice materials or test materials. Types of SAL worksheets Type of Self Access Language Learning Materials | Classification code for Worksheet Guidelines for writing worksheets | Procedures for writing worksheets | Checklist for evaluation Self-Access Classification Code for English at Primary School Level file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter3. html (1 of 18)3/31/2005 12:05:54 AM Self-Access Learning – Chapter 3 Types of SAL Worksheets Practice worksheet | Test worksheet | Back to Chapter 3 Main Page | Home 1.Learning worksheet Learning worksheets are those which contain information and explanation for the pu pils to read, understand and apply them. Example of a learning worksheet: Yr. 6/Ep3/Blue/(07)/( ) Instructions: i. Read the sentences carefully. ii. Study the diagram below. We use ‘a' when the noun begins with a consonant, but if the noun begins with a vowel sound, ‘an' is used. file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter3. html (2 of 18)3/31/2005 12:05:54 AM Self-Access Learning – Chapter 3 Task: Fill in the blanks with ‘a' or ‘an'. Example: I have †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. en. I have a pen 1. Pulau Gaya is †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. island off Sabah. file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter3. html (3 of 18)3/31/2005 12:05:54 AM Self-Access Learning – Chapter 3 2. Malaysia has †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. hot and wet climate. 3. Draw †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. line across this circle. 4. My brother Abu is †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ kite maker. 5. My sister often takes †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. apple to school. 6. Mary's mother bought her †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. new umbrella. 7. You cannot make †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. omelette without breaking eggs. 8.Puan Farida has †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. very pretty white cat. Yr 6/EP 3/Blue/(07)/( ) Answer Key 1. an 3. a 5. an 7. an 2. a 4. a 6. a 8. a file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/chapter3. html (4 of 18)3/31/2005 12:05:54 AM Self-Access Learning – Chapter 3 2. Practice worksheets Practice worksheets give pupils the opportunity to reinforce the skills learnt in the classroom. The exercises include: * problem solving * games and puzzles Example of a practice worksheet: Yr4/R2. 1/Red/(03)/( ) Instructions: 1. Look at the pictures for the clues. 2. Copy the puzzle into your SAL book. . Complete the puzzle. 4. Check your answers with the answer key. Task: Rearrange the letters to find out the names of the things in the picture below. file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/chapter3. html (5 of 18)3/31/2005 12:05:54 AM Self-Access Learning – Chapter 3 Yr4/R2. 1/Red/(03)/( ) file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/chapter3. html (6 of 18)3/31/2005 12:05:54 AM Self-Access Learning – Chapter 3 Answer key 1. 3. 5. 7. 9. TREES TRACTOR CLOUD PATH BRIDGE 2. 4. 6. 8. FIELD MOUNTAIN HEDGE GATE 10.RIVER 12. FENCE 11. TIN Example of practice worksheet Yr4/R4. 7/RED/05/( ) Instructions: 1. Look at the picture. 2. Read the questions. 3. Write your answers in your SAL Book. 4. Check your answers with your teacher. Task: Poh Quan is going to do something. What is she going to do? Why? file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/ self%20access%20lg/www. ppk. kpm. my/p&p/sal/chapter3. html (7 of 18)3/31/2005 12:05:54 AM Self-Access Learning – Chapter 3 3. Test Worksheets file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/chapter3. html (8 of 18)3/31/2005 12:05:54 AMSelf-Access Learning – Chapter 3 Test worksheet contain exercises given to pupils to test how much they have understood and learnt. Example of a test worksheet. Yr. 6/EP 3/(Blue)/(08)/( ) Instructions: 1. Do this exercise in your SAL book 2. Read the sentences carefully. 4. Check your answers with the answer key. Task: Fill in the blanks with ‘a' or ‘an'. Did you see †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ (1) old lady with †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ (2) umbrella walking here about †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ (3) hours ago? She was wearing †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ (4) apron and †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â ‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. (5) unusual hat. She had †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 6) animal with her that had yellow feathers. Was the animal †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. (7) elephant? Was it †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. (8) anteater? Was it †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. (9) ostrich? Could it be †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ (10) yellow bird? Yr. /EP3/(Blue)/(08)/( ) Answer key 1. an 6. an file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/chapter3. html (9 of 18)3/31/2005 12:05:54 AM Self-Access Learning – Chapter 3 2. an 3. an 4. an 5. BRIDGE 7. 