Module E2D PMR- New (1)

Compiled by: Dayang

Hazalinah binti Abdul Ghani (SM Sains, Kota Kinabalu) Fidelia Mathew Sipaun (SMK Sri Nangka, Tuaran) Fiona Ruth Matujal (SMK Datuk Peter Mojuntin, Penampang) Nainey Ajik (SMK Datuk Peter Mojuntin, Penampang) Noriah Malek (SMK Takis, Papar) Tok Fen Fen (SMK St. Francis Convent(M), Kota Kinabalu)

TABLE OF CONTENTS

1

SECTION 1

GENERAL TIPS AND GUIDELINES FOR PAPER 2

1.1 1.2

Assessment of Writing in PMR What students Need To Master

SECTION 2

GUIDED WRITING

2.1 2.2 2.3 2.4 2.5 2.6 2.7 2.8 2.9 2.10 2.11 2.12 2.13

Types of Writing Guidelines for Guided Writing Tips- Before, While and After Exam Assessment of Guided Writing Length of Writing Common Guided Writing Format Developing Ideas Useful Expressions Genre 1- Story/ Narrative Genre 2- Article Genre 3- Report Genre 4- Speech Genre 5- Informal Letter

SECTION 3

LITERATURE

3.1 3.2 3.3 3.4 3.5 3.6 3.7 3.8

Guidelines for Poem Poem: A Fighter’s Lines by Marzuki Ali Poem: Leisure by William Henry Davies Guidelines for Novel Tips for Novel- Before, While and After Exam Novel: Around the World in 80 Days by Jules Verne Model Answers for Novel Student’s Handout

SECTION 4

SUMMARY

4.1 4.2 4.3 4.4

Guidelines for Summary Tips- Before, While and After Exam How to Score Better in the Language Section Actual PMR Summary Questions

SECTION 1

GENERAL TIPS AND GUIDELINES FOR PAPER 2

2 2

3 3 3 4 5 5 6 7 13 14 16 18 20

23 23 26 30 30 31 31 33

36 36 37 38

2

1.1

Assessment Of Writing In PMR Students are assessed on their ability to demonstrate the following skills in their written responses:

1.2

a.

Reading Comprehension Skills: Understanding the rubric and fulfilling the requirements of the writing task.

b.

Thinking Skills: To reflect depth and maturity of thinking by drawing conclusions, inferring, giving reasons and supporting them as well as making predictions.

c.

Language Skills: Using language appropriately to provide the correct tone, form and content as required by the task.

What Students Need To Master a. b. c. d. e. f. g. h. i.

Identify the key words that would indicate the purpose and scope of the writing task. Provide the appropriate content according to the task specified. Use an appropriate format. Extract main ideas and supporting details. Summarise. Give evidence / reasons to support given response. Use correct grammar, sentence structures and mechanics of writing. Use paragraphs to organize ideas. Elaborate and develop ideas e.g. by adding details, giving reasons or example to make responses more interesting.

SECTION 2 2.1

GUIDED WRITING

Types Of Writing Recounts, narratives, descriptions, letters, articles, giving opinions, directions and pictorial maps, processes and procedures, speeches and talks.

2.2

Guidelines for Guided Writing i. Candidates are required to write a piece of writing (story, article, report, letter, etc.) based on the given information. ii. Candidates are expected to write in not less than 120 words. iii. Candidates are advised to spend about 40 minutes on this question. iv. This piece of writing will carry 25 marks.

2.3

Tips- Before, While and After Exam Before Exam (Teacher and students) i. Teachers must expose students to the different genres of writing. 3

ii. Students must memorise the format of certain writing genre. iii. Students must read more books, keep a vocabulary book or journal. iv. Do more exercises. While Exam (Students) i. ii. iii. iv. v. vi. vii. viii.

Read for a purpose -look at the question -key words, normally in bold/ italics Always make an outline/draft/mind map before you write. Arrange your points in order of importance. You may use all the points given or provide your own points. Include an introduction and conclusion. Each body paragraphs must start with a clear topic sentence. Write your composition. Check for spelling mistakes.

After Exam (Teacher) i. ii. 2.4

Teacher indicates all errors. Teacher highlights the common mistakes committed by the students. Assessments of Guided Writing For guided writing, the marks will be based on the fulfilment of task, content and the language of the composition. a.

Fulfilment Of Task &Contents: Some of the tasks that the candidates may be required to perform in their guided writing are:

i. ii. iii. iv. v. vi. vii.

To give details/examples to support opinions. Useful phrases: An example, this can be seen by the fact that…… To pick out relevant points/details from diagrams/ maps. To make meaningful comparisons. (Useful phrases: In comparison, On the other hand, however, but….) To suggest reasons/ outcomes/arrive at sensible conclusions. (Useful phrases: As a result, Consequently, This was caused by…) To suggest ways of solving problems: (useful phrases: I would suggest, this problem could be solved…) To predict future outcomes: (Useful phrases: In a few years’ time, it can be expected, It is likely…) To give personal evaluations of certain behaviour. (Useful phrases: I feel, It was not right,…should have…)

b. Language Language use is assessed according to the following criteria. i.

Grammatical correctness. 4

ii.

A variety of sentence types. (compound & complex sentences)

iii. Effective Vocabulary. iv. Good planning-introduction, body, conclusion v. 2.5

Style/Tone (formal/informal style of writing)

Length of Composition Due to time constraints, candidates will probably have to limit their writing to about 120– 150 words for Question 1. Candidates need to spend some time thinking about their answer before they attempt to write it out.

