ENGLISH LANGUAGE PROFICIENCY II WAJ3103

1.0 Acknowledgement
Firstly, I want to thank to God for giving me opportunity to complete this course work and
giving me health and strength.
Secondly, I would like to thank my lecturer Mr Joseph Yabai For this guidance and
support while finishing this course work. If I have any problems to do this coursework, he is
always there to guide me and my classmate.
Finally, I would like to thank my friends for the collaborations and supports given in order
to finish this course work. I very much appreciate the help you all.

2.0 Introduction
The objectives for the coursework are to develop comprehension and
grammar skill. Besides that, we can learn to develop our story-telling skill, increase
their confidence and ability to identify the characteristics of good story teller. And
lastly, we raise awareness on the importance of English for communication and
upgrade their personal language competence and performance in English.
The benefit that we get from the course work is we can develop
comprehension and grammar skills. We learn to be are good story-teller with correct
pronunciation, enunciation, stress and intonation when we read are story book and
we deliver the story with confidence and correct structures. Another benefit is we
will equip with knowledge of the grammatical system of English.

3.0 Stress
We change the direction, pressure, and volume of air in our vocal tracts to make
letter and word sounds. Stress is the amount of energy or effort that we use to
make these changes. American English is a stress language. More stress, or more
energy, is used to pronounce words that are more important in a sentence and
degrees of stress is Primary stress, Secondary stress, Tertiary stress and Quaternary
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ENGLISH LANGUAGE PROFICIENCY II WAJ3103

stress. The stressed syllable may sound longer, higher or stronger than the other
syllables in the word. A stress refers to the strength of the syllable or word
pronounced one or several syllables may be found in a word. Words with more than
one syllable will have a syllable stress. Using the correct stress is important in being
understood correctly, especially when words can have similar spellings but different
meanings.
4.0 Pronunciation
Many teachers, especially if they are new to teaching ESL classes, may be a little
intimated by the prospect of teaching English pronunciation. But, just like almost
everything else, if the process is broken down into small manageable steps, the task
is not all that daunting. This site is an attempt to do just that- to break the process
of teaching pronunciation down into smaller steps and show teachers how to teach
English pronunciation. Good english pronunucation mean that good prououncation is

not "perfect American or British accent

4.1.1 How to learn English Pronunciation
Study the sounds of English and their IPA symbols. Learn to recognize all the sounds
with listen and notice the sounds. Learn about phonetic transcription and word
stress. We can practice pronouncing English words and phrases from time to time.
Beside that we can choose the pronunciation model like American or British.
Consider learning the pronunciations of the most common English words in
systematic way and get in the habit of checking the pronunciations of words in a
dictionary.
4.1.2 Common Pronunciation Issues
Stress and intonation
-Putting the right emphasis on the right part of the world.
Defending on the Students
-Original language the following can also be issue
Consonant blends.

ENGLISH LANGUAGE PROFICIENCY II WAJ3103

-Depend on student mother tongue
Adding or removing sounds
- Sounds slip into words
5.0 Rhythm
Have you ever tapped your foot when listening to music? You tap your foot to the
rhythm or beat of the musical sounds. Sometimes the rhythm of the music is fast
and sometimes it is slow. Spoken language also has rhythm. The rhythm of spoken
words and sentences change as the amount of energy used to pronounce them
changes.
6.0 Types of stress
Syllable stress in words. Word stress in sentences, most stress in English is content
words nouns, verbs, adjectives, adverbs, and pronouns (demonstrative, possessive,
reflexive, and interrogative).
6.1.1 Techniques And Tools In Teaching Word Rhythm
Stress production
introduce the characteristics of stressed and understand syllables in English
clap hands, tap on the desk or play simple rhythm instruments to emphasize

loudness of a stressed syllable

use rubber bands as a visual image for length variation in syllables
use kazoos humming, or hard gestures to indicate pitch change
play a stress matching game
use back chaining to practice stress patterns of long words

