1.

0 PART OF SPEECH OF ENGLISH LANGUAGE

NOUN

PART OF SPEECH

VERB

ADVERB

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1.1 PART OF SPEECH: NOUN

DEFINITION NOUN
(a) Some nouns name general things, instead of naming a particular person, place or thing. These are called Common Nouns. For Examples: teacher, island, crab, women, quilt, orange, horse

(b)

If a person, place or thing is given a special name, then it is called a Proper Noun. Look at the examples of common nouns given above. The cat could be named Toby, the book could be entitled Harry Porter, the boy could be named Tom and the ocean could be named Indian Ocean. So, Toby, Harry Porter, Tom and Indian Ocean are Proper Nouns.

For examples: can you please go to the florist. I need some flower for the dining table.

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(c) Some nouns name a collection of thing. These are called Collective Nouns.

FOR EXAMPLES:
a siege of herons at shoal of fish a gaggle of geese a smack of jellyfish an army of soldiers arrange mountains a team of players a charm of finches a pride of lions

Other collective nouns name a number of different things in the same class. Examples: cutlery, wardrobe, luggage, fruit

Words that represent a number of different things in the same class always take a singular verb. Examples: furniture is luggage is linen is

Words that have a plural meaning but no plural take a plural verb. Examples: people are police are

..

..

Other collective nouns can take a plural verb if the context emphasis is on a group of individuals. However, the singular is preferred.

Examples:

The mob going wild, The army is ready to fight The Parliament is in session

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(d)

Nouns can be singular (one) or plural (many).

If the noun ends with s, -sh, -ch, or x, form the plural by adding es to it. Examples: class/classes, brush/brushes, box/boxes

Many plurals are formed by simply adding s to them. Examples: counter/counters pigeon/pigeons

If the noun ends with a y before which

there is a consonant, form the plural by replacing the y with I and adding es to it? Examples: diary/diaries pansy/pansies

If the noun ends with f, replace the f with

v and add es to it. If the noun ends with a y before which there is a vowel (a, e, i, o, u), form the plural by simply adding s to it. Examples: Half/halves, loaf/loves Examples: roof/roofs, chief/chiefs (however, some simply add s to them) Examples: bay/bays tray/trays

Examples: mouse/mice, woman/women

(some nouns have irregular plural Tooth/teeth, child/children

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(e)

Possessive

nouns

are

especially

difficult

for

children at this level to grasp.

The possessive of a singular noun is formed by adding an apostrophe and s at the end of the word. No letters are

The possessive of a plural noun ending with an s is formed by adding an apostrophe to it.

Examples: musicians/musicians guitars Clowns/clowns pyjamas

changed or left off from the original word.

Examples: The musicians guitar (The musician owns a guitar.) the clowns pyjamas (The clown owns pyjamas.)

The possessive of a plural noun ending with an s is formed by adding an apostrophe and s to it. Examples: women/womens , Children/childrens

(f)

Terms of address are the nouns we use when we refer to or

address certain people.

Examples:

Mr. Richard, Ms. Harriet, Doctor Clive, Captain Derek

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(g)

Abstract Noun:

Abstract nouns are words used for

things that cannot be touched, tasted, heard, smelt or seen. They are usually names of qualities, actions or states.

EXAMPLES:

Examples (Quality) - Goodness, bravery, honesty. Examples (Action) - Laughter, theft, hatred. Examples (Quality) - Childhood, youth, slavery, death.

The names of arts and sciences, like : grammar, chemistry, music, history, etc. are also abstract nouns. Abstract noun can be formed from: Adjectives Verb : kind kindness, brave bravery : obey obedience, move-movement

Common Nouns: woman womanhood, slave-slavery

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TYPE OF NOUNS IN ENGLISH LANGUAGE: ~ ABSTRACT NOUNS

An abstract noun is a noun that you cannot sense; it is the name we give to an emotion, ideal or idea. They have no physical existence, you can't see, hear, touch, smell or taste them. The opposite of an abstract noun is a concrete noun. Examples: anger, distress, honour, love, fun, Happiness, shame, pity, danger

PROPER NOUN
Proper nouns (also called proper names) are the words which name specific people, organisations or places. They always start with a capital letter. Examples;Hari Raya Haji, the Big Bear, Lake Garden, Australia, Malaysia, Uncle Boy, Doctor Aminah

COMMON NOUNS
A common noun is a word that names people, places, things, or ideas. They are not the names of a single person, place or thing. Examples; father, husband, nephew kangroo, zebra, bird, ostrich book, table, chair, phone

COLLECTIVE NOUN
A collective noun is a noun that is singular in form but refers to a group of people or things.
Examples:-

Army, fleet, flock, flight, band, bunch, herd, swarm, team, covey, crowd, litter, gang, congregation

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THE GENDER OF NOUNS: ~

GENDER OF NOUNS

MASCULINE GENDER NOUNS

are words for men, boys and male animals Example:- boy, man, father, brother ,uncle, etc

FEMININE GENDER NOUNS

are words for women, girls and female animals. girl, women, mother, auntie, sister

COMMON GENDER NOUNS

are nouns that are used for both males and females. Cousin, friend, person, child, student, etc.

