Introduction:

English acquisition represents unique problems for many foreign speakers

in part because the structure and vocabulary of the language represents a
complex and variegated history of the language that has been influenced for at
least two thousand years by various exogenous sources. The basic problem in
English acquisition will depend centrally upon the relative proximity or distance of
the native language of the foreign speaker to English itself, as well as on the
relative oral skills and cognitive background of the student in their own society.
These differences appear in many ways--in the phonetics and phonology of the
spoken and heard language, in the structure of phrase construction, in idiomatic
expressions and in the connotative implications of its vocabulary.

With the advancement in science and technology and the advent of

globalization, English regained part of its lost status. The government has made
numerous drastic efforts to create awareness on the importance of mastering
English language and henceforth opens up more opportunities for Malaysians to
improve their level of English language proficiency. It is now taught in the schools
both at the primary and secondary school level and it is also used to teach
Science and Mathematics. Besides, it is the medium of instruction in the private
colleges.

Currently, the mastery of the English language is much encouraged at all

levels of education—from the primary to the tertiary level. Moreover, English is
much needed in the commercial and business sectors and as a result, besides
the government-sponsored schools, many private and commercial institutions
have mushroomed and English is taught for specific purposes. If this country is
ever going to stand a chance in the onslaught of rapid advancements and
developments in various fields in the world nowadays, then a more proactive
effort is vital in ensuring a place for Malaysia among the rest of the world in the
future.

1
About Grammar:

Grammar is the field of linguistics that covers the rules governing the use
of any given natural language. It includes morphology and syntax, often
complemented by phonetics, phonology, semantics, and pragmatics. Each
language has its own distinct grammar. "English grammar" is the rules of the
English language itself. "An English grammar" is a specific study or analysis of
these rules. A reference book describing the grammar of a language is called a
"reference grammar" or simply "a grammar". A fully explicit grammar exhaustively
describing the grammatical constructions of a language is called a descriptive
grammar, as opposed to linguistic prescription which tries to enforce the
governing rules how a language is to be used.

Grammatical frameworks are approaches to constructing grammars. The

standard framework of generative grammar is the transformational grammar
model developed by Noam Chomsky and his followers from the 1950s to 1980s.
Grammars evolve through usage and also due to separations of the human
population. With the advent of written representations, formal rules about
language usage tend to appear also. Formal grammars are codifications of
usage that are developed by repeated documentation over time, and by
observation as well. As the rules become established and developed, the
prescriptive concept of grammatical correctness can arise. This often creates a
discrepancy between contemporary usage and that which has been accepted,
over time, as being correct. Linguists tend to believe that prescriptive grammars
do not have any justification beyond their authors' aesthetic tastes; however,
prescriptions are considered in sociolinguistics as part of the explanation for why
some people say "I didn't do nothing", some say "I didn't do anything", and some
say one or the other depending on social context. The formal study of grammar is
an important part of education for children from a young age through advanced
learning, though the rules taught in schools are not a "grammar" in the sense
most linguists use the term, as they are often prescriptive rather than descriptive.

2
TASK 1.

The Simple Past Tense:

The simple past tense is used to talk about actions that happened at a
specific time in the past. You state when it happened using a time adverb. You
form the simple past of a verb by adding -ed onto the end of a regular verb but,
irregular verb forms have to be learned.

To be Statements + To be Statements – Questions ?

I was. I wasn't. Was I?

He was. He wasn't. Was he?
She was. She wasn't. Was she?
It was. It wasn't. Was it?
You were. You weren't. Were you?
We were. We weren't. Were we?
They were. They weren't. Were they?

Regular Verb (to Regular Verb (to Short Short

Questions
work) Statements + work) Statements - answer + answer -

I worked. I didn't work. Did I work? Yes, I did. No, I didn't.

Did he Yes, he No, he
He worked. He didn't work.
work? did. didn't.
Did she Yes, she No, she
She worked. She didn't work.
work? did. didn't.
It worked. It didn't work. Did it work? Yes, it did. No, it didn't.
Did you Yes you No, you
You worked. You didn't work.
work? did. didn't.
We worked. We didn't work. Did we Yes we No, we

3
 work? did. didn't.
Did they Yes they No, they
They worked. They didn't work.
work? did. didn't.

