The Best Search Engines For Scientific Writing

A search engine is a web-based tool that enables users to locate information on the World Wide Web. It is are programs that search documents for specified keywords and returns a list of the documents where the keywords were found. A search engine is really a general class of programs, however, the term is often used to specifically describe systems like Google, Bing and Yahoo! Search that enable users to search for documents on the World Wide Web.

Although search engines may not be the best places to find sources to use in your writing, they are an fastest place to start your paper writing process. Below are some available search engines!

Google Scholar and Google Books- Google Scholar is the world’s largest and most-used academic search engine. These are search engines that actually do filter for scholarly reputable sources! Feel free to incorporate some of what you find here directly into your paper! Google scholar also has a feature that tracks your citations, so once you find a piece of great material, you can hold on to it!

iSEEK - Designed specifically for students and educators, iSEEK is a non-commercial search engine that delivers editor-reviewed results from universities, government sites and other noncommercial providers.


RefSeek- With more than 1 billion documents, web pages, books, journals, newspapers, and more, RefSeek offers authoritative resources in just about any subject, without all of the mess of sponsored links and commercial results.

Virtual LRC -The Virtual Learning Resources Center has created a custom Google search, featuring only the best of academic information websites. This search is curated by teachers and library professionals around the world to share great resources for academic projects.

Academic Index -This scholarly search engine and web directory was created just for college students. The websites in this index are selected by librarians, teachers, and educational consortia. Be sure to check out their research guides for history, health, nursing studies, criminal justice, and more.

BUBL LINK -If you love the Dewey Decimal system, this Internet resource catalog is a great resource. Search using your own keywords, or browse subject areas with Dewey subject menus.

Digital Library of the Commons Repository -Check out the DLC to find international literature including free and open access full-text articles, papers, and dissertations.

OAIster -Search the OAIster database to find millions of digital resources from thousands of contributors, especially open access resources.

Internet Public Library -Find resources by subject through the Internet Public Library’s database.

Infomine -The Infomine is an incredible tool for finding scholarly Internet resource collections, especially in the sciences.

Microsoft Academic Search -Microsoft’s academic search engine offers access to more than 38 million different publications, with features including maps, graphing, trends, and paths that show how authors are connected.

Wolfram|Alpha -Using expert-level knowledge, this search engine doesn’t just find links; it answers questions, does analysis, and generates reports.

OJOSE - The Online JOurnal Search Engine (OJOSE) is a search engine that can help you find, download or purchase scientific publications from over 60 different databases.

Scirus - Scirus is another search engine focused on the sciences. It has indexed over 410 million scientific items, including journal articles, patent information, scientists' web pages and institutional repositories.

DMOZ - Although it's technically not a search engine because it doesn't index the whole Web, DMOZ, or the Open Directory Project, offers searchable access to millions of links that have been hand-picked by volunteers who are experts in their fields.

Google - Google is a great place to get a huge amount of information at once. Google also provides specialized searches through blogs, catalogs, videos, news items and more. It is also fantastic in that it provides you with a live feed of current events. You can find out the most up-to-date information at anytime!

Yahoo.com, Excite.com, MSN.com, AOL.com- These engines are fantastic if you have no idea what you want to write about. So often we hear “research paper” and our minds go blank with panic. These sites not only provide news feeds from all around the world, they also give you an immediate way to discover more about any interesting story you may find!

Bing.com- Bing is an off-shoot of MSN.com. It is a great place to grab some keywords and amass a large index of related information. Another great aspect of Bing is its images feature. Too often we forget that some papers are trying to explain a visual. Anything from 60’s fashion to deforestation can be enhanced with the immediate reference of a photograph!

Snap.com-  The creators of this search engine set it up so that the process of searching became a brainstorm within itself! This site is very useful in the earliest stages of the writing process for garnering keywords and narrowing a topic for your thesis. You can also add the snap-shot add on to get a glimpse of the sites of your choosing at a glance!