8. 9. an an an 10. a TYPES OF SELF ACCESS LANGUAGE LEARNING MATERIALS file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. y/p&p/sal/chapter3. html (10 of 18)3/31/2005 12:05:54 AM Self-Access Learning – Chapter 3 Worksheets are essential in SAL. They are self-instructional and written or adapted based on the English Language KBSR syllabus 1982. The pupils who use these worksheets are learning from them with the teacher as a facilitator. Therefore teachers have to be precise, clear and appropriate when writing instructions. The format of a SAL worksheet is given below. file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/chapter3. html (11 of 18)3/31/2005 12:05:54 AM Self-Access Learning – Chapter 3 ile:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/chapter3. html (12 of 18)3/31/2005 12:05:54 AM Self-Access Learning – Chapter 3 a. Classification code enables the pupils to find the worksheets they need. It is written on the top right hand corner. It gives the following information: Year: Year 4 (Yr4) Year 5 (Yr. 5) Year 6 (Yr. 6) Skills: R L W EP – Reading – Listening – Writing – Examination practice Sub-skills: R1 – Recognise and Read file:///Volumes/GANPD/P& P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/chapter3. html (13 of 18)3/31/2005 12:05:54 AMSelf-Access Learning – Chapter 3 R2 R3 R4 R5 – Read and Match – Read and Group – Read and Comprehend – Dictionary skills Level: The worksheets are graded to 3 levels of language proficiency: Green – elementary Red Blue – intermediate – advance Activity type Each piece of worksheet has a number which indicates the type of activity for the pupils to work on. The following are examples of activities for reading. 01 Read & Match 02 Read & Draw 03 Read & Arrange 04 Read & Sequence 05 Read & Solve 06 Read & Group 07 Read & Answer file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/chapter3. tml (14 of 18)3/31/2005 12:05:54 AM Self-Access Learning – Chapter 3 08 Read & Complete 09 Read & Join 10 Read & Choose 11 Read & Follow 12 Read & Correct errors Note: Teachers may add more activiti es using their own numbers. Copy number: This number indicates which copy the worksheet is. First copy – (1) Second copy – (2) Third copy – (3) e. g. b. Instruction c. Task d. Answer key These are instruction for the pupils to follow. This is the actual exercise. Answer provided at the back of the worksheets for the pupils to check and correct. file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/chapter3. tml (15 of 18)3/31/2005 12:05:54 AM Self-Access Learning – Chapter 3 Guidelines for writing worksheets * * * The worksheets should be attractive. The variety of tasks, exercises and activities should be motivating an challenging. The worksheets should be graded according to the pupils' level of language proficiency. Procedure for writing worksheets file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter3. html (16 of 18)3/31/2005 12:05:54 AM Self-Access Learning – Chapter 3 * * * * Identity the classification code (The classification code is given on page 22) Give clear and precise instructions.Set the task and plan the activities. Provide an answer key. Checklist for evaluation The following questions need to be asked and answer when one is evaluation SAL worksheet. a. Does the activity give a clear picture of the skills it is focusing? b. Does the activity give a clear picture of the language item or skill to be learnt or reinforced c. Does the worksheet fit in the following category: file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter3. html (17 of 18)3/31/2005 12:05:54 AM Self-Access Learning – Chapter 3 * learning? * practice? * test? d.Does the feedback take the following form: * an answer key? * a discussion with the teacher? * a discussion with a friend? * a model made by the pupil? e. Does the activity encourage creative and critical thinking? Writing SAL worksheets is a very challenging task. If we re flect on how our pupils will benefit from SAL we will work at it for â€Å"Tomorrow's comfort requires today's hardwork. † Introduction to SAL (Overview) | Chapter 1 | Chapter 2 | Chapter 3 | Chapter 4 | Chapter 5 file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter3. html (18 of 18)3/31/2005 12:05:54 AM Self-Access LearningSELF-ACCESS LEARNING For English Language in Malaysian Primary Schools CHAPTER 4 What is Learner Training | Why Learner Training | Aims | Teacher's Role Implementation of Learner Training Activities | Bridging The Gap Activities Learner Independence Activities | Language Awareness Activities Preparation of Pupils for SAL | Learner Orientation | Sample Questionaire 1 Sample Questionaire 2 | Sample Questionaire 3 | Placement Test for Year 4 | SAL Booklet file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/chapter4a. htm3/31/2005 