bahasa inggeris program kecemerlangan jpn melaka 2014.doc

8/17/2019 Bahasa Inggeris Program Kecemerlangan JPN Melaka 2014.doc

1/47

PROGRAM KECEMERLANGAN SPMPROGRAM KECEMERLANGAN SPM

PERINGKAT NEGERI MELAKAPERINGKAT NEGERI MELAKA

SPM ENGLISHSPM ENGLISH

LANGUAGELANGUAGE

MODULEMODULE20142014

Directed WritingDirected WritingCntin!!" WritingCntin!!" Writing

N#e$% Per"n&$ Re"'n"eN#e$% Per"n&$ Re"'n"e


2/47

DIRECTED WRITING

Teacher’s Notes

The Directed Writing question carries a total of 35 marks – 15 marks for content and

20 marks for language. The marks for format, which can ar! "etween 1#3 marks de$ending

on the te%t t!$e, are included in the 15 marks allocated for content. &n this section, candidates

are gien onl! one question. This means that candidates do not hae the lu%ur! of choice

which the! are gien in the 'ontinuous Writing section.

(ost candidates find this question quite managea"le. &n fact, een weak candidates

can "e taught to co$e with this question to a certain e%tent. )eeral factors make this question

quite do a"le. *irstl!, candidates are gien hel$ with content. This means candidates do not

hae to worr! a"out what to write as content $oints are $roided. &t is not difficult to score

full marks for content. &n fact, candidates can score full marks for content if the! are a"le to

use the information gien in grammaticall! sound sentences, irres$ectie of the sentence t!$e

or length. &t is also eas! to get marks for format if the! hae "een e%$osed to the formats of

different te%t t!$es. )econdl!, this question does not demand much linguisticall! unlike the

continuous writing question. (ost candidates are a"le to co$e with this question, een if the!

are linguisticall! limited. Thirdl!, the question is usuall! set around the e%$eriences of

students. +ence, there is no reason for candidates not to attem$t this question.


3/47

elow is an anal!sis of the questions which hae a$$eared since 2000-

Year Text type Purpose

2000 etter /informalTo inform mother of choice of $resent for !our "rother

and $ersuade mother to lend !ou some mone!

2001 rticle To inform students on wa!s of co$ing with stress

2002 )$eechTo inform students a"out road safet! # causes of road

accidents and suggestions to reduce them

2003 etter /formalTo inform the class teacher a"out the choice of class

tri$

200 e$ortTo inform the school $rinci$al a"out the conditions of

the school canteen

2005 etter /informal To inform a friend a"out a holida! cam$

2004 etter /informal To conince a friend to run for the $ost of head $refect

200 )$eech To tell students a"out a science reference "ook

2006 rticle To inform students a"out a friend who has "een chosen

as the est 7rou$ eader

2008 e$ortTo inform the 9rinci$al of the reasons wh! students

lack of interest in s$orts

2010 letter /&nformalTo tell a cousin the "enefits of taking $art in :ational

)erice 9rogram

2011 Talk To gie a talk to ed 'rescent )ociet! mem"ers on

how to manage a s$rained ankle

2012 letter

To write a letter to adise her on how to s$end her

mone! wisel!

2013 formal letter letter of com$laint to the Town 'ouncil


4/47

Common errors

• Poor time management . Do not s$end more than the allocated 5 minutes on this

question. ;therwise !ou will not hae enough time for the second question.• Lengthy essays. Do not write too much. s mentioned earlier, this question does not make

man! demands on a candidate. Directed writing is a succinct $iece of writing. ll !ou

hae to do is use the gien $oints and $roide a sentence or two /ma!"e three to

ela"orate on them. res$onse of 1 < # 2 $ages is more than sufficient. fter all, the more

!ou write the more mistakes !ou might make. )ome candidates make the mistake of

writing one $aragra$h for each $oint. &f !ou do this, !our essa! is going to "e er!

length!. )ae the time and energ! for 'ontinuous writing.

• Usage of informal language. This $a$er tests !our written =nglish. Do not use s$oken

language. oid using slang words /such as gu!s, >.., contractions, and informal

language /such as informal idiomatic e%$ressions or informal $hrasal er"s.

• Poor punctuation. )ome candidates do not $unctuate their sentences correctl!. (ake sure

!ou end !our sentence with a full sto$ and not a comma. lso, make sure that the $ronoun

& is written in u$$er case and not lower case /i as is the $ractice among some candidates.

Student’s Tips


5/47

General Guidelines or Directed Writin!

• ead the question carefull!. &dentif! !our task, !our role and !our audience.

•?se the 5 minutes allocated for this question wisel!.

• 9lan !our essa! and organi@e !our thoughts /this includes what to write and how to

ela"orate on $oints

• &nclude an introduction and a conclusion and make sure !our $aragra$hs are well

organi@ed.

• ?se all content $oints gien. &t is adisa"le to cross out the $oints !ou hae used, so that

no $oint is left out.

• &nclude $oints of !our own only if you are asked to. ;therwise, do not waste $recious

time doing so "ecause !ou will not get an! e%tra marks.

• Elaborate on the points given. Write 2#3 sentences to ela"orate on each $oint.

emem"er a crucial as$ect of this $a$er is language and !our a"ilit! to write can onl! "e

tested if !ou $roide sufficient language for the e%aminer to gauge !our linguistic a"ilit!.

• ?se a ariet! of sentence structures so that !our essa! is not dull and monotonous.

• lwa!s read through what !ou hae written. 'orrect grammatical, s$elling and

$unctuation errors.


6/47

"#D$%E R WE'( ST$DENTS

ARTICLE

Sample Essay And Pratie

!eneral guidelines

1. rticles are $ieces of writing giing information, adice or suggestions to the readers.

2. The! are usuall! written for the school maga@ine or school newsletter.

3. The tone and st!le are formal.

. n articleAs format

a Title – can "e taken from the ru"ric

" WriterAs name – Bust write C!,A and then followed "! !our name ust "elow the

title.

c The $eo$le who are going to read the article.

Sample )uestion

(an! students feel that the! hae too man! things to do in one da!. (an! of them reall! do

not manage their time wisel! and end u$ not com$leting their homework or school $roects

on time. Eou want to make a few suggestions on how the! can manage their time in a "etter

and more effectie wa!.