Search.com- This is a super search engine! Search.com combines all of the result that you would find on a Google search with those of Yahoo and Bing! You should use this engine when you want to access a lot of information as quickly as possible.

Baidu.com- The Baidu offers many services, including a Chinese language-search engine for websites, audio files, and images. Baidu offers 57 search and community services including Baidu Baike (an online collaboratively built encyclopedia) and a searchable, keyword-based discussion forum. Baidu offers several services to locate information, products and services using Chinese-language search terms, such as, search by Chinese phonetics, advanced search, snapshots, spell checker, stock quotes, news, knows, postbar, images, video and space information, and weather, train and flight schedules and other local information.

Yamli.com- Yamli is an Internet start-up focused on addressing the problems specific to the Arabic web. Yamli currently offers two main products: the smart Arabic keyboard, and Yamli Arabic Search. The smart Arabic keyboard allows users to type Arabic without an Arabic keyboard from within their web browser. This technology is based on a real-time transliteration engine which converts words typed with Latin characters to their closest Arabic equivalent. Yamli Arabic search is a search engine focused on providing more relevant search results for an Arabic query by expanding it to its most frequently used Latin representations.

Kids Stories: The Rabbit and The Tortoise

Once upon a time there was a rabbit. The rabbit walked at the park and got rest. At that time the rabbit saw the tortoise walked so slowly. The rabbit went to the tortoise and said hello to the tortoise.

Hi Sir tortoise, why you walked so slow? Exactly I am not walking now, but I am running “ Hi Sir tortoise, why you walked so slow? “. The tortoise answered “ Exactly I am not walking now, but I am running”.

Hahahahahaha, what did you say? Running is like that? Running is like this “Hahahahahaha” The rabibit laughed, “what did you say? Running is like that? Running is like this ”. The Rabbit ran so fast, and make the tortoise shocked and got angry at the same time.

Sir rabbit, you’re so arrogant, Let’s have a race hahaha have a race? With you? Hahaha you’re a dirty, a dull tortoise, a slow tortoise I can win Okay, Okay, lets go. Tomorrow we will meet here again to take a race after the rabbit ran so fast, the angry tortoise challenged him “ Sir rabbit, you’re so arrogant, Let’s have a race ”. The rabbit laughed again “hahaha have a race? With you? Hahaha you’re a dirty, a dull tortoise, a slow tortoise ”. but the tortoise convince himself “ I can win ”. The rabbit said “ Okay, Okay, lets go. Tomorrow we will meet here again to take a race”

The next day they have already prepared to take race. The Referee ready to start the racing. The referee said “one…two…three” the whistle was sounded and the game began. one…two…three

And then they ran, the rabbit ran so fast and left the tortoise behind. “ Hahaha, catch me if you can ” the rabbit said but the tortoise just smiled to him. Hahaha, catch me if you can.

Then rabbit saw a restaurant. “ I’m hungry, tortoise was still far from me so I have time for eat ” Rabbit ate a delicious meal of fruit, cheese, and cake. I’m hungry, tortoise was still far from me so I have time for eat

Tortoise still ran. “ Run run run “ the tortoise said Run run run

After rabbit felt full. He ran away from the restaurant. But he felt tired. “ So tired. I just have a few minutes to take sleep then I will run again “. So tired. I just have a few minutes to take sleep then I will run again

Not far from rabbit, tortoise was still running. “ sst.. he is sleeping. I believe I can win ” sst.. he is sleeping. I believe I can win

Suddenly, the rabbit woke up. He jumped up, and then he ran faster than before. But he was to late.

“ Oh my god! What a shame! I’m a loser “ the rabbit said. The tortoise said to the rabbit “because you so arrogant that’s make you failed“. “ Okay okay “ the rabbit said. Oh my god! What a shame! I’m a loser because you so arrogant that’s make you failed Okay okay

Rabbit felt embrassed. He ran away from the tortoise.

