Smart Module 2[1]

8/13/2019 Smart Module 2[1]

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SPM ENGLISH LANGUAGE 1119

SMART

MODULE 2

2011

1

ENGLI H LANGUAGEUNITKEDAH EDUCATIONDEPARTMENT


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SPM ENGLISH LANGUAGE 1119

SMART MODULE 2 2011

Patron

En. Mansor bin Lat

Director of Kedah Education Department

Advisor

Tn. Hj. Asmee bin Haji TajuddinHead of the Academic Sector

Coordinator

Pn. Hjh. Zaliha bt AhmadThe Principal Assistant Director En!lish Lan!ua!e"

Coitt!! M!"!rs

Pn. #an Ais$ah bt HarisAssistant District Lan!ua!e %fficer for Lan!ua!e& Kota Setar"

Pn. Hjh. 'ad(illah bt SelamatAssistant District Lan!ua!e %fficer for Lan!ua!es& Kuban! Pasu"

En. )on! Kooi HinAssistant District Lan!ua!e %fficer for Lan!ua!es& *alin! Si+"

En. ,ordin bin Mohd. ,oorAssistant District Lan!ua!e %fficer for Lan!ua!es& Padan! Terap"

En. A(mi bin %thmanAssistant District Lan!ua!e %fficer for Lan!ua!es& Kuala Muda )an"

En. ,a!aiah -eluAssistant District Lan!ua!e %fficer for Lan!ua!es& Lan!+ai"

En. Md. Zahir bin HusinAssistant District Lan!ua!e %fficer for Lan!ua!es& Kulim *andar *aharu"

Pn. ,adia ,ormala -imala bt Abdullah

Assistant District Lan!ua!e %fficer for Lan!ua!es& Pendan!"/i+ 'arha bt Sobr$

Assistant District Lan!ua!e %fficer for En!lish Secondar$"& Kuala Muda )anEn. %slan bin )um

Assistant District Lan!ua!e %fficer for En!lish Secondar$"& Kuban! Pasu

Pan!# o$ Sart Mod%#! 2 2011 &SPM 1119'0. Pn. 'arah 1+hmar bt 2afri SMK Si+"

3. En. Lim See Teon! SMK Simpan! Kuala"

4. )M 5aja ,urha$ati bt 5aja Abdullah SMK Seri Pantai"

6. Pn. ,orli(a bt Abd Hamid SMK S$ed Abu *a+ar"

7. Pn. 5a(li(a bt 5a(a+ SM -o+asional Kulim"

8. Pn. ,oor+hasimah bt Abdul Halim SMK Dato9 S$ed Ahmad"

:. Pn. Sabjeet Kaur a;p Kasmir Sin!h SMK Pendan!"


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TABLE OF CONTENT

CONTENT

1. INFORMATION TRANSFER

1.1 Teachers Notes1.2 Students Tips1. !ractices

!ractice 1!ractice 2!ractice !ractice "!ractice #!ractice $!ractice %!ractice &!ractice '

2.REA(IN) COM!RE*ENSION AN( S+MMAR,

2.1 Teachers Notes2.2 Students Tips2. !ractices

!ractice 1!ractice 2!ractice !ractice "!ractice #!ractice $

!ractice %!ractice &

. LITERAT+RE COM!ONENT-!OEMS

.1 Teachers Notes.2 Students Tips. !ractices

!ractice 1!ractice 2!ractice

!ractice "!ractice #!ractice $!ractice %!ractice &!ractice '!ractice 1!ractice 11!ractice 12

4


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". LITERAT+RE COM!ONENT-NO/EL

".1 Teachers Notes".2 Students Tips". !ractices

!ractice 1

!ractice 2!ractice !ractice "!ractice #!ractice $!ractice %

#. (IRECTE( 0RITIN)

#.1 Teachers Notes#.2 Students Tips#. Sape Essa3s and !ractices

Sape Essa3 and !ractice 1Sape Essa3 and !ractice 2Sape Essa3 and !ractice Sape Essa3 and !ractice "Sape Essa3 and !ractice #Sape Essa3 and !ractice $Sape Essa3 and !ractice %

$. CONTIN+O+S 0RITIN)

$.1 Teachers Notes

$.2 Students Tips$. Sape Essa3s

Sape Essa3 1Sape Essa3 2Sape Essa3 Sape Essa3 "Sape Essa3 #Sape Essa3 $Sape Essa3 %Sape Essa3 &Sape Essa3 'Sape Essa3 1

Sape Essa3 11Sape Essa3 12Sape Essa3 1Sape Essa3 1"Sape Essa3 1#Sape Essa3 1$

5


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Ta4e o5 content

1. In5oration Trans5er

1.1 Teachers Notes and Students Tips

1.2 !ractice !ractice 1 !ractice 2

!ractice !ractice "

!ractice # !ractice $ !ractice % !ractice &

!ractice '

6


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1 . INFORMATION TRANSFER

1.1 Tips on Ans6erin7 In5oration Trans5er 8uestion

1. Stud3 the in5oration in the te9t care5u3.

-The te9t can :aries 5ro ad:ertiseents; notices; o:ie re:ie6s; ne6s report;

catao7ues; paphets and so 5orth.

2. Read the


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1.& 'ra$ti$e

!ractice 1

T(E NO. 1 )(OI)E AMON*ST +A ST-ENTS IN MA+A/SIAO:er 1 0ord And Nationa Top Students; 1stCass And 2nd+ppers In The LLB; CL! and

ICSA O:er The !ast 2 ,ears.

The Wide Range O La! P"#g"a$$e%

Oe"ed

7 5easons to Stud$ La at*halin! La 1nstitute

PRE&UNI'ERSIT(

A Le)e*

+,a$-"idge In.e"na.i#na*

E/a$ina.i#n0

UNERGRAUATE

LL +H#n%0 ,a"di Uni)e"%i.

LL +H#n%0 Li)e"##* Uni)e"%i.

LL +H#n%0 N#".h$-"ia

Uni)e"%i.

LL +H#n%0 Reading Uni)e"%i.

'ia U TRANS8ER EGREE

PROGRAMME +LAW0

PRO8ESSIONAL

i*#$a #" Lega* Se"e.a"ie%

P"#e%%i#na* e)e*#$en.

P"#g"a$$e%

0/omprehensi@e La Librar$BLI houses aspeciaist a6 i4rar3 6hich ao6 access toonine resources.

3 'ree *oo+s and Stud$ Materials students6i 4e pro:ided 6ith 5ree te9t4oo=; statute4oo=s; stud3 anuas and re:ision 7uide.

4 Accomodation Ser@ices BLI pro:ideson7oin7 accoodation ser:ice and its ha o5

residence 6i 4e openin7 in 211.

6 'leBible Stud$ Modes,ou can choose tostud3 Fu Tie; !art Tie; on 6ee=end or :ia

(istance Learnin7.

7 'inancial Assistance Schoarships; !T!TNoans; E!F 6ithdra6a and instaent schee

are a:aia4e.

CALL 1- &- &&'- #2" > MS. S*ANIA T0AINE?OR EMAIL +S AT [email protected]

:
mailto:[email protected]:[email protected]


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Copete the 4an=s 6ith the in5oration 5ro the te9t.

MEMO

1.Nae o5 The Coe7e . >1?

T3pes o5 !ro7raes o55ered 2>1?

>1?

".>1?

Bene5its 3ou 7et i5 3ou stud3 there#...>1?

$...>1?

%...>1?

&>1?

'...>1?

1. (iscount 3ou 7et i5 3ou re7ister ear3 is . >1?

!ractice 29


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Fi in the 4an=s 4eo6 6ith ans6ers 5ro the ne6s report a4o:e.

1. *eadine

2. Reporter

. /enue o5 the e:ent ..

". O4ecti:e o5 the e:ent

#. E:ent ana7er

In:ited /.I.! $? Tan Sri (r Goh Tsu Goon!osition

%? (atu= (r Oar Osan

!osition.

!er5orances 43 +SM students

&?

..

'?

..

1?

....

>1 ar=s?

11


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!ractice

TOP3

INDIAN RESTAURANTSIN '-+A- M-TIARA

(rop 43 Gem Restaurant6hich o55ers North and SouthIndian cuisines. The restaurant 6ith its 5usion o5conteporar3 and traditiona dHcor; ser:es a 6ide arra3 o55ood 5ro spic3 dishes to crea3 dei7hts. The MuttonShee=h Ge4a4 arinated in aroatic sa55ron and spicespac= a punch. The restaurant is at the corner o5 BishopStreet and Gin7 Street.

Passions of Keralahas t6o outets in !enan7-one in)eu7or and the other in Ne6 0ord !ar=. Nuerous5resh spices are used. The dishes are coo=ed 6ith a7enerous aount o5 7rated aount o5 7rated coconut andcoconut i=. The 4anana ea5 rice is ser:ed 6ith anassortent o5 :e7eta4es dishes.

Sri Ananda Bahwanhas a spacious outet in Tanun7Bun7ah and Litte India. Tuc= into speciaities such as)o4i Manchurian and the i9ed o5 naan 4as=et 6hichcoes 6ith int and s6eet sauce. The3 ha:e a 6ide:ariet3 o5 s6eet and sa:our3 dessert such as 4ananasson papua; pa=o:a and chocoate aond ca=es.

>ia7es 5ro 3ahoo.co?

Sources NST; March ;211

Fi in the 4an=s 6ith correct ans6ers 5ro the ad:ertiseent .

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!ractice "

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Fi in the 4an=s 6ith correct ans6ers 5ro the ad:ertiseent .

The Tor$hli"ht 'ro$ession

1. (ate

2. Tie

. !rocession Area

!rice o5 Torch /ouchers

#.

$

Tic=et outets

%.

&.

The 'ro$ession

'. 1.0i 4e ead 43 /i=in7 troupe 5ro accopanied 43 pipes and dru 7roups.. 6earin7 their

...

!ractice #

15


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The Maa3 Chronices Boodines 5or 6ord ar=ets >*i=a3at Meron7 Maha6an7sa ?is a Maa3 5i histor3 pu4ished 43 GR+ Studios to the ar=et internationa3 6ith the ai o5introducin7 the histor3 and cuture o5 the Maa3 6ord. Epic 5iis cear3 adapted 5ro theprose; *i=a3at Meron7 Maha6an7sa6hich narrated the histor3 o5 the eariest state Gedah.

A 5i directed 43 ,usr3 A4du *ai>5ro the GR+? is no6 sho6in7 in Maa3siancineas startin7 5ro March 1; 211 >a5ter the ro3a presentation 4e5ore the Fe4ruar3 2# ?;43 Stephen Rahan *u7hesas the character Meron7 Maha6an7sa; accopanied 43 a ar7ecast o5 oca and 5orei7n; especia3 (ato *ai Rahi RaJai; +i NaJeera;Ghir Rahan;ehan Mis=in; +ie Aidaand Ma3a Garin.

In the 3ear 12; Roan Epireat that tie under the rei7n o5 *adrian; 6hie in China;*an d3nast3are a po6er5u epire and has e9panded its rue to the Centra Asian countries.

As the Roan 5eet did their repairs and traded in )oa; the3 as=ed Meron7 Maha6an7sa toescort a Roan prince to Southeast Asia; to 6ed a 4eauti5u Chinese princess 5ro the *an(3nast3; !rincess Men7 Li *ua. The Chinese princess and the Roan prince are supposedto eet ha56a3 and 4e arried on neutra 7rounds. *o6e:er; pirate o5 the )aruda can has adi55erent desi7n. The3 decide to =idnap !rincess o5 China and a=e it as a hosta7e. At theend o5 irri7ation Straito5 Maacca; Meron7 Maha6an7sa and the 5eet 6as attac=ed 43)aruda. Thus; it is the dut3 o5 Meron7 Maha6an7sa to rescue !rincess o5 China andinte7rate her 6ith the !rince o5 Roe in a arria7e o5 t6o 7reat ci:iiJations o5 East and0est.