Write an artile for !our school maga@ine giing !our suggestions on how to manage time.

&nclude the following $oints.

• 'hange attitude

• 9a! attention in class

• Tr! to com$lete as much homework as $ossi"le during school hours

• (ake a CTo doA list

•

)et $riorities right• )et a realistic target for e%amination

• 9lan a $ersonal timeta"le

• (ake time for rest and rela%ation

• Boin stud! grou$s

• )eek hel$ from $arents, teachers or friends

• )$eak to school counsellor

• )ta! ha$$! and health!


7/47

When writing the article, !ou should remem"er to-

# &nclude the title

# &nclude the writerAs name

# &nclude all the $oints gien

# Write in the format of an article

Sample 'ns*er

+ow to (anage Time

! l"ert (oss

Toda! man! students feel that the! hae too man! things to do in one da!. (an! of

them reall! do not manage their time wisel! and end u$ not com$leting their homework or

school $roects on time. )o, here & would like to gie some suggestions to students on ho" to

manage time.

*irstl!, students must hange their attitude. :e%t, students should pay attention in

lass. Thirdl!, students must try to omplete as muh home"ork as possible during

shool hours. *urthermore students can make a #To do$ list.

)tudents ought to set their priorities right. )tudents should set a realisti target for

their coming e%amination. *urthermore, students can plan a personal timetable. )tudents

must also make time for rest and rela%ation.

)tudents can &oin study groups. ll students should seek help from parents,

teahers or friends if needed. )tudents should speak to the shool ounsellor if necessar!.

*inall! students should be happy and healthy when the! spend their time "isely.

Examination Tips

1. &ntroduction of the article can "e taken from the ru"ric as shown in the sam$le.

2. ll students need to do is to add the $hrase students follo"ed by a modal, in front of

the gien content $oints to create meaningful sentences.

e.g – )tudents should, )tudents must etc.

3. ?se conunctions and sequence connectors


8/47

PRACTICE

'odel SP' (uestion )adapted from *elantan SP' Trial E%amination +,-+

ased on !our o"seration, man! of !our schoolmates are not taking $ro$er care of their

health. s !ou are the $resident of the +ealth 'lu" of !our school, !our teacher adiser has

asked !ou to write an article for the school maga@ine on how to lead a health! lifest!le.

?se the notes "elow to write !our artile/

0o" to lead a healthy life

practise personal hygiene have regular exercise take balanced meals

wash hands before eating keep fit avoid junk food

drink a lot of water get enough sleep share problems with others

at least eight glasses seven to eight hours talk to friends or school daily a day counselor

When writing the artile1 !ou must remem"er-

- to gie a suita"le title

- to gie !our name as the writer

- to include all the $oints gien

- to $roide an ending

- that !our readers are students of !our school.

Note: *or !our article, !ou will receie u$ to -2 marks for the format and content $oints,

and u$ to +, marks for the qualit! of !our writing.


9/47

Step -

)tud! the question-

3ased on your observation1 many of your shoolmatesare not

taking proper are of their health. Situation

4ou are the president of the 0ealth Club of your shool. Post 5 position

6rite an article for the shool maga7ine Task

Step +

• &dentif! the la!out "ased on the task in )te$ 1

/ *ormat# 3 marks - Title F writerAs name F ending

Task - Write an artile

• 'onstruct sentences using the content $oints gien "! identif!ing the gien and

missing $arts of s$eech

For example -

'1 – 9ractice $ersonal h!gience

The gien $arts of s$eech-

Ger" # $ractice

;"ect /noun – $ersonal h!gience

What are the missing $arts of s$eechH The sub&et /!ouIwe and modal verb

/shouldImustIhae toI need to

nswer these questions-

What is the situation

What is !our $ostI$osition in the

societ! or clu"


10/47

3ASIC/

PART A

Fill in the table below using the information from the question

Title

!-

/write !our

name

&ntroduction

/situationItask

(an! students >>>>>>>>>>>>>>>>>>>>>.

)o, these are the wa!s how >>>>>>>>>>>>>>>>.

'1 9ractice $ersonal h!gience

'2

'3'

'5

'4

'

'6

'8

'10

'11

'12

'onclusion

P'RT +

Construct simple sentence(s) using the notes given.

Example

C! "ractise personal hygiene

You , We should practise personal hygiene(Subject) (Modal) (Note given)


11/47

a) C# $ash hands before eating

……………. ……………. ……………………………………………………………..

(Subject) (Modal) (Note given)

b) C% &ake balanced meals

……………. ……………. ……………………………………………………………..


c) C' avoid junk food

……………. ……………. ……………………………………………………………..


d) C rink a lot of water

……………. ……………. ……………………………………………………………..


e) C* at least eight glasses daily

……………. ……………. …………… ………………………………………………..

(Subject) (Modal) (Verb) (Note given)

f) C+ ,et enough sleep

……………. ……………. ……………………………………………………………..


g '6 - seen to eight hours a da!

……………. ……………. …………… ………………………………………………..

(Subject) (Modal) (Verb) (Note given)

h) C ave regular exercise


12/47

……………. ……………. ……………………………………………………………..


i) C!/ keep fit

……………. ……………. ……………………………………………………………..


j) C!! 0hare problems with others

……………. ……………. ……………………………………………………………..


k) C!# talk to friends or school counselors

……………. ……………. ……………………………………………………………..


Concluding paragraph

1 hope all students lead 222222222222222222222222222222

(from the 3uestion)

P'RT C

4ewrite all the sentences in P'RT + in three paragraphs using the correct format of an article

&itle 22222222222222222222222.

5y 22222222222222222.


13/47


14/47

22222222222222222222222222222222222222222222222222

22222222222222222222222222222222222222222222222222

22222222222222222222222222222222222222222222222222

22222222222222222222222222222222222222222222222222

22222222222222222222222222222222222222222222222222

22222222222222222222222222222222222222222222222222

22222222222222222222222222222222222222222222222222

22222222222222222222222222222222222222222222222222

22222222222222222222222222222222222222222222222222

22222222222222222222222222222222222222222222222222

22222222222222222222222222222222222222222222222...

22222222222222222222222222222222222222222222222222

22222222222222222222222222222222222222222222222222

22222222222222222222222222222222222222222222222222

2222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222

22222222222222222222222222222222222222222222222222

22222222222222222222222222222222222222222222222222

22222222222222222222222222222222222222222222222222

22222222222222222222222222222222222222222222222222

22222222222222222222222222222222222222222222222222

2222222222222222222222222222222222222222222222222...