2.6

Common Guided Writing Format Planning The Paragraphs PARAGRAPH 1 Introduction = short, interesting PARAGRAPH 2 Body / middle (content) = Topic sentence + Elaboration PARAGRAPH 3 Body / middle (content) = Topic sentence + Elaboration PARAGRAPH 4 Body / middle (content) = Topic sentence + Elaboration PARAGRAPH 5 Conclusion = short, interesting

2.7

Developing Ideas a.

Notes for teachers and students:

In order to write well, we have first learn how to develop effective paragraphs. Each paragraph should have a main idea. It tells the reader what the paragraph is about. The main idea is expressed in a sentence known as a topic sentence. After writing the topic sentence you need to give details to support it. The supporting details develop the idea given in the topic sentence. Brainstorming and clustering can be used to develop ideas. Look at how we are able to develop the idea given in the topic sentence b.

Topic Sentence

5

Last week, my friends and I went to the zoo as one of our weekly outings.

went to the zoo

1. time

2. location

c.

3. people who went

We may give details about… Supporting point 1 Supporting point 2 Supporting point 3 Supporting point 4

d.

4. activities

-

time of the visit the location of the zoo the people who went the activities done there

Sample sentences about the sub-points i. We left for the place at 9.00 a.m. ii. The zoo is in Lok Kawi, Putatan. iii. Five of us went there. iv. We did a lot of things there. We took pictures of the animals, completed a quiz and went for the elephant ride.

e.

Putting the sentences together. Last week, my friends and I went to the zoo as one of our weekly outings. We left for the place at 9.00 a.m. The zoo was in Lok Kawi, Putatan. Five of us went there. We did a lot of things there. We took pictures of the animals, completed a quiz and went for the elephant ride.

2.8 • •

Useful Expressions Idioms and sayings are given merit marks when used appropriately. Here are a few common idioms which students can include in their writing.

6

Put your heart into something: When you put your heart into something you make a lot of effort to do something.

Put one's foot down: To put your foot down - To act firmly / to tell someone strongly that they must do something or that they must stop doing something:

7

someone's lips are sealed: When you promise to keep something a secret you say my lips are sealed. It's something you say to let someone know that you will not tell anyone else what they have just told you.

You've probably heard make up used as a noun for cosmetics, but did you know that it's also used as a phrasal verb? Make up - (noun) a cosmetic worn on the face to change your appearance. Make up - (phrasal verb) to forgive / apologise with someone and to be friends again after a fight or argument.

Source: http://www.ecenglish.com

8

Snail’s pace Moving very slowly.

To have a frog in one’s throat To have a temporary hoarseness caused by phlegm in the back of the throat. Source: http://sketchedout.wordpress.com

9

Curiosity killed the cat A warning against being too curious in case one is harmed.

Fit like a glove Something that fits perfectly.

10

A picture is worth a thousand words. Actions speak louder than words. All things grow with time. A friend in need is a friend indeed. A good beginning makes a good end. A stitch in time saves nine. As you sow, so shall you reap. Better late than never. Birds of a feather flock together. Don’t count your chickens before they hatch. Experience is the father of wisdom. Give them an inch and they’ll take a mile. Half a loaf is better than none. Haste makes waste. He who laughs last laughs best. He who gets burned plays with fire. Home is where the heart is. It takes two to tango. Look before you leap. Loose lips sink ships. Many hands make light work. No news is good news. Nothing ventured, nothing gained. Once bitten, twice shy. Practice makes perfect. Practice what you preach.

11

The apple doesn’t fall far from the tree. Variety is the spice of life.

2.9

Genre 1- Story/ Narrative TIPS ONWRITING A STORY •

Read the question carefully

•

Study the pictures

•

Name the characters and places

•

Write in paragraphs – use ONE paragraph for each picture

•

Layout – introduction , events, conclusion

•

Write a suitable title

Commonly used words (story): Last Sunday (name of days or months) …. During the last school holidays … Early one morning…. As I was walking home from school …. After we finished …..

Conjunctions: Because – to show reason And – to show similar things Until, till – to tell time

Connectors: First, Next, Then, Finally

12

SAMPLE (PMR 2010) THE HONEST BOY It was a Friday morning. The sun was shining brightly. Rahim was on his way to school. He was happy because his examination had just ended. Suddenly, he saw a bag under a tree. He quickly walkedtowards the tree. He opened the bag and found it to be full of money. He looked around but nobody was there. Rahim was scared people would say that he had stolen the money. He went to the Police Station to make a report. The policeman praised him for his honesty. He realized he was late for school.When he arrived at school, he explained to his teacher, Mr. Lim. The teacher did not believe him. Later the policeman who took the report wentto Rahim’s school. Rahim was called by the principal. En.Yusof praised Rahim for making the report. (Words in bold from the rubrics)

2.10

Genre 2- Article TIPS ON WRITING AN ARTICLE •

Read the question carefully and decide what you are asked to do

•

Use the notes provided / given

•

Arrange points logically

•

Write in simple language and short paragraphs

•

Layout – introduction , body , conclusion

•

Write a suitable title

•

An article is just an essay with a title

Commonly Used Words (Article) -

On Friday last week …

-

Most of us know …

-

I had a wonderful experience …

-

Fire safety is very important …

-

Road accidents happen in the …

(underlined words can be changed according to the title of article) Conjunction -

Because / and / so

Connector 13

-

First , Next , Finally

Layout Title : Fire Safety (Provide a title when writing an article) Introduction i. Introduce the topic. ii. Tell the reader what they are going to read about

Fire safety is very important. Each of us must know what to do in order to prevent fires from getting out of control and causing damage to people and properties.