Simple Past Timeline

Authentic Text 1:

(http://thestar.com.my/metro/story.asp?
file=/2008/10/14/central/2238762&sec=central)

Tuesday October 14, 2008

4
Yap tackles traditional form of art in travelogue

FENG shui expert Joey Yap launched his latest book Walking With The
Dragons at the MidValley MPH Bookstores recently. The book features a
compilation of his experiences and the traditional feng shui called the ‘Landform’
feng shui. “This is the first English book that explains the ‘Landform’ feng shui as
most of them feature the interior feng shui,” saidYap. ‘Landform’ feng shui is the
art of using the environment that has positive Chi (energy) to build homes and
even final resting place for the dead. This type of feng shui was used by the
emperors and noble people during the Chinese dynasty. “This book tells of the
famous people and how they have reaped the benefits or suffered as a result of
the ‘Landform’ feng shui,” he added. Yap’s book which is actually a travelogue,
takes readers through the history of China and with observations on sites and
places from a feng shui perspective. “The book has all the sites tourists usually
visit but with the added information on its feng shui element,” he added. The
book has pictures that can help the ordinary man understand the elements of the
universe that is required to purchase a home with good Chi. “If you do it properly
from the beginning you don’t have to worry about the interior, so the pictures will
guide you when purchasing homes,” Joey said. Yap said that he was trying to
introduce the ‘landform’ feng shui as it was still new to the common man.

Passive Verb Forms:

Sentences can be active or passive. Therefore, tenses also have "active

forms" and "passive forms." In passive sentences, the thing receiving the action
is the subject of the sentence and the thing doing the action is optionally included
near the end of the sentence. You can use the passive form if you think that the
thing receiving the action is more important or should be emphasized. You can

5
also use the passive form if you do not know who is doing the action or if you do
not want to mention who is doing the action.

[Thing receiving action] + [be] + [past participle of verb] + [by] + [thing doing
action]

Active / Passive Overview

Active Passive

Simple Once a week, Tom cleans Once a week, the house is

Present the house. cleaned by Tom.

Present Right now, Sarah is writing Right now, the letter is being
Continuous the letter. written by Sarah.

Simple Past Sam repaired the car. The car was repaired by Sam.

The salesman was helping The customer was being

Past
the customer when the thief helped by the salesman when
Continuous
came into the store. the thief came into the store.

Present Many tourists have visited That castle has been visited
Perfect that castle. by many tourists.

Present
Recently, John has been Recently, the work has been
Perfect
doing the work. being done by John.
Continuous

George had repaired many Many cars had been repaired

Past Perfect cars before he received his by George before he received
mechanic's license. his mechanic's license.

Past Perfect Chef Jones had been The restaurant's fantastic

Continuous preparing the restaurant's dinners had been being

6
 fantastic dinners for two prepared by Chef Jones for
years before he moved to two years before he moved to
Paris. Paris.

Simple Future Someone will finish the The work will be finished by
will work by 5:00 PM. 5:00 PM.

Simple Future Sally is going to make a A beautiful dinner is going to

be going to beautiful dinner tonight. be made by Sally tonight.

Future At 8:00 PM tonight, the dishes

At 8:00 PM tonight, John will
Continuous will be being washed by
be washing the dishes.
will John.

Future At 8:00 PM tonight, John is At 8:00 PM tonight, the dishes

Continuous going to be washing the are going to be being
be going to dishes. washed by John.

They will have completed The project will have been

Future Perfect
the project before the completed before the
will
deadline. deadline.

They are going to have The project is going to have

Future Perfect
completed the project been completed before the
be going to
before the deadline. deadline.

The famous artist will have The mural will have been
Future Perfect
been painting the mural for being painted by the famous
Continuous
over six months by the time artist for over six months by the
will
it is finished. time it is finished.

Future Perfect The famous artist is going The mural is going to have
Continuous to have been painting the been being painted by the
be going to mural for over six months by famous artist for over six

7
 months by the time it is
the time it is finished.
finished.

The bills used to be paid by

Used to Jerry used to pay the bills.
Jerry.

My mother would always The pies would always be

Would Always
make the pies. made by my mother.

Future in the
I knew John would finish I knew the work would be
Past
the work by 5:00 PM. finished by 5:00 PM.
Would

Future in the I thought Sally was going to I thought a beautiful dinner

Past make a beautiful dinner was going to be made by
Was Going to tonight. Sally tonight.

Authentic Text 2:

(http://www.planetpapers.com/Assets/10.php)

Albert Einstein
Of all the scientists to emerge from the nineteenth and twentieth centuries there
is one whose name is known by almost all living people. While most of these
do not understand this man's work, everyone knows that its impact on the world
of science is astonishing. Yes, many have heard of Albert Einstein's General
Theory of relativity, but few know about the intriguing life that led this scientist
to discover what some have called, "The greatest single achievement of human
thought."