12:06:10 AM Self-Access Learning – Chapter 4 Chapte r 4 LEARNER TRAININGWhat is Learner Training? Learner Training refers to a process of training the pupils to become more effective active learners during SAL period. It also means preparing pupils to learn how to learn; to work independently with or without teacher supervision. In learner training pupils must be trained to learn how to use self-access materials such as worksheets, books and equipment such as cassette recorders, video recorders and computers. Learner Training also trains pupils in self-assessment. Why Learner Training? The rationale for Learner Training is: file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. pk. kpm. my/p&p/sal/chapter4. htm (1 of 15)3/31/2005 12:06:20 AM Self-Access Learning – Chapter 4 to train pupils to learn how to learn. to familiarise pupils with the use of the Self-Access Centre. to make pupils aware of the various materials and equipment found in the SAC. to create readiness in pupils to learn the English Language indepen dently. Aims To help pupils become effective learners and be responsible for their own learning. To help pupils focus their attention on how to learn rather than what to learn. file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/chapter4. tm (2 of 15)3/31/2005 12:06:20 AM Self-Access Learning – Chapter 4 The Teacher's role in Learning Training Encourages group interaction among pupils in the classroom. Helps pupils to be aware of the wide range of strategies for language learning. Creates a learning environment where pupils feel they can experiment with their own language learning. Counsels and guide pupils when possible. Prepares the pupils to learn on their own. file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter4. htm (3 of 15)3/31/2005 12:06:20 AM Self-Access Learning – Chapter 4 Implementation of Training ActivitiesLearner training activities are not introduced separately but they are integr ated in the daily English Language lesson. These activities are elements woven into the â€Å"fabric† of a daily English Language lesson and have been introduced to the pupils even before SAL was introduced in the school. Components of learner training activities for SAL at the primary school level are: Bridging the gap activities Preparation of pupils for SAL Pupil Orientation of the SAC file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter4. htm (4 of 15)3/31/2005 12:06:20 AM Self-Access Learning – Chapter 4Bridging the gap activities These are activities that prepare pupils for independent learning. They are: Activities which Develop Social Skills in Pupils The pupils working in the SAC will have to share the materials and take turns to use the equipment. Teachers need to plan activities which train and develop the pupil's awareness of oneself as well as the needs of sharing materials ability to choose the kind of materials and e quipment to use and what to do should someone else chooses to use them at the same time; and responsibility for their actions. Some activities which develop pupils' social skills, are: making them group eaders when doing work giving them duties to do after practical work organising competitions to see which area is the cleanest after pupils do practical work file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter4. htm (5 of 15)3/31/2005 12:06:20 AM Self-Access Learning – Chapter 4 Learner Independence Activities Such activities develop skills in the pupils to learn to take turns; to decide upon the role of leaders; to switch roles. These activities train the pupils to be independent and responsible and can be found in their textbooks.Many examples of a learner independence activity for Year 6 can be found in Exercise A Page 19 of Farida J. Ibrahim & Beatrice Thiyagarajah â€Å"Moving On With English KBSR Year 6. † D. B. P. file:///Vo lumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter4. htm (6 of 15)3/31/2005 12:06:20 AM Self-Access Learning – Chapter 4 Language Awareness Activities These activities help pupils to think and understand the language. They are carried out during the English lessons. The following examples are taken from page 42 and 43 of Farida J. Ibrahim & Beatrice Thiyagarajah â€Å"Moving On With English Year 6,† D.B. P. Example 1 Guess where these people are going. Then make sentences about what they wear. Example: Hashim is going to the mosque. He wears a baju Melayu a sarung and a songkok when he goes to the mosque. Example 2 file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter4. htm (7 of 15)3/31/2005 12:06:20 AM Self-Access Learning – Chapter 4 The policeman is trying to catch the thief. He talks to four men. What are their answers? file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm . my/p/sal/chapter4. htm (8 of 15)3/31/2005 12:06:20 AMSelf-Access Learning – Chapter 4 Preparation of pupils for SAL Preparing the pupils to work independently or with minimal teacher supervision