Body Paragraph 1 i. Topic sentence / Main idea 1 (What? / Who? ) ii. Supporting details. (Why? / When? / How? )

Most of us use gas stoves for cooking. Fire can break out if gas stoves and gas cylinders are not properly handled. If there is a leak in the gas tank, it can cause a huge fire when a single match is lit in the kitchen. Sometimes people are not aware of the leak until it is too late. Therefore before leaving the house, always check to make sure the gas cylinder and the stoves are turned off.

Paragraph 2 i. Topic sentence / Main idea 2 (What? / Who? ) ii. Supporting details. (Why? / When? / How? )

Children like to play with matches. Sometimes without being aware of it, they can start a fire. Keep matches away from young children. If possible, keep match boxes on shelves where they are out of children’s reach.

Paragraph 3 i. Topic sentence / Main idea 3 (What? / Who? ) ii. Supporting details. (Why? / When? / How? )

When you light candles and oil lamps, make sure they are not close to any paper or other flammable materials such as cloth. If the wind causes the candle or oil lamp to topple over and fall onto a curtain, newspapers and books close by, it can cause the whole house to burn down. Never leave a burning candle unattended or it may set fire to anything under or close to it.

Conclusion i. Summary of what you have written. ii. Making a personal statement on the topic.

Each one of us should learn fire safety and learn to manage fire properly. It is for our own good and the good of everyone around us.

Sample Fire Safety Fire safety is very important. Each of us must know what to do in order to prevent fires from getting out of control and causing damage to people and properties. Most of us use gas stoves for cooking. Fire can break out if gas stoves and gas cylinders are not properly handled. If there is a leak in the gas tank, it can cause a huge fire when a single match is lit in the kitchen. Sometimes people are not aware of the leak 14

until it is too late. Therefore before leaving the house, always check to make sure the gas cylinder and the stoves are turned off. Children like to play with matches. Sometimes, without being aware of it, they can start a fire. Keep matches away from young children. If possible keep match boxes on shelves where they are out of children’s reach. When you light candles and oil lamps, make sure they are not close to any paper or other flammable materials such as cloth. If the wind causes the candle or oil lamp to topple over and fall onto a curtain, newspapers and books close by, it can cause the whole house to burn down. Never leave a burning candle unattended or it may set fire to anything under or close to it. Each one of us should learn fire safety and learn to manage fire properly. It is for our own good and the good of everyone around us. (words in bold are points given)

2.11

Genre 3- Report TIPS ON REPORT WRITING •

There are three types of report: i) Newspaper report, ii) report on activities or projects undertaken, iii) minutes of meetings

•

Each report follows a special format

•

A report should be straightforward, formal and brief

•

Important relevant information – who/why/what/when/how

•

Language used must be formal, clear and concise

•

Do not add your own feelings and thoughts

•

Layout – introduction, body, conclusion

•

Write a suitable title

•

Remember to include date and your name and position.

Commonly Used Words (Report on activities / projects) -

The monthly meeting of …

-

For the period of …

-

The Internet Club of …

-

SMK Taman Setia held its …

-

A survey was conducted by …

-

The science class recently organized …

-

At the last club meeting …

-

Last week, I attended a talk … 15

(underlined words can be changed according to the title of report) Conjunction -

Because / and / so

Connector -

First , Next , Finally

Layout - Report (School Magazine) Title :Report on The Reading Campaign (Provide a title.) Introduction i. Stating relevant event / action.

‘Reading is the Bridge to Knowledge’. That was the theme of the Reading campaign in Sekolah Menengah Dato Falid. This campaign was carried out for two weeks, from 14 April to 28 April.

Body Paragraph 1 i. Topic sentence / Main idea 1 (Who? / What?) ii. Supporting details. (How? / When? / Why?) Paragraph 2 i. Topic sentence / Main idea 1 (Who? / What?) ii. Supporting details. (How? / When? / Why?)

During the campaign, several competitions were held. The competitions consisted of synopsis-reading competition, a poster drawing competition, the most well-read reader contest, poem recitation and story-telling competition.

Conclusion i. Give possible result.

The prize-giving ceremony was held on the last day of the campaign. The campaign was a success and it is hoped that the students will continue to read even though the campaign has ended.

All the students and teachers were involved in this campaign. It was compulsory for all the students to read storybooks. A timetable was set up to ensure that every class had a chance to go to the library to see the exhibition held there.

Prepared by Rosa Liana ( ROSA LINA ) Secretary

…(Signature) …Full name …(position)

16

Sample Report on The Reading Campaign ‘Reading is the Bridge to Knowledge’. That was the theme of the Reading campaign in Sekolah Menengah Dato Falid. This campaign was carried out for two weeks, from 14 April to 28 April. During the campaign, several competitions were held. The competitions consisted of synopsis-reading competition, a poster drawing competition, the most well-read reader contest, poem recitation and story-telling competition. All the students and teachers were involved in this campaign. It was compulsory for all the students to read storybooks. A timetable was set up to ensure that every class had a chance to go to the library to see the exhibition held there. The prize-giving ceremony was held on the last day of the campaign. The campaign was a success and it is hoped that the students will continue to read even though the campaign has ended. Prepared by, Rosa Liana ROSA LIANA Secretary 2.12

Genre 4- Speech TIPS ON WRITING A SPEECH • Read the questions carefully and decide what you are asked to do • Use the notes provided / given • Arrange points logically • Write in simple language and short paragraphs • Layout – introduction, body, conclusion • Write a suitable title • State the objective of your speech in the introductory paragraph • You normally use the present tense in a speech. • Commonly Used Words (Speech) -

Good morning to the Principal, teachers and fellow students…

-

Good morning to Mr. Chairman, ladies and gentlemen…

-

Thank you.