22222222222222222222222222222222222222222222222222

22222222222222222222222222222222222222222222222222

22222222222222222222222222222222222222222222222222

22222222222222222222222222222222222222222222222222

22222222222222222222222222222222222222222222222222

22222222222222222222222222222222222222222222222222

22222222222222222222222222222222222222222222222222

22222222222222222222222222222222222222222222222222

22222222222222222222222222222222222222222222222222

22222222222222222222222222222222222222222222222222

22222222222222222222222222222222222222222222222...


15/47

22222222222222222222222222222222222222222222222222

22222222222222222222222222222222222222222222222222

22222222222222222222222222222222222222222222222222

22222222222222222222222222222222222222222222222222

22222222222222222222222222222222222222222222222222

22222222222222222222222222222222222222222222222222

22222222222222222222222222222222222222222222222222

22222222222222222222222222222222222222222222222222

22222222222222222222222222222222222222222222222222

22222222222222222222222222222222222222222222222222

2222222222222222222222222222222222222222222222222...

"#D$%E R 'D-'NCED ST$DENTS

REP#RT

7eneral guidelines

1. re$ort gies information to a $articular $erson or grou$.

2. &t has to "e formal and concise

3. The content is inclusie of facts and o$inions.

. T!$es of re$ort-

a. e$ort of an incident

". e$ort on actiit! or eent

c. e$ort on a sure!

d. :ews$a$er re$ort

3asi format

e$ort ;nJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJ

To - / to whom the re$ort is directed to

*rom - / the $erson who writes the re$ort Date - JJJJJJJJJJJJJJJ

*acts and ela"oration>>>>>>>>>>>.

'onclusion>>>>>>>>>>>>>>>

e$orted "!,

signature


16/47

Sample )uestionEou are the )ecretar! of the =nironment 'lu" in !our school. Eour clu" has successfull!

organi@ed =nironment Week in !our school. Write a report to the $rinci$al a"out the eent.

&nclude the following information in !our re$ort-

When writing the report, !ou should remem"er to-

• gie the re$ort a title

Duration

• %rd 6 +th 7arch #/!!

#./ecti0es

• raise awareness

• beautify school compound

'cti0ities

• paint murals

• plant trees

• recycle old newspapers

• poster drawing competition

• speech by invited guest

'd0anta!es• create conducive environment

• instill love for nature

• foster closer relationship

• develop co-operation

EN-IR#N"ENTWEE(


17/47

• address the re$ort accordingl!

• $roide an a$$ro$riate ending

• use all the information gien

• write in $aragra$hs

S'"P%E 'NSWER

To- Prinipal)(K 7emilang

*rom- )ecretar!

The =nironment 'lu"

Environment 6eek In 'y Shool

The =nironment 'lu" in m! school has successfull! organi@ed an =nironment

Week. The duration of the =nironment Week was from 8rd 9 :th 'arh +,--.

The first ob&etive of the $rogramme was to raise a"areness a"out the enironment

among the students. The second ob&etive was to beautify the shool ompound with as

man! $lants as $ossi"le.

There were man! ativities organi@ed "! the =nironment 'lu" during the week.)tudents painted colourful murals on the wall a"out enironment. The! also planted trees

around the school with the hel$ of the school gardeners. The! "rought old ne"spapers from

home to "e sent for reyling. The! took $art in poster dra"ing ompetition on

enironment and the! also listened to a speeh by an invited guest during the closing

ceremon!.

The advantages of the =nironment Week are as follows. *irstl!. it reates

onduive environment to the students. )econdl!, it instils love for nature in eer!one.

Thirdl!, it fosters loser relationship "etween students and teachers in the school. *ourthl!,

it develops o9operation among students.

The =nironment Week was successful and ho$efull! the $rogramme will "e held

eer! !ear as an annual eent.

Reported by, 15 (arch 2011

a"u "in a"i

a"u "in a"i

E;A'I


18/47

1. emind students that the! should use the words in the ru"ric to hel$ them with their

introductor! $aragra$h.

2. ll $oints should "e written in com$lete sentences in order to "e awarded marks for

content $oints.

3. emind students to write sim$le sentences instead of length! ones to aoid grammar

mistakes.

PRACTICE

Model SPM Question

ecentl!, the =nglish anguage )ociet! of !our school organised =nglish anguage Week to

im$roe the leel of =nglish among the students. s the secretar! of the societ!, !ou hae

"een asked to write a report on the $rogramme to !our $rinci$al.

&n !our re$ort, include the following-

# ;rganiser

L =nglish anguage )ociet!

# ims

- make students aware of the im$ortance of the =nglish language

- encourage students to use the =nglish language in their dail! lies

# Dates

L 1 #2 1 *e" ru ar! 2 0 1 3

# GenueL estari +all

# ;$en to

L all students and teachers

# ctiities

- essa! writing com$etition

- tongue twister com$etition

- $oem recitation

- treasure hunt- moie watching


19/47

- s$elling com$etition

When writing the re$ort, remem"er to-

- address it to the $rinci$al

- $roide !our re$ort a title- write !our name

- include all the $oints gien

>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>

>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>

>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>

>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>

>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>...

C- 9 =rganiser English Language Soiety

)uggested ideas for ela"orations -

- What is the societ! famous forH


20/47

- Who leads the societ!H Descri"e hisIher contri"utions to the societ!, for e%am$le, makingit the famous one in school.

- (entioning of the num"er of its mem"ers eer! !ear.

>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>

>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>

>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>

>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>

>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>...

C+ > C8 9 Aims- make students aware of the im$ortance of the =nglish language

- encourage students to use the =nglish language in their dail! lies

)uggested ideas for ela"orations-

- Wh! do !ou want the students to "e aware of the im$ortance of the =nglish

languageH /their mind#settingH Their futureH Bo" marketH

- Wh! do students need to s$eak in the =nglish language in their dail! liesH

/in terms of oca"ular!H studentsM confidence leelH Their surroundingsH *uture lifeH

>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>

>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>

>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>

>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>

>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>...

C? @ ate / -2 9-B 'arh +,-+


Wh! was the $rogramme held on those datesH/The "enefits of haing it during that time

>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>

>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>

>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>

>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>

>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>...