Source0i=ipedia.co

16
http://en.wikipedia.org/wiki/KRU_Studioshttp://en.wikipedia.org/wiki/Epic_filmhttp://en.wikipedia.org/wiki/Hikayat_Merong_Mahawangsahttp://en.wikipedia.org/wiki/Kedahhttp://en.wikipedia.org/w/index.php?title=Yusry_Abdul_Halim&action=edit&redlink=1http://en.wikipedia.org/wiki/KRUhttp://en.wikipedia.org/wiki/Stephen_Rahman_Hugheshttp://en.wikipedia.org/w/index.php?title=Rahim_Razali&action=edit&redlink=1http://en.wikipedia.org/w/index.php?title=Umm_Nazeera&action=edit&redlink=1http://en.wikipedia.org/w/index.php?title=Umm_Nazeera&action=edit&redlink=1http://en.wikipedia.org/w/index.php?title=Umm_Nazeera&action=edit&redlink=1http://en.wikipedia.org/w/index.php?title=Khir_Rahman&action=edit&redlink=1http://en.wikipedia.org/w/index.php?title=Jehan_Miskin&action=edit&redlink=1http://en.wikipedia.org/w/index.php?title=Umie_Aida&action=edit&redlink=1http://en.wikipedia.org/wiki/Maya_Karinhttp://en.wikipedia.org/wiki/Roman_Empirehttp://en.wikipedia.org/wiki/Han_dynastyhttp://en.wikipedia.org/wiki/Strait_of_Malaccahttp://en.wikipedia.org/wiki/KRU_Studioshttp://en.wikipedia.org/wiki/Epic_filmhttp://en.wikipedia.org/wiki/Hikayat_Merong_Mahawangsahttp://en.wikipedia.org/wiki/Kedahhttp://en.wikipedia.org/w/index.php?title=Yusry_Abdul_Halim&action=edit&redlink=1http://en.wikipedia.org/wiki/KRUhttp://en.wikipedia.org/wiki/Stephen_Rahman_Hugheshttp://en.wikipedia.org/w/index.php?title=Rahim_Razali&action=edit&redlink=1http://en.wikipedia.org/w/index.php?title=Umm_Nazeera&action=edit&redlink=1http://en.wikipedia.org/w/index.php?title=Khir_Rahman&action=edit&redlink=1http://en.wikipedia.org/w/index.php?title=Jehan_Miskin&action=edit&redlink=1http://en.wikipedia.org/w/index.php?title=Umie_Aida&action=edit&redlink=1http://en.wikipedia.org/wiki/Maya_Karinhttp://en.wikipedia.org/wiki/Roman_Empirehttp://en.wikipedia.org/wiki/Han_dynastyhttp://en.wikipedia.org/wiki/Strait_of_Malacca


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Fi in the 4an=s 6ith correct ans6er 5ro the te9t.

1 Mo:ie Tite

2 Reeased (ate

(irector

" !roducer

#. In this 5i; Stephen *u7hes acts as ..

$. This epic 6as adapted 5ro an od prose o5 the histor3 o5 ear3 Gedah ;.

.

%. Meron7 Maha6an7sa 6as instructed to accopan3 .. to

eet her 4etrothed Roan !rince.

&. The *an !rincess 6as on her 6a3 to 6hen she 6as

=idnapped 43 )aruda.

'. The 7rand 6eddin7 o5 !rincess o5 China and !rince o5 Roe is a arria7e o5

1. Naes o5 three oca casts in the 5i are..

..

.

!ractice $

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1. Barley:Barley ranks below only wheat as adesirable food. It is the firstrecommendation for hot temperamentdiseases. Barley is soaked in water, which isdrunk for coughs and sore throats. A soupmade from barley is good for anyonesuffering from the pain of fever.

2. igs:It is a fruit from paradise and a cure forpiles. resh figs are preferred to be dried.Although !uite nourishing, they are veryhot. "o eat of it, for it is a cure for piles andhelps gout

#. $rapes:It purifies the blood, provides vigour andhealth, strengthens the kidneys and clearsthe bowels.

%. &oney:'onsidered the best remedy for diarrhoea

when mi(ed in hot water. It is the food offoods, drink of drinks and drug of drugs. Itis used for creating appetite, strengtheningthe stomach, eliminating phlegm) as a meat

preservative, hair conditioner, eye sootherand mouthwash. It is e(tremely beneficial inthe morning in warm water.

*. +elon:he eating of it cures every disease.$enerally, the sweeter a melon, the greaterits heat. $reen varieties tend to be cold) theyellow, hot. +elon purifies the bladder andthe stomach, and improves the spinal fluidand eyesight. +elons should not be eatenfirst in a meal.

-. +ilk :It strengthens the back, improved the brain,renews vision and drives awayforgetfulness. A milk diet is the besttreatment there for dropsy) however,anyone with fever must avoid milk.

. /live /il and olive0(cellent treatment for skin and hair, delaysold age, and treats inflammation of thestomach. he older olive oil is, the hotter itbecomes.

$reen olives are the most nourishing, andcounteract autointo(ication. Black olivescause the spleen to overproduce bile andare hard on the stomach. /live leaves canbe chewed as treatment for inflammation ofthe stomach, skin ulcerations, and eruptions

of herpes and hives.

Source httpchishti.or75oodso5theprophet.ht

Fi in the 4o9es 6ith the correct ans6ers 5ro the artice .

1:
http://chishti.org/foods_of_the_prophet.htmhttp://chishti.org/foods_of_the_prophet.htm


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Copete the sentences 4eo6 5ro the in5oration in the artice.

1. I5 3ou eat 7rapes; it 6i hep 3ou to cear .

2. *one3 is 7ood to 4e ta=en ..to hea 3our diarrhoea.

. Soeone 6ith 5e:er are not ad:ised to ta=e ..

". Oi:e oi is a treendous treatent 5or

#. To treat cou7hs and sore throats; 3ou shoud .

!ractice %

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o #o have what it takes to e a S$ien$e Sperstar2Coe and oin the Internationa !etronas Science Taents Copetition

T(EME3

)reativel# A$t Ot Important is$overies In S$ien$e.

Re7iona 6inners 6i copete a7ainst other Science SuperstarsD 5ro a o:er Maa3sia in the7rand 5inas at Istana Buda3a; Guaa Lupur in 2$ (ece4er 211

The copetition is ei7i4e to a For " to # students

S$ien$e SperstarsNational +evel 'ri4es

A 6D;4, Educational tour pac+a!e to To+$o

Multimedia Set for schoolScience De@elopment Pro!ramme for school

A 6D;4, Educational tour pac+a!e to Sin!aporeMultimedia Set for school

Science De@elopment Pro!ramme for school

An Education/tour package within MalaysiaMultimedia Set for school

Science De@elopment Pro!ramme for school

Judges0. Dato Siti ,oorhali(a3. 1r.Dr 1ran Shah Ali

4. Tan Sri Dr ,aab Abu

Lo7 on to petrosains.$om.m# 5or detais or contest entr3.

Cosin7 date une 211Endorsed 43 Ministr3 o5 Education

A Nationa Education Initiati:e or7aniJed 43 !ETROSAINSFi in the 4an=s 6ith in5oration 5ro the ad:ertiseent.

Name of Competition

2;


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1

2!heme " #rganiser

$ Num%er of &inners ' (articipants

) Entry Closing *ate + ,inalCompetition *ate

- ,inal Competition .enue Judge0s

1 Contact for 3nformation

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!ractice &

What is Osteoporosis?

Osteoporosis eans porous 4ones; 6here it 4ecoes ess dense or ore porous.0hen this happens; 4ones 4ecoes 6ea= and ore i=e3 to 4rea=

Both en and 6oen su55er osteoporosis 4ut 6oen are at hi7her ris=.

Conse


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> Ia7ehttpnutri6e4.or7.3?

Fi in the 4an=s 6ith the correct ans6er 5ro the te9t a4o:e.

OSTEO'OROSIS

Meanin"

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23
http://nutriweb.org.my/http://nutriweb.org.my/http://nutriweb.org.my/


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!ractice '

Malay Folks DanceCanggung Endang Zapin

This dance is popular in Perlis, a statenear the border of Thailand and oncebeing ruled by Thailand. The Thaiinfluence is strong and in Thai,'canggung' means dancers.

The dance is performed not onlyduring festivals but also during

Endang is a modern Malay dance

that has the influence of Sumatraand practiced by the Minangcommunity of Negeri Sembilan, asseen movements, costumes andmusic.

The dance movements depict thedaily activity of villagers such asplucking leaves and iping seatfrom the bro. The dance oftenbegins ith dancers seated in a long

line performing arms movementsthat sloly increases in tempo.

Sometimes the dancers holdtraditional tambourines and makesounds ith them hile dancing. !nMalaysia, this dance is performed tothe song "in "in #arindin and

!t is believed that Muslimmissionaries of the Middle Eastnamely Persia and $rabiaintroduced the dance to Malayaduring the fifteenth century.

The dance as originallyperformed by males only

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edding ceremonies. The dance isperformed in pairs ith the ladies holda handkerchief in their hands.

The dancers sing (ala canggung mak

si canggung, canggung canggung la lala la le)hile dancing. They also singfamous Malay poems according to thebeat and melody of the music.

The musical instruments used thedance are the gong, violin, to rebanaand a gendang ubi.

present choreographers havedeveloped it considerably.

hoever it is also performed byfemale dancers these days.

The simple version of the %apinis performed to the rhythm &()*

and the foot is e+tended out tothe side on the last count.

The music for %apin comes froman ensemble of traditionalinstruments hich include thelute gambus-, gypsytypebongos maras- and the violin.The dancers can then play itheach other, teasing, challengingand en/oying each others

company. !t is most popular in0ohor.

Source1 http122.dancemalaysia.com2"ance2Traditional23olk4"ance2

Fi in the 4o9es 6ith the in5oration 5ro the te9t.

an$e State Msi$al Instrment?s@ sed inthe dan$e

1. ohor 2.

Endan7 . ".

#. $. )on7; re4ana ; :ioin and7endan7 u4i

Copete the sentences 6ith the in5oration 5ro the te9t.

%. The Can77un7 dance is per5ored in pairs 6ith

...

&. Endan7 dance o:eent dispa3s .

25
http://www.dancemalaysia.com/Dance/Traditional/Folk_Dance/http://www.dancemalaysia.com/Dance/Traditional/Folk_Dance/


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'. The eanin7 o5 Can77un7 in Thai is

1.apin 6as introduced to Maa3a 43 .

2. MARG SC*EME

'ra$ti$e 1

MEMO

1.Nae o5 The Coe7e Bhain7 La6 Institute

T3pes o5 !ro7raes o55ered 2!re-+ni:ersit3

+nder7raduate

"!ro5essionaBene5its 3ou 7et i5 3ou stud3 there

#Coprehensi:e La6 Li4rar3

$Free 4oo=s and stud3 ateria.