(underlined words can be changed according to the audience) Conjunction 17

-

Because / and / so

Connector -

First of all, Another, Finally

Layout Title : How to Live a Healthy Life (Provide a title when writing a speech) Introduction i. Introduce the topic. ii. Tell the reader what they are going to read about

I would like to wish a very good morning to the principal, teachers and all my friends. I am here today to deliver a speech entitled ‘How to Live a Healthy Life’.

Body Paragraph 1 i. Topic sentence / Main idea 1 (What? / Who? ) ii. Supporting details. (Why? / When? / How?)

First of all, we need to eat a balanced diet. We should avoid eating too much oily or fatty foods and foods rich in sugar. We should also eat more fruits and vegetables and drink plenty of water.

Paragraph 2 i. Topic sentence / Main idea 2 (What? / Who? ) ii. Supporting details. (Why? / When? / How? ) Paragraph 3 i. Topic sentence / Main idea 3 (What? / Who? ) ii. Supporting details. (Why? / When? / How? )

Another way to live a healthy life is we need to exercise regularly. This is essential if we want to keep ourselves healthy. There are so many types of exercises such as swimming, playing tennis or jogging.

Conclusion

Thank you.

Finally, we need to get enough sleep. We need at least six hours of sleep a day. Sleep gives our bodies that much-needed rest so that we will remain healthy.

Sample I would like to wish a very good morning to the principal, teachers and all my friends. I am here today to deliver a speech entitled ‘How to Live a Healthy Life’.

First of all, we need to eat a balanced diet. We should avoid eating too much oily or fatty foods and foods that are rich in sugar. We should also eat more fruits and vegetables and drink plenty of water.

18

Another way to live a healthy life is we need to exercise regularly. This is essential if we want to keep ourselves healthy. There are so many types of exercises such as swimming, playing tennis or jogging.

Finally, we need to get enough sleep. We need at least six hours of sleep a day. Sleep gives our bodies that much-needed rest so that we will remain healthy.

Thank you.

(words in bold are points given) 2.13

Genre 5- Informal Letter TIPS FOR WRITING INFORMAL LETTER • • • • • •

Read the questions carefully and decide what you are asked to do Use the notes provided / given Arrange points logically Write in simple language and short paragraphs Layout – address, introduction, body, conclusion, signature An informal letter is just an essay in the form of a letter

Commonly Used Words (Informal letter) -

On Friday last week …

-

Most of us know …

-

I had a wonderful experience …

(underlined words can be changed according to the title of article) Conjunction Because / and / so Connector -

First , Next , Finally

Layout Introduction i. Salutation/ Greetings Body Paragraph 1 i. Topic sentence / Main idea 1 (What? / Who? ) ii. Supporting details. (Why? / When? / Where?/ How? )

Hello! How are you? I hope you are well.

Paragraph 2 i. Topic sentence / Main idea 2

Then, we took pictures with the tigers, monkeys and birds. The animals were very excited to see us. We liked

On Friday last week, my friends and I went to the zoo as one of our weekly outings. We left for the place at 9.00 a.m. The zoo was in Lok Kawi, Putatan. Five of us went there by bus. We arrived at 10a.m. First, we bought tickets. The tickets cost RM2 each.

19

(What? / Who? ) ii. Supporting details. (Why? / When? / How? )

the monkeys very much because they were very funny.

Paragraph 3 i. Topic sentence / Main idea 3 (What? / Who? ) ii. Supporting details. (Why? / When? / How? ) Conclusion Making a personal statement on the topic.

After that, we continued to walk around the zoo. We completed a quiz and gave our answers to the zoo keeper. He gave us a little present each.

Signature

Sign your name clearly.

Finally, we went for an elephant ride. It was fun. The elephant sprayed water on us. We were all wet. At 1p.m. we went home. We had a wonderful experience. We were all tired but happy.

Eg. Flora Sample

24, Jalan Bunga Melor, Taman Bunga Melor, 88000 Kota Kinabalu, Sabah. 2 October 2012 Dear Rita, Hello! How are you? I hope you are well. Last week, my friends and I went to the zoo as one of our weekly outings. We left for the place at 9.00 a.m. The zoo was in Lok Kawi, Putatan. Five of us went there by bus. We arrived at 10a.m. First, we bought tickets. The tickets cost RM2 each. Then, we took pictures with the tigers, monkeys and birds. The animals were very excited to see us. We liked the monkeys very much because they were very funny. After that, we continued to walk around the zoo. We completed a quiz and gave our answers to the zoo keeper. He gave us a little present each. Finally, we went for an elephant ride. It was fun. The elephant sprayed water on us. We were all wet. At 1p.m. we went home. We were all tired but happy.

Yours truly, Flora

20

SECTION 3 3.1

Guidelines for Poem i. ii. iii. iv.