21/47

C2 @ enue / 3estari 0all

0uggested ideas for elaborations

-$hy was it held at the hall 8

-$hat special features does the hall have8 (its si9e: e3uipment decorations etc1

- aving it in the hall what kind of effects does this have on the participants2

>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>

>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>

>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>

>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>

CD @ =pen to all students and teahers


- Wh! was it o$en to studentsH

- Who were the teachers inoledH

- +ow were the actiit! /ies carried out /in categoriesIgrou$s I indiidualsH Wh!H- Who were the winnersH

- What were the $ri@esH

>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>

>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>

>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>

>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>

>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>...

C:/ ativity / essay "riting ompetition


- What was the titleItheme of the essa!H +ow long was gien for the $artici$ants to writeitH

- Descri"e the requirements needed in the essa! # the length, the oca"ular!, the sentencesetc

- +ow did the $artici$ants do itH /er! a"sor"ed in it

>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>

>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>

>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>


22/47

>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>...

C / tongue t"ister ompetition

0uggested ideas for elaborations

- esribing he activity - how was it carried out8 ow did the participants as well as the audience respondto it8

- $hy was it chosen as one of the activities8 $inners8

>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>

>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>

>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>

>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>

CB/ poem reitation


- What was the theme of the $oemH- Who com$osed the $oemH- &n how man! rounds was it heldH- Who were inoledH- When was it heldH

>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>

>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>

>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>

>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>

>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>...

C-, / treasure hunt


- Descri"e the actiit! # where was it or the area coered I mem"ers $er grou$ & the

duration & e%hilaratingH etc

- +ow were the $artici$ants and the students res$ond to itH /from their s$ecial

e%$ressions, their feelings

>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>

>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>

>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>


23/47

>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>...

C--/ movie "athing


-What was the title of the moie N wh! was it chosenH-ased on the moie, what were the $artici$ants su$$osed to doH Wh!H#What do !ou gain from the actiit! H

>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>

>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>

>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>

>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>

>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>...

C-+/ spelling ompetitions


-What did the actiit! test the students to doH

-Descri"e the atmos$here # the $artici$antsM N the audienceMs reactions, the surroundingsthat had led to such reactions.

-The winner # What was hisIher reactionH

>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>

>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>

>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>


24/47

>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>...

Conluding paragraph


- $hen was the pri9e giving day held8 0ome general remarks on the pn3e !i0in! ceremony.- $hat are the effects of the programme on the students8-$hat is your hope in the future8 $hy (briefly)8

>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>

>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>

>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>

C#NTIN$#$S WRITING

Teaher$s

e%$erience or an imagined eent or eents.

et us look at some t!$ical e%amination questions-

1. Write a stor! of a man who returns to his home after man! !ears.

2. The da! & lost m! tem$er.

3. Write a stor! ending with, O& shall neer forget this da! for the rest of m! life.P

. Write a"out an occasion when !ou got into trou"le.

5. Write a stor! "eginning with, O& could not "eliee m! e!es>.P

+ow do & write a narratie essa! for the e%aminationH


25/47

'T&;: 9:- /1 hour

. 9lanning Q 15 minutes

. Writing Q 35 minutes

'. 'hecking Q 10 minutes

This is how we do it.

A. PLA

da! for the rest of m! life.P

1. ead the question carefull! and underline im$ortant $hrases. 9a! $articular attention

to the ending.

2. rainstorm for ideas "! using the 5Ws and 1+ a$$roach and ot down notes.

• Who is the characterH

• When is the eent taking $laceH

• Where is it ha$$eningH

• What is ha$$eningH

• Wh! is there a $ro"lemH

• +ow is the $ro"lem soledH

=%am$le-

&ntroduction

• Who # main character, first $erson narrator /& and cousin from 'am"odia

• When # holida!s, one )unda!

od!

• What # had to accom$an! cousin 9ro"lem 1

• Wh! # cousin loed riding escalators

• Where # at the sho$$ing centre 9ro"lem 2

• Wh! # riding escalators again

• Who # main character 9ro"lem 3

• What # nearl! had an accident

• +ow # stum"led 'lima%

• Wh! # tried to esca$e from cousin

'onclusion

• What lesson learnt – gratitude

3. 6RITI

:ow that !ou hae got the skeleton of !our stor!, it is time to "egin writing.


26/47

1. ?se linkers and $hrases which link the eents to moe !our stor! in a chronological

order. )ome $hrases that are suita"le -

• &t was er! dark>.

• & will neer forget >..

• few minutes later>.

• )uddenl!,>

• When the disaster ha$$ened, >..

2. ?se the $ast tense forms. 'heck all the er"s !ou hae used.

3. ?se descri$tie language /adecties, ader"s

. ?se sensor! details to reeal the eents and to get the readers inoled. Do not merel!

tell "ut show the eents through words and $hrases.

=%am$le-

a. & went into the restaurant.

". & walked into the restaurant.

c. & sauntered into the restaurant.

5. )entence a- merel! states that & went into the restaurant

)entence "- gies a little more information as to how & went into the restaurant.

)entence c- uses a more s$ecific word to show clearl! the idea of how & went into

the restaurant.

)entence c. allows the reader to see what & am doing. The word CsaunteredA means Cto

strollA. &t gies the image of a $erson walking slowl! into the restaurant. Thus, sentence c.

is more effectie in narratie and descri$tie writing.

() ?se direct s$eech, "ut use it s$aringl! and effectiel!. emem"er, !ou are writing a

narratie, not a scri$t.

. oid using informal language

C. C0EC*I

ead !our essa! once through and check for the following things-

• &s the s$elling accurateH

• &s the $unctuation a$$ro$riateH Did !ou use too man! commas in a sentenceH

• Did !ou ar! the sentence structureH re !our sentences too longH

• Does one thought follow the ne%t in a logical orderH

• Did !ou stick to the to$icH Did !ou use words so that !our reader could e%$erience

the incidentH

• Did !ou use the a$$ro$riate tense of the er" throughoutH

(ake an! corrections neatl!.