Einstein was born in Ulm, Germany on March 14, 1874. Before his first birthday,
his family had moved to Munich where young Albert's father, Hermann Einstein,
and uncle set up a small electro-chemical business. He was fortunate to have an

8
excellent family with which he held a strong relationship. Albert's mother,
Pauline Einstein, had an intense passion for music and literature, and it was she
that first introduced her son to the violin in which he found much joy and
relaxation. Also, he was very close with his younger sister, Maja, and they could
often be found in the lakes that were scattered about the countryside near
Munich.

As a child, Einstein's sense of curiosity had already begun to stir. A favorite toy
of his was his father's compass, and he often marvelled at his uncle's
explanations of algebra. Although young Albert was intrigued by certain
mysteries of science, he was considered a slow learner. His failure to become
fluent in German until the age of nine even led some teachersto believe he was
disabled.

Einstein's post-basic education began at the Luitpold Gymnasium when he was

ten. It was here that he first encountered the German spirit through the
school's strict disciplinary policy. His disapproval of this method of teaching led
to his reputation as a rebel. It was probably these differences that caused
Einstein to search for knowledge at home. He began not with science, but with
religion. He avidly studied the Bible seeking truth, but this religious fervor soon
died down when he discovered the intrigue of science and math. To him, these
seemed much more realistic than ancient stories. With this new knowledge he
disliked class even more, and was eventually expelled from Luitpold
Gymnasium being considered a disruptive influence.

Feeling that he could no longer deal with the German mentality, Einstein moved
to Switzerland where he continued his education. At sixteen he attempted to
enroll at the Federal Institute of Technology but failed the entrance exam. This
forced him to study locally for one year until he finally passed the school's
evaluation. The Institute allowed Einstein to meet many other students that
shared his curiosity, and It was here that his studies turned mainly to Physics. He
quickly learned that while physicists had generally agreed on major principals in
the past, there were modern scientists who were attempting to disprove outdated
theories. Since most of Einstein's teachers ignored these new ideas, he was again
forced to explore on his own. In 1900 he graduated from the Institute and then
achieved citizenship to Switzerland.

Einstein became a clerk at the Swiss Patent Office in 1902. This job had little to
do with physics, but he was able to satiate his curiosity by figuring out how new
inventions worked. The most important part of Einstein's occupation was that it
allowed him enough time to pursue his own line of research. As his ideas began to

9
develop, he published them in specialist journals. Though he was still unknown
to the scientific world, he began to attract a large circle of friends and admirers. A
group of students that he tutored quickly transformed into a social club that
shared a love of nature, music, and of course, science. In 1903 he married Mileva
Meric, a mathematician friend.

In 1905, Einstein published five separate papers in a journal, the Annals of

Physics. The first was immediately acknowledged, and the University of Zurich
awarded Einstein an additional degree. The other papers helped to develop
modern physics and earned him the reputation of an artist. Many scientists have
said that Einstein's work contained an imaginative spirit that was seen in most
poetry. His work at this time dealt with molecules, and how their motion affected
temperature, but he is most well known for his Special Theory of Relativity which
tackled motion and the speed of light. Perhaps the most important part of his
discoveries was the equation: E=mc2.

After publishing these theories Einstein was promoted at his office. He

remained at the Patents Office for another two years, but his name was
becoming too big among the scientific community. In 1908, Einstein began
teaching part time at the University of Berne, and the following year, at the age of
thirty, he became employed full time by Zurich University.

Reported Speech:

Reported speech is used to express what others have said. It is also

useful when you are writing a paper at college level. In this case, it involves
paraphrasing and summarizing what different authors have said. In spoken
discourse there are certain rules to follow. First of all, to make sentences in
reported speech you need verbs like say or tell. On the other hand the tense
used to express and idea is also an important factor. Take into consideration the
following chart:

Direct Speech Reported Speech

10
 • Present Tense
• Future with "Going to"
• Present Perfect
• Sentences with "Can"
• Future with "Will"asteis
• Simple Past Tense
• Past with "Going to"
• Past Perfect
• Sentences with "Could"
• Sentences with "Would"

• Present Progressive • Past Progressive

Look at the following examples:

Direct Speech Reported Speech

• She said that she lived in her

• Julia:"I live in my own apartment".
own apartment
• Nick:"I am going to visit my parents
• He said he was going to visit
next weekend".
his parents next weekend.
• Tom:"I have studied Italian for a
• Tom said he had studied Italina
year".
for a year.
• Linda and John: "We can't come to
• They said they couldn't come
the party next week".
to the party next week.
• Terry: "I'll write as soon as I get
• She said that she would write
there".
as soon as he got there.
• Andrew:"I'm learning to cook
• He said he was learning to
Chinese food".
cook Chinese food.
Authentic Text 3:

(http://www.bernama.com/bernama/v5/newssport.php?id=364714)

October 15, 2008 16:58 PM

Malaysia Provides SEA Games Expertise to Laos

KUALA LUMPUR, Oct 15 (Bernama) -- Malaysia will provide technical expertise

including having officer exchange programmes to 25th SEA Games hosts Laos,
who will be holding the biennial Games in Vientiane from Dec 12-21 next year.

11
Youth and Sports Minister Datuk Ismail Sabri Yaakob said the aid was
based on a request from Laos to Malaysia which was channeled through
the Foreign Ministry last month.

"Laos do not have much experience organising a sports meet of such a

magnitude unlike Malaysia which organised the Commonwealth Games in 1998
and hosted the SEA Games for five times (1965, 1971, 1977, 1989, 2001)," he
told reporters here today.

However, he said Laos has not asked for financial aid from Malaysia
although several other Asean countries had extended the same to the
country. He said the National Sports Council would coordinate the officer
exchanges from December to enable the Laotians understand the sports
scenarios of both countries.

The Olympic Council of Malaysia (OCM), he said, had also organised

several courses for officials of Laos' National Sports Committee (LNSC).
Apart from these, Laos had also asked the Badminton Association of Malaysia
(BAM) to provide a coach to help polish their national team.

Imperatives:

Imperatives are verbs used to give orders, commands and instructions.

The form used is usually the same as the base form. It is one of the three moods
of an English verb. Imperatives should be used carefully in English; to give firm
orders or commands, but not as much when trying to be polite or show respect to
the other person.

EG: Give me that tape, please.

12
 Imperatives are used to give orders or suggestions. For example: "Come here!"
or "Have a cookie". Imperatives almost always have no subject, and the second
person is usually implied as the subject instead. For example "Come here!"
implies the subject "(you) Come here!” Here are some of the situations you can
use imperatives:

1. Orders: Close the door! - Stand up! - Sit down! - Open your books!
2. Instructions: To make a cup of coffee:
- Boil some water
- Put some coffee in a cup
- Add some water
- Drink the coffee.
3. Directions: To go to the bank
-Turn left at Orchard Street and then go straight.
4. Offers and Invitations: Have some tea / Come over to our house
sometime.
5. Let's: The verb let is often used as an imperative to give strong
suggestions. Let's is a contraction of let us. For example:
- Let's go home!
- Let's watch a movie!

Authentic Article 4:

(http://kuali.com/recipes/viewrecipe.asp?r=3128)

Spicy Fried Dried Prawns (Sambal Udang Kering)

Recipe by Amy Beh

Ingredients
 250g dried prawns, soaked and pounded finely

13
 2 tbsp tamarind pulp combined with 100ml water
(squeeze, then strain the tamarind juice)
 4 stalks lemongrass, smashed
 Oil for frying

Spice ingredients – blended

 4 candlenuts (buah keras)
 2cm piece fresh turmeric
 2cm square piece shrimp paste (belacan)
 8 fresh red chillies
 5-6 dried chillies, soaked and seeded
 80g garlic
 150g shallots

Seasoning
 4-4½ tbsp sugar or to taste
 ¾-1 tsp salt or to taste

Method
Heat a little oil in a wok and fry lemongrass until fragrant.
Reduce the heat to low and add blended spice ingredients.
Fry until fragrant.

Add dried prawns and continue to fry for a while. Mix in

tamarind juice and fry over a low heat until mixture is almost
dry. (Keep stirring while frying to prevent it from sticking to
the base of the wok). Adjust seasoning to taste. Dish out and
leave to cool completely.

Should

Should is to shall as would is to will, except that should is common even in

dialects where shall is not.

In some dialects, it is common to form the subjunctive mood by using

should: "It is important that the law should be passed" (where other dialects
would say, "It is important that the law be passed") or "If it should happen, we are
prepared for it" (or "Should it happen, we are prepared for it"; where early

14
Modern English would say, "If it happen, we are prepared for it," and many
dialects of today would say, "If it happens, we are prepared for it").