3.2

LITERATURE

Open-ended questions : 2 questions (3 marks) 1st question = 1 mark / 2nd question = 2 marks Both questions are based on the poem. Thus, it is crucial for English Language teacher (ELT) to make sure the students understand the poem. Tips on tackling these questions: • As a last resort, translate the poem and its meaning in students’ mother tongue. • As these questions are very structured, ELT can give students the answers and make them write on the worksheet provided, so that they will be more familiar with the types of questions in this section. • ELT can add on words in the glossary provided for each poem. • Students are permitted to give/ write short answers

Poem: A Fighter’s Lines by Marzuki Ali I am old and worn and have lost all my strength sufferings and the history of the fight for independence have forced sacrifices that know no name or life from the wheelchair of the rest of my days I, body and energy crushed see and cannot do much these times are too big a challenge for the remnants of my crippled years the net of deceit spread everywhere disturbs me. In the name of justice Wake up and form ranks sons of our ancestor 21

Be brave And erect a wall of people Stand up heirs of our freedom I have no more voice It is you now who should speak!

GLOSSARY: Ancestor Brave Challenge Crippled Crushed Deceit Disturbs Energy Erect Force Heirs Justice Ranks Remnants Sacrifices Strength Sufferings Worn

: forefather / nenek moyang : no fear / berani : difficulty / cabaran : damaged / lumpuh : broken down in spirit / musnah : dishonesty, corruption / penipuan : cause anxiety / mengganggu : power / tenaga, daya : build / mendirikan : compel / memaksa : successors / (pe)waris : fairness/ keadilan : lines or or rows of people / barisan : leftovers, loose ends / sisa, saki-baki : the acts of putting others before our needs / pengorbanan : power / kekuatan : distress / penderitaan : damaged / lesu

Practice 1: Based on Stanza 1, answer the questions that follow.

I am old and worn and have lost all my strength sufferings and the history of the fight for independence have forced sacrifices that know no name or life

1. Which phrase shows that the persona is worn out? _________________________________________________ (1 mark) 22

2. Why do you think the persona lost all his strength? _________________________________________________ (2 marks)

Practice 2: Based on Stanza 2, answer the questions that follow.

from the wheelchair of the rest of my days I, body and energy crushed see and cannot do much these times are too big a challenge for the remnants of my crippled years the net of deceit spread everywhere disturbs me.

1. What disturbs the persona? ________________________________________________ (1 mark)

2. Why do you think the persona is in a wheelchair? ________________________________________________ (2 marks) 23

Practice 3: Based on Stanza 3, answer the questions that follow.

In the name of justice Wake up and form ranks sons of our ancestor Be brave And erect a wall of people Stand up heirs of our freedom

1. Who are the sons of our ancestor? _____________________________________________________ (1 mark)

2. What does the expression wall of people mean? _____________________________________________________ (2 marks)

Practice 4: Based on Stanza 4, answer the questions that follow.

I have no more voice It is you now who should speak!

1. Who is ‘you’ referring to? _________________________________________________ (1 mark) 24

2. What does the persona need the younger generation to do? _________________________________________________ (2 marks) 3.3

Poem: Leisure by William Henry Davies What is this life if, full of care, We have no time to stand and stare. No time to stand beneath the boughs And stare as long as sheep or cows. No time to see, when woods we pass, Where squirrels hide their nuts in grass. No time to see, in broad daylight, Streams full of stars, like stars at night. No time to turn at Beauty's glance, And watch her feet, how they can dance. No time to wait till her mouth can Enrich that smile her eyes began. A poor life this if, full of care, We have no time to stand and stare.

GLOSSARY: Beneath : under / di bawah Boughs : branches of trees / dahan Broad : ample, obvious / secara terang-terang Daylight : daytime, sunshine / siang hari Enrich : improve / menjadikan lebih baik Glance : quick look / memandang sepintas lalu Squirrels : small graceful bushy-tailed tree animal / tupai Stare : look with the eyes wide open / merenung Streams : small river / sungai kecil, anak sungai Practice 1 : Based on the poem above, answer the questions that follow. *1 mark each 1. Where is this poem set? _________________________________________________________ 2. Give one example of personification found in this poem? _________________________________________________________ 25

3. What does the first couplet starts with? _________________________________________________________ 4. What do sheep and cows represent in the poem? _________________________________________________________ 5. What is the tone used in the poem? ________________________________________________________ 6. What is personified in the fifth couplet? ________________________________________________________ 7. Which phrase is used all through this poem? ________________________________________________________ 8. What do we fail to do in the second couplet? ________________________________________________________

Practice 2 : Based on the poem above, answer the questions that follow. *2 marks each 1. Which phrase is repeated throughout this poem? Why? ____________________________________________________________ 2. Why do you think the persona repeated the phrase stand and stare twice? ___________________________________________________________ 3. Why does man not stop to appreciate nature? ___________________________________________________________ 4. What are the themes of this poem? ____________________________________________________________ 5. What do you think is the poet’s message in this poem? ___________________________________________________________ 6. Why do you think the persona describes life today as ‘poor’? ___________________________________________________________ 7. Why do you think the poet uses the imagery of streams full of stars? 26

___________________________________________________________ 8. Why do you think the persona chooses to use the image of sheep or cows? ___________________________________________________________ ANSWER KEYS A Fighter’s Lines by Marzuki Ali Practice 1 1. ‘and have lost all my strength’ 2. He is old and worn out from the years fighting in the war for independence. Practice 2 1. The net of deceit. 2. He was badly wounded during the war. Practice 3 1. The younger generation. 2. The unity of the people. Practice 4 1. The younger generation. 2. To stand united and speak up in the name of justice.