VIDEO : The Rabbit and The Tortoise

The moral massage of the story is Don’t be arrogant about your personality because you’re not perfact like god. Never underestimate the weakest opponent.

Kids Stories: The Crow And The Pitcher

Once there was a crow. A Crow, half-dead with thirst, came upon a Pitcher which had once been full of water; but when the Crow put its beak into the mouth of the Pitcher he found that only very little water was left in it, and that he could not reach far enough down to get at it.

He tried, and he tried, but at last had to give up in despair. Then a thought came to him, and he took a pebble and dropped it into the Pitcher. Then he took another pebble and dropped it into the Pitcher. Then he took another pebble and dropped that into the Pitcher. Then he took another pebble and dropped that into the Pitcher. Then he took another pebble and dropped that into the Pitcher. Then he took another pebble and dropped that into the Pitcher. The water rose higher and higher.

At last it came to the top of the pitcher. And now he could drink the water to quench his thirst and save his life. "AHHHH!" he said as he took a drink, "No problem's too big when I think and think.

VIDEO - The Crow And The Pitcher

Moral of the Story : Think and work hard, you may find solution to any problem.

Kids Stories : The Forest Princess

A long time ago, in a big beautiful forest there lived many animals. The animals in the forest were happy and they lived a wonderful life. One reason that the animals were happy was because in the forest there also lived a little princess. The little princess had long curly, blonde hair. Do you know what her name was? It might surprise you but her name was Marina! Yes, Marina, a beautiful name for a beautiful little princess. 

Every morning she would go to the park near the river to play with her friends. Mrs. Rabbit, Mr. Skunk and the very young deer were her best friends. 

One day they were playing together. They were having so much fun that they lost track of  the time. The sun went down and it became dark. The little animals were afraid to go home  alone. 

Princess Marina had an idea. She said, "Why don't you all come to my Grandpa's home with me. Grandpa doesn't mind it when I bring my friends to his place." 

When Marina and her friends arrived at her grandpa's house her invited them in. He gave them all the treats that they could eat. After they ate they all played games. 

After a time Grandpa in a deep loud voice said, "It's time for bed now." Grandpa gathered all the friends around and told them a bedtime story. Before long everyone was fast asleep. In the morning it was safe for the animals to go home. 

Everyday Marina and her friends still play but now they make sure that they go home before it gets dark. 

10 Methods to Help Kids With Autism Communicate

Signs of Autism Spectrum Disorder (ASD)

Signs of an Autism Spectrum Disorder begin to show up by ages 2 or 3, and the earlier the treatment, the better the chances for success. The national Centers for Disease Control and the Mayo Clinic list these signs to watch for in a young child:
● doesn’t respond to his name by 12 months of age;
● has delayed speech and language skills;
● avoids eye contact;
● has trouble understanding others’ feelings or difficulty expressing her own;
● repeats words and phrases over and over;
● is obsessed with specific objects (such as the wheels of a toy truck, or a ceiling fan);
● repeatedly flaps hands, rocks or spins his body;
● becomes very upset with minor changes in routine;
● resists cuddling and seems to want to play alone.

Every single kid learns in his own unique way. What can you do to help your child with autism learn? Find out about nine methods that can help your kid continue on the road to lifelong learning.


1. Encourage play and social interaction. 

Children learn through play, and that includes learning language. Interactive play provides enjoyable opportunities for you and your child to communicate. Try a variety of games to find those your child enjoys. Also try playful activities that promote social interaction. Examples include singing, reciting nursery rhymes and gentle roughhousing. During your interactions, position yourself in front of your child and close to eye level – so it’s easier for your child to see and hear you.

2. Use ABA to Reward and Reinforce

Applied Behavior Analysis (ABA) is about teaching new skills and behaviors to kids with autism. Individuals trained in ABA work one-on-one with children. Tasks are broken down into small pieces (or trials). When your child successfully completes a task, the behavior is rewarded. Disruptive behavior is ignored.