Should commonly describes an ideal behavior or occurrence and imparts

a normative meaning to the sentence; for example, "You should never lie" means
roughly, "If you always behaved perfectly, you would never lie"; and "If this
works, you should not feel a thing" means roughly, "I hope this will work. If it
does, you will not feel a thing."

In dialects that use shall commonly, however, this restriction does not
apply; for example, a speaker of such a dialect might say, "If I failed that test, I
think I should cry," meaning the same thing as, "If I failed that test, I think I would
cry."

Must and have to

Must and Have to are used to express that something is imperative or

obligatory ("He must leave"). According to many scholars, the difference between
must and have to is found in the source of the obligation.

Must is said to be chosen when the obligation stems from an internal

source (i.e. an obligation one imposes on oneself); have to when the source is
external (i.e. your boss, rules, the law, an authority figure, etc). Compare "I have
to finish this report today" (where there is a deadline, which I did not set) with "I
must finish this report today" (I am imposing my own deadline).

15
 In certain negative constructions, there is a different distinction between
must and have to. Must not (or mustn't) indicates a prohibition ("you must not
smoke in here") or a resolution not to do something ("I mustn't make that mistake
again"), whereas do not have to (or don't have to) indicates that there is not an
obligation either to do or to not do the verb in the sentence ("you don't have to go
if you don't want to"). Nevertheless one can say "One has to not smoke",
perhaps because it's prohibited or perhaps because one wants to not become
unhealthy.

Both must and Have to are also used to express a strong belief that
something is the case, but makes it clear that the speaker is not stating a fact but
an opinion ("It must be here somewhere"). The basis of this belief is not factual
but logical. In other words, we are speculating based on what we know about the
world and how it works (i.e. what has happened in the past, someone's
character, etc).

Authentic Article 5:

(http://www.bernama.com/bernama/v5/newsfeatures.php?id=364390)

October 14, 2008 15:25 PM

Monkey Up, Monkey Down

KODIANG, Oct 14 (Bernama) -- People in several villages here faced a

predicament while making preparations to welcome the recent Aidilfitri
celebration.

16
Their coconut trees are laden with fruits that can produce more than enough
santan (coconut milk) for their chicken curry, rendang, ketupat, lemang and
dodol.
But there were no people willing to climb up these trees to pluck the coconut
fruits, leaving the job to monkeys and their masters must work feverishly to meet
the overwhelming demand. "Look, there are a lot of coconut fruits but no one who
can climb to pluck (the fruits). This Hari Raya, I need a lot of coconuts and have
to get them from the shop if no monkey comes around" said Hamid Mat, in his
60s, when met at Kampung Paya here.

According to Hamid, even though there were people willing to do the harvesting
of coconut fruits, the number was only about two or three. "Not many are willing
to do the job, what more during the fasting month", he said. For the not so tall
coconut trees, the villagers should be able to use long poles to pluck the fruits.
Otherwise they must use the services of the monkey or pig-tailed macaque.

Hence, it is no surprise if villagers should buy the coconuts from shops even
though the coconut trees are in abundance near their houses.

TASK 2.

(a)

Text 1: Song Lyric by Meatloaf (http://www.lyricsmania.com)

I'd Do Anything For Love (But I Won't Do That) :

And I would do anything for love
I'd run right into hell and back
I would do anything for love

17
I'd never lie to you and that's a fact
But I'll never forget the way you feel right now,
Oh no, no way
And I would do anything for love, but I won't do that
No, I won't do that

Anything for love

Oh, I would do anything for love
I would do anything for love, but I won't do that
No, I won't do that

Some days it don't come easy

Some days it don't come hard
Some days it don't come at all, and these are the days that never end
Some nights you're breathing fire
Some nights you're carved in ice
Some nights you're like nothing I've ever seen before or will again

Maybe I'm crazy, but it's crazy and it's true

I know you can save me, no-one else can save me now but you

Text 2: Poem by Edgar Allan Poe

(http://www.poemhunter.com/poem/annabel-lee/)

Annabel Lee

It was many and many a year ago,

In a kingdom by the sea,
That a maiden there lived whom you may know
By the name of ANNABEL LEE;
And this maiden she lived with no other thought
Than to love and be loved by me.

I was a child and she was a child,

In this kingdom by the sea;

18
 But we loved with a love that was more than love-
I and my Annabel Lee;
With a love that the winged seraphs of heaven
Coveted her and me.