would include training them to: read and understand instructional language read and follow instructions plan their own learning programmes make them aware of their learning strategies monitor their own learning â€Å"If you give a man a fish, you feed him for a day. If you teach a man to fish, you feed him for a lifetimes. † Confucius (551-471 BC) file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter4. tm (9 of 15)3/31/2005 12:06:20 AM Self-Access Learning – Chapter 4 Learner Orientation Pupils need to be familiar with the SAC and SAL materials and equipment; so they are taken to the SAC and given a guided tour of the place. During the tour these pupils are given a short quiz to familiarise themselves with the self-access learning s ystem of the school. An information sheet listing what is available and where to find it can be given to the pupils. Pupils will be given a learner's file or a SAL booklet on the first day they go to the SAC. They are asked to use that booklet till they leave the school.In this way the pupils are able to record their progress and also the change in their learning attitude. It is important to realise that learner training is a systematic and gradual process. Teachers need to give their pupils time to develop and become effective independent learners. file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/chapter4. htm (10 of 15)3/31/2005 12:06:20 AM Self-Access Learning – Chapter 4 SAMPLE QUESTIONNAIRE 1 Getting to know your SAC Instruction: Answer the following questions. 1. Look around you. Can you name 5 things in the SAC? __________________________________________________________ 2. Where would you go to get a green level worksheet? ________ _____________________________________________ 3. What are the colour codes found in the worksheet? _____________________________________________________ 4. If you want to look up the meaning of words, what book would you take? Where can I get it? ___________________________________________________________________________ 5. Label the plan of your SAC. file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/chapter4. htm (11 of 15)3/31/2005 12:06:20 AM Self-Access Learning – Chapter 4SAMPLE QUESTIONNAIRE 2 Tell me about your SAC Instruction: Answer the following questions. 1. Is your SAC different from your classroom? ___________________________________________________________ 2. Are there any reading cards in your SAC? _____________________________________________________ 3. Where can you find them? _____________________________________________________ 4. Name three corners in the SAC? _____________________________________________________ 5. Whi ch corner do you like best? Why? _____________________________________________________ file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. pk. kpm. my/p&p/sal/chapter4. htm (12 of 15)3/31/2005 12:06:20 AM Self-Access Learning – Chapter 4 SAMPLE QUESTIONNAIRE 3 What you can do in during the Self-Access Learning Period 1. Do you already know about the self-access learning room / corner in your school? _________________________________________________________________________ 2. What kind of materials can you find in your SAL corner / room? _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ ile:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/chapter4. htm (13 of 15)3/31/2005 12:06:20 AM Self-Access Learning – Chapter 4 3. Can you do the following activities or use the following mat erials at the self-access learning corner / room in your school? What is their code? predicting outcomes learn more about universal truths get the meaning of words from the text itself read and solve puzzles listen to a story listen to music Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Code No. Code No. Code No. Code No. Code No. Code No. 4.Can you get help when you are working at the SAL corner / room? Who will help you? __________________________________________________________________ 5. When do you take a book during the SAL period? __________________________________________________________________ Do you play games during the SAL period? Can you list the games you can play in pairs and in groups during the SAL periods? __________________________________________________________________ __________________________________________________________________ 6. Introduction to SAL (Overview) | Chapter 1 | Chapter 2 | Chapter 3 | Chapter 4 | Chapter 5 | SAL Booklet ile:///Volum es/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/chapter4. htm (14 of 15)3/31/2005 12:06:20 AM Self-Access Learning – Chapter 4 file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/chapter4. htm (15 of 15)3/31/2005 12:06:20 AM Self-Access Learning – Placement Test PLACEMENT TEST FOR FORM 4 Name Year : _____________________________________ : _____________________________________ Placement Test Before the pupils begin to use the SAL materials and equipment in the SAC, they are given a placement test to determine