Leisure by William Henry Davies Practice 1 1. In the countryside. 2. Beauty. 3. Rhetorical question / Question. 4. A simple life. 5. Reflective tone. 6. Beauty. 7. ‘No time’. 8. To stand and stare. Practice 2 27

1. ‘No time’ because it stresses that people are busy worrying and working. 2. To stress that people today are too busy to make time to appreciate the beauty of nature. 3. Too busy and no time to spare. 4. Appreciation of nature and the importance of leisure. 5. We must take time off work to appreciate and enjoy nature. 6. Our time is taken up by too much worry, that leads to no time for leisure. 7. To represent a place of beauty, where water sparkles like a starry night. 8. Both animals live a simple life free from worry / …a simple carefree life. 3.4

Guidelines for Novel i. ii. iii. iv.

3.5

Candidates are advised to spend about 20 minutes on this section. Candidates are required to write a piece of writing based on ONE of the novels studied in Form 3. Candidates are required to write in not less than 50 words. A maximum of 12 marks will be awarded.

Tips for Novel- Before, While and After Exam Before Exam (Teacher & Students) i.

Tell the students to clearly specify which novel they would base their answers on. Students can refer to the spelling of the title and author from the question itself. ii. Memorise at least 3 important events. iii. Students must know the story inside out. iv. Tenses must be consistent. v. Weak students: follow the word limit. Intermediate/Good: Encourage them to write more than 50 words. While Exam (Students) i.

Read for a purpose -look at the question -key words, normally in bold ii. Underline the key words iii. Students state their stand (e.g. Yes/ No) clearly in their introduction and reinstate it in their conclusion. iv. Good band- 2-3 elaborations + examples. After Exam (Teacher) i. Teacher indicates all errors but don’t penalize too much on language errors ii. Holistic marking- focus on contents and supporting details. iii. Factual Errors (F.E.) = E-2 marks. . 28

3.6

Novel: Around the World in 80 Days by Jules Verne How to use this handout. i. ii. iii. iv. v. vi.

Make sure students are taught the novels. Using this parallel text can help students to get C (5 – 6 marks). There are 2 special features to this activity: (a) Using the same evidences for different questions and (b) using generic conclusion for all questions. For answers on character, theme, message, moral value and lesson learnt, the same evidences can be used. For questions on event and ending , the same evidences are used. The best way to use this activity is by giving them the notes for each chapter and take all the evidences from the notes. It is advisable to ask students to write rather than giving them a photocopied handout. It will help them to remember better.

Tips for Teachers i. ii. iii. iv. v. vi. vii. viii. 3.7

Questions asked cover 7 elements; character & characteristics, theme, message, moral value, event and ending. Use simple present tense or simple past tense. Write 3 paragraphs. (INTRO , CONTENTS – R1 + EX 1, R2 + EX2 & R3 + EX 3) Para 1 – the novel, the author & the character/ theme/ message/moral value/lesson learnt/ event/ ending. Para 2 – Evidences or reasons (2 – 3 evidences or reasons) followed by explanation or example for each reason or evidence. Put sequence connectors before each evidence or reason. Avoid factual errors. Para 3 - write simple conclusion.

Model Answers for Novel (a)

CHARACTER I choose Around the World in 80 Days by Jules Verne. The character whom I like in this story is Mr Fogg. I like him for a few reasons. First and foremost, he is a determined person. He is determined to travel around the world in 80 days even though all his friends think it is impossible to be done. Secondly, I admire him because he is brave. He is brave enough to save Aouda from the bandits in the jungle of India, he may get killed or injured while saving her. Finally, he is a kindhearted person. He is very kind to find and save his loyal butler Passepartout after the train attack. He does not leave him behind and continues his journey. In a nutshell, I have learnt a lot from the novel and I really enjoy reading the novel.

(b)

THEME (DETERMINATION / BRAVERY / COURAGE) 29

I choose Around the World in 80 Days by Jules Verne. The theme portrayed in this story is determination. Through my observation, this theme is clearly demonstrated through the main character Mr Fogg. This can be depicted when he travels around the world in 80 days even though all his friends think it is impossible to be done. Apart from that, he saves Aouda from the bandits in the jungle of India. Finally, he braves himself to find and save his loyal butler Passepartout after the train attack. In a nutshell, I have learnt a lot from the novel and I really enjoy reading the novel. (c)

MESSAGE/ MORAL VALUE/ LESSON LEARNT i. we must be determined in life. ii.

we must be brave in life.

iii.

we must be courageous in life

I choose Around the World in 80 Days by Jules Verne. The message portrayed in this story is we must be determined in life. Through my observation, this message is clearly demonstrated through the main character Mr Fogg. This can be depicted when he travels around the world in 80 days even though all his friends think it is impossible to be done. Apart from that, he saves Aouda from the bandits in the jungle of India. Finally, he braves himself to find and save his loyal butler Passepartout after the train attack. In a nutshell, I have learnt a lot from the novel and I really enjoy reading the novel. (d)

EVENT I choose Around the World in 80 Days by Jules Verne. The event that I think is important in this novel is when Mr Fogg wins the wager of ʃ20,000 and marries Aouda. I like this event for a few reasons. First and foremost, I like it because it is a moment of joy. He gets the money and marries the woman he loves. Secondly, he does not become poor. If he loses the money , he will become a poor man. Finally, with the money he wins, he can give his wife a good life. In a nutshell, I have learnt a lot from the novel and I really enjoy reading the novel.