NEUTER GENDER NOUNS

are words for things that are not alive Examples: table, chair, etc

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1.2 PART OF SPEECH : PRONOUN

DEFINITION OF PRONOUN
We use pronouns to take the place of nouns. by using pronouns we can talk about people of thing without naming them. This helps keep our use of language from becoming disjointed because of too many repetition Without pronouns we would have to write like this: (a) Bill said that Bill could not come because Bill's father had not bought (b) Bill a new pair sneakers

Subject Pronouns Pronoun used BEFORE a verb. Example: I, you, he, she, it, we, they.

Objective Pronouns Pronoun used AFTER a verb. Example: Me, you, him, her, it, us, them.

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TYPE OF PRONOUNS IN ENGLISH LANGUAGE: ~

PERSONAL PRONOUNS
If a pronoun is the subject or part of the subject of a sentence, it is in the nominative case. Example: she is coming to my house If a pronoun is the object or indirect object in a sentence, it is in the objective case. Example: I am nine years old We are learning about sharks Example: I, We, You, He, She, They, It

POSSESSIVE PRONOUNS
Used to show that something belong to someone, can replace and adjective and a noun.

First person Second person Third person

Singular mine Yours His, hers, its

plural ours yours theirs

My name is Nor Bi. Whats theirs

REFLEXIVE AND EMPHASIZING PRONOUNS

Used as the direct object of a verb, points back to the subject or the doer of the action Example: Myself, ourselves, yourself, yourselves, himself, herself, itself, themselves. Example: (1) Look after yourselves girls. Ill be back by 6 p.m. (2) It is not difficult. I think you can do it yourself (3) She is very creative. She does the work herself

INDEFINITE PRONOUNS
These pronouns stand for a person, place or thing which is not particularly defined. They usually take a singular verb. Example: is anyone interested in Football? Example: other indefinite pronouns are these: One, any, each, some, all, none, nothing, anyone, something, somebody, no one, no body, everything, everyone, anything, someone.

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TYPE OF PRONOUNS IN ENGLISH LANGUAGE: ~

DEMONSTRATIVE PRONOUN
These are pronouns that stand for and point out nouns Example: This, that, these, those, such, same, etc.

DISTRIBUTIVE PRONOUN
These are pronouns that stand for and point out nouns. Express an interchangeable or mutual action or relationship.

Example:
Each, either, neither, etc.

INTERROGATIVE PRONOUN
These pronouns ask questions. Example: Who paid? What is that?

RELATIVE PRONOUN
These not only take the place of nouns but also help join sentence. The main relative pronouns are the following:

Example:

Other interrogative pronouns are whom, whose, which. However, if the word is followed by a noun, it is not an interrogative pronoun. It is an interrogative adjective. Example: Where is your pencil box? Who is hiding behind the tree?

Who, which, that, what, whom, as, whoever, whichever, whatever, etc.

Who and whom are used to refer to people. Who is nominative case and is used when referring to the subject of the verb. Whom is objective case and is used when referring to the object of the verb.
Example:

The friend with whom I went to the park lost his wallet.

Which and that are used to refer to animals, places, and things.
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Personal Pronouns Stand For Three Persons FIRST PERSON

The person or persons speaking. Pronouns are used if we are talking about ourselves. Example: I, we. I am nine years old. We are learning about sharks.

SECOND PERSON
The person or persons spoken to. Pronouns are used if we are talking to someone. Example: You. Are you going to be long?

THIRD PERSON
The person or persons or thing spoken about someone or something else. Example: He, She, They, It. She was late for school. They arrived by bus.

PERSONAL PRONOUNS

Personal Pronouns Used as Subject of Verbs (Who? What?) (The Nominative Case)
SINGULAR PLURAL

Personal Pronouns Used as Objects of Verbs. (Who? What?) (The Objective Case)
SINGULAR PLURAL

First Person: Second Person: Third Person:

a. b. c. d. e. f. g.

I You He She It

We You They They They

First Person: Second Person: Third Person:

Me You Him Her It

Us You Them Them Them

Example:

I made a cake. We saw a dog. You ran fast. He went out. She read a book. It made a noise. They sang songs.

Example:

a. Give me some money. b. You told us some lies. c. She gave you the book. d. I told him the story. e. Give her the pen. f. Give it some food. g. We told them everything.