their English Language proficiency level.The marks they score in the test will enable them to work on the SAL materials according to the colour code. Questions are based on the skills taught that particular year. Suggested marking scheme according to SAL colour code. 0 39 marks 69 marks (Green) (Red) (Blue) 40 – 70 – 100 marks An example of Placement Test for Year 4 Questions 1 – 5 A. Name the objects below. Use the words in the box. file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/placement_test. htm (1 of 10)3/31/2005 12:06:50 AM Self-Access Learning – Placement Test 1. __________________ 2. __________________ 3. _________________ 4. __________________ 5. __________________ Questions 6-10 B. Read the sentences below. Write them correctly beside each picture. She waters the flowers at 5 o'clock in the evening. She leaves the school at 1 o'clock in the afternoon. She reads her books at 8 o'clock at night. Rina gets up at 6 o'clock in the morning. She goes to bed at 10 o'clock at night file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/placement_test. htm (2 of 10)3/31/2005 12:06:50 AM Self-Access Learning – Placement Test 6. _______________________________ 7. _______________________________ . _______________________________ 9. _______________________________ 10. _________________ ______________ Questions 11-15 C. Give the opposites of the words below. Choose the answers from the circles. 11. bad 12. happy 13. thin – __________ __________ __________ 14. good 15. clear – ___________ ___________ file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/placement_test. htm (3 of 10)3/31/2005 12:06:50 AM Self-Access Learning – Placement Test Questions 11-15 D. Fill in the blanks with the correct words. Rubber tapper butcher postman carpenter nurse 16. 17. 18. 19. 20.Pak Aman is a _________________. He sells meat at the market. My brother is a _________________. He delivers letters and parcels. Zaniah's sister is a ________________. She works in a hospital. En Hashim is a __________________. He makes furniture. My neighbour is a _________________. He works in a rubber estate. Questions 21 – 25 E. Match A and B. Write the sentences in the space provided. ___________________________________________________________ __ _____________________________________________________________ file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/placement_test. tm (4 of 10)3/31/2005 12:06:50 AM Self-Access Learning – Placement Test _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ Questions 26 – 30 F. Arrange the sentences below to form a story Every evening he practises in his school field. First he runs around the field. Then he practises high jump. When it gets late, he goes home. Sham is taking part in the 100 metres race and the high jump. 26. _________________________________________________________________________ 27. ________________________________________________________________________ 28. _________________________________________________________________________ 29. ___________________________________________________ ______________________ 30. file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/placement_test. htm (5 of 10)3/31/2005 12:06:50 AM Self-Access Learning – Placement Test _________________________________________________________________________ Questions 31 – 35 G. Look at the picture. Fill in the blanks with the following words. out on in near at Samad has a canary.He keeps it †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ (31) the cage. He puts the cage †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ (32) the cupboard. His cat sitting †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ (33) the table is looking †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ (34) the bird. The cat is trying to catch the bird. Samad comes †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ (35) from his room and chases the cat away. Questions 36 – 40 H. Arrange the words below to make meaningful statements. 36. __________________________________________________________ file:/// Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/placement_test. htm (6 of 10)3/31/2005 12:06:50 AM Self-Access Learning – Placement Test 37. __________________________________________________________ 38. _________________________________________________________ 39. __________________________________________________________ 40. __________________________________________________________ Questions 41 – 45 A. Read and circle the correct answers. Ali's Diary SUNDAY Isa and I went to Tanjung Malim. Very hot day. Storm at night. The roof leaked. Woke up and had to move my bed. Ashiah's birthday. She had a party. A man came to look at the roof. Late for school because the bus broke down. Some men repaired the roof. Some dead birds in the roof. Dad went to Penang for two days. Helicopter crashed in Singapore.Had stomach ache in the morning. Better in the afternoon. MONDAY TUESDAY WEDNESDAY file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20 lg/www. ppk. kpm. my/p&p/sal/placement_test. htm (7 of 10)3/31/2005 12:06:50 AM Self-Access Learning – Placement Test THURSDAY Dad returned. Uncle came. Letter from Zainal in Australia. Broke my bicycle pump. 41. Where did Isa go on Sunday? A. Pulau Pinang B. Tanjung Malim C. Singapore D. Australia 42. Which of the following statements is TRUE? A. Ashiah's birthday was on Sunday. B. Ali's father repaired the roof on Monday. C. Ali had stomach ache in the morning. D.Ali's uncle came from Australia. 