Hello and Good Day Everybody !
I am a new teacher in the school named Sekolah Menengah Kebangsaan Datuk Bendahara. This school is situated in Jasin, Melaka.
I am accepted to be one of the Guru Sandaran Terlatih (GST) here. There are 10 of us, my batch joined the schools in 27th June 2011.
In this blog, I share with you my experience and great things that are happening to me in the school.
There are also notes and things for good English class usages, so feel free to browse them whenever there are gaps between classes.
My mentor here is Hajjah Zaorah and she has been guiding me to be a better English teacher.
Thank you !
In this blog, I have uploaded
Literature lesson plans for form 4 and 5
working papers, reports after programmes, yearly uniform body reports, weekly reports, sponsorship letters, sample of memos and thank you notes, short stories and others.

Happy teaching, teachers !
Here is a good link to English Materials:

Pengikutku, Sila jadi pengikut untuk blogs saya !

Sunday, March 20, 2011

The Novel Titled The Brothers Karamazov

Why I Deserve The Sime Darby Scholarship

Why I Deserve The Sime Darby Scholarship
I really want to work at the SDMC Subang Jaya .Sime Darby is a company that everybody in the world knows. Related to me, SDMC Subang Jaya has earned accreditation from the Joint Commission International (JCI), the worldwide leader in improving the quality of healthcare. When I graduate, I picture myself to be beside one of the 9 beds in there to give an ailing patient medicine and assistance. The place where I work has attained accreditation for its medical laboratory under the MS ISO 15189 standard for quality and competence and is the first centre to be accredited to MS ISO 15189 for cytogenetics. When I work there, I will carry the college’s good name and reputation. Also, I will promote to my relatives to be continue their studies in the Sime Darby nursing college, and work at Sime Darby Specialist Centre Megah, Sime Darby Medical Centre Ara Damansara or Sime Darby Medical Centre Desa Park City Sime Darby Nursing and Health Sciences College.
Now let’s talk about plantations, I know something about Sime Darby’s. Sime Darby sees rubber is a good prospect. There are no number facts, because I do not do an analysis. Sime Darby owns the people, resources, and technologies to process rubber because they see rubber has a good prospect and capable of bringing in money to the Group. Sime Darby is also committed to develop palm oil industry in Malaysia. Many of my father’s friends work in the plantations . Today, Sime Darby Plantation owns 8,370 hectares of rubber plantation concentrated within the rubber cluster in Negeri Sembilan, Melaka and north Johor.
I still remember the estate where my father’s friends are working is still in good shape, it is well managed by the managers there and they operate within the organisational structure of strategic operation unit (SOU), zones and regions. Sime Darby will keep opening up new estates and that means my father’s friends will have opportunities to get work. One of my father’s friends works in the Tangkah Estate. Perhaps his relatives work in one of the latex factories in Sungai Senarut Estate, Tangkah, Phuket or Surat Province in Thailand.
My name is Intan Narisa bte Mat Hussin, I am a student in Sime Darby Nursing College, and I am now in semester 4. I want to tell about my college. The full name of my college is Sime Darby Nursing and Health Sciences College. Its address is at Centrepoint Business Centre, No. 5, Jalan Tanjung Keramat 26/35,Seksyen 26,40400 Shah Alam,Selangor Darul Ehsan.
What I have learnt is this college was established in 1995 and is registered as a Higher Education Provider with the Malaysian Ministry of Health, so I am confident with this college, to make me succeed. My colleges’ vision is to be the internationally recognized institution that offers world-class healthcare education and its mission is to nurture competent, confident and caring healthcare professionals. What I know is the vision is for long term, and the mission is for short term. I will be a professional healthcare staff.
This college is under the Sime Darby Group. Sime Darby has a lot of companies under it. For me the priorities for a group to have is first plantations, second is healthcare, third is property, motors, industrial equipment, energy & utilities. I believe plantations provide food for us, second is healthcare. It is because health makes the highest asset in a human’s life more valuable than RM 45 billion, which is the approximate value of Sime Darby’s capitalization. Let’s imagine the 100,000 workers in Sime Darby in over 20 countries, they will be the company’s assets if they are all healthy mentally and physically, but what happens if they are sick people who always be on leave, that will not be good for the business. So, I as a nurse can educate them on how to take care of their health.
            I have an ambition to be a staff in one of these two hospitals, in Sime Darby Medical Centre Subang Jaya, the only two-time winner of the Prime Minister Award for Quality and accredited to the ISO and OHSAS standards or Sime Darby Specialist Centre Megah. If my ambition changes, maybe I will teach here in this Sime Darby Nursing and Health Sciences College.
Now, I have good attendance record, I do all the assignments the best way. I am also active in class and I participate in the college’s activities. Here, I have the attention because of the small class size. I find the information from the Internet available in the computer laboratory and the library. I have lecturers both in theory and practical, and the the end of the lesson, I acquire new skills that are measurable and obvious. I see the place here is complete with first class equipment and first class mentality people.
I learn communication skills and the spirit if caring. I learn medicine is second to hospitality. I learn communication skills, the spirit of caring and I improve my humanistic values through community service projects. I have been to the Operating Theatre to have the real-life experience of working in those places. It is not about the places, it is what we can practise what we have learnt in the classroom. It looked like what I have seen on TV series before, the ER. Here, I learnt quality healthcare-related education. The class here is student-centered and intellectually stimulating. Also, what I see around here are competent and motivated staff, from the heads of departments to the general workers. What I aim is I want to excel in my field, I care and concern for others, I do innovations. I want to work as a team and respect each other. I also uphold ethical values. What I want to be is to provide peace of mind to my patients.
I heard from my seniors who get the Sime Darby scholarship, from the Sime Darby Foundation. They get the full scholarship, and that covers the Tuition fees, accommodation, uniform and monthly allowance. Those who are selected will be given the opportunity to do their practical in Sime Darby Medical Centre Subang Jaya. I apply this scholarship because I pursue with my ambition to be a graduate , a nurse from Sime Darby Nursing College, it gives me insight to work as a nurse. It teaches me to be a patient and diligent nurse caring and proud to be studying here in Sime Darby Nursing College. I come here to study because my ambition is to be a medical assistant that are able to recognise medicine and able to help the patients of Sime Darby Hospital. I vision myself to stand beside a bed and give medicine to an ailing patient.I see dispensary, pharmacist that gives medicine, a medical practitioner that is the second after a doctor.
So, I hope my application for the Sime Darby Scholarship can be considered and I will become a Sime Darby nurse when I graduate. Thank you.