Word stress pattern building

use visual effects on the black board or flash cards
predict stress in words practice viewing stress
to aider meaning
7.0 Intonation
We change the pitch, or music, of our voice, to put emotion and meaning into our
words and sentences. The intonation or pitch of our voice can go up or down or stay
flat. Often, we change the intonation of our voice before (intonation goes up) and
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ENGLISH LANGUAGE PROFICIENCY II WAJ3103

after (Intonation goes down) we pronounce stressed words. More pronunciation
energy is used when intonation is going up a less is used when intonation is going
down. Understanding intonation and street in speech Pitch; Lowness or highness voice. Tone;
Convey happiness, sadness, anger. Intonation; Person voice fall and raises. Word stress;
Shape of a spoken word.

8.0 Elements of Good Storytelling

1. A central premise.
2. Strong three-dimensional characters that change over time.
3. A confined space -- often referred to as a crucible.
4. A protagonist who is on some sort of quest.
5. An antagonist of some sort bent on stopping the hero.
6. An arch in everything -- everything is getting better or worse.
7. And perhaps most important -- Conflict.

1. PREMISE
A premise is the point of the story, like characters have their own premises as
well for example, a hard-worker who suddenly slacks off for no reason, or a truthteller who tells a lie and feel immediately that something is wrong, since we no
longer are able to match their actions with the stories they have been telling us
about themselves. We can tell that a story has a clean premise when it is easy to
say what the story is about in just a few sentences.
2. CHARACTER

ENGLISH LANGUAGE PROFICIENCY II WAJ3103

After the premise has been nailed down, the story design process moves to
developing strong, engaging, and believable characters who we will come to care
about, root for, despise, or even hate. We first see the story as characters that show
up and do things. If we do not care one way or the other about the people in the
story, we will certainly fail to care about anything that's happening to them -- or in
the case of computer gaming, the player will have no desire to continue the game.
3. CRUCIBLE
The premise answers the question of what the story is all about. The crucible
answers the question of why it is happening with these particular characters. For a
story to have a chance at making a point, it has to eliminate all extraneous details,
focus on one overall setting and on one group of characters who have a good
reason for being there. It is very difficult to induce a believable feeling of reality if
the wrong people show up, or if the setting is out of place. Why is the story
happening here? Why are these characters here? Why do they stay? And what is so
special about this time, this place, and the events that seem to be happening?
4. PROTAGONIST
The role of the protagonist is to carry the audience through the story -- which
is why this is the most important character. The protagonist sees more clearly,
understands sooner, makes the good guesses more often, and takes the right path
when everyone else says he's crazy. Traditionally, this is the main "good guy"
character -- but not always "good" in a conventional way. In fact, we may not even
find him to be very likable at all, such as Harrison Ford's character in Blade Runner
who is dark and brooding while on the case, but we root for him anyway because if
nothing else he is the most likable person in the film -- given the other characters.
5. ANTAGONIST
The main role of the antagonist is to stand in the way of the hero. The story
can not end until the protagonist defeats this guy or what he represents in some
fitting way. Unfortunately, this character is often under-created, and so the desire to
see him or her fail is poorly induced. Can fully non-human "bad guys" give us a
believable reason for why they would want to defeat the hero? Not usually. But this
is not to say that the antagonists has to look human. It can be a computer
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ENGLISH LANGUAGE PROFICIENCY II WAJ3103