43. What did Ali break during the week? A. His bed B. The bus C. His bicycle pump D. The roof 44. Why did Ali move his bed on Sunday night? A. It was a stormy night. B. It was very hot. file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/placement_test. htm (8 of 10)3/31/2005 12:06:50 AM Self-Access Learning – Placement Test C. There were dead birds in the roof. D. The roof leaked. 45. The word returned in the diary means †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢ € ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. A. came back B. went C. gave D. arrived Questions 46 – 50 B. Read the passage and answer the questions that follow.Ahmad lived in a village. He had fifty sheep. He liked to play tricks on people. One day Ahmad took his sheep to the hill. He rested under a big tree. Suddenly he had an idea. He decided to trick the villagers. He shouted that a tiger was attacking his sheep. The villagers rushed out to help him. They did not see any tiger. They knew that Ahmad had tricked them. They were angry. One afternoon, a tiger really attacked Ahmad's sheep. He shouted for help but †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 46. How many sheep did Ahmad have? He had __________________________________________________ 47. How did he trick the villagers?He tricked them by __________________________________________ file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/placement_test. htm (9 of 10)3/31/2005 12:06:50 AM Self-Access Learning – Placement Test 48. The villagers were angry because ______________________________ ________________________________________________________ 49. Choose the best ending to the story. A. the villagers came to help him B. the villagers caught the tiger C. the villagers did not come to help him D. the villagers tricked him 50. From the story we know that Ahmad was †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. A. naughty boy. B. A hardworking boy C. A cheerful boy D. A lazy boy file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/placement_test. htm (10 of 10)3/31/2005 12:06:50 AM Self-Access Learning SELF-ACCESS LEARNING For English Language in Malaysian Primary Schools SAL BOOKLET Contents | Plan of my SAC | My learning contract | My study plan | My activity plan My evaluation sheet | My record sheet (Sample 1) | My record sheet (Sample 2) My record sheet for reading (Sample 1) | My record sheet for reading (Sample 2) Rules on the care of SAL materials and equipment ile:///V olumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/booklet. htm3/31/2005 12:07:05 AM Self-Access Learning – SALBooklet SAL BOOKLET – Contents file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/sal_booklet2. htm (1 of 13)3/31/2005 12:07:13 AM Self-Access Learning – SALBooklet PLAN OF MY SAC file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/sal_booklet2. htm (2 of 13)3/31/2005 12:07:13 AM Self-Access Learning – SALBooklet

Explain How Communication Affects Relationships Essay

Communication affects relationships at work in a big way. Communicating in a positive manner will give me a very different response to communicating in a negative manner, it is also important that I alter the way i communicate dependant on who I am speaking to as everybody will respond differently to different styles and variations of communication. One of the parts of my job is to communicate with my colleagues. I must insure that as the environment I work in can and often is stressful, that I speak in a calm manner and that I am clear and concise. By doing this I lessen the chance of information that I passed on being misheard or misunderstood and by being calm I have a reassuring effect on my colleagues. When speaking to families of patient I must insure that I an understanding and come across friendly and professional as a good relationship with a patient’s family can have positive effects on the patients because it is important that families understand the patients treatment plan and how they can have positive influence on the patient. I must communicate with the patients in the most effective way possible. As a health Care worker I need to be able to build trust and a good relationship with those I look after. It is important that I use variation of communication skills to relay what I am trying to get across, this will help the patient understand what is be communicated and in turn will help the patient communicate there needs.