Teaching Mathematics Through Role Play (3)


Games are able to provide a fun and motivating environment for teaching and learning of certain subjects. Role- playing games allow students to assume the role of a character in the game world and to determine the actions of their characters based on the characterization. This would provide an exciting and motivating strategy for students to practice skills that they have already learned. This paper describes the development of a role-playing game in learning mathematics. Due to its interactive and stimulating nature, the game is suitable for school children in learning this subject.

 Most students think that mathematics is a difficult, complicated and confusing subject because it involves formulae and calculations. Others see mathematics as a boring subject which sometimes is unrelated to their real-life situations. On the other hand, conventional learning instruments for learning mathematics such as text book, revision book, and courseware are not very effective in ensuring a mastery of the subject. Among the problems associated with the conventional learning instruments are: lack of motivation, not very interesting / boring, little encouragement for self-learning , less meaningful and no continuity.
People learn best when they have a strong and immediate motivation to acquire new knowledge, and when they are having fun. Role playing games are able to create a fun, motivating, and interactive virtual learning environment. Furthermore, for today’s kids, raised on computers and video games, presenting concepts in a form they are predisposed to love is a great formula for success

Cognitive play is called as symbolical play, that it using imagination and role playing. Children use objects or role that represents some objects such as babysitting. They are learning about the role of the future and how to solve problems. They also appreciate moral and cultural values.
Games are influential teaching tools. It’s been long understood that young children learn a lot through play, whether they are playing with blocks or picture books or even hide and seek. The learning doesn’t stop as we get older. Teens and even full-grown adults can learn while playing games. This is especially true with computer games.
Last time, play was believed to the opposite of education. It was just a diversion kids engaged in to burn energy. But in the early 20th century, scholars began challenging these notions. Chief among them was Jean Piaget, a Swiss philosopher known for his work studying children, who pioneered an educational theory that people build knowledge and meaning from their experiences.
Focusing on very young children, Piaget found that the way children play evolves as they grow older, and each stage of its development corresponds with stages in the child’s intellectual development. For instance, very young children are master of their own bodies and physical objects, and when they play they repeat the same movements over and over, such as banging blocks against a table. After that stage, they move toward more cognitive levels, tackling language and concepts. As such, their playing becomes more imaginative. In this approach, play has taken a more prominent place, because it is natural behaviour for the young.
Three-dimensional (3D) shapes exist all around us, from a water bottle's cylindrical shape to the spherical shape of a basketball. Mathematically, humans study 3D shapes by measuring the length, width and height of each shape. Learning about 3D shapes, from the most common basic shapes (spheres, cubes, cylinders, cones and pyramids) to complex objects containing a mix of basic shapes, can help learners at any age level understand the importance of geometry in our lives. A square is rhombus as well as a rectangle. Therefore, a square is a shape with four congruent sides (the rhombus components) and four 90° angles.