W&T&:7 D=)'&9T&G= =))E


27/47

Writing a descri$tie essa! is $erha$s more difficult than writing a narratie essa! "ecause it

makes more demands on oneAs use of language. &n a descri$tie essa!, !ou need to gie a

detailed descri$tion of a $erson, $lace, o"ect, e%$erience or memor!. Eour descri$tion must

"e so effectie that the $erson, $lace, o"ect, e%$erience or memor! descri"ed is clearl!

isualised "! the reader.

&f !ou are descri"ing a $erson, the reader should feel that he knows the $erson well. &f it is a

$lace that is descri"ed, the reader should feel as if he is there and seeing it with his er! e!es.

+ow can this "e achieedH Through the use of details that a$$eal to !our readerAs senses and

a liel! tone that draws his emotions.

6rite a omposition of about 82, "ords on one of the follo"ing topis.

1. Describe your most treasured possession.

TeacherAs guide.

• St&rt *it+ & ,r&in"tr-ing "e""in) St!dent" $i"t d*n &$$ t+e t+ing" t+&t

&re i-'rt&nt t t+e-) A-ng t+e-. c+"e n$/ ne t+&t i" t+e -"t

i-'rt&nt)

• T &cti#&te t+eir t+ining "i$$" . &" t+e- &$$ t+e W+ !e"tin" "!c+ &"3 W+ ge it t +i-+er5 Ot+er W+ !e"tin" t+&t &re "!it&,$e)3 On *+&t cc&"in did +e "+e get it53 W+/ i" it & tre&"!red '""e""in53 Enc!r&ge t+e- t $i"t d*n t+e &d#&nt&ge" ,ene6t" 7 *ing it5

• St!dent" re&d t+e gi#en -de$ e""&/) 8'tin&$9

• St!dent" re&d t+e gi#en -de$ e""&/ &nd 6$$ in t+e ,$&n" *it+ &''r'ri&te

*rd")

• Rere&d t+e c-'$eted e""&/)

• Enc!r&ge "t!dent" t *rite t+eir e""&/ n t+e "&-e tit$e)

• U"e &$$ t+e 'int" t+e/ +e di"c!""ed d!ring t+e ,r&in"tr-ing "e""in)

• St!dent" -&/ !"e t+e gi#en +e&ding" &" & g!id&nce t c-'$ete t+eir

e""&/)


28/47

"#D$%E R INTER"EDI'TE ST$DENTS4 DESCRIPTI-E ESS'Y

6rite a omposition of about 82, "ords on one of the follo"ing topis.

1. Describe your most treasured possession.

(! most treasured $ossession is a >>>>.. from m! $arents. mong all the gifts that & had

eer receied, this $articular item is m! most treasured $ossession "ecause of its unique

$resence which has altered m! "oring life into a meaningful one. &t is sim$l! none other than

m! )amsung 7ala%! ce. &t is a mo"ile $hone, a er! meaningful >>>>> to me. (!

mo"ile $hone also has certain interesting >>>>>. such as a 6 mega$i%el camera, a 14

7iga"!te "uilt in memor! as well as a wonderful sound s!stem. &n fact, most of us now hae

mo"ile $hones that we "ring along with us eer!where. Ten !ears "ack, haing a mo"ile was

considered a >>>>>. "ut now it is a necessit!.

)gadget 1 lu%ury1 gift1 features

This )amsung 7ala%! ce $hone was gien to me as a $resent "! m! >>>>>>. $arents, when & got straight s for m! eel $rogramme, and that was ust "efore & flew to

&ndia to >>>>>>. m! studies in medicine. The slick and so$histicated gadget has "een

with me for the >>>>> 3 !ears and it is still in good condition.

)past 1 further 1 beloved

& use m! mo"ile $hone to kee$ in >>>>.. with m! $arents, famil! mem"ers and friends. &

can call them an!time & want, es$eciall! if there is an>>>>> . esides, & can also te%t

them. :owada!s, a lot of us te%t each other and & can een send $ictures through te%t which

makes it a lot more >>>... This is reall! useful es$eciall! when we want to >>>>.. our

homework with each other.

)emergeny 1 fun 1 touh1 share

& take a lot of $ictures with m! camera when & am with m! famil! and friends. esides, m!mo"ile $hone also has >>>>. to internet and & can >>>>>>.. these $ictures on

*ace"ook and &nstagram no matter where & am.ecause of its conenience, it has "ecome

uniersall! $o$ular. With it & can call an!one at an! time, inde$endent of a

landlineconnection.& also eno! listening to music on m! $hone. & hae oer 200 songs in m!

$hone. & also $la! games on m! $hone es$eciall! >>>>. games. & can also read online

stor!"ooks. The! are free once !ou hae down loaded the >>>>>.

)appliations1 upload 1 online1 aess

& reall! treasure m! mo"ile $hone as a lot of im$ortant things are on it. & cannot

>>>>>> losing m! $hone. ecentl! & "ought a new >>>>>. for m! $hone. &t is

"lack and red in colour. (! $hone is also slim and elegant so it is eas! for me to carr! it

eer!where. & reall! take a good care of m! $hone and & hae it with me all the time when>>>>> & need to charge it. & hae neer once dro$$ed it or left it >>>>>. around..


29/47

)over 1 e%ept 1 lying1 imagine

(! mo"ile $hone has "een useful not onl! to me "ut also to m! friends, strangers and famil!

mem"ers. ;n man!>>>>., m! )amsung 7ala%! ce has "een >>>> to make

emergenc! calls, send messages and sna$ wonderful moments. &n other words, m! mo"ile

$hone has "een used to sole $ro"lems and $roide new channels of communication. (!

friends and & can access all the worldMs information no matter where we are, ust "! using a>>>>. small enough to fit into one hand.

)useful1 devie1oasions

&n a nutshell, m! mo"ile $hone is m! most treasured $ossession and in the future & ho$e to

>>>>.. m! mo"ile $hone "ut & do not eer want to >>>>>. from m! treasured

$ossession which has "rought a lot of o! and fun to me. (! treasured $ossession, )amsung

7ala%! is the "est >>>>. & can eer hae.It's hard to picture my life without my)amsung 7ala%! ce. )ompany1 part1upgrade


6rite a omposition of about 82, "ords on one of the follo"ing topis.esribe your most treasured possession

9aragra$h 1

)tate what it is – is it an item , or a talent, or a gift that !ou hae H

>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>

>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>

>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>

>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>

>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>

>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>

>>>>>>>>>>>>>>>>>>>>>>

9aragra$h 2+ow long hae !ou had itH +ow did it come into !our $ossessionH

>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>

>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>

>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>

>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>

>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>

>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>

>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>

>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>

>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>

>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>9aragra$h 3 and $aragra$h

Wh! is it treasuredH 9roide clear e%am$les that hel$ readers isuali@e and understand "etter.

