Four Cadbury Pandan

Salam and hello everybody! I hope that all of you will read this before the next Friday. There will be something interesting to do with the webquest. See you in the Class!




An Update: This is the webquest task that we did yesterday. 

The chocolate Inventor

HOW TO USE ZIMMER TWINS?

• This website allows you to create stories or animations based on flash. You can click on the item “Make a movie” on the main menu. Then, you will be directed to the page below where it
   provides several story starters that allow you to create your own movie endings or  create a movie from scratch.
  (Screenshot 1)

Screenshot 1:  Choose either to make a movie from scratch or make up an ending to an existed story. The website focuses on three main characters: Eva and Edgar, the 12-year-old twins, and their adopted black cat named 13. You can create animations using these three characters( Screenshot 2).Zimmer Twins also allows you to piece together clips of the twins interacting and speaking through thought bubbles. You may start your movie with call-outs, actions, emotions and finally with the transitions.

Screenshot 2: Choose the character(s)

• Start your animation after choosing the characters and the rest is based on your imagination. For more details,click here to listen to a video tutorial on how to get started with your movie.

• Watch the video below if you want to know how the Zimmer Twins' characters are produced.

• Autonomous learning-  In one sense, students are becoming more autonomous as they use this tool as they are the one who is going to decide what is the best for their movie.

• Fun and motivating- Students will enjoy use this tool as it is simple and easy to handle even if it were to be used for young learners. It uses many animation and pictures that helps students to visualise the verb(e.g, angry, yells, surprised and sings) provided in the website. Once the students engage  in the activity, their affective filter will reduced and  thus, ease them for language learning.

• Sense of ownership- Zimmer twins allows students to personalise their own movie as this site offers loads of actions and expressions that students can choose for their movie. This makes students to think creatively and feel that they are entitled to their own movie.

• Free lesson plans- This site includes free lesson plans that help you to use Zimmer twins with your students in classroom. However, you may need to sign for a VIP membership if you want to look for more lesson plans suggested in this site.

• Unsaved work- It does not save your work unless you sign up an account with Zimmer Twins. 

• Irreversible- No changes can be made once the movie is saved, which means it could not altered anymore. There is also a limited number of words that can be typed in the bubbles which only allow students to write a short sentence.

• Time consuming- Using this tool for classroom activity will take up a long time, therefore, teachers should know how to make sure learners will never carried away with those attractive cartoons and animations.

• Cannot be embedded- the video produced cannot be embedded onto  your blog or other websites which make it a bit difficult everytime you want to watch it directly from your blog.

• Subscription- Users have to purchase a VIP membership in order to share the completed movies or view other movies. 

Today is a very special day

The first day we laid our eyes on you

We want to say thank you 

I sat close to window

We spent our time with timeless Shakespeare
You once said,

We have you in our English Studies

their soaky clothes torn

but on their brows

there was not a sign of despair

The whole day and night just passed

they had to brave the horrendous flood

in the water all the time

between bloated carcasses

and tiny chips of tree barks

desperately looking for their son’s

albino buffalo that was never found
They were born amidst hardship

In this poem, the poet tells of the situation of a farmer and his family. They came back at dawn after being out in the floodwater for a day and night. They were looking for their albino buffalo. They came back wet and wounded but they did not show any despair. They  were born into a life of hardship and had never complained. Now, they are in the kitchen, joking and talking while preparing to relax with a smoke.

They were out in the flood the whole day and night. They were surrounded by dead animals and parts of trees that had been destroyed by the flood. They searched desperately for their son’s albino buffalo but were unable to find it.

The setting of the poem is in the house.
THEMES
Stoicism in life


We should learn to accept problems in life with a positive outlook.


Understanding and sympathetic


Third person point of view.
LANGUAGE & STYLE
Language is simple and easy to understand.

Imagery – Gives an image of the poet’s thoughts e.g ‘soaky clothes torn’ and ‘legs full of wounds’

QWERTYUIOP by Vivien Alcock

SYNOPSIS
The story QWERTYUIOP tells of how a young secretary battles with an ex-secretary who haunts the typewriter. Lucy Beck is as determined as Miss Broome to hold on to the job for Ross and Bannister’s. Miss Broom haunts the typewriter and frightens anyone who uses it with the word QWERTYUIOP and others. Lucy manages to overcome the problem and sends Miss Broome away with a peaceful heart.

THEMES

• The will to succeed is the road to success
• Letting go
• Opportunity knocks but once

MORAL VALUES

• If we want to be successful, we must work for it.
• We must make good use of opportunities that come our way.
• We must know our limits and let go when the time is right.