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THE GENDER OF PRONOUNS: ~

MASCULINE GENDER
The masculine gender is used for all males. Example: he, him, himself

NEUTER GENDER
The neuter gender is used for things which have no life or sex are not thought of as having life or sex. Example: It (a thing), itself, they, (things), them, themselves

FEMININE GENDER
The masculine gender is used for all females. Example: She, her, herself

COMMON GENDER The common gender is used where the noun can be both male and famale.
Example I, me, myself, you, yourself, it (a child creature, etc.) itself. We, us, ourselves, yourselves, they, (children, creatures, etc.) them, themselves

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NUMBER FOR PRONOUNS

SINGULAR NUMBER
o o o o o o o o o o o o o o o o o o o o o o o I You He She It Me Him Her Mine Yours His Hers Myself Yourself Himself Herself Itself This That One Who Whose Whom o Which

PLURAL NUMBER
o o o o o o o o o o o o o o o o o o o o o o o We You They They They Us Them Them Ours Yours Theirs Theirs Ourselves Yourselves Themselves Themselves Themselves These Those Ones Who Whose Whom o Which

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1.3 PART OF SPEECH: VERB

DEFINITION OF VERBS
Words that express physical body-actions are know as Doing Verbs. examples: play, draw, dance, slap

Words that express spoken actions are known as Saying Verbs. examples: called, talk, spoken, advised

ONE WORD Example: Maria eats every day. Joe reads every day. Daniel studies every day.
Words that express actions such as ideas, thoughts or feeling, which happen mentally, are known as Thinking and Feeling Verbs. examples: I love my parents. can you see the board?

MORE THAN ONE WORD Example: Alafia is playing tennis. He was beaten by his father. She will go tomorrow. Words that tell us about what things are and what they have, are known as Being and Having Verbs. Example: (Is, are, has, and have can also act as auxiliary or helping verbs for doing, thinking and feeling verbs.

The money has been lost.

Auxiliary or Helping Verb: These are used with main verb,and together they form a verb phrase. Examples: Sam and Mary have been writing a song.

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TYPE OF VERBS IN ENGLISH LANGUAGE: ~

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AUXILIARY VERBS The words that helping a verbs.

VERB: TO BE
Present Tense (Time): now, every day, always, often, usually, etc.

VERB: TO HAVE
Present Tense (Time): now, every day, always, often, usually, etc.

SINGULAR
(one) I am You are He is She is It is

PLURAL
(more than one) We are You are They are They are They are

SINGULAR
(one) I have You have He has She has It has

PLURAL
(more than one) We have You have They have They have They have

Past Tense (Time): yesterday, last night, last month, last year, etc.

Past Tense (Time): yesterday, last night, last month, last year, etc.

SINGULAR
(one) I was You were he was she was it was

PLURAL
(more than one)

SINGULAR
(one) I had You had He had She had It had

PLURAL
(more than one) We had You had They had They had They had

We were You were They were They were They were Future Tense (Time): tomorrow, next year, next month, next week, etc.

Future Tense (Time): tomorrow, next year, next month, next week, etc.

SINGULAR
(one) I shall be You will be He will be She will be It will be

PLURAL
(more than one) We shall be You will be They will be They will be They will be

SINGULAR
(one) I shall have You will have He will have She will have It will have

PLURAL
(more than one) We shall have You will have They will have They will have They will have

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VERB

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VERB

FINITE VERBS
o The finite verb is the Verb that changes with the person and number of the subject. o Every sentence must have a finite verb. o Example: 1. We go to school. (go = finite verb) He goes to school. 2. They come here every day. (come = finite verb) She comes here every day. 3. We do not tell lies. (do = finite verb) He does not tell lies. o

INFINITIVE VERBS
o The Infinitive verb is a verb that does not change with the person and the number of the subject. It also likes a noun because it names, that is, it names an action. But the infinitive can take an object. So, the infinitive can take an object. o Example:

1. He wants to eat rice. (to eat = infinitive) (to eat what? rice) (rice = object)

2. He likes to play football. (to play = infinitive) (to play what? football) (football = object)

3. They like to hear music. (to hear = infinitive) (to hear what? music) (music = object)

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1.4 PART OF SPEECH: ADJECTIVES

DEFINITION OF ADJECTIVE: ~

They are words that describe the qualities of a noun or pronoun.

DEFINITION OF ADJECTIVE
An adjective is a word which qualifies or adds to the maening of a noun

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TYPE OF ADJECTIVES IN ENGLISH LANGUAGE: ~

Are the most common. They are used to describe, or tell us about the quality of a noun or pronoun. Examples: slow, bad, large, beautiful, smart

DESCRIPTIVE ADJECTIVES

Indicate number or quantity

QUANTITIVE ADJECTIVES

Examples: six apples, the second girl,

Two liters of water, all, several, one fourth

DEMONSTRATIVE ADJECTIVES

(Sometimes called determiners)are used to point out which noun is being spoken of. Examples: This, that, these, those, such

DISTRIBUTIVE ADJECTIVES

Examples: Each, every, neither, either

INTERROGATIVE ADJECTIVES

An adjective which asks a question. Usually comes before a noun. It tells something more about a noun.