Games typically have an end goal: winning. This prize at the end keeps students interested, and it motivates them to keep playing until they get that prize. Much of education is trial and error. Like the old saying goes: practice makes perfect. These inevitable small failures along the way can be discouraging for students. This can be especially true in a classroom setting, where the student might get embarrassed for getting a wrong answer, or receive a low mark on a test. But with games, losing is just part of the fun. It’s the challenge. It’s what makes it interesting.

First lesson plan

Theme;Measuring Water.

Learning Outcomes:

By the end of the lesson, students are able to:
  1. Add and subtract units of volume in liquid

Preparation: Teacher prepares 5 pails of different colour waters for students’ usages


  1. Worksheet
  2. A jug
  3. 5 different Buncho water colours
  4. Stick to mix
  5. Plastic cups to  measure
  6. Water

You are the school mural artist and you want to draw and paint a mural on the school’s walls. You have to mix paints with water so they look like the colour scheme. You are given paints, red, green, blue, black and each colour has to be mixed with water to dilute it. You must add water to reach the colour scheme.


  1. Students are gathered into groups of four.
  2. They are given the equipment and the worksheet.
  3. They put a cup of a Buncho colour into a transparent glass jug and they mix the paint with a cup of water.
  4. They look at the colour scheme in the worksheet, and they put one more cup of water to dilute the paint.
  5. They record how many cups of water they have added and stop when they have reached the colour scheme.
  6. They find the total liquid in the jug, by doing addition, the amount of cup for both paint and water.


How to reach the colour scheme on the right.

  1. ½ cup of red paint is mixed with _______ cups of water.
  2. ½ cup of red:


  1. Mix with one cup of water:


  1. Then, they see the colour change.
  2. They add in another cup of water into the mix.
  3. They see the colour change.
  4. They will keep on adding another cup of water to match the colour on the right hand side.

  1. Mix with second cup of water:


Colour scheme

Second Lesson plan

Theme/Learning Area: Naming Shapes
Learning Outcomes: At the end of the lesson, students are able to
1.     Describe and classifying two and three dimensional shapes
2.     Building two and three dimensional shapes
3.     Measure and record measurement of lengths in non- standard and standard unit.
4.     Perform arithmetic operations involving addition.
5.      Compare various measurements of lengths directly


  1. The math worksheets
  2. 3 prisms , a triangle, a square and a rectangle.
  3. A measuring beaker
  4. a pail of water
  5. plastic gloves or clothes.
  6. A ruler


  1. The class is divided into groups of 4.
  2. They are given a prism and they answer questions based on the prism they have. (refer attachment), For example, how many faces, virtues and edges does a square has?
  3. They measure the length of 2 prism’s edges using a ruler.
  4. When they have fulfilled the task, they measure the volume of the prisms
  5. They fill the prisms with water and the water is poured into a measuring beaker.
  6. They write down the measurement using standard units, millilitres (ml)  and litres (l)

Students’ experience includes their ability to manipulate paints as the learning tool because they seldom get the chance to play with paints, only in Arts classes. They use their vision to look at the colour of the water in the jug, and not the water level, because they are concentrating on the colour, and not the volume of the water. The more water they pour into the jug, the lesser the colour. In this part, they must have steady hands and they must be careful, and this makes them careful, Maths teaches them to physically be careful with what they do.  They also have a new knowledge on how to mix paint with water, and this skill can be applied when they want to mix paint for a mural. When comparing the experience, their primary goal is to see whether the colour matches with the colour scheme and they are not aware that the main goal is about measuring volume of water. They also experience a new concept where previously the students are given the description about a prism, and they name what is the prism, but in this lesson plan, they are given a prism and they define it, be it triangle, rectangle and square.
In the second lesson plan, they use the ruler to measure the sides of the prisms. The sides that they must measure is marked so it is easy for them to measure. They learn how to read the ruler and how to position the item to be measured, that is they lie it on the desk and put the ruler beside it so they touch each other. They look at the line showing the number 0 on the ruler and then they look what is the ruler’s measurement. Measuring jug using ruler is a new experience for them, they guess what is the volume of the jug, which is highr ? Is it the jug or the prisms ? It shows that they cannot measure the volume unless one way is to put water into the jug and pour it into the triangle, and if there is balance, then the jug has a bigger capacity.