(e)

ENDING I choose Around the World in 80 Days by Jules Verne. I like the ending of this novel, Mr Fogg wins the wager of ʃ20,000 and marries Aouda. I like this ending for a few reasons. First and foremost, I like it because it is a happy ending. He gets the money and marries the woman he loves. Secondly, he does not become poor. If he loses the money, he will become a poor man. Finally, with the money he wins, he can give his wife a good life. In a nutshell, I have learnt a lot from the novel and I really enjoy reading the novel.

30

3.8

Student’s Handouts (a) CHARACTER 1. 2. 3. 4. 5. 6.

The Novel The Author The Character Reason 1 Reason 2 Reason 3

I choose ____1_______by ____2____ The character whom I like in this story is ______3___________. I like him for a few reasons. First and foremost, he is a determined person. He is determined _____________4_______________ Secondly, I admire him because he is brave. He is to____________________________5________________________. ______________6________________

brave

enough Finally,

In a nutshell, I have learnt a lot from the novel and I really enjoy reading the novel. ( b) THEME (DETERMINATION / BRAVERY / COURAGE) 1. 2. 3. 4.

determination /bravery / courage Evidence 1 Evidence 2 Evidence 3

I choose Around the World in 80 Days by Jules Verne. The theme portrayed in this story is _______1________. Through my observation, this theme is clearly demonstrated through the main character Mr Fogg. This can be depicted when ____________2____________. Apart from that, __________3_________.Finally, __________4_____________. In a nutshell, I have learnt a lot from the novel and I really enjoy reading the novel.

(c) MESSAGE/ MORAL VALUE/ LESSON LEARNT 1. we must be determined in life/we must be brave in life/we must be courageous in life. 2. Evidence 1. 3. Evidence 2. 31

4. Evidence 3. I choose Around the World in 80 Days by Jules Verne. The message portrayed in this story is __________1_________. Through my observation, this message is clearly demonstrated through the main character Mr Fogg. This can be depicted when_______________2_______________Apart from that, ____________________3___________________. Finally, _____________________________4_____________________. In a nutshell, I have learnt a lot from the novel and I really enjoy reading the novel. (d)

EVENT

1. Reason 1 2. Reason 2 3. Reason 3 I choose Around the World in 80 Days by Jules Verne. The event that I think is important in this novel is Mr Fogg wins the wager of ʃ20,000 and marries Aouda. I like this event for a few reasons. First and foremost, I like it because ____________1____________. He gets the money and marries the woman he loves. Secondly,._______________2_________________ If he loses the money , he will become a poor man. Finally, ______________________3___________________________. I believe they will be happy together. In a nutshell, I have learnt a lot from the novel and I really enjoy reading the novel. (e) ENDING 1. Reason 1 2. Reason 2 3. Reason 3 I choose Around the World in 80 Days by Jules Verne. I like the ending of this novel, Mr Fogg wins the wager of ʃ20,000 and marries Aouda. I like this ending for a few reasons. First and foremost, I like it because _____________2__________. He gets the money and marries the woman he loves. Secondly, ___________________3____________________. If he loses the money , he will become a poor man. Finally,_________________________4___________________. I believe they will be happy together. In a nutshell, I have learnt a lot from the novel and I really enjoy reading the novel. 32

SECTION 4

SUMMARY

4.1

Guidelines for Summary i. ii. iii. iv.

4.2

Candidates are required to study the text given carefully and then summarize a passage of about 180 words in length. Candidates are required to write not more than 60 words, including the ten words given. Candidates are advised to spend about 30 minutes on this question. This question carries 10 marks.

Tips- Before, While and After Exam Before Exam (Teacher and students) i. ii. iii. iv.

Tell the students that summary is the bonus part-easy to score. Ask the students to read more books, keep a vocabulary book or journal. Teach them Degrees of Paraphrasing. Do more exercises.

While Exam (Students) i. ii. iii. iv. v. vi. vii.

Read for a purpose -look at the question -key words, normally in bold Read the passage Underline the points 1st draft Rewrite Indicate the number of words. Use grid boxes

After Exam (Teacher) i.

Teacher indicates all errors but don’t penalize too much on language errors.

ii.

Count and indicate the 60th word with a slash.

33

4.3

How to Score Better in the Language Section i)

Use Sentence connectors/ Conjunction: •

ii)

First ,Next ,Then , Finally

Rephrasing (RP) ORIGINAL TEXT The taxi driver greeted him with a warm smile. (RP) He received a warm reception from the taxi driver.

iii)

Reorganising (RO)

ORIGINAL TEXT The taxi driver greeted him with a warm smile. (RO) He was welcomed with a warm smile by the taxi driver. or With a warm smile, the taxi driver welcomed him. iv)

Single-Word Substitution (SW) ORIGINAL TEXT The taxi driver greeted him with a warm smile. (SW) The taxi driver welcomed me with a warm smile. or The cab driver greeted me with a warm smile.