Example: Which, what, whose, etc.

Which book did you buy?
Are used to show possession.

POSSESSIVE ADJECTIVES

An adjective which shows that something belongs to a person of thing.

Its shows ownership or possession. It answers the question, whose? Example: My, yours, her, our, his, their, etc. Page | 21

1.5 PART OF SPEECH : ADVERB

DEFINITION OF ADVERB: ~ Word that adds to the meaning of a verb, an adjective or another adverb.

It also means word that says something more about a verb, an adjective or another adverb.

Examples :

He came yesterday.

(came = Verb) (yesterday = adverb) (beautiful = adjective) (very = adverb)

That is very beautiful.

The rain stopped quite sudden. (suddenly = adverb) (quite = adverb)

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TYPE OF ADVERBS IN ENGLISH LANGUAGE: ~

ADVERBS OF PLACE
These are used to show where something happens. Example : The teacher asked me to stand there. Other example: over, behind, within, near uphill, yonder, upstairs

ADVERBS OF TIME
These are used to show when something happens. Example: He's coming back today Other examples: now, instantly, never, already, late, immediately, often, yet.

ADVERBS OF MANNER
These are used to show how something happens. Example:The lion roared ferociously Other examples: carefully, angrily, kindly skillfully, silently, well, urgently, rapidly

INTERROGATIVE ADVERBS
These ask quetions. Example: Where is Alifah? Other examples: how, where, when, wither, whence, why

AFFIRMATIVE, NEGATIVE OR MODAL ADVERBS

These adverbs express the negative, agreement or doubt. Example: Siti is never coming back Other examples: perhaps, possibly, yes, not at all, no, never.

RELATIVE ADVERB (WHEN, WHERE, HOW, WHY)

The words are not quetions. Examples: He read much She shouts too now I am very sorry

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1.6 PART OF SPEECH: CONJUNCTION

Examples:
And, but, because, since, if, so, although, before, until, unless, therefore, or, yet, for, etc.

DEFINITION OF CONJUNCTION conjunction are words that are used to join words or groups of words.

A Conjunction Can Join Words

Example: I saw a man and a cat. Martha laughed since she found the joke funny. You can sleep while I read. He speaks gently and softly. (Joining two Nouns) (Joining two Verbs) (Joining two Adjectives) (Joining two Adverbs)

A Conjunction Can Phrases

Example: They started on the journey, full of hope and happy together. (Phrases: full of hope; happy together)

A Conjunction Can Sentences

Example: James is 1.8 metres tall and weighs 80 kilograms. (Sentences: James 1.8 metres tall; james weighs 80 kilograms)

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TYPE OF CONJUNCTIONS IN ENGLISH LANGUAGE:~ There are different types of conjunctions.

(a) Coordinating Conjunctions

They join parts of a sentence that are of similar type and of equal importance. Examples: I love eating chocolates and cookies. (nouns linked) The boy jumped off the diving board and into the pool. (two adverbial phrases linked) I play hockey, but my brother plays cricket. (two main clauses joined)

and yet
The most common coordinating

but

so

for

or

nor

(b) Subordinating Conjunctions

These are used to join a subordinate clause (adverb clause, adjective clause, noun clause) to the rest of the sentence. Examples: We lost the match because we played badly She is prettier than Maria. She has been reading since morning. Some common subordinating conjunctions are as follows: After Once Until Although Unless since when as than wherever whenever because where before

(c) Correlative Conjunctions

These are conjunctions that are used in pairs. Examples: She is not only pretty but also tall Your hair is neither too short nor too long. He is both tall and handsome. Conjunctions usually occur between the things they are joining, but this is not always so. A sentence can begin with a conjunction: 1.7 PREPOSITION Example: While in Canada, I visited the waterfall and picnic spots. Other correlative conjunctions are as follows: Eitheror Both..and Not only..but also Whether..or Not..but
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1.7 PART OF SPEECH: PREPOSITION

DEFINITION OF PREPOSITION: ~ Prepositions are words we use to show the relationship of a noun or a pronoun to another word in sentence. They can be called placing words Examples: The boy ran across the track The cheese is between the bread slices.

The prepositions across and between refer to the nouns the boy and the cheese respectively. They tell us the relationship between the track and the boy, and the bread slice and the cheese.
Beside EXAMPLES: From Since (on = Preposition) (Table = Noun) until upon within

The ball is on the table

Towards
Underneath

onto
beyond

The bridge is above the river

above = (Preposition) river = (Noun)

Above, across Against Among around

Go along with the flow

along = (Preposition) flow= (Noun)

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TYPE OF PREPOSITIONS IN ENGLISH LANGUAGE:~

PREPOSITION

SIMPLE PREPOSITION
-Word of only one syllable -at, down, by, from, for, in, like, of, off, on, per, to, up, with, plus, save, etc.
COMPOUND PREPOSITION -Word of two or more syllable and is usually made up of two or more word or is formed by prefixing and suffixing. -about, above, across, after, against, among, despite, along, etc.