%Accoodation ser:ices

&Fe9i4e stud3 odes

'Financia assistance

26


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1. (iscount 3ou 7et i5 3ou re7ister ear3 is 2 P

!ractice 2

1.*eadine *undreds attend cee4ration o5 Chinese Cuture2.Reporter (ann3 Ooi./enue o5 the e:ent )eor7e To6n".O4ecti:e o5 the e:ent To proote Chinese cuture and tradition as 6e as to preser:e

the cuture#.E:ent ana7er N7 e Shen

In:ited /.I.! $? Tan Sri (r Goh Tsu Goon!osition Minister in the !rie Ministers (epartent

%? (atu= (r Oar Osan!osition +SM deput3 :ice-chanceor o5 student a55airs and

de:eopent

!er5orances 43 +SM student

&?+SM dru 7roup '?+SM Chinese Orchestra

1?Sin7er 0on7 Choon ,ean

!ractice .

27


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'ra$ti$e 7

2:


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The Tor$hli"ht 'ro$ession

(ate1. 8>the$emer

Tie2. :.8>pm

!rocession Area. the Mond to )alton (ill

!rice o5 Torch /ouchers#. 9.>> in advan$e

$. :.>> on the ni"ht

Tic=et outets%. (o"mana# Bo! Offi$e

&. Edinr"h (o"mana# Ti$ket Otlets

=.+erwi$k -p Aa 6ikin" Festival in Shetland1>. traditional and $ontemporar# otfits.

'ra$ti$e 9

1 Mo:ie TiteThe Maa3 Chronices Boodines

2 Reeased (ate 1 March 211

(irector,usr3 A4du *ai

" !roducer GR+ Studios

#. In this 5i; Stephen *u7hes acts as Meron" Mahawan"sa

$. This epic 6as adapted 5ro an od prose o5 the histor3 o5 ear3 Gedah ; (ika#at Meron" Mahawan"sa.

%. Meron7 Maha6an7sa 6as instructed to accopan3 'rin$ess Men" +i (a toeet her 4etrothed Roan !rince.

&. The *an !rincess 6as on her 6a3 to Sotheast Asia 6hen she 6as =idnapped 43 )aruda.

'. The 7rand 6eddin7 o5 !rincess o5 China and !rince o5 Roe is a arria7e o5 two "reat

$ivili4ations of East and est.

1. Naes o5 three oca casts in the 5i are ato C(aDi Rahim Ra4ali, -mmi Na4eera, hir Rahman, ehan Miskin, -mie AidaandMa#a arin. ?an# three @

'ra$ti$e :

29
http://en.wikipedia.org/w/index.php?title=Rahim_Razali&action=edit&redlink=1http://en.wikipedia.org/w/index.php?title=Umm_Nazeera&action=edit&redlink=1http://en.wikipedia.org/w/index.php?title=Khir_Rahman&action=edit&redlink=1http://en.wikipedia.org/w/index.php?title=Jehan_Miskin&action=edit&redlink=1http://en.wikipedia.org/w/index.php?title=Umie_Aida&action=edit&redlink=1http://en.wikipedia.org/wiki/Maya_Karinhttp://en.wikipedia.org/w/index.php?title=Rahim_Razali&action=edit&redlink=1http://en.wikipedia.org/w/index.php?title=Umm_Nazeera&action=edit&redlink=1http://en.wikipedia.org/w/index.php?title=Khir_Rahman&action=edit&redlink=1http://en.wikipedia.org/w/index.php?title=Jehan_Miskin&action=edit&redlink=1http://en.wikipedia.org/w/index.php?title=Umie_Aida&action=edit&redlink=1http://en.wikipedia.org/wiki/Maya_Karin


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$.I5 3ou eat 7rapes; it 6i hep 3ou to cear the owels.

%.*one3 is 7ood to 4e ta=en in hot water to hea 3our diarrhoea.

&.Soeone 6ith 5e:er are not ad:ised to ta=e milk.

'.Oi:e oi is a treendous treatent 5or skin and hair.

1. To treat cou7hs and sore throats; 3ou shoud soak arle# in water and drink.

!ractice %

Name of Competition3;


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1 5cience 5uperstars

2!heme " #rganiserCreati6ely Act #ut 3mportant (etrosains*isco6eries 3n 5cience

$ Num%er of &inners ' (articipants !hree ,orm $ and ,orm '5tudents

) Entry Closing *ate + ,inalCompetition *ate " June 211 2) *ecem%er211

- ,inal Competition .enue Judge0s3stana 4udaya7 8uala 9umpur Dato Siti,oorhali(a;

1r.Dr 1ran Shah Ali;Tan Sri Dr ,aab Abu

1 Contact for 3nformationpetrosainscommy

31


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!ractice &

Meanin"

1!orous Bones

'otential 6i$tims of Osteoporosis

&Men and 0oen

$$!(ts

7 6erteral Fra$tre

8Broken hip

4roken &rist S#mptoms of roken wrist

9pain 6rist

: s6ein7 6rist

;tender 6rist

a#s to avoiddo not so=e at 3oun7 a7e

32


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'ra$ti$e =

an$e State Msi$al Instrment?s@ sedin the dan$e

1. Gapin ohor 2. the lte, "#ps#0t#peon"os and violin

Endan7 . Ne"eri Semilan ". tamorines

#. )an""n" $. 'erlis )on7; re4ana ; :ioin and7endan7 u4i

%. The Can77un7 dance is per5ored in pairs 6ith the ladies hold a handker$hief in their hand.

&. Endan7 dance o:eent dispa3s the dail# a$tivit# of villa"ers.

'. The eanin7 o5 Can77un7 in Thai is dan$ers.

1.apin 6as introduced to Maa3a 43 Mslim missionaries of the Middle EastH 'ersian

and Araian

33


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CONTENT !A)E

&.REAIN* )OM'RE(ENSION AN S-MMAR/

2.1 Teachers notes

2.2 Students Tips

2. !ractices

!ractice 1

!ractice 2

!ractice

!ractice "

!ractice #

!ractice $

!ractice %

34


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1. Readin" )omprehension and Smmar#

1.1 Tea$hers Notes

1 As= the students to read the suar3 8uestion 1? 4e5ore the3 read thepassa7e in Section C. The suar3


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&. The3 shoud tr3 as 5ar as possi4e to =eep to the 6ord iit. E9ceedin7 it 6i ust 4e a6aste o5 tie and e55ort as an3thin7 6ritten 4e3ond it 6i not 4e considered at a. *o6e:er; noar=s 6i 4e penaised 5or the e9tra 6ords incuded.

'. B3 sip3 cop3in7 out sentences correct3; students 6i 4e a4e to earn 2 ar=s 5or +se o5 Lan7ua7e.

Mar=s 5or suar3

!araphrasin7 >!? # Content points 1+se o5 Lan7ua7e >+E? # Lan7ua7e #

1!"# 1## >Lan7ua7e? >Tota ar=s?

+AN*-A*E ES)RI'TORS

Mar=s 5or an7ua7e # ar=s>Add ar=s 5or paraphrase and use o5 En7ish and di:ide 43 t6o?

MAR 'ARA'(RASE MAR -SE OF EN*+IS(

#

Q sustained rephrasin7

Q ao6 phrases 5ro te9t

Q 6hich are di55icut to su4stitute

Q e9pression is secure #

Q an7ua7e is accurate

Q occasiona sips or inor errors

Q :er3 6e-or7anised and coherent

throu7hout

Q ar=ed a4iit3 to use ori7inacope9 structures

"

Q noticea4e rephrasin7

Q 5ree 5ro stretches o5 concentrated

i5tin7

Q e9pression is 7enera3 sound "

Q an7ua7e is ar7e3 accurate

Q isoated serious errors

Q 6e-or7anised and coherent in

ost parts

Q soe a4iit3 to use ori7ina and

cope9 structures

Q iited rephrasin7

Q intei7ent and seecti:e i5tin7

Q e9pression is not a6a3s secure

Q an7ua7e is su55icient3 accurate

Q soe serious errors

Q 5air3 6e-or7anised coherent in

soe parts

2

Q 6hoesae cop3in7

Q attepts to su4stitute 6ith o6n

an7ua7e iited to sin7e 6ord

e9pression 2

Q eanin7 is not in dou4t

Q 5re


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!RACTICE 1

Section C

2# ar=s

Jestions &: K 81 are based on the following passage.

1

2

"

#

$

%

&

'

1

11

One da3; a 3oun7 an 6as ceanin7 out his ate 7rand5athers 4eon7in7s 6henhe cae across a 4ri7ht red en:eope. 0ritten on the 5ront 6ere the 6ords; To3 7randsonD. Reco7nisin7 his 7rand5athers 6ritin7; the 3oun7 an opened theen:eope. A etter inside read

(ear )randson; 3ears a7o 3ou cae to e 5or hep. ,ou said; )randpa;ho6 is it that 3ou:e accopished so uch in 3our i5e and 3oure sti 5u o5ener73 I aread3 tired o5 struggling. *o6 can I 7et that sae enthusias that3ou:e 7otUD

I didnt =no6 6hat to sa3 to 3ou then as 3ou 6ere sti too 3oun7 tocoprehend the cope9ities o5 i5e. But =no6in7 3 da3s are nu4ered; I 5i7ure

that I o6e 3ou an ans6er. So here is 6hat I 4eie:e. I thin= a ot o5 it has to do 6ithho6 a person oo=s at thin7s. I ca it $eeping your eyes wide open.

First; reaise that i5e is 5ied 6ith surprises; soe not so peasant andothers


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12

1

1"

Ree4er that 3our choices 6i create 3our successes and 3our 5aiures.So consider a the path6a3s ahead; and decide 6hich ones to 5oo6. Then;4eie:e in 3ourse5 7et up; and 7et 7oin7.

And 4e sure to ta=e 4rea=s once in a 6hie. E:er3one needs to rechar7etheir 4atteries. The3 7i:e 3ou a rene6ed coitent to 3our dreas; and acheer5u; heath3 perception o5 the thin7s that atter the ost to 3ou. ,our :ision6i 4e sharper and 3our 7oas cearer.

Most iportant o5 a; ne:er 7i:e up on 3ourse5. The person that ends upa 6inner; is the one 6ho reso:es to 6in. Losers 1 ar= ?

2& >a? Fro para7raph #; ho6 shoud the 3oun7 an 5ace chaen7es in i5eU

> 1 ar= ?

>4? Fro para7raph %; 6hat 6as the 7rand5athers ad:ice 6ith re7ards to ruesU > 1 ar= ?

2' >4? Fro para7raph '; e9pain the phrase Xyoull be given bigger shoes to fill. > 1 ar= ?

>4? Fro para7raph 1"; ho6 can i5e 7i:e its 4est 4ac= to usU

> 1 ar= ?

(o 3ou thin= it is iportant not to 4e a 2 ar=s ?

3:


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1 Based on the passa7e 7i:en; 6rite a suar3 on

the essons o5 i5e 7i:en 43 the 7rand5ather to his 7randson.

Credit 6i 4e 7i:en 5or use o5 o6n 6ords 4ut care ust 4e ta=en not to chan7e the ori7ina eanin7.

,our suar3 ust 4e in continuous 6ritin7 5or >not in note 5ro? use aterias 5ro ines 11 to # not 4e on7er than 1 6ords; incudin7 the 1 6ords 7i:en 4eo6

Be7in 3our suar3 as 5oo6s

I believe that it has a lot to do with ''''''''''''''''''''..

39


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/oca4uar3 !ractice

(or each of the meaning of the words used in the article, find the word which matches the meaning.

1 >Line %? 7reat ea7erness to do soethin7 - .

2 >Line 1? iited -

>Line 1#? a state in 6hich 3ou are :er3 interested and enthusiastic a4out

soethin7 - .

" >Line 2#? decei:in7 - .