CHARACTERS

• Main character    : Lucy Beck
• Minor characters :Harry Darke, Miss Broome,Lucy’s mother and uncle,Miss Price and Mr Ross

PLOT

• EXPOSITION – Lucy starts working in Ross and Bannister’s. Harry Darke gives her hints of the haunting of the typewriter by Miss Broome.
• CONFLICT – Lucy types her letter but she is bewildered that her letter has extraordinary words that are not typed by her.
• CLIMAX – Lucy retypes her letter but is challenged by Miss Broome who asks her to leave and even threatens her. Lucy battles with it by using some sort of correcting liquid to clean off the words typed by Miss Broome.
• FALLING ACTION – Lucy learns about Miss Broome and her haunting of the typewriter.
• RESOLUTION – Lucy types and talks to Miss Broome and convinces her to leave this world peacefully and go to other world. Lucy keeps her job in Ross and Bannister’s.

Screenshot 1: Home page

• Lyrics appear underneath with several words missing as you play the video. Therefore, your job is to fill in the missing words. (Screenshot 3)

WHAT TEENS WORRY ABOUT

• What people think of them. Teens are very concerned that they “select” the right identity. They don't want to be viewed in a negative light (as a “dork,” for example). Unfortunately, dorkhood may encompass many qualities you admire—like making good grades or playing the viola in the school orchestra.
  They may also seek peer approval by taking up habits like smoking or drinking.
  The stronger a teen's self-esteem, the less prone she will be to tailoring her image to what she thinks her peers want her to be. 
• Grades. Believe it or not, most teens—even the cut-up who rides along with the C-average—worry about grades. Good grades are a sign of well-being and achievement, and even though teacher approval may not be as cool as peer approval, it does count.
  At heart, kids know that a good grade or some type of honorable recognition buys them the legitimacy they so very much want to have. However, the longer they are discounted as possible achievers, the harder it becomes to get them back on track.
  If you're the parent of someone who seems lost, read Homework Tips for Teens, Tackling Tough Reading Assignments, and Underachieving Teens for ways that your teen can be recognized. Your child may not be a math genius or an authority on the complete works of Dickens, but if he can find a subject or hobby at which he excels, chances are good he'll start doing well elsewhere, too.
• Lack of time. Teens, like you and I, are strapped for time. They represent the first of the “over-programmed” generation. (That's what you get for enrolling your kid in dance at age two and karate at age four.) If you didn't teach your kids time management when they were younger, you might want to start now.
  Talk to your teen about learning to set priorities and to balance her time. (Maybe you need to conduct a “reality check” on your own schedule, too.) Life holds so many options, but she (and you) can only concentrate on a few at a time.

• Family difficulties. Most teens have perfected the art of acting indifferent to their families, but this nonchalant veneer belies how they really feel. If there's trouble at home (whether it's emotional or financial) your teen is keenly aware of it. Take the time to explain and to reassure as much as possible.

• The future. From getting into college to finding a job, teens are well aware of the need to make a place for themselves in the world and the competition that they'll meet in trying to get there.
  Keep reminding your teen of the things she is good at and how her qualities (intelligence, sensitivity, patience, sociability) and skills (being great with kids, well-organized, or a computer wizard) are of value to the world. Assure your teen that there will be a place for her, though what it is and where it is may be a surprise. Encourage your teen to be open to many possibilities; sometimes the path to the future may not be predictable, but it can still be filled with wonderful opportunities.

p/s: What do you think? Do you feel the same? Share your thoughts. 

• He had such quiet eyes – His eyes were calm and quiet
• She did not realise – She did not know
• They were two pools of lies-  His eyes were like two pools filled with lies
• Layered with thinnest ice – Thinly veiled, like very thin ice
• To her, those quiet eyes – To the woman, those calm and quiet eyes
• Were breathing desolate sighs – Looked very sad and desolate
• Imploring her to be nice – The eyes were begging her to be nice to him
• And to render him to paradise – And to give him happiness and bliss so that he would feel like he was in paradise (heaven)

• If only she’d been wise – The woman wished she had been wiser in her past actions
• And had listened to the advice – And she had listened to the sound advice given to her by people who cared about her
• Never to compromise – They had advised her not to give up her moral values or principles
• With pleasure-seeking guys – When she was with men who wanted only pleasure and fun
• She’d be free from the ‘hows and whys’ – If she had listened to them, she would not be haunted by questions of hows and whys and the difficult situation she was in.

• Now here’s a bit of advice – Let me give you a bit of advice
• Be sure that nice really means nice – Make sure that the person you think is nice, is truly sincere and trustworthy
• Then you’ll never be losing at dice – Then, you will not lose in a game of chance or a game of love where you can lose your heart to an undeserving man
• Though you may lose your heart once or twice – Even if you should fall in love and lose your heart to love once or twice

• The poem is set in the present – the world around us now.
• It highlights the fact that the people around us are not always sincere.
• They may have ulterior motives towards us.
• Some have the intention to cheat us.
• In the case of the woman in the poem, the man only wanted to have sexual pleasure from her.
• However, she saw him as a man in need of love and consolation.
• The poem puts forward the need to practise caution when we deal with the people around us.