PARTICIPLE PREPOSITION -A participle form used with the force of preposition rather than with the force of an adjective, gerund or a verbal noun -concerning, considering, providing, regarding, etc.

PHRASE PREPOSITION -A group of two words or more word -Because of according to, as to, by means of, in accordance with, together with, etc.

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PREPOSITIONS INDICATE

Direction
Joel went to town. Jerad walked towards me. Jamie came into our room.

Position
Rahimah sat on the chair. We live under one roof. The ticket is in my shirt pocket.

Time
You can meet me at tomorrow night. Sugi always comes home on time. I walk around the lake in morning.

By someone
The story was by Susila. This photo was taken by Lee. This candy was bought by Sudin.

By Something
Segran sent the letter by Pos Laju. Sheila went to Penang by bus. Philip contacted me by telephone.

With Something
Salmah cooked the Maggi with a bowl. Santha cut mango with a knife.

With Someone
Subri went to England with her sister. Jacob went to market with Jamal and

Quantity Of Something
I gave my wife a bouquet of roses on Valentines Day. I drink one glass of water.

Jaibon.

Of Something
He lives in a house of stone. We are short of money. This is a table of wood.

Like Someone
She sings like Ziana Zain. Ramesh Mutu behaves like a

gangster.

Like Something
The wrestler walks like a gorilla.

Sharizam runs like cheetah. Debora cry like the sound of the cat.
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1.8 PART OF SPEECH: INTERJECTION

DEFINITION OF INTERJECTION: ~
An interjection has no real value in grammar; they are usually spoken, less often written. Words such as 'Oh', 'Ah', 'Hey', 'Hi', 'Hmmm', and Eh?' are all interjections.

Used to express some sudden feeling. Usually written with Exclamation mark (!) It is a sound or noise that people made when they are excited.

TYPE OF INTERJECTIONS IN ENGLISH LANGUAGE:~

Alas!

Hush!

Hurry!

Another Interjection that usually used are: Hello!, Bah! Fie!, bravo!, Ha!, Pooh!.

Oh!

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PART OF SPEECH OF THE ENGLISH LANGUAGE

2.0 SUB TASK

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Article 1

The Importance of Sports in the Life of a Student by Ollie Cooperwood Marine Corps Air Station Cherry Point Wrestling Coach Assistant Wrestling Coach West Carteret High School The importance of sports in the life of a young student is invaluable and goes much further than the basic answer that "it keeps kids off the streets." It does in fact keep kids off the streets, but it also instils lessons that are essential in the life of a student athlete. Sports play a pivotal role in the makeup of a young athlete, especially in the middle school to high school years where student athletes are much more mature and mentally developed. Where else can a young, impressionable youth learn values like discipline, responsibility, self-confidence, sacrifice, and accountability? Television, which may be the most influential tool in the lives of young adults, does not show enough of these qualities, nor is it on the Internet, or radio. Rather it is up to the parents, teachers, sports teams, clubs, and after school programs to help mold, develop, and in still these qualities into the lives of student athletes. I believe in order for this to happen, school sports programs must have a few components in place. The first thing they need is a good core of coaches that understand the great responsibility that is placed upon their shoulders to help shape and prepare these student athletes not only in sports, but in their everyday lives. Yes, I did say coaches, because it is a responsibility that lies on the shoulders of more than one person and it is going to take more than one person to help lead these student athletes to success. The second component also involves the coaches: It is the ability to capture the admiration and the trust of the athletes. This is crucial because if you can capture a person's admiration and trust you can motivate them to perform at a higher level not only in sports, but also in their own lives. If you can get the athletes to believe in you and your philosophies you can begin to see significant changes in grades and behaviour. It all starts with coaches that have a plan and methodology behind the principles they are teaching. As I said earlier, there is a great responsibility on the coaches to help young student athletes make a smooth transition into society. The third and I believe the most crucial of all is the support that comes from the community, and administration. This is very important because student athletes need to know they are appreciated and there is no greater way than for the community, booster club, and commissioners/treasurers to show that appreciation than to get involved in youth athletics. In order to accomplish this it's going to take investment and the most valuable investments are money and time. The more invested, the better the results. I can attest that there is no greater investment than the future of our young student athletes. When these things are in place, I believe student athletes will benefit and the results will be evident not only on the field, but long after they step off of it

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Short Stories The Twins, Tuti and Mimi