# >Line 2&? concentrated - ..

$ >Line $? hi7hest point o5 achie:eent -

% >Line "2? a 5eein7 o5 4etterent and an7er - ..

& >Line "? a=e soeone tired - .

' >Line "&? ade a ne6 start - ..

1 >Line "'? outoo= - .

4;


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Editin7

S+MMAR, 0ORGS*EET >Student cop3?

1 Based on the passa7e 7i:en; 6rite a suar3 on the essons o5 i5e 7i:en 43 the 7rand5ather to his 7randson.

Be7in 3our suar3 as 5oo6sI believe that it has a lot to do with ''''''''''''''''''''..

1. I thin= a ot o5 it has to do 6ith ho6 a person oo=s at thin7s

2. First; reaise that i5e is 5ied 6ith surprises; soe not so peasant and others


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'. Lea:e the past in the past.

1. Ree4er that 3our choices 6i create 3our successes and 3our 5aiures.

11. And 4e sure to ta=e 4rea=s once in a 6hie. E:er3one needs to rechar7e their 4atteries.

The3 7i:e 3ou a rene6ed coitent to 3our dreas; and a cheer5u; heath3 perception

o5 the thin7s that atter the ost to 3ou.

12. Most iportant o5 a; ne:er 7i:e up on 3ourse5.

1. )i:e i5e e:er3thin7 3ou:e 7ot; and i5e 6i 7i:e its 4est 4ac= to 3ou.D

42


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!RACTICE 2

Section C

2# ar=s


1

2

"

#

$

%

&

'

It is not an eas3 tas= to 4e a 7ood sportsan. 0hat is actua3sportsanshipU A 7ood sportsanship is the


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>4?ho6 can a 7ood sportsan sho6 his cooperationU

1 ar=

2& Fro para7raph "; >a? 6hich 6ord in this para7raph has the sae eanin7 as the 6ord Xad:ersariesU

1 ar=

>4? e9pain the eanin7 o5 the 6ord Xpresidin7.

1 ar=

2' >a? Fro para7raph #; 6hat are the chances in 6innin7 a 7aeU

1 ar=

>4? Fro para7raph $; state the i=e3 thin7 that 6i happen to a sportsan i5a dispute ends in :ioence.

1 ar=

In para7raph '; 6hat are the 6a3s a 7ood sportsan shoud do i5 the opponents 6in the 7aeU 0rite in 3our o6n 6ords.

2 ar=s

1 Based on the passa7e 7i:en; 6rite a smmar# on3 6hat is 7ood sportsanship 6a3s to practise 7ood sportsanship


,our suar3 ust 4e in continuous 6ritin7 5or >not in note 5or? use aterias 5ro ine 1 to the end not 4e on7er than 18> words, in$ldin" the 1> words 7i:en 4eo6


)emonstrating good sportsmanship is important in any games or sports '''''''''''...

..

.

.

.

..

.

.

44


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.

..

.

.

.

..

.

.

.

..

.

/oca4uar3 !ractice


1. >Line 2? to tend to thin= or 4eha:e in a particuar 6a3 -

2. >Line #? sho6in7 5a:our to6ards or a7ainst one 7roup o5 peope or one opinion 5or

persona reasons -

. >Line 1? sho6in7 poiteness -

". >Line 1'? acceptin7 in a sensi4e 6a3 6hat it is actua3 possi4e to do or achie:e in a particuar situation -

#. >Line 2? disa7reeent 4et6een t6o peope -

$. >Line 2#? not as 4i7 as 3ou 6oud i=e or e9pect -

%. >Line 2'? to sho6 3our appro:a o5 soe4od3 43 cappin7 3our hands -

45


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Editin7

S+MMAR, >Student use?

1 Based on the passa7e 7i:en; 6rite a smmar# on3 6hat is 7ood sportsanship

6a3s to practise 7ood sportsanship


)emonstrating good sportsmanship is important in any games or sports '''''''...

1. A 7ood sportsanship is the


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I5 3ou respond 6ith :ioence; the pro4e is that as a sportsan; 3ou can 4e penaiJed.

'. Moreo:er; ree4er to ac=no6ed7e and appaud the 7ood pa3s

1. Last3; con7ratuate 3our opponents i5 the3 6in the 7ae. Learn to accept de5eat

7race5u3. Con7ratuate 3our opponents on a 7ae 6e pa3ed.

!RACTICE

47


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Section C

2# ar=s


1

2

"

#

$

Man3 o5 us ha:e 4oo=s at hoe. These 4oo=s can ran7e 5ro re5erence4oo=s to enc3copedias; ournas; a7aJines or e:en 5iction 4oo=s. *o6e:er; 6eac= the =no6ed7e to con:ert these 4oo=s into a hoe i4rar3. The 4oo=s arenora3 stac=ed in 4o9es and e5t in the attics or storeroos to coect dust.

0hat is a hoe i4rar3U A hoe i4rar3 is a itte area o5 space in a cornero5 a hoe or e:en a sa roo 6here 6e can pace a our readin7 aterias;re5erences and eectronic resources. A hoe i4rar3 can 4e turned into a cos3roo o5 re5erences 43 the 5ai3 e4ers. *ere; the 5ai3 a3 run acti:ities thatare reated to readin7 such as 7aes i=e Scra44e; chess; 6ord puJJes andcross6ord puJJes.

Nora3; a hoe i4rar3 contains printed and non-printed readin7aterias. Materias such as readin7 toos can aso 4e paced in the hoe i4rar3.Soe e9apes o5 such readin7 aterias are the dictionaries; atas;enc3copedias; anuas on 4i=es or cars; recipes or e:en teephone directories.

In addition; it is 7ood to add in soe i7ht readin7 aterias or :ie6in7aterias in the hoe i4rar3. There are a :ast coection o5 no:es; picture 4oo=s;a7aJines; 5ai3 photo a4us and artices that can 4e coected 43 the 5ai3e4ers 5or re5erence. Other added coections to the hoe i4rar3 are:ideotapes; cassettes; C(-ROMs; 4oard 7aes and e:en 4rochures.

Most peope do not reaiJe that ha:in7 a hoe i4rar3 is 4ene5icia. A hoei4rar3 can hep to 5oster a on7-i5e o:e 5or readin7 aon7 the 5ai3 e4ers.Chidren can 4e 7i:en the opportunit3 to 4e e9posed to readin7 4oo=s at a 3oun7a7e. Indirect3; the 3oun7 readers can 4e incucated 6ith the o:e 5or readin7.Readin7 can 4e ade as one o5 the acti:ities 5or the 5ai3 e4ers. The parentscan 7uide the chidren to read 4oo=s and at the sae tie; 5oster 7ood 5ai3reationships. Chidren can aso 4e 5ostered to adopt a positi:e attitude toappreciate readin7 aterias and =no6ed7e that can 4e o5 :aue to the. In theon7 run; the 5ai3 e4ers can de:eop their readin7 process. A hoe i4rar3ena4es the 5ai3 e4ers to read aterias 6ithin the con5ines o5 their o6nhoes. The aterias can 4e easi3 accessed at an3 tie. Moreo:er; the readin7acti:ities can 4e carried out to ipro:e the thin=in7 s=is o5 5ai3 e4ers.

There are an3 acti:ities that one can carr3 out in a hoe i4rar3. In thisitte i4rar3 o5 =no6ed7e; one can test the 5ai3 e4ers on a s=i o5 chess;Scra44e or the Maa3 strate7ic 7ae caed Xcon7=a=. In this sa corner o5 aroo; one can aso teach the 5ai3 e4ers to a=e soe handicra5ts i=eori7ai. A 5ai3 can aso sit to7ether to test their coand o5 :oca4uar3throu7h Scra44e; a cross6ord puJJe and a ist o5 other 4oard 7aes. There areaso 7aes that chaen7e the ind that can 4e stored in this hoe i4rar3. Onee9ape is the XSahi44a.

#

1

1#

2

2#

#

4:


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%

&

To a=e the hoe i4rar3 a 7ood resource centre 5or 5ai3 e4ers ande:en 5riends; one e9ape is to 7et the hep o5 the state pu4ic i4rar3ana7eent on 6a3s to ana7e and run the hoe i4rar3. Soe 4oo=she:es6i 4e needed to a=e the pace presentale. Another 6a3 is to arran7e the4oo=s accordin7 to the t3pes and interests.

It is eas3 to set up a hoe i4rar3. )et 3our hoe or7aniJed and ha:e a

corner o5 3our roo or e:en a specia roo to 7et this pace started. ,ou a3 4esurprised that 3our 5ai3 e4ers 6i actua3 need such a roo.

"

"#

2$ Fro para7raph 2; >a? 6hat is a hoe i4rar3U

1 ar=

>4? 6hich 6ord in this para7raph has the sae eanin7 as the 6ord co5orta4eU

1 ar=

2% Fro para7raph 2; 6hat =ind o5 7aes are reated to readin7U List t6o =inds.

>a? 1 ar=

>4? 1 ar=

2& Fro para7raph ; ist t6o aterias that can 4e 5ound in a hoe i4rar3.

>a? 1 ar=

>4? 1 ar=

2' Fro para7raph *, state t6o ad:anta7es o5 ha:in7 a hoe i4rar3.

>a? 1 ar= >4? 1 ar=

Fro para7raph %; >a? 6here can one 7et hep to run a hoe i4rar3U

1 ar=

>4? e9pain the eanin7 o5 the 6ord Xpresenta4e.

1 ar=

1 Basedon the passa7e 7i:en; 6rite a suar3 on

49


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6hat is a hoe i4rar3 the 4ene5its o5 ha:in7 a hoe i4rar3


,our suar3 ust 4e in continuous 6ritin7 5or >not in note 5or?

use aterias 5ro ines # to not 4e on7er than 18> words, in$ldin" the 1> words 7i:en 4eo6


+aving a home library is important in every family for..................................................

5;


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/oca4uar3 !ractice


1. >Line "? a roo or space ust 4eo6 the roo5 o5 a house; o5ten used 5or

storin7 thin7 -

2. >Line % ? soethin7 that can 4e used to hep achie:e an ai; especia3 a 4oo=;

eLine '? connected 6ith soethin7 or soe4od3 in soe 6a3 -

". >Line 1$? e9tree3 ar7e in area; siJe; aount; etc -

#. >Line 21? to encoura7e soethin7 to de:eop -

$. >Line 22? to et soe4od3 5ind out a4out soethin7 43 7i:in7 the e9perience o5 it or

sho6in7 the 6hat it is i=e -

%. >Line 2'? iits or 4orders -

Editin7

51


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S+MMAR, >Student use?

1 Basedon the passa7e 7i:en; 6rite a suar3 on 6hat is a hoe i4rar3 the 4ene5its o5 ha:in7 a hoe i4rar3


+aving a home library is important in every family for..................................................

1. its an3 4ene5its

2. A hoe i4rar3 is a itte area o5 space in a corner o5 a hoe or e:en a sa roo

6here 6e can pace a our readin7 aterias; re5erences and eectronic resources.

. A hoe i4rar3 can 4e turned into a cos3 roo o5 re5erences 43 the 5ai3

e4ers. *ere; the 5ai3 a3 run acti:ities that are reated to readin7 such as

7aes i=e Scra44e; chess; 6ord puJJes and cross6ord puJJes.

". Nora3; a hoe i4rar3 contains printed and non-printed readin7 aterias.

#. In addition; it is 7ood to add in soe i7ht readin7 aterias or :ie6in7 aterias in

the hoe i4rar3. There are a :ast coection o5 no:es; picture 4oo=s; a7aJines;

5ai3 photo a4us and artices that can 4e coected 43 the 5ai3 e4ers 5or

re5erence. Other added coections to the hoe i4rar3 are :ideotapes; cassettes;

C(-ROMs; 4oard 7aes and e:en 4rochures.