Nicholas I

Tsar (Czar) was one of the many autocratic leaders that ruled Russia. He was part of an autocratic monarch. Which had officially made him a sole ruler and a sort of king. He would persuade people by saying to them that he had a Divine Right we meant that God made him the ruler. Uneducated people often believed that if they were poor or wealthy it was God that had chosen their lives. In 1825 Nicholas I had a revolt with a group of revolutionaries called the Dismembers, they were the people that wanted a constitution, which then meant that he Tsar had to obey rules.The Tsar being an autocrat hated this idea, he then revolted and crushed that revolt. The Tsar was proclaimed the â€Å"Gendarme of Europe†. The only theory that Nicholas had of a government was Nationality, Autocracy, and orthodoxy [religion]. Any discussion and belief on politics against Nicholas was banned, but some aristocrats met In secret to discuss about politics and If they were discovered they were either han ged or sent to Siberia. During all of that In 1848 Western Europe the industrial revolution had started, this had brought technology, and new weapons.In 1854 Nicholas I believed that Russia was one of the greatest countries in Europe, he then decided to invade Turkey since they were connected to the black sea and so they had an interesting port for trading. Also the Turkish Empire was in a decrease in power so it would be easy to win. The other countries such as France and Britain did not co-operate very well for this idea so they fought on the Turkish side. Knowing that France and Britain ere in there industrial revolution they had better warfare. At the end of the Crimean War Russia had lost. In 1855 Nicholas I died of Pneumonia.

Dune Chapterhouse essays

Dune Chapterhouse essays By Frank Herbert (New York: G.P. Putnams Sons, 1985) At first, Chapterhouse: Dune (a sequel of Dune) by Frank Herbert is confusing. It is almost necessary to read Dune, or watch the movie. I hadnt read Dune before I had started this book, and I was totally confused. I thought about putting the book down, but then I rented Dune. Everything suddenly cleared up. Suddenly, Chapterhouse: Dune became the greatest book I have ever read. The Dune universe is much more complex than most science fiction universes; such as Star Trek. It is filled with alien (human) races, technology that might someday be invented, and a story line that encompasses some 50,000 years. That is one huge feature about Chapterhouse: Dune, there is a history that you can learn about from other Dune books. Unlike in other science fiction books, where the back story is the back cover. Another thing that makes Chapterhouse: Dune more complex and more intriguing than other titles are the characters. Frank Herbert writes in a way that you cant truly get a grasp on their persona. Such as Scytale, who is a Mentat. A Mentat is a human computer, able to calculate immense problems, and have the ability to have a thing called Other Memory. Other Memory is where memories of other people before them are implanted into their brain. It is very hard to explain; you would have to read more about it. Scytale since he is a Mentat, strives to attain information. But it is hard for him to achieve this goal. Scytale is a prisoner on Chapterhouse for being of aid to the Jews. He was ordered to be held there by Ordade, the Mother Superior. Mother Superior is the leader of the Bene Gesserit; the last remnants of the Old Empire. She is tough to understand. She is compassionate in her own little way, yet totally feared by all. She too, has Other Memory, but of past Mother Superiors. A thing that I really liked about Chapterhouse: Dune is th ...