INSTITUT PENDIDIKAN GURU

KAMPUS SULTAN ABDUL HALIM

KERJA KURSUS PENDEK (KKP)

PROGRAMME : PPG Ambilan Feb. 2012

NAME :

COURSE : ENGLISH LANGUAGE

PROFICIENCY I (WAJ 3102)

SEMESTER : 1

DATE SET

31.03.2012
(Interaction 3)

DATE DUE

14.04.2012
(Interaction 4)

Learning Outcomes
1. Listen critically to various stimuli and respond appropriately.
2. Speak fluently, correctly and confidently for a variety of purposes.
3. Read critically for meaning and understanding, and give personal response.
4. Use correct and appropriate language structures in different types of writing and
academic papers.
5. Write well-reasoned and coherent paragraphs.
6. Assess own language progress through reflections/journals.
This coursework addresses Learning Outcomes 3, 4 and 6.
RATIONALE
English Language Proficiency I aims to enhance the students competency in English at
tertiary level in their respected disciplines. In this respect, writing requires learners to
apply the mechanics of writing, paragraph writing and developing and organising ideas
in order to sequence, summarise, provide reasons and elaborate an idea effectively.
Learners also learn how to reflect on texts read which demonstrate in-depth
understanding and mature arguments on the writers writings. This strategy enhances
students competence in writing to meet the demands of beginning academic studies.
Task 1: GRAMMAR (20%)
Study the tasks given in Appendix A (A1 & A2), and then complete the tasks accordingly
by identifying the word class for each word in bold and the tense for the verb in each
sentence given.
Task 1 Implementation:
1.
This is an individual task.
2.
Complete the tasks given.
3.
Submit the complete exercises in this task together with task 2 & 3.

Task 2: READING (30%)

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Read the article given in Appendix B and complete the graphic organiser on the main
ideas and supporting details in Appendices C1, C2 and C3.
Task 2 Implementation:
1.
This is an individual task.
2.
Read the article given and complete the graphic organisers.
3.
Submit the complete exercises in this task together with task 1 & 3.
Task 3: REFLECTIVE ESSAY (50%)
Based on the text in Appendix D, write a reflective essay giving your opinion
pertaining to the issue of baby dumping.
Task 3 Implementation:
1.
This is an individual task.
2.
The essay should be between 250 300 words, and must be typed in double
spacing using the Arial font, size 12.
3.
This assignment should be submitted together with assignment in Task 1 & 2.
4.
The cover page should contain the following information:
Name:
I.C. No:
Programme and Class:
Code and Subject:
Name of Lecturer:
Submission Date: 14h April 2012
5.
Provide a separator between the three tasks.
A good assignment should display the following:
1.
2.

Task 1 & 2 Correct responses to the tasks.

Task 3 A critical reflection with correct grammatical structures and
accurate vocabulary.

Marking Criteria
The assignment will be marked using the marking criteria set for this coursework.
Prepared by;
____________________________
(HJ NUKMAN BIN HJ ABDULLAH)
PPG Coordinator for English Studies Unit
Approved by;
____________________________________
(SACHITHANANTHAM TACHINA MOORTHI)
Head of the Language Department
APPENDIX A1
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Task 1(a) : Word Classes

Read the sentences below and classify the words according to their word classes.
Write your answers in the space provided. An example is given.
Example:
The willowy ballerinas look very beautiful.
The
willowy
ballerinas
article
adjective
noun

look
verb

very
adverb

1. They demand to see the manager immediately.

They
demand
to
see
the
verb
to-infinitive
verb
article

manager
noun

beautiful.
adjective

immediately.

2. The villagers draw water from a well.

The
article

villagers
noun

draw

water
noun

from
preposition

a
article

well.

3. Rina is nonchalant about her job interview tomorrow.

Rina
noun

is
verb

nonchalant

about
preposition

her

job
adjective

interview
noun

tomorrow.
adverb

4. Jane is still vivacious although she is seventy.

Jane
noun

is
verb

still

vivacious
adjective

although
conjunction

she
pronoun

represents

a
article

is
verb

seventy.

5. The musical note represents a sharp.

The
article

musical

note
noun

sharp.
noun

APPENDIX A2
Task 1 (b) : Tenses

State the tenses of the verbs in bold in the following sentences. Write your
answers in the space provided. An example is given.
No.
(0)

Sentence

Tense

Example:
Simple Past

(1)

She rejected the suggestion.

I am looking at the books my cousin sister sent

(2)

to me.
Haslina felt much at peace once she had found

(3)

a suitable job.
Take these tablets and in an hour the pain will

(4)

go.
They really have stayed in this country for

(5)

twenty years.
The lecturer will be seeing a group of

(6)

students when she has finished with you.

Amalina was watching a horror movie when the

(7)

doorbell rang.
Her parents were waiting at the office since

(8)

three oclock in the afternoon.

Emily Kensington will have studied dentistry at

(9)

AIMST university.
My mother teaches English at IPG Kampus

(10)

Sultan Abdul Halim.