$. A hoe i4rar3 can hep to 5oster a on7-i5e o:e 5or readin7 aon7 the 5ai3 e4ers.

%. Chidren can 4e 7i:en the opportunit3 to 4e e9posed to readin7 4oo=s at a 3oun7

a7e. Indirect3; the 3oun7 readers can 4e incucated 6ith the o:e 5or readin7.

&. Readin7 can 4e ade as one o5 the acti:ities 5or the 5ai3 e4ers.

'. The parents can 7uide the chidren to read 4oo=s and at the sae tie; 5oster

52


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7ood 5ai3 reationships.

1. Chidren can aso 4e 5ostered to adopt a positi:e attitude to appreciate readin7

aterias and =no6ed7e that can 4e o5 :aue to the.

11. A hoe i4rar3 ena4es the 5ai3 e4ers to read aterias 6ithin the con5ines

o5 their o6n hoes. The aterias can 4e easi3 accessed at an3 tie.

12. Moreo:er; the readin7 acti:ities can 4e carried out to ipro:e the thin=in7 s=is

o5 5ai3 e4ers.

1. In this sa corner o5 a roo; one can aso teach the 5ai3 e4ers to a=e

soe handicra5ts i=e ori7ai.

!RACTICE "

53


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Section C

2# ar=s


1

2

"

#

$

%

&

The Tedd3 Bear; once the ost o:ed stu55ed to3; is osin7 its appea. Thisaarin7 ne6s coes 5ro the )eran copan3 6hich cais it ade the 5irst

ointed so5t to3 4ears in 1'2. The to3 4ears 6ere dei:ered to to3 shops 4e5oreChristas that 3ear. To3 coectors are osin7 interest in the Tedd3 Bear and areoo=in7 5or other t3pes o5 stu55ed to3s.

Ri:a British and Aerican copanies; ho6e:er; chaen7e the )erancopan3s cai to 4ein7 the creator o5 the Tedd3 Bear 4ut the )eran to3copan3; Stei55; sa3s that it has docuents to pro:e their cai. T3pica o5)eran thorou7hness; Stei55 has 5ies 5ied 6ith s=etches; dia7ras andphoto7raphs o5 the 5irst Tedd3 Bear.

)erans earnt a4out !resident Theodore XTedd3 Roose:ets 4rush 6itha 4ear 6hie huntin7. Li=e3 e9a77erated; the account 6ent on to sa3 that a5ter the

incident; the Aerican president 6ent huntin7 in an area 6here there 6ere no4ears. In hopes o5 pacatin7 the president soeone tied a 4ear cu4 to a tree. Thepresident 6as in5uriated at 6hat he tered Xunsportin7 4eha:iour and caed o55the hunt.

A 5ied da3 6as had 43 pundits and cartoonists 4ecause o5 the incident.XTedd3 Bear stories and cartoons cropped up e:er36here. This opportunit3 6asnot issed 43 coposers and entrepreneurs 6ho


55/157

1 ar=

>4? 0hat has happened to it no6U

1 ar=

2% Fro para7raph 1; 6hen and 43 6ho 6as the 5irst Tedd3 Bear adeU

2 ar=s

2& Fro the e:idence in para7raphs "and #; nae t6o 7roups o5 peope 6ho e9poited the XTedd3 Bear stories.

>i? 1 ar=

>ii? 1 ar=

2' In !ara7raph $; the 6riter sa3s that it 6as at the LeipJi7 Trade Fair in 1' that the X4rea=throu7h cae 5or the Tedd3 Bear. 0hat 6as the X4rea=throu7hU

2 ar=s

In 3our o6n 6ords; e9pain ho6 the Tedd3 Bear 4ecae such an iportant part o5 peopes i:es in the nosta7ic 's.

2 ar=s


the ori7in o5 the Tedd3 Bear its rise in popuarit3 and its recent decine.


,our suar3 ust 4e in continuous 6ritin7 5or >not in note 5ro? use aterias 5ro ines 1 to ' not 4e on7er than 1 6ords; incudin7 the 1 6ords 7i:en 4eo6


- /erman toyma$er claimed that he was the creator of ''''''''''''

55


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/oca4uar3 !ractice(or each of the meaning of the words used in the article, find the word which matches the meaning.

1 >Line 1? a Line &? ha:in7 the usua Line 12? done in a 6a3 that a=es peope notice it - .

" >Line 1"? a=in7 soe4od3 5ee ess an7r3 a4out soethin7 - .

# >Line 1#? 6as ade e9tree3 an7r3 - ..

$ >Line 1&? appeared or happened; especia3 6hen it 6as not e9pected -

% >Line %? the situation that e9ists as a resut o5 an iportant >and usua3 unpeasant?

e:ent; especia3 a 6ar; an accident; etc. - ..

Editin7

S+MMAR, 0ORGS*EET >Student cop3?

56


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- /erman toyma$er claimed that he was the creator of ''''''''''''

1. the )eran copan3 6hich cais it ade the 5irst ointed so5t to3 4ears in 1'2.

2. Ri:a British and Aerican copanies; ho6e:er; chaen7e the )eran copan3s cai

to 4ein7 the creator o5 the Tedd3 Bear 4ut the )eran to3 copan3; Stei55; sa3s that it

has docuents to pro:e their cai.

. )erans earnt a4out !resident Theodore XTedd3 Roose:ets 4rush 6ith a 4ear 6hie huntin7.

". A 5ied da3 6as had 43 pundits and cartoonists 4ecause o5 the incident. XTedd3 Bear

stories and cartoons cropped up e:er36here. This opportunit3 6as not issed 43

coposers and entrepreneurs 6ho


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Certain anu5acturers 4ae it on the a5terath o5 Septe4er 11 and others on the

econoic do6nturn.

!RACTICE #SECTION C

>2# MARGS?

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J-ESTIONS &:081 are 4ased on the 5oo6in7 passa7e

1

2

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The descent 6as endess. A5ter unch; Chip 4e7an to copain o5 6ea= e7s and

a s6oen =nee. Be5ore on7 he had to stop e:er3 ten inutes to rest. As I 6atched hi

sittin7 do6n cutchin7 his =nee; 5ear 4e7an to creep 4ac= into e; a di55erent =ind o5

5ear; not 5or 3se5 4ut 5or soeone ese.

It had ne:er occurred to e that 3 hus4and 6oud ha:e trou4e. I ne:er thou7ht

he 6oud 4e the one 6ho 6oud 4e e5t 4ehind. But in the t6ii7ht; 6ith 1 5eet to 7o

4e5ore the ne9t cap; it oo=ed i=e 6e 6oudnt a=e it 4e5ore dar=. *is e3es 6ere

5ied 6ith stress .I too= his da3pac=; and he put his ar around one o5 the 7uides. I

coa9ed hi on; tr3in7 to cheer hi up 6ith sho6 tunes; o=es; 4ad S6ahii. 0hen 6e

5ina3 5e upon the 4ue and 3eo6 doe tents and the ra7in7 4on5ire; he coud 4are3

6a= on his o6n.

The ne9t da3; 6ith 5eet e5t to M6e=a )ate; 6here our Land Cruisers 6ere

6aitin7 to pic= us up; Chips =nee 6as oc=ed up and a7ain he had to ean on 7uides

shouder and ip do6n. The 5irst to si7n up 6as the ast to 5inish. And his reuctant

6i5eU *er 4od3 6as intact; 4ut her ind 6e; her ind 6as not the sae. I thou7ht

Ae9 tod us on the 6a3 up a4out t6o cients 6ho a5ter su55erin7 5ro atitude

sic=ness; 6ere sure the3 6oud ne:er reco:er their 5acuties.

I =ne6 I 6oud ne:er reco:er ine; 4ut a34e that 6as 7ood. I 6oud ne:er ta=e

those ur4an co5orts 5or 7ranted a7ain. I 6oud reish; e:er3 anicure; sa:or e:er3

eetin7. And I 6oud ne:er ci4 another ountain. I 7ee5u3 7a:e a6a3 a 3 7ear

to the porters. In the o74oo=; I 6rote 3 nae and the date; and under coents I

de5iant3 scra6ed A)AINST M, RELI)ION in capita etters. The iron3; o5 course;

6as that 3 e9perience on Giianaro 6as the cosest i ha:e coe to actin7 on 4ind

5aith.

0hen 6e 7ot hoe to the sa5e 5aiiarit3 o5 cit3 i5e; I e4arrassed 3 6or=da3

routine 6ith 7usto. Lo77in7 on to 3 eai; I earnt o5 a 2$ 3ear od ci4er 6ho had

hi=ed up Giianaro a 6ee= a5ter 6e did. *e had de:eoped a se:ere respirator3

iness and died durin7 a ni7httie e:acuation attept 5ro the crater cap Y a death

a the ore tra7ic 4ecause he had panned to propose to his 7ir5riend 6hen the3

reached the suit. She 5ound the rin7 ater aon7 his possessions. The reait3 o5

ad:enture is chiin7 e:en a 6a=-up i=e Giianaro can 4ite 3ou. In retrospect; a 3

copaints a4out the cothin7; h37iene and 7ear see so tri:ia. The essence o5 st3e

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1#

2

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in the 6iderness has nothin7 to do 6ith cothes and e:er3thin7 to do 6ith huiit3.

M3 hus4and sti tes his 5riend his 5a:orites stor3 a4out the trip; a stor3 I s6ear I

dont ree4er. *e recas the da3 6e dro:e out o5 Giianaro Nationa Reser:e; the

su7ar oa5 :anishin7 in the distance 4ehind us. I supposed3 turned to hi and 6ist5u3

said I iss the ountainsD. It ust ha:e 4een the atitude.

>An e9tract 5ro Steep Ipact 43 Gatherine Betts;/o7ue

Octo4er 1''&?

2#

2$ >a? Fro para7raph 1;ho6 did the author 5ee on her 6a3 do6n the ountainU

>1 ar=?

> 4? Fro para7raph 2; ho6 did the author tr3 to a=e her hus4and 5ee 4etterU

>1 ar=?

2% Fro para7raph ;

a? 0ho 6as the 5irst to si7n up in the sentenceU

>1 ar=?

4? In the ine2"; the 6ord the3 re5er toU

>1 ar=?

2& Fro para7raph ";

a? 0hat esson did the author earn 5ro her ci4U

>1 ar=?

4? 0hat did the author do to si7ni53 that she not ci4 an3oreU

>1 ar=?

2' Fro para7raph #;

a? 0hat esson did the author earn 5ro the death o5 the 3oun7er ci4erU

>1 ar=?

4? 0hat did the author earn a4out herse5U

>1 ar=?

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Fro para7raph $; 6hat does the author ean 43 it ust ha:e 4een the atitudeU

>2 ar=s?

8+ESTION 1

Based on the passa7e 7i:en 6rite a suar3 on

The essons the author earnt 5ro her ci4 up Giianaro

*o6 the esson chan7ed her atitude

+se ateria 5ro ine 1& ti the end

Not 4e on7er than 1 6ords incudin7 the 1 6ords 7i:en 4eo6


She earnt to cherish and not to ta=e 5or 7ranted a ...........................................................

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..

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E(ITIN)

S+MMAR, 0ORGS*EET> Students cop3?