programmed with a replication of human personality. It can be a god who is half
human. It can be a dark force with human characteristics taken from the mind of a
very evil human. So long as the antagonist has human evil, or human pride, or
corrupted ego, or the need for power, then the hero is up against something the
audience can understand. Otherwise there is no way to figure out why the
antagonist would want to stop the hero.
6. ARCHES
For a story to feel satisfying to the audience, everything and everyone must
change from "pole to pole" -- as they say in the biz. If the protagonist starts out
clean-cut and snooty, then he must end up grubby and humble. If he starts as a
drunk, then he must end the story sober. If he is angry in the beginning, he must
wind up a Mr. Nice Guy. If he is physically strong at first, then in the end he must be
beaten up and hardly able to walk. Nothing tells a story more clearly than change.
Not a single element should be allowed to stay the same as the story develops. The
weather must get colder or rainier or darker. The sound must get louder or softer or
more sinister. The phases of moon must change. The snow gets deeper. The plans of
the antagonist must become more evil. The protagonist must face ever harder
challenges.
7. CONFLICT
There is no satisfaction in a story where someone says what is on their mind
for no reason at all. But during an argument or a fight people will say just about
anything -- including huge lies, the naked truth, and a whole lot of other things they
might not like other people to think about or remember. If you need to have a
character say something important, first make sure that he or she is angry or upset
in some way. That is when characters let things slip out in the most believable way.

ENGLISH LANGUAGE PROFICIENCY II WAJ3103

9.0 Characteristics Of Good Story Teller

Good
Story
Teller
Confidence
Empathy with the
audience

Pace and timing

Belief
- in the story
Using space

GesturesFacial expression

Vocal expression
Telling the story Eye contact and
from memory spread of attention

ENGLISH LANGUAGE PROFICIENCY II WAJ3103

10.0 Short Story Telling

The Ugly Duckling
Once upon a time . . . down on an old farm, lived a duck family, and Mother Duck had been
sitting on a clutch of new eggs. One nice morning, the eggs hatched and out popped six chirpy
ducklings. But one egg was bigger than the rest, and it didn't hatch. Mother Duck couldn't recall
laying that seventh egg. How did it get there? TOCK! TOCK! The little prisoner was pecking
inside his shell.
"Did I count the eggs wrongly?" Mother Duck wondered. But before she had time to think about
it, the last egg finally hatched. A strange looking duckling with grey feathers that should have
been yellow gazed at a worried mother. The ducklings grew quickly, but Mother Duck had a
secret worry.
"I can't understand how this ugly duckling can be one of mine!" she said to herself, shaking her
head as she looked at her lastborn. Well, the grey duckling certainly wasn't pretty, and since he
ate far more than his brothers, he was outgrowing them. As the days went by, the poor ugly
duckling became more and more unhappy. His brothers didn't want to play with him, he was so
clumsy, and all the farmyard folks simply laughed at him. He felt sad and lonely, while Mother
Duck did her best to console him.
"Poor little ugly duckling!" she would say. "Why are you so different from the others?" And the
ugly duckling felt worse than ever. He secretly wept at night. He felt nobody wanted him.
"Nobody loves me, they all tease me! Why am I different from my brothers?"