Note: If the candidate is too weak, just do lifting. v)

Lifting (L) ORIGINAL TEXT The taxi driver greeted him with a warm smile. (L) The taxi driver greeted him with a warm smile. 34

(Wholesale copying from the original text. No attempt to paraphrase the original text)

4.4

Actual PMR Summary Questions

Summary text 2009 – 2011 (actual PMR) Year

Stimulus / text type

2009

Speech

2010

Diary entry

2011

Article

Task How open burning affects us Some of the interesting things they did and saw there How the newspaper can be a useful tool to students

Summary 2009

A very good morning to the principal, teachers and friends. In conjunction with World Environment Day, I would like to highlight an issue which requires our attentionOpen Burning. Do you know that open burning effects us greatly? You would be surprised to know that itis an activity that greatly pollutes the environment. This pollution happens when open burning releases high level of toxic gases into the atmosphere like carbon monoxide, carbon dioxide and hydrogen. Besides contaminating the atmosphere, these gases also contribute to the greenhouse effect which leads to global warming. Meanwhile, the ash that is a by-product of open burning is usually the main cause of haze. On certain days when the Air Pollution Index or API is high, vision can be impaired* and this could lead to accidents and other mishaps*. People would also be generally affected by this irresponsible activity. Some may be affected by respiratory problems and breathing difficulties. With high contaminants in the air, some may also suffer from irritation to the eyes, nose and throat. Meanwhile, certain people may face serious medical conditions like asthmatic attacks which could be fatal. Open burning can also cause other ailments like headaches, fatigue, nausea, vomiting and frighteningly, the life-threatening cancer. So, do refrain from open burning. Stop before it is too late! Thank you.

*impaired – weakened or damaged 35

*mishaps – unlucky accidents Write a summary on how open burning affects us.

Your summary must:  not are more than 60 words, including the 10 words given below.  be in continuous writing (not note form)  be written in one paragraph

Use your own words as far as possible without changing its original meaning. Begin your summary as follows: We should avoid from carrying out open burning because it … PMR 2009 – paragraph 2, line 5 We should avoid from carrying out open burning because it pollutes the environment.

We out pollutes high into to leads the by-product main burning problems

should open the levels the the to ash is causes may and

avoid burning environment of atmosphere. greenhouse global that one of bring breathing

from because by toxic It effect warming. is of haze. about difficulties.

carrying it (10 w)/ releasing gases contributes which Furthermore, a the Open respiratory

( 59 w)

36

Summary 2010

Dear diary, I had a fantastic time during the school holidays. After receiving his bonus, Dad took us to Layang-Layang Atoll, a beautiful coral island, situated north of Sabah. We checked into the holiday resort late that evening. Then, we immediately rushed out to witness the breathtaking sunset. After dinner, we went early to bed, looking forward to the activities we were going to do the next morning. Rising early, we went snorkeling in the cool, clear waters off the island. The scene before us was colourful and amazing. The live corals floated along with the movements of the current and we saw a wonderful variety of fish. Among them were puffer fish, clown fish and angel fish. The next day, we had another wonderful experience. We went scuba-diving under the supervision of an expert. I was glad to be close to nature. I thanked God for giving me this wonderful opportunity. On our last night, we stayed awake till the wee hours of the morning. It was because we were enjoying a fine barbecue by the seaside with fish that we had caught from the sea. It was certainly a memorable holiday. Nisha Nisha and her family enjoyed themselves at Layang-Layang Atoll. Write a summary on some of the interesting things they did and saw there. Your summary must:  not be more than 60 words, including the 10 words given below.  be in continuous writing (not note form)  be written in one paragraph

Use your own words as far as possible without changing its original meaning. Begin your summary as follows: Upon checking into the holiday resort, Nisha and her family…

37

PMR 2010 – paragraph 2, line 5 Upon checking into the holiday resort, Nisha and her family witnessed the breathtaking sunset.

Upon resort, Immediately the the and amazing they being the a early

checking Nisha rushed breathtaking morning, saw scenery. went close last delicious Hours

into and off sunset. they a The scuba-diving to night, barbeque of

the her to Early went colourful next and nature. they till the

holiday family (10w)/ see in snorkelling and day, enjoyed On enjoyed the morning. (60 w)

Summary 2011 38

The newspaper is an extremely useful learning tool to students today. Besides being easily available and affordable, it offers them numerous benefits. A survey carried out on the benefits of the newspaper clearly shows that students who read the newspaper have a better understanding of the world around them. This is because they are better informed of the current issues happening around the world. Hence, they become more knowledgeable. As language proficiency seems to be a problem amongst students these days, reading the newspaper also helps them improve their language skills. As such, they are able to put into practice what they have learnt. Meanwhile, once outside the classroom, students can use the newspaper to be a continuous source of education and information. For example, it can be used to obtain reference material or ideas for their school assignments. The newspaper today also motivates students to learn because it contains educational supplements that help them with their lessons. Besides, they also encourage students to develop their thinking skills through extensive reading. It is without doubt that the newspaper is beneficial to the students. As such, we should encourage them to read the newspaper every day.

Write a summary on how the newspaper can be a useful tool to students. Your summary must:  not be more than 60 words, including the 10 words given below.  be in continuous writing (not note form)  be written in one paragraph

Use your own words as far as possible without changing its original meaning. Begin your summary as follows: The newspaper is a useful tool that helps students to …

PMR 2011- Paragraph 2, line 2 39

The newspaper is a useful tool that helps students to have better understanding of the world around them.

The tool have world become current to and of contains to skills

newspaper that better around well issues. improve Is information educational encourage among

is helps understanding them. informed It their a and supplements and students.

a students of Thus, of helps language continuous education. that develop

useful to(10w) / the they the students skills source It help thinking

( 58 w)

40