3. Use TEACH to Create a Classroom That's Molded to Your Child

Treatment & Education of Autistic and Related Communication of Handicapped Children (TEACH) is a teaching program that adapts the classroom to fit your child. The classroom is structured around charts, organizational aids and schedules. TEACH may discourage mainstream behavior for kids with high-functioning autism, but it can also improve social, communicative and coping skills.


4. Talk in Pictures Through PECS

Picture Exchange Communication Systems (PECS) is an image-based communication system that helps children with autism learn to speak. It provides a way for nonverbal children to communicate. Children are encouraged to exchange a picture for an item or activity.


5. Go Au Naturel with PRT

Pivotal Response Treatment (PRT) is one of the top treatments for autism in the U.S. Instead of targeting specific behaviors one at a time, PRT takes on all of the following areas: motivation, responsiveness, self-management and social interactions. Your child is  naturally rewarded with reinforcers that relate to the task or behavior.


6. Encourage Emotional Development Through Floor Play

Floor play is an approach developed by child psychiatrist Stanley Greenspan. Playing with kids on the floor allows your child to explore and grow. Follow your child's lead, and build on what your child does.


7. Use Social Stories to Create Scripts for Learning

In this method, stories are used to teach social skills and how to respond appropriately to an event or situation. These stories are written in the present tense and in your child's point of view. They help your child recognize feelings, points of views and others' needs.


8. Use Sensory Integration Therapy to Help Your Child Make Sense of Sensations

Occupational, speech and physical therapists use this kind of therapy to help autistic children who have trouble feeling things or who feel things too intensely. Your child might be asked to feel objects of various textures in order to help her reorganize how she perceives sensory information.


9. Stay in Touch Via Facilitated Communication

This controversial technique is based on the idea that communication is blocked by a movement disability, rather than a communication impairment. A facilitator guides the individual to communicate with a computer or typewriter. Critics believe that the facilitator's ideas are communicated, rather than the child's thoughts.


10. Have Your Child Participate in Music, Art and Animal Therapy

These complementary approaches are fun and effective! Music, art and animal therapy are believed to increase communication and reduce unwanted behaviors. Art therapy provides a nonverbal, symbolic way for your child to express himiself. Music assists the development of language and speech. Animal therapy, like horseback riding, helps improve coordination and motor development.

Customize Your Technique

Further References:

http://www.autism.com/understanding_learning

http://www.littlestomaks.com/2014/02/how-to-encourage-play-and-exercise/

http://www.autismspeaks.org/blog/2013/03/19/seven-ways-help-your-nonverbal-child-speak

http://www.nationalautismcenter.org/pdf/boston_parents_paper_puzzling_through.pdf

http://www.centerforautism.com/aba-therapy.aspx

Is coconut water really the most amazing drink ever?

Did you know that coconut water can be used to treat disease 'gout'.

While some experts say coconut water does a better job at keeping you hydrated than plain water, most people aren’t working out long or hard enough to seriously need it.

ONCE requiring a trek to the health food store to find, coconut water has now gone global, and you’ll find it stocked on grocery store shelves, sold in gyms and yoga studios, passed along to runners during races, all in nifty box containers or cans and touted as nature’s perfect sports drink.

But is it just a clever marketing scheme or does it really work miracles?

A taste for coconut water originated in the tropics, places like Brazil and India, where palm trees thrive and locals have been drinking the fresh clear water from young coconuts for ages, dubbing it “miracle water”.

Scientists say the benefit is all about potassium (it contains more than a banana) and its naturally occurring electrolytes, along with the added benefits of having no fat or cholesterol and not many calories.

Coconut water, primarily from brands Vita Coco and Zico, has been hot in the US for years, with Rihanna as the face of Vita Coco and splashed on billboards all over the US.