>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>

>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>

>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>

>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>

>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>

>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>

>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>

>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>

>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>

>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>


30/47

>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>

>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>

>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>

>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>

>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>

>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>

>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>

>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>

>>>>>>>>>>>>>>>>>>>>>>>>>>>>>

9aragra$h 5

Do !ou still hae itH Where do !ou kee$ I store it if !ou doH

>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>

>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>

>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>

>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>

>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>

>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>

>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>

>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>

>>>>>>>>>>>>>>>>>>>>>>>>>.....................

9aragra$h 5

+as it changed !our or other $eo$leAs liesH

>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>

>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>

>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>

>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>

>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>

>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>

>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>

>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>

>>>>>>>>>

9aragra$h 4

What are !our ho$es for the futureH>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>

>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>

>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>

>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>

>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>

>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>

>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>

>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>

>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>

>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>........


31/47

SA'PLE A


32/47

calls, send messages and sna$ wonderful moments. &n other words, m! mo"ile $hone has

"een used to sole $ro"lems and $roide new channels of communication. (! friends and &

can access all the worldMs information no matter where we are, ust "! using a deices mall

enough to fit into one hand.

&n a nutshell, m! mo"ile $hone is m! most treasured $ossession and in the future & ho$e to

u$grade m! mo"ile $hone "ut & do not eer want to $art from m! treasured $ossession whichhas "rought a lot of o! and fun to me. (! treasured $ossession, )amsung 7ala%! is the

"est com$an! & can eer hae. &tMs hard to $icture m! life without m! )amsung 7ala%! ce.

"#D$%E R 'D-'NCED ST$DENTS 5 'RG$"ENT'TI-E ESS'Y

Sample Teahing 'odule) Gorm Give

Argumentative Essay)Girst Lesson)u"ect - =nglish

*orm - *ie

eel - =%cellent

Time - 40 minutes

To$ic - Oich $eo$le are ha$$ier than those who are $oor.P Do !ou agreeH

)te$s ctiities &ndicator (aterial

1 )tudents are diided

into two teams.

2 )tudents choose four

s$eakers to re$resent

theirteam as in a

de"ate# goernment

and o$$osition.

71

3 Teams "rainstorm and

list $oints.

9)+4I

75

:ews$a$er

cuttingsI&nformation

from &nternet

=ach s$eaker will

hae a grou$ to assist

him to $re$are his

scri$t.

9)+


33/47

5 )tudents from each

team $resent their

iews in a de"ating

st!le.

974

Argumentative Essay)Seond Lesson

)u"ect - =nglish

*orm - *ie

eel - =%cellent

Time - 0 minutes

To$ic - Oich $eo$le are ha$$ier than those who are $oor.P Do !ou agreeH

)te$s ctiities &ndicator (aterial

1 )tudents list $oints

$resented in de"ate

for "oth the

goernment and

o$$osition.

9)+4 :ews$a$er

cuttingsI&nformation

from &nternet

2 )tudents discuss and

organise these $ointss!stematicall!.

9)+8

3 )tudents e%$and these

notes and write the

essa! in an

argumentatie format.

9)+

R Teachers can make it more interesting "! haing more teams to de"ate on the same to$ic.

)tudents can "enefit from this actiit! as the! can gather more ideas to write their

argumentatie essa!.


34/47

Sample !raphi =rganiser

Argumentative Essay

Topi / HRih people are happier than those "ho are poor. o you agreeJ


35/47

Sample )A rgumentative Essay

HRih people are happier than those "ho are poor. o you agreeJ

The sa!ing O(one! does not "u! ha$$inessP has caused a maor hulla"aloo among

$eo$le for !ears. )ome hae een come out with another sa!ing to counter it- O(one! does

not "u! ha$$iness, "ut it is definitel! more comforta"le cr!ing in a (W than a "ic!cle.P

Ees, & do agree it is more comforta"le cr!ing in a (W, "ut honestl!, when !ou are u$set,

does it reall! matter where !ou are cr!ing, whether it is in a car or on a "ic!cleH &n m!

o$inion,mone! does not "u! ha$$iness and rich $eo$le are definitel! not ha$$ier than those

who are $oor. fter all, ha$$iness can "e found, een in the darkest of times, if one onl!remem"ers to turn on the light.

&t goes without sa!ing that ha$$iness can neer "e "ought. +a$$iness is a $leasant

feeling that comes dee$ down from the "ottom of our hearts. &t is not something which !ou

can "arter trade with someone else or fork out a large sum of mone! to get it. )ure, there are

things that can "ring us ha$$iness and the! can "e "ought with mone!, "ut ultimatel!, at the

end of the da!, it is still the little things in life which "ring us ha$$iness in life.

ich $eo$le, with their immense wealth and o$ulent mansionsS the! can haelu%uries

that $oor $eo$le can onl! dream of. +oweer,wealth s$awns greed. +aing so much mone!

will cause them to thirst for more, and the! hae to work da! and night ust to quench this

insatia"le thirst for mone!. The! work hard, foreer ke!ing in figures into their calculators,

tr!ing hard to add more @eros to the end of their $a!check. When the! reach home, the! are

com$letel! e%hausted, and not to mention, irrita"le from all the stress"uilt u$ from work. &n

this case,does it reall! matter whether !ou lie in an o$ulent mansion or notH t the end of

the da!, rich $eo$le are so tired that all the! wish for is a good nightAs slee$. The! do not

want to conerse with their s$ouse or children. Their "rains are in constant oerdrie, "arel!

leaing them enough s$ace for "reathe. Their s$ouses and children lie in a"solute miser!

too, rarel! seeing their counter$arts and alwa!s haing to deal with random mood swings.