Mama Lily has twins, Tuti and Mimi. The twins are very naughty. One day, Mama Lily brings home a muffin. The twins rush to eat the muffin. Then, Mama Lily cuts the muffin into half. She gives one piece to Tuti and the other piece to Mimi. Both pieces are of the same size, says Mama Lily. Thank you, Mama, say Tuti and Mimi. After eating the muffin, Tuti and Mimi go out to play. Their friends, Zozo and Lala are waiting for them. After playing, they all rest for a while. I have a piece of bread but its not enough for the four of us, says Zozo. I have an idea. Lets cut it into four parts, says Tuti. Its getting dark, Tuti Mimi quickly rush home. They go straight into the kitchen and see six pieces of cheese on the table. Feeling hungry, they eat two pieces of cheese. When Mama Lily goes into the kitchen, she was shocked to see two pieces of cheese missing. That night, Mama Lily Scolds Tuti and Mimi for eating the cheese without asking her first. As for punishment, they are only allowed to eat one piece of their favourite chocolate. The next morning, Mama Lily wakes up early and bakes a cake for Tuti and Mimi. It is their birthday. Tuti and Mimi wake up from bed and see the cake. Wow! What a big cake! they say. Tuti and Mimis friends have arrived. They are very happy, they sing and clap their hands. Mama Lily cuts the cake into ten pieces. They eat the cake and have so much fun.

Whiz-kids Moral Series

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ARTICLE 3 / TEXT 3 In still a Love in Learning

Children who have a broad foundation of knowledge and background on a variety of subjects will find school and learning easier and more interesting than those who do not. Parents have the privilege and responsibility to share the world with their children.

Talking with your child about life's everyday experiences will help each of you understand the others' viewpoints, values, dreams, and interests. Parents need not only talk, but also listen to their children. Answering questions, or helping children find the answers, will help your child develop a sense of value and self-respect.

Many parents think activities such as going to the zoo, museums, or shows make up for lost time with their children. But, there can be just as much educational value in everyday activities, such as going to the bank, going grocery shopping, or doing a project at home. Parents just need to plan ahead a little to help their child discover the world.

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Here are a few suggestions for activities to enjoy with your child:

Watch news and documentaries on TV. Rent or buy educational videos. Visit natural history museums, science museums, art museums, children's museums, zoos, botanical gardens, and historical sites. Experience national or state parks and forests. Sign up for a tour. Read articles in the newspaper, news, and magazines together. Go to the public library. Make vacations learning experiences. Plan "theme" parties that involve some research. For example, an American Revolution costume party, a play, or a display of inventions of the time. The important thing for parents to remember is that they are the most important teachers in their child's life. Children are born eager to learn, but parents need to help them channel that learning. Talking with children before, during, and after any activity helps them learn the steps involved in learning.

This conversation also will improve your communication and in turn, your relationship with your child. The more you talk with each other, the more rewarding your conversations will be, and the better you will get to know your child.

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ARTICLE 4 / TEXT 4

Monsopiad
The legend of Monsopiad
Legends tell that many centuries ago, a lady named Kizabon was pregnant. She lived in a house with her husband, Dunggou. On the roof of their house, a sacred Bugang bird made its nest and stayed there throughout Kizabon's pregnancy. When the child was about to be born, the Bugang birds hatched as well. The father of the child took the sign as a good omen and that this was a sign that his newborn son would have special powers. He named his son Monsopiad. The father paid special care to the birds as well, and whenever his son took a bath, Dunggou would take the young birds down from their nest to have a bath with his son. When he was done, he later returned them to the safety of their nest. This was done diligently until the birds were strong enough to leave the nest. The young boy grew up in the village Kuai , where his maternal grandfather was its headman. However, it was often plundered and attacked by robbers, and due to the lack of warriors in the village, the villagers had to retreat and hide while the robbers ransacked their homes. Monsopiad, however, was given special training and he turned out to be an excellent fighter and grew up to become a warrior. Well-equipped, he vowed to hunt down and fight off the warriors that had terrorized his village for so long. He will bring back their heads as trophies, he claimed, and hang them from the roof of his house. All he wanted in return was a warrior's welcome, where his success will be heralded by the blowing of bamboo trumpets. In order to prove that he really did as promised, three boys went with him as witnesses. Just as he promised, Monsopiad's journey to rid his village of the robbers was successful and upon coming home, he was given a hero's welcome. He was so honored by the welcome that he proclaimed that he will destroy all of his village's enemies. Over the years, he soon attained a reputation that no one challenged him. However, Monsopiad's murderous urges disturbed him and he simply could not stop himself from beheading more people. Very soon, he started provoking other men into fighting him so that he can behead them.