The Independent in the UK reports coconut water is the fastest growing category in non-alcoholic beverages in the UK. Vita Coco is already in more than 10,000 outlets in the UK, and in around 16,000 across Europe, adds The Independent.

Meanwhile, the search for all those fresh, young coconuts is on. O.N.E. coconut water brand ran out of Brazilian coconuts in 2011 and has had to turn to the Philippines and Indonesia for supplies, while other brands are reaching out to Thailand, according to The Independent.

But do people really need all that coconut water? While some experts say it does a better job at keeping you hydrated than plain water, most people aren’t working out long enough or hard enough to seriously need it, nutritionist Monica Reinagel told National Public Radio in the US.

“They really don’t need an electrolyte replacement drink,” she says, “all they need to rehydrate is water.”

For hardcore fitness enthusiasts, she adds that the mineral they need most is sodium. Coconut water doesn’t have much of that.

Men’s Fitness magazine spells it out: “If your taste buds just can’t take another sip of tap water, choose coconut water. If you’re heading to the gym for a light training session or going for a leisurely bike ride, grab coconut water. If you’ve just wrapped up an intense workout or logged more than an hour of exercise, a traditional sports drink will help replace the sodium you lose through sweat.”

Low in calories, naturally fat- and cholesterol free, more potassium than four bananas, and super hydrating - these are just a few of the many benefits ascribed to America’s latest health craze: coconut water.

Dubbed "Mother Nature’s sports drink" by marketers, the demand is skyrocketing, propelled by celebrity and athlete endorsements and promises to hydrate the body and help with a whole host of conditions, from hangovers to cancer and kidney stones.

It has fewer calories, less sodium, and more potassium than a sports drink. Ounce per ounce, most unflavored coconut water contains 5.45 calories, 1.3 grams sugar, 61 milligrams (mg) of potassium, and 5.45 mg of sodium compared to Gatorade, which has 6.25 calories, 1.75 grams of sugar, 3.75 mg of potassium, and 13.75 mg of sodium.

Vocabulary and Language Development: The Important Preschool Years

Young children learn to communicate through listening and speaking. In order to make the transition to communicating through reading and writing, they need a large meaning vocabulary and effective decoding skills.

Scarborough (2001) reviews very convincing evidence that children who enter kindergarten with weak language skills are likely to encounter difficulty in learning to read. Hart and Risley (1995) conducted a careful, intensive study of early language development and found huge differences that reflected parents’ socioeconomic status. Extraordinary variation was found in the amount of talk that took place between parents and children from family to family. At the extremes, the children from high socioeconomic status had 16 times more language stimulation than children from lower status families. These differences in language experiences directly influenced children’s language growth. Children from parents of professionals had a cumulative vocabulary of about 1,100 words, those from working class families had about 650 words, and those from welfare families had just over 400 words. These differences systematically widened between the onset of speech and three years of age when the vocabulary measures were taken.

More recently Farcus (2001) presented similar research data. He found that once children who were falling behind in language growth entered kindergarten, with its greater language stimulation, the language gap no longer widened. Nevertheless, although the gap didn’t widen, neither did it narrow.

Research reviews such as that by Barnett (2001) suggest that it is possiblefor children who are behind in early language development to overcome these limitations. However, reviews such as that by Beck et al. (2002) and Juel et al. (2003) clearly show that not enough is being done in our school programs to help children who enter school with weak language and vocabulary development to catch up. Juel et al. concluded that although these children were exposed to much oral language stimulation in school, it was too incidental and insufficiently direct and intense to have a major impact.

How we can improve our students’ vocabulary skills? visit here

References:

Barnett, W. S. (2001). Preschool education for economically disadvantaged children: Effects on reading achievement and related outcomes. In S. Neuman and D. Dickenson (Eds.), Handbook of early literacy research, 421–443. New York: Guilford Press.

Beck, I. L., McKeown, M. G., and Kucan, L. (2002). Bringing words to life: Robust vocabulary instruction. New York: Guilford.