Students need to be patient in mixing the paints together and watch carefully the colour change. The cups are used to represent one litre of water. Normally students are not allowed to play with colours, being afraid that they will smear the place with colours. Here, they use their skills to match the colour scheme given. They only need to dilute the paint so it reaches the intended colour level. What they need to add first is one of the elements, that is paint or water. Either they add water to paint, or add paint to water will produce the equal result. They need to follow which paint to put into the jug first. The addition of number consist of only between 2 one digit numbers, that is the volume of liquid with Buncho paint.
            As for the lesson, I do student-centered learning where every minute is filled with the students’ participation in the activities.
            Both lessons emphasizes skills in measuring the paint volume, and needs the students to measure how much is there water using a 1 litre bottle. It does not matter whether they have got the specific colour that matches the colour scheme, as long as the pour water into the paint to dilute it, then they will have to calculate the liquid volume.

Lesson Plan 1/ Sample of attachment/Questions of prisms.



Describe the triangle
1)     How many faces does a triangle has ?
2)     How many bases does a triangle has ?
3)     How many vertices does a triangle has ?
4)     How many edges does a triangle has ?
5)     What are the shape of my faces ?

Lesson plan 1/ Attachment/ How to measure a side using a ruler.


Lesson plan 1/Attachment/ How to do a standard addition method.

Example: Arrange the numbers so they form the format:
A cm
B cm +


4 cm
3cm +

            In the first lesson, the students only use the jug, and then in the second part, it shows them the importance to measure correctly using the beaker.
They need to be careful , they must weigh the container first, we do not want them to include the container’s weight with the liquid inside.
            Here, they experience knowing water has volume and mass as well, they are measured in litres and grams respectively.


Teacher’s name:_______________________________________________

Team name:

Colour Scheme

Water volume
(how many cup/cups)
1st Paint used:
The volume
(how many cup/cups)
(If needed)
2nd Paint used:
The volume
(how many cup/cups)
Total volumes
(how many cup/cups of colours and water  altogether)





















Attachments for teachers:

Colour mixing tips

An artist could spend a lifetime exploring colour and the results of colour mixing, there are just so many possibilities and results. Colour mixing is something beginners often shy away from. Don’t, rather learn the few fundamentals, embrace the challenge and get mixing. At worst you’ll produce mud colours; if you don’t want to waste the paint by throwing it away, use it with some white to do a tonal exercise, or underpainting. Here are some tips to help you with colour mixing

Colour Mixing Tip No 1: Add Dark to Light
It takes only a little of a dark colour to change a light colour, but it takes considerably more of a light colour to change a dark one. So, for example, always add blue to white to darken it, rather than trying to lighten the blue by adding white.

Colour Mixing Tip No 2: Add Opaque to Transparent
The same applies when mixing an opaque colour and a transparent one. Add a little of the opaque colour to the transparent one, rather than the other way round. The opaque colour has a far greater strength or influence than a transparent colour.

Colour Mixing Tip No 3: Stick to Single Pigments
For the brightest, most intense results, check that the two colours you are mixing are each made from one pigment only, so you’re mixing only two pigments. Artist’s quality paints normally list the pigment(s) in a colour on the tube's label.

Colour Mixing Tip No 4: Mixing the Perfect Browns and Greys
Mix ‘ideal’ browns and grays that harmonize with a painting by creating them from complementary colours (red/green; yellow/purple; blue/orange) in the palette you’ve used in that painting, rather than colours you haven’t used. Varying the proportions of each colour will create quite a range.

Colour Mixing Tip No 5: Don’t Overmix
If, when you mix two colours together on a palette, you don’t mix and mix until they’re totally, utterly, definitely combined, but stop a little bit beforehand, you get a far more interesting result when you put the mixed colour down on paper or canvas. The result is a colour that’s intriguing, varies slightly across the area you’ve applied it, not flat and consistent.

No of words: 2548

  1. Chong Liep kiong et all.(2007). HBMT2203 Teaching Mathematics in Year Three. Kuala Lumpur. Open Universiti Malaysia.
  2. Stiggins, R. (2004). New assessment beliefs for a new school mission. Phi Delta Kappan, 86(1), 22–27. Retrieved September 14, 2005 , from

  1. Suydam, M. N. (1990). Curriculum and evaluation standards for mathematics education (ERIC/SMEAC Mathematics Education Digest No. 1). ERIC Digest. Columbus, OH: ERIC Clearinghouse for Science Mathematics and Environmental Education. (ERIC Document Reproduction Service No. ED319630

  1. U.S. Department of Education. (2004). No Child Left Behind: A toolkit for teachers . Washington, DC: Author. Retrieved September 14, 2005, from

  1. Wu, H. (2001). The 1997 mathematics standards war in California. Berkeley, CA: University of California–Berkeley. Retrieved September 14, 2005, from