Bahagian pengurusan sekolah berasrama penuh dan sekolah kluster kementerian pelajaran malaysia peperiksaan percubaan sijil pelajaran malaysia 2009 kertas 1 satu jam empat puluh lima minit jangan buka kertas soalan ini sehingga diberitahu arahan 1. Anda dinasihati supaya mengambil masa 45 minit untuk menjawab soalan bahagian a dan satu jam untuk menjawab soalan dalam bahagian b. You are advised to spend about 45 minutes on section a and one hour on section b.

Kertas soalan ini mengandungi 3 halaman bercetak dan 1 halaman tidak bercetak 19/1 © 2009 hak cipta bahagian pengurusan sekolah berasrama penuh dan sekolah section a. 45 minutes as the president of the environmental club, you have been asked by your teacher to give a speech to all students in your school on how they can help to reduce environmental problems. 5 silence bahagian pengurusan sekolah berasrama penuh dan sekolah kluster kementerian pelajaran malaysia peperiksaan percubaan sijil pelajaran malaysia 2009 19/1 © 2009 hak cipta bahagian pengurusan sekolah berasrama penuh dan sekolah kluster, kementerian pelajaran malaysia. W.banksoalanspm.blogspot.com sekolah berasrama penuh spm trial examination 2009 english 19/1 section a. 20 marks total 35 marks 2 format content marks: i f1 greeting ii f2 purpose of speech i f3 closing content all keywords must be mentioned or paraphrased before any content point can be awarded. If any idea is incomplete, content point cannot be awarded reduce energy usage do not waste electricity use products that have timers use energy saving appliances reduce air pollution avoid open burning use unleaded petrol practise car pooling reduce waste use environmental friendly products use recycled materials use washable items sub total grand total structures involved in speech and voice production.

View larger image stuttering is a speech disorder in which sounds, syllables, or words are repeated or prolonged, disrupting the normal flow of speech. These speech disruptions may be accompanied by struggling behaviors, such as rapid eye blinks or tremors of the lips. Stuttering can make it difficult to communicate with other people, which often affects a person’s quality of life. In general, speaking before a group or talking on the telephone may make a person’s stuttering more severe, while singing, reading, or speaking in unison may temporarily reduce stuttering.

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It occurs most often in children between the ages of 2 and 5 as they are developing their language skills. Approximately 5 percent of all children will stutter for some period in their life, lasting from a few weeks to several years. Boys are twice as likely to stutter as girls as they get older, however, the number of boys who continue to stutter is three to four times larger than the number of girls. We make speech sounds through a series of precisely coordinated muscle movements involving breathing, phonation voice production , and articulation movement of the throat, palate, tongue, and lips see figure. Muscle movements are controlled by the brain and monitored through our senses of hearing and touch. Although the precise mechanisms are not understood, there are two types of stuttering that are more common.

A third type of stuttering, called psychogenic stuttering, can be caused by emotional trauma or problems with thought or reasoning. At one time, all stuttering was believed to be psychogenic, but today we know that psychogenic stuttering is rare. Developmental stuttering occurs in young children while they are still learning speech and language skills. Some scientists and clinicians believe that developmental stuttering occurs when children’s speech and language abilities are unable to meet the child’s verbal demands. In 2010, for the first time, nidcd researchers isolated three genes that cause stuttering.

More information on the genetics of stuttering can be found in the research section of this fact sheet. Neurogenic stuttering may occur after a stroke, head trauma, or other type of brain injury. With neurogenic stuttering, the brain has difficulty coordinating the different components involved in speaking because of signaling problems between the brain and nerves or muscles. Stuttering is usually diagnosed by a speech language pathologist slp , a health professional who is trained to test and treat individuals with voice, speech, and language disorders. The speech language pathologist will consider a variety of factors, including the child’s case history such as when the stuttering was first noticed and under what circumstances , an analysis of the child’s stuttering behaviors, and an evaluation of the child’s speech and language abilities and the impact of stuttering on his or her life. When evaluating a young child for stuttering, a speech language pathologist will try to predict if the child is likely to continue his or her stuttering behavior or outgrow it.

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To determine this difference, the speech language pathologist will consider such factors as the family’s history of stuttering, whether the child’s stuttering has lasted six months or longer, and whether the child exhibits other speech or language problems. Although there is currently no cure for stuttering, there are a variety of treatments available. The nature of the treatment will differ, based upon a person’s age, communication goals, and other factors. If you or your child stutters, it is important to work with a speech language pathologist to determine the best treatment options. For very young children, early treatment may prevent developmental stuttering from becoming a lifelong problem.

Certain strategies can help children learn to improve their speech fluency while developing positive attitudes toward communication. Health professionals generally recommend that a child be evaluated if he or she has stuttered for three to six months, exhibits struggle behaviors associated with stuttering, or has a family history of stuttering or related communication disorders. Some researchers recommend that a child be evaluated every three months to determine if the stuttering is increasing or decreasing.

Treatment often involves teaching parents about ways to support their child’s production of fluent speech. Parents may be encouraged to: provide a relaxed home environment that allows many opportunities for the child to speak. This includes setting aside time to talk to one another, especially when the child is excited and has a lot to say. Instead, parents should react to the stuttering as they would any other difficulty the child may experience in life. This may involve gentle corrections of the child’s stuttering and praise for the child’s fluent speech. Be less demanding on the child to speak in a certain way or to perform verbally for people, particularly if the child experiences difficulty during periods of high pressure. Listen attentively when the child speaks and wait for him or her to say the intended word.

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Also, help the child learn that a person can communicate successfully even when stuttering occurs. Talk openly and honestly to the child about stuttering if he or she brings up the subject. Many of the current therapies for teens and adults who stutter focus on learning ways to minimize stuttering when they speak, such as by speaking more slowly, regulating their breathing, or gradually progressing from single syllable responses to longer words and more complex sentences. Most of these therapies also help address the anxiety a person who stutters may feel in certain speaking situations. Food and drug administration fda has not approved any drug for the treatment of stuttering. However, some drugs that are approved to treat other health problems such as epilepsy, anxiety, or depression have been used to treat stuttering.

These drugs often have side effects that make them difficult to use over a long period of time. In a recent study funded by the national institute on deafness and other communication disorders nidcd , researchers concluded that drug therapy has been largely ineffective in controlling stuttering. For example, one type of device fits into the ear canal, much like a hearing aid, and digitally replays a slightly altered version of the wearer’s voice into the ear so that it sounds as if he or she is speaking in unison with another person.

In some people, electronic devices help improve fluency in a relatively short period of time. Nevertheless, questions remain about how long such effects may last and whether people are able to easily use these devices in real world situations. For these reasons, researchers are continuing to study the long term effectiveness of these devices. Many people find that they achieve their greatest success through a combination of self study and therapy. Self help groups provide a way for people who stutter to find resources and support as they face the challenges of stuttering.