Farcus, G. (2001). Family linguistic, cultural and social reproduction. ERIC ED 453 910.

Hart, B., and Risley, T.R. (1995). Meaningful differences in the everyday experience of young American
children. Baltimore, MD: Paul Brooks Publishing.

Juel, C. Biancarosa, G., Coker, D., and Deffes, R. (2003). Walking with Rosie: A cautionary tale of early reading instruction. Educational Leadership, April, 13–18.

Scarborough, H. (2001). Connecting early language to later reading (dis)abilities. In S. Neuman and D.Dickenson (Eds.), Handbook of early literacy research, 97–110. New York: Guilford Press.

Road and Traffic Safety for Kids

The streets can be a dangerous spot occasionally, and anybody who’s been driving for almost any period of time will without doubt be in a position to regale you with all types of stories about so how reckless some motorists can be. Although it’s easy to think when we’re in our vehicles that we’re turn off in our own little world, it’s essential to keep in mind that we all have responsibilities to our fellow road customers – therefore we all have to perform our part when it comes to improving road safety. There are actions that every of us may take whilst driving to lessen the chance to be in an accident.

The fundamental components of road traffic accidents are drummed in to us as soon as we start understanding how to get – certainly, some elements are educated in universities – but their individual obligations are sometimes forgotten by many road users. And it’s not only drivers who’ve specific responsibilities to the others. People also needs to ensure they stay vigilant and conscientious when they’re out and about. You will find too many cases where a pedestrian has stepped out in to the road at an inconvenient time and unintentionally caused a significant incident. A little of caution could make an enormous huge difference to security, therefore be certain to remain watchful when you’re on or close to the roads.

It goes without saying that individuals also needs to do their bit for road safety. Frequently, motorists bomb around at extreme speeds and conduct themselves within an intense way towards other road users. This is actually the type of conduct that can cause severe incidents – antagonising other motorists, even when unintentionally, can truly harmful. When operating a little of control is essential. Undoubtedly, it may be hard to endure the careless or ill-judged measures of different motorists, but maintaining your composure in these situations is a must. As irritating as operating can often be, it’s essential not to get caught up in heat of the moment.

For something, you’ve to choose the best car seat or booster seat based on your child’s age, weight, and height, and then you’re planning to have to install and use it correctly. If your kids aren’t in the correct car seat or if you move them to some enhancement before they’re ready, your kids aren’t likely to be as secure as they might be in the car.

Avoid seat gear entanglement by buckling abandoned seat belts and perhaps not making kiddies unsupervised within the. Use a camera or backup indicator system and teach kiddies to get off a car crashes that’s the engine on or that’s beginning to shift to help avoid backover tragedies. Lock your car and secure your keys to ensure that kids can’t get inside while enjoying, which can occasionally result in them getting trapped in the trunk. Don’t allow kiddies play near a garage or alleyway. Prevent diverted driving. Don’t make use of a telephone to speak, study or text while operating. Search for the fundamental car safety functions whenever you purchase a car, including electronic stability get a handle on, flexible rear shoulder seat belts, a rear middle lap and shoulder seat gear, anti-entrapment energy windows, etc., and newer car safety improvements, such as inflatable seat belts, integral enhancement chairs, and methods that begin to brake if your crash is unavoidable.

If your child is understanding how to get, it’s also wise to evaluate your state’s graduated driver licensing laws and set your personal ground-rules for operating.

Getting kiddies to go to school is something which we ought to all encourage, so long as they are able to get it done safely. By mischance, several kiddies live in neighborhoods with bad walkability ratings, meaning they mightn’t have use of sidewalks or crosswalks, to low-traffic routes or they might live too far from school.

These hurdles can be resolved, to ensure that our communities can be much more walkable and we can all exercise more.