My sister often saw the neighbours kitten sitting
outside our house.

APPENDIX B

ASTHMA
Asthma, disorder of the respiratory system in which the passages that enable air to pass
into and out of the lungs periodically narrow, causing coughing, wheezing, and shortness
of breath. This narrowing is typically temporary and reversible, but in severe attacks,
asthma may result in death. Asthma most commonly refers to bronchial asthma, an
inflammation of the airways, but the term is also used to refer to cardiac asthma, which
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develops when fluid builds up in the lungs as a complication of heart failure. This article
focuses on bronchial asthma.
More than 17 million Americans suffer from asthma, with nearly 5 million cases occurring
in children under age 18. In the United States, asthma causes nearly 5,500 deaths each
year. Asthma occurs in males and females of all ages, ethnic groups, and socioeconomic levels. For reasons not completely understood, asthma is generally more
common in poor urban neighbourhoods, in cold climates, and in industrialized countries.
Among all Americans, the prevalence of asthma increased more than 60 per cent
between 1982 and 1994, especially among children. Deaths from asthma increased
more than 55 per cent from 1979 to 1992. Scientists suspect that increased exposure to
second-hand cigarette smoke, growing populations in polluted city centres, and new
housing that is poorly ventilated contribute to the increase in asthma cases.
II BREATHING
Human Lungs Air travels to the lungs through a series of tubes and airways. The two
branches of the trachea, called bronchi, subdivide within the lobes into smaller and
smaller air vessels. They terminate in alveoli, tiny air sacs surrounded by capillaries.
When the alveoli inflate with inhaled air, oxygen diffuses into the blood in the capillaries
to be pumped by the heart to the tissues of the body, and carbon dioxide diffuses out of
the blood into the lungs, where it is exhaled.
Every cell in the human body requires oxygen to function, and the lungs make that
oxygen available. With every breath we take, air travels to the lungs through a series of
tubes and airways. After passing through the mouth and throat, air moves through the
larynx, commonly known as the voice box, and then through the trachea, or windpipe.
The trachea divides into two branches, called the right bronchus and the left bronchus,
that connect directly to the lungs. Air continues through the bronchi, which divide into
smaller and smaller air passages in the lungs, called bronchioles. The bronchioles end in
clusters of tiny air sacs, called alveoli, which are surrounded by tiny, thin-walled blood
vessels called capillaries.
Here, deep in the lungs, oxygen diffuses through the alveoli walls and into the blood in
the capillaries, and gaseous waste products in the bloodmainly carbon dioxide
diffuse through the capillary walls and into the alveoli. But if something prevents the
oxygen from reaching the alveoli, the bodys cells do not receive a constant supply of
vital oxygen, and carbon dioxide builds up to harmful levels in the blood.

III THE ASTHMA ATTACK

Histamine in Mast Cell Histamine is a chemical compound found in almost all animal
body cells. Histamine is generated by white blood cells called basophil or mast cells, and
is released in allergic reactions. In this false-colour electron micrograph of a mast cell,
histamine can be seen as red granules on the yellow cell cytoplasm.Photo Researchers,
Inc./Dr. Brian Eyden/Science Source
Asthma attacks occur when the bronchi and bronchioles become inflamed, reducing the
space through which air can travel through the lungs. This causes the asthmatic to work
harder to move air in and out of the lungs. Asthma attacks usually begin with mild chest
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pressure and a dry cough. As an attack intensifies, wheezing develops and increases in
pitch; breathing becomes difficult; and coughing produces thick, stringy mucus. As the
airway inflammation prevents some of the oxygen-rich air from reaching the alveoli, the
cells of the body start to burn oxygen at a higher rate, actually increasing the bodys
demand for oxygen. The frequency of asthma attacks varies considerably among
asthma suffers. Some people have daily attacks, while others can go months or even
years without having an attack.
Inflammation of the airway occurs when an irritantsuch as pet hair or cigarette smoke
comes into contact with the airway walls. Upon detecting the irritant as a harmful
invader, the bodys immune system sends special cells known as mast cells to the site of
irritation, in this case the airway walls. The mast cells release histamine, a chemical that
causes swelling and redness in a process called the inflammatory response. Histamine
also causes bronchospasms, in which the muscles lining the airway walls contract
repeatedly, causing the airways to narrow even more. In addition, cells that lubricate the
airways with mucuscalled goblet cellsoverreact to the inflammatory response by
secreting too much mucus. This mucus clogs the bronchioles, resulting in wheezing and
coughing.

Adapted from 1993-2003 Microsoft Corporation. All rights reserved.

APPENDIX C1
INSTRUCTION:
Read the text Asthma and complete the graphic organiser with the correct
details.

MAIN DEFINITION

BRONCHIAL

BBROB
ASTHMA

STATISTIC OF
CASES
aAASS

ASTHMA

CARDIAC
ASTHMA

ASTHMATIC
SUFFERERS

REASONS FOR DEATH

APPENDIX C2
INSTRUCTION:
Read the passage Breathing and then fill in the answers in the box based on
the descriptions given.
1. Air passes through the mouth, throat
and larynx (voice box) into this area.