The children grow u$ not knowing their $arents, instead, the! look u$ to their nanniesS who

hae no "lood#relation with them at all. sk !ourseles, is this reall! the Oha$$inessP !ou

wantH

;n the other hand, lets take another scenario. man who lies in $oert!, "ut stillmanages to feed his seen children and wife, leaes his hum"le home at eight in the morning

and returns from work at si% in the eening. +e is greeted "! his chattering !oung children

and smiling wife when he ste$s into the house. The famil! has to cut their coat according to

the cloth, and neer dig dee$ into the kitt!. Though the! can neer afford lu%uries like cars or

"randed goods and hae to rel! on $u"lic trans$ortation, the! lead a ha$$! lifest!le "ecause

the! are contented with what the! hae. The! are neer "rash and alwa!s gracious, alwa!s

grateful for what was gien to them- a ha$$! famil!.

&t is undenia"le that after wealth comes fame. ich $eo$le lie in a cr!stal goldfish

"owl and the! are constantl! on eer!oneAs radar. The! faced the risk of haing eer! single

detail of their $riate lies e%$osed to eer!one on earth. The! can neer let their guards

down or go an!where without attracting attention. The! can neer do an!thing drasticwithout making it to the front $age of the news$a$er. =er! single moement of theirs is


36/47

watched. 9oor $eo$le, on the other hand, do not need to worr! a"out "eing in awkward

situations like getting caught "! the media or $a$ara@@i. The! do not need to sta! coo$ed u$in

their house for fear 0f "eing caught "! the media.

*amil! is the most im$ortant $eo$le in our lies. &f a $erson is rich "ut does not hae

afamil!, then who is he going to share his wealth withH +e comes home eer!da! to an eeril!

em$t! mansion, with no one to share his dail! life with. +e has no one to share his $ro"lemswith, so he kee$s to himself. )oon, he will "e like a ru""er "and stretched too tight, finall!

"reaking into two. +e goes into dee$ de$ression. &s this rich man ha$$!H ;n the other hand,

if that wealth! man has a famil! "ut his famil! mem"ers are constantl! tr!ing to get their

hands on his wealth, then he will also "e una"le to share eer! single thought, $lan or

decision with them. +e will foreer "e in constant fear that his famil! mem"ers will $lot his

downfall in order to get their hands on his wealth. Will that "e a ha$$! and health! e%istenceH

'onersel!, a $oor man who has a loing and caring famil! can share all his dail!

stories with his wife and children. The! can laugh oer the little things in life and e%change

interesting stories. The! can share their $ro"lems and sole them together. Though the!

"arel! hae enough mone! to kee$ eer!oneAs stomach ha$$!, to them, it is alright "ecause

the! are in it together. The! wake u$ eer! morning knowing that no matter what $ro"lemslife throws at them the! will oercome them "ecause the! are in it together.

&t is indeed cr!stal clear that rich $eo$le are certainl! not ha$$ier than those who are

$oor. Weshould neer let this crass materialism "lind us or dream a"out =l Dorado. &nstead,

"e contented and "e ha$$! with things life has offered us. The most "eautiful things in life

can neer "e "ought with mone! or seen "! the e!e, instead, it must "e felt with the heart. e

thankful for eer single moment in !our life. Wheneer !ou face a mone! crisis, do not moan

or grum"le, instead, thank life for giing !ou a chance to go through this challenge or

hardshi$H Do not let !our heart "e deceied "! cold hard cash. et !our heart feel all those

little moments in life which gie !ou the o$$ortunit! to reflect onthose cherished moments

ha$$il!, recalling how !our closel! knitted famil! came together to rescue !ou in those tr!ing

times.


37/47

LITERATFRE @


38/47

PRACTICE/

PERS=


39/47

"#D$%E R INTER"EDI'TE ST$DENTS

6rite about a diffiult deision made by one of the haraters and "ith lose referene

to the te%t1 do you think this "as the right deision.

Fse the orret sub&et verb agreement to re"rite the personal response.

The noel Step by Wicked Step is a"out fie schoolchildren from )tagfire)chool . The!

had er! little in common in terms of $ersonalit! and interest, !et the! were chosen to trael

together in a an for a school tri$. ?$on arriing at ;ld +arwick +all, the children stum"led

u$on a secret room "ehind a wall. ;nce in the room, the! found a dust! green al"um of

ichard 'la!ton +arwickMsand read the ournal of his life with his ste$father and his running

awa! from home. The fie children >>>>../inspire to tell their own sad famil! stories of

"roken homes as the! all ome from homes where their $arents >>>>. se$arated or

diorced.

&n the stor!, ichard 'la!ton +arwick make a difficult decision of running awa! from

home. ichard 'la!ton +arwick feel sidetracked "! his father who make him $romise to

look after his mother and sister after his death. +is father make no reference to him. +e

>>>>) disappoint and to make matters worse, his mother remarry. +is ste$father (r.

'oldstone or the M"lack, "lack "atM as ichard refer to him ,impose er! strict rules on

ichard, to the e%tent that he feel his Mhome was more of a $risonM. +e KKKKKKK..

)send to (ordanger )chool where he spend four long !earsM and it KKKKK a $lace of

"ad memories. +e KKKKK e%tremel! unha$$! in his own home, a $lace where he

KKKK..such good memories of his father. +e KKKKKKK. )disappoint that his

mother KKKKK. not seem to want to make an! effort to $rotect him from his ste$father.

ichard deide to run awa! from home. +e feel that the three of them, his ste$father,

mother and 'harlotte would "e ha$$ier without him around. +is mother "ill find life more

$leasant, (r. 'oldstone "ill "e $leased and 'harlotte "ill not miss him. & think this was a

wrong decision as his decision hange three lies for the worst. +is mother die of heart"reak,

his ste$father die of fur! while 'harlotte $ro"a"l! die of child"irth.


40/47

& feel he should hae sta!ed on and try to get along with his ste$father for his motherMs

sake. +e should hae let the $ast go and keep the ha$$! memories of his father instead of

feeling and showing his unha$$iness all the time. s 'harlotte tell him ust "ecause life

>>>>>>. /deal them one hard "low, there >>>>> no reason for them to "e

unha$$! foreer.

+is decision to run awa! >>>.. not a right decision as it ause too much sorrow and

$ain to the famil!. ichard should hae think a"out the consequences of his action and how

it would affect his famil! mem"ers. +is im$ulsie decision has "ring a"out destruction to his

whole famil!. +ence, it is adisa"le to do a wise decision that can gie $ositie im$acts.