The essons the author earnt 5ro her ci4 up Giianaro

*o6 the esson chan7ed her attitude


She earnt to cherish and not to ta=e 5or 7ranted a

1. She 6oud ne:er ta=e those ur4an co5orts 5or 7ranted a7ain

2.She 6oud reish; e:er3 anicure

. sa:our e:er3 eetin7

". Lo77in7 on to 3 eai; she earnt o5 a 2$-3ear-od ci4er

#. 6ho had hi=ed up Giianaro a 6ee= a5ter the3 did

$. *e had de:eoped a se:ere respirator3 iness and died durin7 a ni7httie e:acuation attept

%. The reait3 o5 ad:enture is chiin7 e:en a 6a=-up i=e Giianaro can 4ite 3ou.

&. In retrospect;a her copaints a4out the cothin7;h37iene; and 7ear see so tri:ia

'. The essence o5 st3e in the 6iderness as nothin7 to do 6ith cothes and

1. And e:er3thin7 to do 6ith huiit3

#.2 /oca4uar3 !ractice

For each o5 the eanin7 o5 the 6ords used in the artice; 5ind the 6ord 6hich atches the

eanin7.

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1 > Line 1 ? 7o do6n -

2 >Line $ ? 5aint ha5-i7ht 4e5ore sunrise

>Line ' ? 7et soe4od3 or soethin7 to do soethin7 43 =indness or patience

.

" >Line1 ? ar7e 5ire ade outdoors ..

# >Line 1# ? untouched; undaa7ed; copete .

$ >Line 1% ? a4iit3 to do soethin7

% >Line 1' ? i=in7; Jest

&> Line 2$ ? eno3ent in doin7 soethin7 ..

' >Line 1? :ie6 o5 past e:ents

1 > Line ?ost iportant 2# MARGS?

J-ESTIONS &: 081are 4ased on the 5oo6in7 passa7e

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One o5 the ost coon pro4es in schoos are 5acin7 toda3 is truanc3. !riar3

and secondar3 schoo students can 4e seen in shoppin7 as in their schoo uni5ors

at an3 tie o5 the da3. 0hat a=es the 6ant to pa3 truant and sta3 a6a3 5ro

schooU

Soe students 5ee that the schoos do not pro:ide a conduci:e and e9citin7

en:ironent to stud3 in. It is the sae routine; 6ee= in 6ee= out unti the end the

3ear. The3 7et 4ored and s=ip schoo. The3 5ind an3 e9citin7 thin7s to do out o5

schoo 6ith their 5riends.

,et others copain that the schoo is :er3 strict 6ith ots o5 unnecessar3 schoo

rues. The3 cant ha:e si7ht3 on7 hair; cant 6ear earrin7s; cant 4rin7 hand

phones or 6ear sports shoes. The3 can on3 6ear can:as shoesV The3 5ee this =ind

o5 discipine is unnecessar3 and undu3 harshV

Another :er3 iportant reason that causes soe students to pa3 truant is peer

pressure. The3 6ant to 4e part o5 the 7roup and 5ee the3 ha:e to 4e as cooD as their

5riends. The3 6ant to sho6 the3 are independent and 6i purpose3 4rea= schoo

rues and re7uations and 5out the a6V This is their 6a3 o5 sho6in7 that the3 6ont

con5or to an3thin7 that the3 5ee is cur4in7 their 5reedo in speech and action. The3

are happ3 as on7 as the3 are part o5 the 7roupD.

Students 6ho pa3 truant are the osers in the end. The3 6i ose out on their

5ora education and 6i ha:e a tou7h tie 5indin7 o4s. 0hen the3 cant 7et o4s;

the3 6ont ha:e one3 5or their dai3 e9penses. This 6i 5orce the to stea thin7s or

harass peope to 7i:e the one3.

Others start drin=in7 or so=in7 ust 4ecause their 5riends are doin7 so.

Soeties; ust to sho6 the3 are coo; the3 i7ht resort to :andais. The3 6ant to

5i7ht the discipine that tes the the3 shoud not destro3 pu4ic aenities.

,et others sho6 o55 their artistic taents 43 6ritin7 7ra55iti an36here the3 5ee i=e it.

Man3 ties; the despair o5 not ha:in7 one3 eads the to ta=e dru7s ust to 7et

o:er their 5eein7 o5 iser3. Then; the 6hoe c3ce starts a o:er a7ain.

This unnecessar3 pain and iser3 coud ha:e 4een a:oided i5 on3 the students had

soe se5-discipine and sta3ed in schoo to 7ain their acadeics certi5icates and

schoo ea:in7 certi5icates.

But the 5act reains that schoo is the pace 6here the3 earn discipine. It is this

discipine that 6i hep the 6hen the3 4ecoe 3oun7 aduts and 7o into the 6or=in7

6ord. It is this =ind o5 discipine that 6i te the ri7htD 5ro 6ron7D and 7oodD 5ro

4adD

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2

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It is on3 6hen students =no6 ho6 to stand up 5or their 4eie5s that the3 can

actua3 stand up to 4uies and sa3 noD to 4e7in pressuriJed into doin7 an3thin7

ne7ati:e or an3thin7 ethica3 and ora3 6ron7. This coes 6ith discipine 6hich is

nora3 e4edded in schoo and in the hoe.

#

2$ Fro para7raphs 1 and 2;

a? 0hat is the ain pro4es schoos are 5acin7U

>1 ar=?

4? 0h3 do students pa3 truantU

>1 ar=?

2% Fro para7raphs and ";6hat causes students to sta3 a6a3 5ro schooU

>2 ar=s?

2& Fro para7raph #;6hat 6i happen to students 6ho pa3 truantU

>2 ar=s?

2' Fro para7raphs $ and % state the 5our 4ad ha4its that can arise 5ro pa3in7 truantU

>2 ar=s?

Fro para7raph 11;6here 6i chidren usua3 earn discipineU a? >1 ar=?

4? >1 ar=?

8+ESTION 1

Based on the passa7e; 6rite a suar3 on

Cause o5 students pa3 truant

The e55ects o5 students pa3in7 truant

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credit 6i 4e 7i:en 5or use o5 o6n 6ords 4ut care ust 4e ta=en not to chan7e the ori7ina eanin7.

,our suar3 ust

Be in continuous 6rittin7

+se ateria 5ro ine # to 1

Not 4e on7er than 1 6ords;incudin7 the 6ords 7i:en 4eo6


3ruancy is the most common problems schools face as students

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/oca4uar3 !ractice

For each o5 the eanin7 o5 the 6ords used in the artice; 5ind the 6ord 6hich atches the eanin7.

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1 >Line #? co5orta4e ...........................................................................................

2 >Line 12? iproper anner .....................................................................................

>Line 12? rou7h and disa7reea4e .............................................................................

" >Line 1$? oppose treat 6ith contept ......................................................................

# >Line 1%? 4e in a7reeent......................................................................................

$ >Line 1%? =eep under contro ..................................................................................

% >Line 22? cause trou4e ...........................................................................................

& >Line 2$? thin7s that a=e i5e eas3........................................................................

' >Line 2$? dra6in7 or 6ords scratched on hard sur5ace ..........................................

1 >Line %? s3ste o5 ora principes................................................................... .

Editin7S+MMAR, 0ORGS*EET > Students cop3?

Based on the passa7e; 6rite a suar3 on

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Cause o5 students pa3 truant

The e55ects o5 students pa3in7 truant

Be7in 3our suar3 as 5oo6s 3ruancy is the most common problems schools face as students '''''''''''.

1. Soe students 5ee that the schoos do not pro:ide a conduci:e and e9citin7 en:ironent to stud3

in.

2. ,et others copain that the schoo is :er3 strict 6ith ots o5 unnecessar3 schoo

. Another :er3 iportant reason that causes soe students to pa3 truant is peer pressure.

". The3 6ant to 4e part o5 the 7roup and 5ee the3 ha:e to 4e as Xcoo X as their 5riends.

#. The3 6ant to sho6 the3 are independent and 6i purpose3 4rea= schoo rues and re7uations

and

5out the a6.

$. The3 6i ose out on their 5ora education and 6i ha:e a tou7h tie 5indin7 o4s.

%. 0hen the3 cant 7et o4s; the3 6ont ha:e one3 5or their dai3 e9penses.

&. This 6i 5orce the to stea thin7s or harass peope to 7i:e the one3.

'. Other start drin=in7 or so=in7; ust 4ecause their 5riends are doin7 so.

1. ,et; others sho6 o55 their artistic taents 43 6ritin7 7ra55iti an36here the3 5ee i=e it.

11.This unnecessar3 pain and iser3 coud ha:e 4een a:oided i5 on3 the students had soe

se5-discipined and sta3ed in schoo to 7ain their acadeic certi5icates and schoo ea:in7

certi5icates.

!RACTICE %

SECTION C

>2# MARGS?

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J-ESTIONS &:081 are 4ased on the 5oo6in7 passa7e

1

2

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$

Ne6spapers are an iportant source o5 in5oration. For the an3; readin7 theornin7 or dai3 ne6spapers puts the start to their da3 on a peasant note. *o6e:er; theseda3s; an3one 6oud pro4a43 a7ree that it is depressin7 to read the ne6spaper 4ecausethere are too an3 reports on death; de:astation and :ioence. Not a da3 7oes 43 6ithouta report a4out peope 4ein7 :ictis o5 :ioent crie. Statistics 5ro the poice sho6ed arapid increase in crie cases 4et6een 1'&& and 2& 6hen the epo3ent rate 6ashi7h.

Snatch the5ts are no6 runnin7 at around thirt3 cases a da3 or 1$ cases a 3earthrou7hout the countr3; accordin7 to one estiate. )ra44in7 a hand4a7 5ro ade5enseess 6oan has 4ecoe so coon pace that the poice ne:er 7i:e priorit3 tosnatch the5ts i5 there 6ere no inur3 or oss o5 i5e. It 6as considered ore pett3 the5t andthere 6ere other 4i77er thin7s 5or the poice to ta=e care o5.

Snatch the5t a3 appear to 4e inor cries 4ut in actua 5act; the3 are not. Apart5ro the cases o5 deaths and serious inuries that ha:e 4een hi7hi7hted recent3; ostsnatch the5t :ictis are trauatiJed 43 the e:ents. Man3 snatch the5t :ictis 6i a6a3s6a= in 5ear a5ter such a terri53in7 e9perience. The ph3sica scars; i5 an3; a3 hea 4ut theps3choo7ica scars; ta=e a on7 tie to hea i5 the3 e:er hea.

Se:en ain 5actors ha:e 4een outined as reasons 5or the increase in crie rate inMaa3sia o:er the ast t6ent3 3ears. The 5actors are unepo3ent; i7ration o5 3ouths5ro rura to ur4an area; in5u9 o5 ie7a ii7rants; 5aiure in reha4iitatin7 dru7 addicts;shorta7e o5 poice personne and :ehices to co4at crie; the pu4ics pathetic attitudeand 5aiureo5 to6n pannin7 coittees to consider settin7 up poice stations or the ine55ecti:eness o5oca councis to stress sa5et3 5eatures in the cit3.

Athou7h snatch the5t can occur aost an36here; the3 5re


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>1 ar=?

4? 0hat 6as the poice tr3in7 to sa3 a4out the rapid increase in crie casesU

>1 ar=?

2% Fro para7raph 2;

a? Find a 6ord that has the sae eanin7 as iportant.

>1 ar=?

4? 0hat does the 6ord pett# in ine 12 eanU

>1 ar=?

2& Fro para7raph ;

a? 0h3 is it entioned that snatch the5ts are not inor criesU

>1 ar=?

4? 0hat 6ord descri4ed the 5eein7 o5 5ear U

>1 ar=?