2. The trachea that connects

directly to the right branch of
the lung.

3. The trachea that connects

directly to the left branch of
the lung.

5. The area in the lung where

oxygen diffuses.

4.The smaller air passages

in the lung.

7.

6.

APPENDIX C3

Signs of an asthma attack

Frequency of the asthma attack

Mild chest pressure &

dry cough

The Asthma Attack

4.

The cause of an asthma

attack

5.

1.

Effect of inflammation :
2.

3.Causes of
inflammation :

Coughing produces
thick & stringy mucus

APPENDIX D
BABY DUMPING: PAYING FOR OUR FAULT
16/8/2010
AZRUL MOHD KHALIB, Kuala Lumpur
letters@nst.com
I am concerned about the recent announcement that those who abandon babies, if the
babies die, be investigated for murder or attempted murder ("Baby dumping may be
classified as attempted murder or murder" -- NST, Aug 13).
Reports of babies found buried, dumped in dumpsters or wrapped in plastic bags and
thrown into rivers have understandably inflamed and outraged the public. However,
inflamed and outraged sensitivities and misguided good intentions would jeopardise the
future of hundreds of young women. Decisions such as these must be based on what is
best for the welfare of those concerned, including the mother, and to see that justice is
served. There are too many policies that aim to punish and harm, and few which seek
to help and provide support for those in need.
It is not right for us to focus our anger and frustration on the young women who are
victims of Malaysian society's neglect themselves. This baby-dumping phenomenon is a
direct result of our society's failure to acknowledge and address our blinkered viewpoint
of sex, and for allowing our personal religious convictions to dictate public health and
education policies over proven, pragmatic approaches. We have created a hostile
environment where young women who find themselves pregnant out of wedlock have
very few places to turn for help. We have heard, and some of us even support, the call
for those committing illicit sex to be stoned to death.
No government healthcare facility offers abortion services for unwanted pregnancies or
even condoms and sexual health information for couples. We have been debating for
decades on whether or not to provide comprehensive sex education to our children.
We forget that they grow up anyhow but without the critical information that allows them
to abstain from sex, practise safe behaviour and make good decisions. Somehow, we
expect them to know all this and then we delegate that responsibility to others. More
often than not, we depend on blind luck for our teenagers to know right from wrong in
religious, moral and social norms.
We tolerate and, as recent events show, have been seen to encourage or "force"
underage or child marriages in the misguided and simplistic belief that marriage will
solve premarital sex and baby dumping.
The head of Kuala Lumpur Hospital's Obstetrics and Gynaecology Department was
quoted as saying that in cases of children born out of wedlock, the mothers were below
18 and did not know they could get pregnant if they had sex ("Three more cases of
abandoned babies" -- NST, Aug 14).
Reality and pragmatism seem to have no place when dealing with sex. Yet, we have so
little tolerance for mistakes and are all too ready to punish those who are products of our
neglect. Obviously, those who dump babies do so out of desperation and are often
scared young girls.
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A precious few "baby hatch" facilities and a helpline established recently will not solve
this problem instantly. They are merely band aids on a gaping wound that will continue
to fester regardless of this measure.
The ruling to classify baby dumping as murder or attempted murder will unfairly victimise
these girls. It will result in more young women in such circumstances living in fear, and
because most of them cannot afford the necessary procedure, they will increasingly
resort to unsafe abortions that may cost them their lives. The men responsible, on the
other hand, will often go unpunished.
A person I know of, a young girl of 17, became pregnant out of wedlock last year. Her
mother, who was adamant about getting rid of the perceived shame, was determined to
abort the six-month-old pregnancy, regardless of the danger to her daughter's life.
Obviously, the life of her daughter meant less than the family honour. After much
persuasion and ensuring the transfer of the girl to a shelter, the pregnancy was brought
to term and the child was adopted by a new family. She has been able to continue her
education. She could easily have been one of the girls who secretly gave birth and
dumped the baby. As for the father of the baby, his worry ceased when no pressure was
exerted on him to be responsible.
This determination to punish seems to be clouded in our self-righteousness and bloodlust. Policy decisions such as this must be based on evidence and research, which
should show that severe punishment will result in actual deterrence.
We are reaping what we have sown. As a result of our continued flip-flopping on the
issue of sexual reproductive health education and the inability to summon the courage to
provide relevant services for unwed couples, we are sacrificing them on the altar of selfrighteousness and misguided ideals. Ultimately, this measure will not bring the babies
back but it will increase the number of victims. Have we done all that we can to help
these women?
I appeal to the cabinet, especially to the Women, Family and Community Development
Ministry, to retract this punitive instruction. The ministry should consider strengthening its
welfare and social networks to provide improved and pragmatic sexual reproductive
services to all.
Read more: Baby dumping: Paying for our
fault http://www.nst.com.my/nst/articles/18bayi1/Article/#ixzz1EkkIVIpk
http://www.nst.com.my/nst/articles/18bayi1/Article/ Retrieved on 23/2/2011

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