41/47

SA'PLE A


42/47

& feel he should hae sta!ed on and tried to get along with his ste$father for his motherMs

sake. +e should hae let the $ast go and ke$t the ha$$! memories of his father instead of

feeling and showing his unha$$iness all the time. s 'harlotte tell him ust "ecause life had

dealt them one hard "low, there was no reason for them to "e unha$$! foreer.

+is decision to run awa! was not a right decision as it caused too much sorrow and $ain

to the famil!. ichard should hae thought a"out the consequences of his action and how it

would affect his famil! mem"ers. +is im$ulsie decision has "rought a"out destruction to his

whole famil!. +ence, it is adisa"le to do a wise decision that can gie $ositie im$acts.


43/47


Sample Teahing 'odule) Gorm Give

Personal Response )Literature5


44/47

Sample !raphi =rganiser

Charater - ichard +arwick

Problem - *ather dies, (other /ilith remarries# eerend 'oldstone,

)ister /'harlotte – gets on well with 'oldstone

Solution - runs awa! from home # works at sea as ca"in "o!


45/47

Sample Ans"er Sript

ased on the noel O)te$ "! Wicked )te$P, "! nne *ine, the character, ichard

'la!ton +arwick faces man! $ro"lems in his life. The wa! he chooses to sole the $ro"lems

he faces also significantl! affects the other characters around him.

The $ro"lems in ichardAs life first "egin to surface when his father "ecomes ill withfeer and $asses awa!. This leaes his mother deastated together with the rest of the

+arwick household. +oweer, matters "ecome worse when ichardAs mother marries the

cruel eerend 'oldstone. There is much tension in the household as ichard "latantl!

refuses to get along with his new ste$father. ;n the other hand, his sister, 'harlotte, seems to

hae moed on from her fatherAs death and gets along well with eerend 'oldstone. This

scenario created a $ro"lem in ichardAs life as he har"ours a dee$ resentment towards his

mother and sister for what he considers a "etra!al of his fatherAs memor!. The $ro"lem

"ecomes more serious when ichard is sent awa! to (ordangerschool "! his ste$father,

where he suffers from "ull!ing. ichardAs hatred towards his ste$father dee$ens as eerend

'oldstone "eats and $unishes him cruell! in his attem$ts to educate ichard. ichard

"eliees that his famil! is "etter off without him and decides to sole the $ro"lem "! runningawa! from home after a heated disagreement with 'harlotte. This drastic decision of

ichardAs significantl! affects the lies of the $eo$le around him.

ichardAs decision to runawa! from home to "e a ca"in "o! takes the worst toll on his

mother, ilith. +aing alread! left her hus"and to feer, ilith cannot "ear to lose her son as

well. ichardAs hast! solution to the $ro"lems in his famil! causes his mother to lose mone!

and ha$$iness. This is shown when ilith s$ends a fortune to conduct searches in the ho$e of

finding ichard. The large amount of mone! s$ent on these fruitless searches causes the once

wealth! +arwick household to "ecome $oor. This clearl! shows that ichardAs decision to

run awa! in order to sole his $ro"lem, costs his mother dearl! financiall!. &n addition, the

little ha$$iness in ilithAs life is destro!ed when ichard runs awa!. Due to her e%traagant

s$ending in searching for ichard, eerend 'oldstone is furious with ilith and $unishes

her for what he considers to "e a waste of mone!. ilith "ears the weight of ichardAs

decision all her life and eentuall! dies – "oth of heart"reak for her missing son and of

miser! from her hus"andAs $unishment. Thus, it is clearl! shown that ichardAs attem$t to

sole his $ro"lems "! running awa! negatiel! affects his mother and eentuall! leads to her

death.

esides that, ichardAs decision to runawa! also has a great im$act on the life of

'harlotte, his sister. ichardAs thoughtless decision forces 'harlotte to choose "etween her

mother and her ste$father and $ushes her into a loeless marriage. When ichard and

'harlotteAs mother $asses awa!, eerend 'oldstone refuses to s$end more mone! on the

search for ichard. 'harlotte is torn "etween the wishes of her ste$father and her deceasedmother. )he makes the decision to continue to search for ichard and faces the dilemma of

the lack of finances for the search. This shows that ichardAs decision to run awa! from home

in order to sole his $ro"lems caused more worr! and $ain for his sister, 'harlotte. Due to the

lack of funds to search for ichard, 'harlotte is forced to marr! 'harles Deere, whom she

does not loe, merel! "ecause he is wealth! and $romises to continue the search for ichard.

Therefore, it is clear that ichardAs decision also adersel! im$acts his sister as it causes her

more worr! and forces her into a marriage with one who Ocannot make her ha$$!P.

(oreoer, ichardAs attem$t to sole his$ro"lems "! running awa! to sea also affects

the life of eerend 'oldstone and makes him crueler. eerend 'oldstone is furious with

ichardAs mother for s$ending a large sum of mone! on searching for ichard, and dis$la!s

his cruelt! "! $unishing her for it. +e also dis$la!s cruelt! when he refuses to continue thesearch for ichard after ilithAs death, thus forcing 'harlotte to a loeless marriage. eing so


46/47

furious and cruel with his famil!, 'oldstone also dies in anger. *urthermore, ichardAs

decision to run awa! not onl! affects his immediate famil! "ut also the rest of the +arwickAs

household – including 7eorge Dig"!, the gardener and uc!, the maid. This is "ecause

no"od! in the +arwick famil! is a"le to em$lo! 7eorge and uc! as the! are not a"le to $a!

them their wages as the +arwickAs fortune is de$leted "! the search for ichard.s a result,

een 7eorge and uc! are forced to leae the +arwick household in search for alternatieem$lo!ment. This is shown when ichard comes "ack from the sea to isit his home onl! to

find it shrouded in gloom and loneliness like a CmausoleumA.

&n conclusion, ichardAs decision to take matters into his own hands and sole his

$ro"lem "! running awa! to sea, onl! seres to make the $ro"lem worse. +is decision

significantl! affects the lies of those around him and makes their lies take a turn for the

worse. This is shown when his mother loses mone!, ha$$iness and her own life, his sister has

more worries as she is forced into a loeless marriage and finall! dies in child"irth, his

ste$father "ecomes crueller and also dies in the end and een 7eorge and uc! hae to leae

the +arwick household causing the whole household to "e oershadowed "! sorrow.


47/47

bahasa inggeris program kecemerlangan jpn melaka 2014.doc

Documents