2' Fro para7raph "; 7i:e t6o reasons 5or the increase in crie rate in Maa3sia.

a? >1 ar=?

4? >1 ar=?

. Fro para7raph $; 6hat t6o su77estions are 7i:en to reduce snatch the5tsU

a? >1 ar=?

4? >1 ar=?

1. Based on the passa7e 6rite a suar3 on

The increase in snatch the5ts in the countr3

,our suar3 ust

Be in continuous 6ritin7

+se ateria 5ro ines $ to $Not 4e on7er than 16ords

Be7in 3our suar3 as 5oo6s%natch theft are now running at around thirty cases a '''''''''''''''''.

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/oca4uar3 !racticeFor each o5 the eanin7 o5 the 6ords used in the artice; 5ind the 6ord 6hich atches theeanin7.

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1. (aa7e 4ad3 or ruins >ine "?

2. Iportant >ine '?

. Sa and uniportant >ine 1?

". State o5 shoc= or 5ear >ine 1"?

#. Fee pit3 or sadness >ine 2?

$. A person 6ho heps in the crie >ine 2#?

%. Cause 7reat su55erin7 >ine 2?

E(ITIN)S+MMAR, 0ORGS*EET> Students cop3?

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1. Snatch the5ts a3 appear to 4e inor cries 4ut in actua 5act ; the3 are not.

2. The ph3sica scars; i5 an3; a3 hea 4ut the ps3choo7ica scars ta=e a on7 tie to hea i5 the3 e:er

hea.

. The 5actors are unepo3ent; i7ration o5 3ouths 5ro rura to ur4an area; in5u9 o5 ie7a

ii7rants; 5aiure in reha4iitatin7 dru7 addicts; shorta7e o5 poice personne and :ehices to co4at

crie; the pu4ics pathetic attitude and 5aiure o5 to6n pannin7 coittees to consider settin7 up

poice station or the e55ecti:eness o5 oca councis to stress sa5et3 5eatures in the cit3.

". Athou7h snatch the5ts can occur aost an36here; the3 5re


74/157

1..1 REA(IN) COM!RE*ENSION

No. Su77ested ans6ers Li5tin7 source Notes 5or teachers2$>a? The etter 6as addressed To

3 7randsonD and he coudreco7niJe his 7rand5athers

6ritin7.

Line 2 K ine . 0ritten on opened the en:eope.

Teach the studentsto rephrase thesentences to a=e

the eanin7 cearer.

2$>4? The 7rand5ather =ne6 that hisda3s 6ere nu4ered and he6anted to share 6ith his7randson ho6 he ana7ed toaccopish so uch in i5e.

(educed 5ro ine # K $a4out the a? It eans to 4e aert ando4ser:e e:er3thin7 around uscare5u3.

No i5tin7. Teach the studentsto oo= 5or cue 5rothe sentence ust4e5ore or a5ter.

2%>4? 0e 6i 5ind i5e to 4e 5u o5e9citeent and thris.

Line 1" Y 1#. I5 3ou dont. and 3ou 6i 4e.

!ronoun X3ou ust4e chan7ed to X6e.

2&>a? *e shoud eet his chaen7esand 6ecoe the. The3 6iea:e hi 6iser; stron7er andore capa4e.

Line 1$ Y 1%. 0hen 3oueet the da3 4e5ore.

!ronoun X3ou ust4e chan7ed to Xheand Xhi.

2&>4? *e ad:ised his 7randson toa6a3s 5oo6 rues; e:en theitte ones 4ecause 43 5oo6in7

rues; i5e 6or=s.

Line 2 Y 2". And a6a3s5oo6 rues i5e 6or=s.

Ao6 o:er i5tin7; ine2" Y 2#; XI5 3ou thin=. 5ooin7 3ourse5.

Sae conte9t.

2'>a? It eans one 6i 4e 7i:en oreand ore responsi4iities asone 7ro6s 6ith the 3ears.

No i5tin7. O6n e9panation5ro pre:ious=no6ed7e.

2'>4? I5 6e 7i:e i5e e:er3thin7 6eha:e 7ot and not 7i:e up onourse:es and 4e reso:ed to6in; i5e 6i 7i:e its 4est 4ac= tous.

Line #1 Y #2. Mostiportant .. reso:es to6in.

!ronoun X3ourse5ust 4e chan7ed toXourse:es.

,es. It is iportant not to 4e a


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and 4e prepared to recei:e it.

%. So 4e read3 5or endin7s as 6e as chaen7in7 4e7innin7s. >&?

&. Li5e 6i not 4e so predicta4e. It can aso 4e 5un too. Li5e isnt ust reachin7 pea=s.>'?

'. Lea:e the past in the past. >1?

1. Ree4er that 3our choices 6i create 3our successes and 3our 5aiures. >11?11. And 4e sure to ta=e 4rea=s once in a 6hie. E:er3one needs to rechar7e their 4atteries.

to rene6 3our >12?The3 7i:e 3ou a rene6ed Zcoitent to 3our dreas; and a cheer5u; heath3 perception

o5 the thin7s that atter the ost to 3ou.

and >1?12. Most iportant o5 a; ne:er 7i:e up on 3ourse5.

1. )i:e i5e e:er3thin7 3ou:e 7ot; and i5e 6i 7i:e its 4est 4ac= to 3ou. >1"?

Tota nu4er o5 6ords is 12% 6ith 1" content points. Candidate needs on3 7i:e 1 content points.

MARG SC*EME

1." !RACTICE 2

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1.".1 REA(IN) COM!RE*ENSION

No. Su77ested ans6ers Li5tin7 source Notes 5or teachers

2$>i? >i? Fair pa3 or pa3in7 the 7ae5air3.

Line 2 to . A 7ood ..o5the 7ae.

I5 >i? contains 4othans6ers; then a6ard2 ar=s and i7noreans6er >ii?

2$>ii? >ii? Foo6in7 the rues o5 the7ae.

Line 2 to . A 7ood . o5the 7ae

2%>a? To =no6 the rues o5 the 7ae6e.

Cue is in ine 1 a5ter thesentence to earn as ucho5 the sports as possi4e.

Li5tin7 not accepted.The ans6er isipied.

2%>4? The sportsan shoud sho6 up5or practice; 6or= hard andensure 7ood tea6or=.

Line 1 Y 11. Cooperati:eand tea6or= are the =e36ords to the ans6er.

Teach students ho6to reco7niJe =e36ords to hep theans6er.

2&>a? opponentsD One 6ord ans6er.

2&>4? in char7e o5 soethin7. )uess the eanin7 5roXDo55icias presidin7 o:er the7ae .D

2'>a? The chances o5 6innin7 are5i5t3-5i5t3.

Line 1&. /er3 cear-cutans6er.

Teach students notto i5t unnecessar3parts to sa:e tie.

2'>4? The sportsan can 4e

penaiJed.

Line 2"-2#. I5 3ou . can

4e penaiJed.

!ronoun X3ou

chan7e to he or Xthesportsan.

It is 4est to con7ratuate theopponents 5or a 7ood 7aepa3ed and aso to accept thede5eat 7race5u3.

No i5tin7. +se o6n 6ords4ased on the points.

Teach students torephrase 6herenecessar3.

1.".2 /oca4uar3 !ractice Ans6ers

1. incined . courteous3 #. disputes %. appaud2. 4iased ". reaistic $. si

1.". Editin7S+MMAR, >Teachers notes?

1 Based on the passa7e 7i:en; 6rite a smmar# on3

77


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6hat is 7ood sportsanship 6a3s to practise 7ood sportsanship

Be7in 3our suar3 as 5oo6s)emonstrating good sportsmanship is important in any games or sports '''''''...

1. A 7ood sportsanship is the 1?>2?

2. Besides; the sportsan respects the ud7ent o5 the re5erees and a the o55icias in the 7ae; =no6in7 that the3 are not 4iased. >ea4oration?

4esides treatin7 >?. A 7ood sportsan 6i aso Ztreat the opponents 6ith respect.

iportant that the sportsan >"?

". First3; it is o5 the utost iportance to Zearn as uch o5 the sports as possi4e;

>#? >$?#. The sportsan ust 4e cooperati:e 43 sho6in7 up 5or practice; 6or=in7 hard and

>%? reaiJin7 that tea6or= is iportant to ensure success.

$. In addition; it is iportant to ta= poite3 and act courteous3 to6ards the teaates; the

e:er3one >&? opponents; the coaches and e:en the opponents coaches 4e5ore; durin7 and e:en a5ter the 7aes or e:ents.>'?

%. Ree4er to sta3 coo and>1?

&. Another thin7 a 7ood sportsan ust ree4er is to a:oid settin7 disputes 6ith :ioence.

or >11? I5 3ou respond 6ith :ioence; the pro4e is that as a sportsan; Z3ou can 4e penaiJed.

Ac=no6ed7e >12?'. Moreo:er; ree4er to ac=no6ed7e and appaud the 7ood pa3s

the on a 7ae 6e pa3ed or1. Last3; con7ratuate 3our ZopponentsZi5 the3 6in the 7ae. Learn to accept de5eat

>1?

7race5u3. Con7ratuate 3our opponents on a 7ae 6e pa3ed.>1"?

MARG SC*EME

1.# !RACTICE

7:


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1.#.1 !assa7e

REA(IN) COM!RE*ENSION

No. Su77ested ans6ers Li5tin7 source Notes 5or teachers2$>a? A hoe i4rar3 is a itte area o5

space in a corner o5 a hoe ore:en a sa roo 6here one

can =eep readin7 aterias;re5erences and eectronicresources.

Line # to %.

2$>4? cos3D On3 one 6ordans6er.

2%>a? Scra44e An3 t6o o5 the threeans6ers.Chess is not acorrect ans6er.2%>4? 0ord puJJes cross6ord

puJJes

2&>a? !rinted readin7 aterias. Li5tin7 ao6ed; ine 11 to12.

2&>4? Non-printed readin7 aterias.2'>a? *ep to 5oster a on7-i5e o:e 5or

readin7 aon7 the 5ai3e4ers.

Li5tin7 ine 21 to 22.

2'>4? ,oun7 readers can 4eincucated 6ith the o:e 5orreadin7.

Li5tin7 ine 2.

>a? )et the hep o5 the state pu4ici4rar3 ana7eent on ho6 torun a hoe i4rar3.

Line "1 to "2. Onee9ape .. hoe i4rar3.

Teach students to doseecti:e i5tin7.

>4? Loo=in7 cean and attracti:e oroo=in7 7ood enou7h 5or peope

to see.

Loo= 5or cues 5rosentences 4e5ore

and a5ter the 6ord.

1.#.2/oca4uar3 !ractice Ans6ers

1. attics . reated #. 5oster %. con5ines2. resources ". :ast $. e9posed

1.#. Y Editin7

S+MMAR, >Teachers notes?

79


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1 Basedon the passa7e 7i:en; 6rite a suar3 on 6hat is a hoe i4rar3 the 4ene5its o5 ha:in7 a hoe i4rar3

Be7in 3our suar3 as 5oo6s+aving a home library is important in every family for..................................................

1. its an3 4ene5its >1?>2?

2. A hoe i4rar3 is a itte area o5 space in a corner o5 a hoe >or e:en a sa roo? 6here6e can pace a our readin7 aterias; re5erences and eectronic resources.

> ea4oration Y i4rar3 eans ha:in7 readin7 aterias; re5erences; etc?

>ea4oration on the roo?. A hoe i4rar3 can 4e turned into a cos3 roo o5 re5erences 43 the 5ai3 e4ers. *ere;6here >?