LINUS 2.0 bantu murid kuasai bahasa Inggeris

Putrajaya: Program peningkatan pencapaian murid dalam penguasaan literasi dan numerasi (LINUS) membabitkan penguasaan menulis serta membaca dalam bahasa Melayu akan diperluaskan kepada bahasa Inggeris, yang dikenali sebagai LINUS 2.0.

Ini berikutan pencapaian memberangsangkan program LINUS sejak diperkenalkan pada 2010 dengan 99.84 peratus pelajar Tahun Tiga yang mengikuti program itu sejak 2010 berjaya menguasai literasi (menulis dan membaca) manakala 99.92 peratus pelajar berjaya menguasai asas numerasi (mengira).
Timbalan Pengarah Bahagian Pembangunan Kurikulum, Kementerian Pelajaran, Shamsuri Sujak, berkata daripada jumlah itu hanya 0.15 peratus atau 692 adalah pelajar yang perlu mengikuti pemulihan literasi manakala 0.08 peratus atau 346 lagi memerlukan pemulihan numerasi.

Mulai sesi 2013

Bagaimanapun, katanya, jumlah terbabit dalam pemulihan itu adalah mereka yang dikategorikan sebagai murid berkeperluan khas merangkumi pelajar kurang upaya, menghadapi kecacatan fizikal, cacat penglihatan dan pendengaran.

“Berdasarkan kejayaan ini, program LINUS akan diteruskan dalam bahasa Inggeris bermula sesi persekolahan 2013 bagi memastikan penguasaan murid dalam literasi bahasa Inggeris.

“Melalui program ini, murid yang menghadapi masalah literasi bahasa Inggeris akan menerima bantuan dan sokongan tambahan melalui LINUS 2.0 bagi membolehkan mereka setara dengan rakan lain dalam arus perdana,” katanya pada satu sidang media di sini, semalam.
Shamsuri menjelaskan, saringan asas akan dilaksana di kalangan pelajar Tahun Satu pada Jun 2013 bagi menentukan tahap literasi murid dalam bahasa Inggeris supaya murid yang memerlukan perhatian khusus dikenal pasti. - Berita Harian


Tip pengajaran bahasa Inggeris di peringkat awal

1. Berikan anak-anak anda pendedahan dan latihan kepada bahasa ibunda dan bahasa Inggeris yang sedang dipelajarinya secara sama rata.

2. Anak-anak anda perlu mendengar dan bertutur bahasa asing itu secara kerap bagi menguasai perkataan serta tatabahasa bahasa tersebut.

3. Ibu dan bapa adalah tenaga pengajar yang paling berkesan untuk anak-anak memahirkan diri sekali gus menguasai bahasa kedua. CD atau DVD tidak begitu memberikan impak yang sama seperti komunikasi yang berlangsung antara anak dengan ibu dan bapanya.

4. Gunakan bahasa Inggeris dalam apa jua situasi seperti bermain, membeli-belah atau berbual bersama anak-anak. Kaedah ini boleh mempercepatkan lagi penguasaan bahasa Inggeris anak-anak anda.

5. Bacakan sesuatu bahan bacaan dengan menggunakan bahasa Inggeris serta bahasa ibundanya. Ini adalah cara terbaik untuk meningkatkan lagi pengetahuan tentang perbendaharaan kata serta memupuk skil membaca sejak dari awal.

Learn The Correct English Pronunciation

English Pronunciation

Pronunciation can be a tricky matter when it comes to the English language. Unlike with languages like Hindi and Tamil, letters in English take on multiple phonetic forms (think of the a in can and the a in war); thus, the concept of pronouncing a word the way it is spelled does not apply. This is partly the result of derivation; English is a derivative language in that many of its words and phrases have been borrowed from other languages (cafe, boutique, cocoa).


The unpredictability that results makes pronunciation in English difficult to master, and a written course is possibly the least helpful way to go about it. It is through continued contact with English speakers and practice that one’s pronunciation improves. Watching English-language films, TV shows, and news channels is also very useful. Both methods, however, require conscious effort. One must pay close attention while conversing with someone who is fluent, and while watching English-language film or TV productions, and, through practice, make correct-sounding speech a matter of habit.