ENGLISH LANGUAGE PROFICIENCY II WAJ3103

Then one day, at sunrise, he ran away from the farmyard. He stopped at a pond and began to
question all the other birds. "Do you know of any ducklings with grey feathers like mine?" But
everyone shook their heads in scorn.
"We don't know anyone as ugly as you." The ugly duckling did not lose heart, however, and kept
on making enquiries. He went to another pond, where a pair of large geese gave him the same
answer to his question. What's more, they warned him: "Don't stay here! Go away! It's
dangerous. There are men with guns around here!" The duckling was sorry he had ever left the
farmyard.
Then one day, his travels took him near an old countrywoman's cottage. Thinking he was a stray
goose, she caught him.
"I'll put this in a hutch. I hope it's a female and lays plenty of eggs!" said the old woman, whose
eyesight was poor. But the ugly duckling laid not a single egg. The hen kept frightening him:
"Just wait! If you don't lay eggs, the old woman will wring your neck and pop you into the pot!"
And the cat chipped in: "Hee! Hee! I hope the woman cooks you, then I can gnaw at your
bones!" The poor ugly duckling was so scared that he lost his appetite, though the old woman
kept stuffing him with food and grumbling: "If you won't lay eggs, at least hurry up and get
plump!"
"Oh, dear me!" moaned the now terrified duckling. "I'll die of fright first! And I did so hope
someone would love me!"
Then one night, finding the hutch door ajar, he escaped. Once again he was all alone. He fled
as far away as he could, and at dawn, he found himself in a thick bed of reeds. "If nobody wants
me, I'll hid here forever." There was plenty a food, and the duckling began to feel a little happier,
though he was lonely. One day at sunrise, he saw a flight of beautiful birds wing overhead.
White, with long slender necks, yellow beaks and large wings, they were migrating south.
"If only I could look like them, just for a day!" said the duckling, admiringly. Winter came and the
water in the reed bed froze. The poor duckling left home to seek food in the snow. He dropped
exhausted to the ground, but a farmer found him and put him in his big jacket pocket.
"I'll take him home to my children. They'll look after him. Poor thing, he's frozen!" The duckling
was showered with kindly care at the farmer's house. In this way, the ugly duckling was able to
survive the bitterly cold winter.
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ENGLISH LANGUAGE PROFICIENCY II WAJ3103

However, by springtime, he had grown so big that the farmer decided: "I'll set him free by the
pond!" That was when the duckling saw himself mirrored in the water.
"Goodness! How I've changed! I hardly recognize myself!" The flight of swans winged north
again and glided on to the pond. When the duckling saw them, he realized he was one of their
kind, and soon made friends.

"We're swans like you!" they said, warmly. "Where have you been hiding?"
"It's a long story," replied the young swan, still astounded. Now, he swam majestically with his
fellow swans. One day, he heard children on the river bank exclaim: "Look at that young swan!
He's the finest of them all!"
And he almost burst with happiness.

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ENGLISH LANGUAGE PROFICIENCY II WAJ3103

Reflection
Thanks to Allah for the blessings, I have completed this task right on the due date. When
completing this task, I have seen many problems and advantages that I have experienced. I like
to thank my to all my friends for giving me corporation and with that I can success finish this
coursework. My gratitude also goes to our lecturer, Sir Joseph Yabai for his guidance and
supportive its also helping me a lot to do this job. It does as well can make me more
knowledgeable on this subject.
Among the problem that I have experienced during the completion of this task is that i
cant understand many of the English word, it makes me feel difficult to do this coursework when
I cant understand a lot of English language as well as to do some research and also to find the
work material, but, thanks to all that help me to understand what the coursework needed. I also
have the problem with one after another-override assignments from other subjects also want to
be submitted before this coursework due. Its make I feel a little bit pressure, but I have solved
this problem with make a schedule on doing all the coursework. Among of the problem, there is
also the value and benefits that i get from this assignment.
The benefits that I got in this assignment are how to do the coursework, how to find a
material of features of Spoken English and I have learnt so many things especially when I do
short note and the graphic organizer. My friends share the materials to me. Its very hard but I
have done my job well with the collaboration with all my class members.
Above all, I also have to do the speech task. This is also hard to me but, with the help
from my friends. I have done it well. Finally, with the completion of this course work, its give me
a new dimension on this subject and hopefully, a good knowledge of this coursework will be a
useful when I was stationed at the school soon.
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ENGLISH LANGUAGE PROFICIENCY II WAJ3103

Bibliography
No director. pronunciation, intonation & expression. Surfed on 7 September 2012.
from http://www.learnenglish
Noor Azlina Yunus (1997), The New Malaysian Learners, Shah Alam: Penerbit Fajar
Bakti.
No director. learning-centre/Documents/factsheets/good.pdf. Surfed on 9 September
2012. from http://www.swgc.mun.ca
No director.Articles rhythm. Surfed on 9 September 2012.From http://www. Teaching
English.org
No director. Content &view article & id. Surfed on 3 September 2012 from http://
www.pronouncepro.com

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