And this was the reason that, long ago,

In this kingdom by the sea,
A wind blew out of a cloud, chilling
My beautiful Annabel Lee;
So that her highborn kinsman came
And bore her away from me,
To shut her up in a sepulchre
In this kingdom by the sea.

Text 3: Quotation
(http://www.poemhunter.com/quotations/famous.asp?people=Abraham
%20Lincoln)

The true rule, in determining to embrace, or reject any thing, is not whether it
have any evil in it; but whether it have more of evil, than of good. There are few
things wholly evil, or wholly good.

(b): Analysis.
The following are lists of words, phrases, sentences that are identified as
grammatically wrong or unsuitable:
Text 1:
1. And – This word is a connector so it should not be placed at the beginning
of a sentence.
2. Right – The choice of word is unsuitable instead it should be placed with
‘straight’.
3. No, I won’t do that – This phrase is wrong as there is no indication of
what ‘that’ refers to. (sentence incomplete). There should be a sentence
stating a verb beforehand.

19
 4. Anything for love – This sentence is incomplete, there should be a
subject and verb before it.
5. No-one – There should be no dash (-) in the middle of the two words.
Text 2:
1. and many a year – This phrase is wrong as there is repetition of the same
word and also there should not be an article after the word ‘many’. The
sentence should be ‘It was many years ago’.
2. That a maiden there lived whom you may know – this sentence is
syntactically ill-formed. It should be ‘There is a maiden living there whom
you may know of’.
3. I was a child and she was a child – This sentence is wrong in terms of
subject-verb agreement rules. It should be ‘We were children’.
4. A wind blew out of a cloud, chilling – This sentence is also syntactically
ill-formed. It should be ‘A chilling wind blew out of a cloud’.
Text 3:
1. The true rule, in determining to embrace, - In this phrase, the comma
should have been omitted.
2. Have – This word should be replaced with ‘has’.
3. Wholly – This word should be replaced with ‘full of’.

Closure:

Good strategy use minimizes failure and enables students to take

advantage of learning opportunities. To be effective learners, students must have
a wide array of reading strategies at their disposal, and know where, when, and
how to use these strategies. We do not acquire everything at once.

The mind learns in layers, in patterns, through senses and cues

(Benjamin, 2007:4-7) so it takes time to build strategy use. The importance of
strategy use in terms of academic competence underscores the need for a strong
emphasis on the development and maintenance of effective reading strategy use

20
across the curriculum and for all grade levels. Although not using the right
strategy in reading is just one reason for educational failure, research on
classroom implementation of strategy instruction and how to promote effective
studying among all students should remain a high priority.

Future research is needed to identify instructional conditions that are most

conducive to the successful integration of strategy instruction with classroom
learning. For example, it is unclear whether strategies are more readily learned if
strategy trainingis embedded within content instruction (in which students witness
first-hand the immediate application and benefit of strategies for learning and
remembering content), or if learned in isolation. Research should also identify
characteristics of students who do not benefit from strategy instruction in general
education classes. For some students, it may be necessary to receive more
intensive instruction provided in a resource room or other support setting. Finally,
further research is needed to identify factors that contribute to maintenance and
generalization of strategies to other similar tasks. For example, given the
relationship between the right strategy use and other academic enablers,
effective strategy training should include some means of motivating students to
engage in strategy usage, and to reinforce engagement in studying.

Bibliographies:

Abraham Lincoln (1809-1865), U.S. president. Speech in the U.S. House of

Representatives on internal improvements, June 20, 1848. Collected Works of
Abraham Lincoln, vol. 1, p. 484, Rutgers University Press (1953, 1990).

Benjamin, A. (2007). But I’m not a reading teacher. NY: Eye on Education Inc.

Collins, C. (1991). Reading instruction that increases thinking abilities. Journal of

Reading, 34, 510-516.

21
Garner, R. (1987). Metacognition and reading comprehension. Norwood, NJ:
Ablex Publishing.

http://thestar.com.my/metro/story.asp?
file=/2008/10/14/central/2238762&sec=central

http://www.planetpapers.com/Assets/10.php

http://www.bernama.com/bernama/v5/newssport.php?id=364714

http://www.bernama.com/bernama/v5/newsfeatures.php?id=364390

http://kuali.com/recipes/viewrecipe.asp?r=3128

http://www.lyricsmania.com

http://www.poemhunter.com/poem/annabel-lee/
http://www.poemhunter.com/quotations/famous.asp?people=Abraham
%20Lincoln

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