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With his changed attitude, all the villagers and his friends became afraid of him. Left with no choice, the village got a group of brave warriors together and they plan to eliminate Monsopiad. Much as they respected Monospiad for his heroic deeds, yet they had no choice for he had slowly turned into a threat. One night as planned, the warriors moved in for the kill as Monsopiad was resting in his house. As they attacked him, he fought back fiercely but realized that he had lost his special powers that were bestowed upon him by the Bugang bird. He was killed afterwards. Despite his downfall, the villagers still loved Monsopiad for all that he had done for them. All in all, he collected 42 heads. In honor and memory of a once great warrior, a monument was erected and the village was renamed after him.

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NOUN Legend Centuries Lady Kizabon House Husband Dunggou Rooftop Bugang Bird Child Coincidence Son Powers Monsopiad Father Care Birds Safety Nest Practice Boy Village Kuai Ground Grandfather Headman Robbers Warriors Villagers Robbers Warriors Grandson Fighter Head Trophies Roof Success Bamboo trumpet Boys Journey Enemies Years Men Friends Group of brave Plan Choice Threat Strength Gift Night Love Man Honor Memory Monument Downfall Attitude Sign Bath Feat Mistakes Heads Pregnancy Things Order

ADJECTIVE Many The Their Sacred This Good Newborn Special His Young Strong Material Lack A Excellent His Three Huge No Other An One Heroic Powerless Very That Still All Wanted Respected His Whatever Throughout Done Much Just Welcome All in all

PRONOUN That She There When He Them Which While Where All There Who Him Himself They His

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2.1

CLASSIFICATION THE DIFFERENT PARTS OF SPEECH FROM TEXT. 2.1.1 TEXT 1: THE IMPORTANCE OF SPORTS IN THE LIFE OF STUDENT. NOUN ADJECTIVE The A Going Invaluable Much Essential Portal Middle High More mature Mentally Impressionable Most influential Lives These Few All Only Great Their Everyday Ono Thousand Crucial Higher Significant Smooth The third Important No Most valuable The most That No greater Much More Earlier Long ADVERB Further Off Also Especially Else Not Rather Yes Very

Importance Sports Life Student Kids Answer Streets Lesson Athlete Student Sports Role Make up School Discipline Responsibility Self-confidence Sacrifice Accountability Television Tool Adults Qualities Internet Radio Parent Teachers Sports teams Clubs Programs Component Place Things Core Shoulders Person Success

Ability Admiration Trust Philosophies Grades Behavior Coaches Transition Society Support Community Administration Appreciated Way Booster club Commissioners Treasurers Appreciation Youth Investment Investments Money Time Results Future Benefit Field Plan Principle Formula Years Order Need Coach Order Methodology

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VERB Is Goes keep Keeps Instills Are Play Can Learn Show After To help Develop To happen Understand Is places To help shape Prepare Is going To take Is Capture Motivate To perform Have Are teaching Said To help Make Cones To show To get To accomplish Going To take The better Invested To success To maintain Lies Have Developed Mold Believe Say Involves Can involved

PRONOUN That It Where Which This You Them There When They

PREPOSITION Of In Into For Up to It Behind With From After On At

CONJUCTION And Or Than Nor But Because If

INTERJECTION -

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2.1.2 TEXT 2: SHORT STORIES: The Twins, Tuti and Mimi

TEXT 2
TYPE OF SPEECH THE WORDS

NOUNS

Mama Lily,

PRONOUNS

I, You, That, Me, They, Their

VERBS

Say,

ADJECTIVES

ADVERBS

PREPOSITIONS

CONJUNCTIONS

INTERJUNCTION

Wait!, Wow! What a big cake!

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2.1.3 TEXT 3: In still a Love in Learning NOUN Love Learning Children Foundation Knowledge Background Subject School Parents Responsibility Child Experiences Viewpoints Valves Dreams Interest Question Answers Sense Value Self-respect Activities Time Back Project Plan Suggestion News Documents Television Videos History museums Childrens museums Botanical garden National State parks Forest Magazines Public library Vacations Research American Revolution Costume party Display Invasions ADJECTIVE A Broad Variety The Their Your Everyday Others Many Much A little Few Natural Learning Some An Important Most important That More Any Born Each Only PRONOUN Who Those Can That They Them This You

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VERB Have Will find To share Talking Will help Understand Need Talk Help Find Think Going To plan To help Discover To enjoy Watch Rent Buy Visit Sign up Read Magazine Go to Make Plan Is To remember Are To learn To help Turn Helps Learn Talk Will be To know Instill Involve Rewarding Makeup

PREPOSITION Of On With To Cut For In Before During After

ADVERB Not Also As A head Here Together

CONJUCTION And Or For But Then

INTERJECTION -

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2.1.4 TEXT 4: MONSOPIAD NOUN Legend Centuries Lady Kizabon House Husband Dunggou Rooftop Bugang Bird Child Coincidence Son Powers Monsopiad Father Care Birds Safety Nest Practice Boy Village Kuai Ground Grandfather Headman Robbers Warriors Villagers Robbers Warriors Grandson Fighter Head Trophies Roof Success Bamboo trumpet Boys Journey Enemies Years Men Friends Group of brave Plan Choice Threat Strength Gift Night Love Man Honor Memory Monument Downfall Attitude Sign Bath Feat Mistakes Heads Pregnancy Things Order ADJECTIVE Many The Their Sacred This Good Newborn Special His Young Strong Material Lack A Excellent His Three Huge No Other An One Heroic Powerless Very That Still All Wanted Respected His Whatever Throughout Done Much Just Welcome All in all PRONOUN That She There When He Them Which While Where All There Who Him Himself They His