There are, however, some guidelines that we can provide on pronunciation that should help in giving you an idea of the contours of spoken English:

Regarding Consonants

B

Usually pronounced like the ‘b’ in ‘big’. However, in words ending with ‘-mb’, such as comb, plumb, numb, bomb, etc, the ‘b’ is silent.

C

Usually pronounced like ‘k’, as in ‘cat’. However, ‘c’ takes on the sound of ‘s’ when it precedes ‘e’, ‘i’ or ‘y’, as in ceiling, cistern, cynic, etc. 

-dge

Usually pronounced like ‘j’, as in ‘bridge’. 

G

Usually pronounced as in ‘go’. However, before ‘e’, ‘i’ or ‘y’, ‘g’ is often pronounced like ‘j’, as in germ, ginger, gyrate, etc.

-gh

In some words, ‘-gh’ is pronounced like ‘f’, as in laugh. However, in some words it is silent, as in high.

H

For example, ‘head’. However, in a few words, the ‘h’ is silent, as in hour, honour, etc.

K

Generally pronounced like the ‘c’ in ‘cat’. However, when followed by ‘n’, it is usually silent, as in knife, knave, knight, etc.

L

Generally pronounced as in ‘leaf’. However, in a few words, the ‘l’ is silent, especially when followed by ‘k’ and ‘f’, as in talk, walk, half, calf, etc.

S

Generally pronounced as in ‘sun’. However, in some words ‘s’ is pronounced like ‘z’, as in nose, president, etc. In a few words, such as television and azure, ‘s’ takes on a sound generally represented phonetically as ‘zh’.

Th

Generally aspirated, ie, let out with a puff of air, as in think, third, etc. However, in some words, such as this, ‘th’ is not aspirated.

X

Usually pronounced like in box (the sound is –ks). However, when it is the first letter of a word, x is pronounced like ‘z’.

Y

Generally pronounced as in yesterday. In some words it takes on the sound ‘ee’, as in city. In yet other words, it takes on the sound ‘ai’, as in fly.


Regarding Vowels

A

Before two consonants, ‘a’ is pronounced as in sand. This also applies when appears before a single consonant at the end of a word, as in fan.

Before a single consonant followed by a vowel, ‘a’ is usually pronounced as in ate (the sound is ey).

Before ‘l’ and after ‘q’ and ‘w’, ‘a’ is usually pronounced as in call (the sound is aw). Other examples are squash and wall.

E

Before two consonants and before a single consonant at the end of a word, ‘e’ is usually pronounced as in desk or ten. This also applies when ‘e’ appears before a single consonant followed by a vowel (ever), although sometimes ‘e’ is pronounced ‘ee’ in such cases, as in even.

At the end of a word, ‘e’ is usually silent, as in ate, fate, etc; however, at the end of very short words, ‘e’ usually takes on the sound ‘ee’, as in be.

I 

Before two consonants and before a single consonant at the end of a word, ‘i’ is usually pronounced as in fit or fill. However, in some cases, before two consonants, ‘i’ takes on the ‘ai’ sound (rhymes with eye). For example, wild.

Before a single consonant followed by a vowel, ‘i’ generally takes on the ‘ai’ sound, as in eye and tire.

O

Before two consonants in some words and before a single consonant at the end of a word, ‘o’ takes on the sound ‘aw’, as in rock and not.

In other words, it is pronounced ‘oh’ when it appears before two consonants, as in bolt.

The same applies when it precedes a single consonant followed by a vowel.

U

Before two consonants and before a consonant at the end of a word, ‘u’ usually takes on either the short ‘oo’ sound, as in pull and put, or the blunt ‘uh’, as in duck and jut.

Before a single consonant followed by a vowel, ‘u’ takes on the long ‘oo’ sound, as in June.