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VERB Told Was pregnant Made Was To be born Hatched Looked Named Paid Took Take Down To have Was done Were To leave Grew up Attacked Has to retreat Hide Ransacked Were Was given Turned out To become To hunted down Fight off Had terrorized Bring back Clamed Hang Return Was Will be Went To rid Coming home Proclaimed Will destroy To challenge To kill Could not stop Stored Fighting Behead Became Had Turned Planned Fought back Had lost Was left Forgave Renamed Is Returned Had gotten Would have Got Have

PREPOSITION In With On Until Of For That From By Into With Despite After

ADVERB Ago As well As Later However Often But As Really Soon Very soon So that Slowly Upon

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3.0 REFLECTION
First and foremost, I feel grateful to God for His blessing and I finally can complete this task successfully. This is the first coursework I do for this subject. This is a new experience for me. During accomplishing this coursework, I had to face many obstacles, really challenging obstacles but I received a heart pleased and think this is a new challenge in my life. When I got this task from lecturer, I did not understand single things about the task. I am confused on how to start doing this coursework. Fortunately, when we are given further explanation from lecturer, I became clear about what I am going to do. Besides, I also went for collaboration with my friends to add on other information. Once our lecturer briefed on this assignment, I continue to take an action to find information regarding on a given topic. I am very short of time in completing this task because of overlap with other tasks. Therefore, I am trying to solve this problem by visiting the campus library to find references material about descriptive writing. Besides, I had collected all the relevant materials from internet and certain parts from several writing books. From what I have collected, I print out all of them and then start to highlight the main and important points and present the points in the form of graphic organizers. I had also to spend some of my money to complete this task. For instance, I had to buy printer to print out all the materials as well as my complete coursework. Many things and new knowledge I learnt through this coursework. Before this, I never concern on how to write descriptive essay, tips to write descriptive essay and even characteristics of good descriptive essay. I am just doing my essay without thinking much about this. Through this task, I was aware and realised that it was very important to me and hopes that I can write better after this. Finally, once again I am grateful to be able to settle and submit this task on time. There are many moral values that I get through this task. This experience has taught me the meaning of independence; appreciate our most precious time and so on. Thank you.

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4.0 REFERENCES
4.1 BOOK(S)
Azar, B. S. (1992). Fundamentals Of English Grammar. New York: 2nd. Michail. (2006). Speed up your Grammar. Kuala Lumpur, Malaysia: AR-RISALAH PRODUCT Sdn Bhd. Nor Bi Abd Rahman. (2011). Simple English, A practical Grammar Workbook. Shah Alam, Selangor, Malaysia: Grup Buku Karangkraf Sdn.Bhd. Amy ainuddin, Latifah Wahab. (2012). Basic Grammar. Universiti Malaya. Selangor, Malaysia: Penerbitan IMT Sdn.Bhd. Sidney Greenbaum / Randolph Quirk. (2007). A Student's Grammar Of The English Language. Edinburgh, England: Pearson Education Limited. None. Whiz-kids Moral series. Selangor, Malaysia: Little Sun Sdn. Bhd.

4.2 WEBSITE(S) Author, N. (2012, February 27). The Borneo Post. Retrieved February 27, 2012, from http://www.theborneopost.com/ NONE. (2010). uottawa academic. Retrieved February 24, 2012, from uottawa Web site: http://www.uottawa.ca.html NONE. (2011). English Language Guide ( Grammar ). Retrieved February 24, 2012, from ASP Web site: http://www.englishlanguageguide.com http://homepage.mac.com/gdemarco1/WA/ImportantSports.html http://en.wikipedia.org/wiki/Monsopiad http://urbanext.illinois.edu/succeed/lovelearn.cfm

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COLLABORATION FORM
NAME IC NUMBER OPTION : NORALIFAH BINTI PARMIN : 821023-12-5884 : PPISMP SEJARAH ( GSTT ) DEC 2011

DATE

DISCUSSION

REMARKS

SIGNATURE

06/03/2012

Short briefing on the coursework given.

(MADAM NORA)

06/03/2012

Discussion on the identification and classification of the different parts of speech.

(MADAM NORA)

06/03/2012

Discussion on the selection of the articles.

(MADAM NORA)

07/03/2012

Discussion on the types of the different parts of the speech based on the articles.

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