Zthe 5ai3 a3 run acti:ities that are reated to readin7 such as 7aes i=e Scra44e; chess;6ord puJJes and cross6ord puJJes.

>"?

". Nora3; a hoe i4rar3 contains printed and non-printed readin7 aterias 5or.

>ea4oration on printed aterias#. In addition; it is 7ood to add in soe i7ht readin7 aterias or :ie6in7 aterias in the hoe i4rar3.There are a :ast coection o5 no:es; picture 4oo=s; a7aJines; 5ai3 photo a4us and artices thatcan 4e coected 43 the 5ai3 e4ers 5or re5erence. Other added coections to the hoe i4rar3 are:ideotapes; cassettes; C(-ROMs; 4oard 7aes and e:en 4rochures. >ea4oration onnon-printed aterias?

>#?$. A hoe i4rar3 can hep to 5oster a on7-i5e o:e 5or readin7 aon7 the 5ai3 e4ers. >ea4oration?

>$? and%. Chidren can 4e 7i:en the opportunit3 to 4e e9posed to readin7 4oo=s Zat a 3oun7 a7e.

Indirect3; the 3oun7 readers can 4e incucated 6ith the o:e 5or readin7.>%?

&. Readin7 can 4e ade as one o5 the acti:ities 5or the 5ai3 e4ers.>&?

'. The parents can 7uide the chidren to read 4oo=s and at the sae tie; 5oster 7ood 5ai3reationships.>1?

1. Chidren can aso 4e 5ostered to adopt a positi:e attitude to appreciate readin7 aterias and

=no6ed7e that can 4e o5 :aue to the.>'? >ea4oration?and easi3 accessed the

11. A hoe i4rar3 ena4es the 5ai3 e4ers to read aterias Z6ithin the con5ines o5 their o6nhoes. The aterias can 4e easi3 accessed at an3 tie.

>11?5ai3 e4ers

12. Moreo:er; the readin7 acti:ities can 4e carried out to ipro:e the Z thin=in7 s=is o5 5ai3e4ers. and a=in7 soe handicra5ts>1? >12?

:;


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1. In this sa corner o5 a roo; one can aso teach the 5ai3 e4ers to a=e soe handicra5tsi=e ori7ai.

MARG SC*EME

1.$ !RACTICE "

1.$.1 !assa7e


No. Su77ested ans6ers Li5tin7 source Notes 5or teachers

2$>a? It 6as the Tedd3 Bear. Line 1. XThe Tedd3 Bear; isosin7 its appea.

2$>4? No6 it has ost uch o5 itspopuarit3.

Line 1. X..; is osin7 itsappea

Teach the students6ords in siiar

conte9t.2% )eran to3a=er; Richard

Stei55; said that his copan35inished a=in7 the 5irst ointedTedd3 Bears in >the autun o5?1'2.

Line 2 K X the )erancopan3 . in 1'2. Theto3 .. 4e5ore Christasthat 3ear.Line 2#. X.. in the autun o51'2.

Teach the studentsto deduce ans6er5ro the sentence>s?

2& A 5ied da3 6as had 43 punditsand cartoonists and XTedd3Bear stories and cartoonscropped up e:er36here.To3a=ers uped on the

4and6a7on; too.

!ara " Y XA 5ied da3 upe:er36here.!ara # Y XTo3a=ers . onthe 4and6a7on; too.

Students ust oo=5or the 2 7roups o5peope 6hoe9poited the XTedd3Bear stories.

2' An Aerican to3 seer ordered 4ears at the ast possi4eoent.

Line 2%. X6hen anAerican oent.

Teach students tooo= 5or the cue4e5ore or a5ter theentioned 6ord inthe sentence.

The 4ears heped to co5ortand consoed the peope durin7the trou4ed 's.

+se the content 5ro ine to 2. 0rite in o6n6ords.

Teach students to6rite in o6n 6ordsusin7 the contents7i:en.

1.$.2 /oca4uar3 !ractice Ans6ers

1. appea 2. T3pica . e9a77erated ". pacatin7

#. in5uriated $. cropped up %. a5terath1.$. - Editin7

S+MMAR, >Teachers notes?

:1


82/157



Be7in 3our suar3 as 5oo6s- /erman toyma$er claimed that he was the creator of ''''''''''''

2. Ri:a British and Aerican copanies; ho6e:er; chaen7e the )eran copan3s cai>1?

to 4ein7 the creator o5 the Tedd3 Bear 4ut the )eran to3 copan3; Stei55; sa3s that it has docuentsto pro:e their cai.

Richard Stei55 he created >2?1. the )eran copan3 6hich Zcais it ade the 5irst ointed so5t to3 4ears in 1'2.

. )erans earnt a4out !resident Theodore XTedd3 Roose:ets 4rush 6ith a 4ear 6hie huntin7. >"?

". A 5ied da3 6as had 43 pundits and cartoonists 4ecause o5 the incident. XTedd3 Bear

stories and cartoons cropped up e:er36here. This opportunit3 6as not issed 43 coposers andentrepreneurs 6ho #?

Z aost e:er3 t3pe o5 product had pictures o5 Tedd3 and his Bear printed on the.

>$?#. It 6as at the LeipJi7 Trade Fair in 1' that the 4rea=throu7h cae 5or the Tedd3 Bear

>%? 6hen an Aerican to3 seer ordered 4ears at the ast possi4e oent.

>&?$. For a centur3; Tedd3 Bears pa3ed a :er3 iportant roe in the i:es o5 3oun7 and od ai=e.

The 4ears pro:ided co5ort and consoation to these peope and ne:er 6ent out o5 5ashion>'?

throu7h 7ood and 4ad ties. In the nosta7ic 's; Tedd3 Bears 4ecae hi7h3-:aued

>1?coectors ites.

>11? >ea4oration?%. *o6e:er; there are si7ns that Tedd3 is osin7 its appea as the ost desired coecta4e.

o6in7 to >12?Certain anu5acturers 4ae it on Zthe a5terath o5 Septe4er 11 and others on the

>ea4oration?

econoic do6nturn.>1?MARG SC*EME FOR !RACTICE #


No Su77ested ans6ers Li5tin7source E9aination tips

:2


83/157

2$ >a? She 5et 5ri7hteneda5raidscared not

5or herse5 4ut 5or soeone ese

!ara7raph 1 Line 2 to

ine

As I 6atched......

.eseD

Li5tin7- pronoun I, need

to 4e chan7ed to the

third point o5 :ie6

2$ >4? She tried to cheer hi on 6ith sho6

tunes; o=es and 4ad S6ahii.

!ara7raph 2 Line &

I coa9ed hi on;tr3in7

to cheer hi up 6ith

sho6 tunes;o=es;4ad

S6ahiiD



third point o5 :ie6

2%>a? The authors hus4and !ara7raph Line 1"

2% >4? The3 re5er the t6o cients 6ho su55ered

5ro atitude sic=ness

!ara7raph Line 1$

2&>a? She 6i not ta=e her ur4an co5orts

5or 7ranted a7ain.

!ara7raph " Line 1& K

1' I 6oud

ne:er........a7ainD



third point o5 :ie6

2&>4? She 7a:e a6a3 a her 7ears to the

porters she 6rote in the o74oo=

A)AINST M, RELI)IOND

!ara7raph " Line 21 ti

Line 22

2'>a? The reait3 o5 ad:enture is chiin7 !ara7raph # Line

the reait3 o5 ad:enture

is..............can 4ite 3ouD

2'>4? The essence o5 st3e in the 6iderness

has nothin7 to do 6ith

cothes and e:er3thin7 to do 6ith

huiit3

!ara7raph # Line 2 to

Line "

She eans that she ust ha:e saidsoethin7 she didnt 4eie:e in

S+MMAR, > Teachers Note?Be7in 3our suar3 as 5oo6s

She earnt to cherish and not to ta=e 5or 7ranted a

1. She 6oud ne:er ta=e those ur4an co5orts 5or 7ranted a7ain

and3. She 6oud reish;e:er3 anicure

:3


84/157

. sa:or e:er3 eetin7

". Lo77in7 on to 3 eai; she earnt o5 a 2$-3ear-od ci4er

#. 6ho had hi=ed up Giianaro a 6ee= a5ter the3 did

$. *e had de:eoped a se:ere respirator3 iness and died durin7 a ni7httie e:acuation attept

%. The reait3 o5 ad:enture is chiin7 e:en a 6a=-up i=e Giianaro can 4ite 3ou.

&. In retrospect;a her copaints a4out the cothin7;h37iene; and 7ear see so tri:ia

'. The essence o5 st3e in the 6iderness as nothin7 to do 6ith cothes and

1. And e:er3thin7 to do 6ith huiit3

> %# 6ords ?

#.2 /OCAB+LAR, !RACTICE ANS0ER SC*EME

1. descent $. 5acuties2. t6ii7ht %. reish. coa9ed &. 7usto

". 4on5ire '. retrospect#. intact 1. essence

:4


85/157

4-56 %7+4 (85 95-73I7 :

5-)I/ 78495+%I8


2$>a? Truanc3 !ara7raph 1

Line 1 to ine 2

One o5 the

ost.......truanc3.D

2$>4? Schoo en:ironent is not 5un to stud3 !ara7raph 2

Line $ - %

Soe students 5ee

that............to stud3 inD

2% i-+nnecessar3 schoo rues

ii-peer pressure

!ara7raph

Line 12

!ara7raph "

Line1#

Mandator3 6ords in the

ans6er Y unnecessar3

schoo rues and peer

pressure

2& The3 6i resort to steain7 or harassin7

peope 5or one3

!ara7raph #

Line 2"

2' (rin=in7;so=in7;:andais and 6ritin7

7ra55iti

!ara7raph $

Line2# Y 2' 4ut ust

underine the ha4its

a?in schoo

4?in the hoe

!ara7raph 11

Line ""-"# this

coes...........in the

hoeD

S-MMAR/ ? Tea$hers Note@

J-ESTION 81


Tran$# is the most $ommon prolems s$hools fa$e as stdents

5ee

0. Soe students 5ee that the schoos do not pro:ide a conduci:e and e9citin7 en:ironet to stud3 in.

Schoos ha:e

:5


86/157

3. ,et others copain that the schoo is :er3 strict 6ith ots o5 unnecessar3 schoo

. Another :er3 iportant reason that causes soe students to pa3 truant is peer pressure.

". The3 6ant to 4e part o5 the 7roup and 5ee the3 ha:e to 4e as Xcoo X as their 5riends.

So the3

7. The3 6ant to sho6 the3 are independent and 6i purpose3 4rea= schoo rues and re7uations and

5out the a6.

These students

8. The3 6i ose out on their 5ora education and 6i ha:e a tou7h tie 5indin7 o4s.

theres no

:. 0hen the3 cant 7et o4s; the3 6ont ha:eone3 5or their dai3 e9penses.

&. This 6i 5orce the to stea thin7s or harass peope to 7i:e the one3.

'. Other start drin=in7 or so=in7; ust 4ecause their 5riends are doin7 so.

Soe a3

0?. ,et; others sho6 o55 their artistic taents 43 6rittin7 7ra55iti an36here the3 5ee i=e it.

11. This unnecessar3 pain and iser3 coud ha:e 4een a:oided i5 on3 the students had soe se5-

discipined and sta3ed in schoo to 7ain their acadeic certi5icates and schoo ea:in7 certi5icates.

> 12 6ords?

:6


87/157

6O)AB-+AR/ 'RA)TI)E ANSER S)(EME

1. Conduci:e $. Cur4in7

2. +ndu3 %. *arass

. *arsh &. Aenities

". Fout '. )ra55iti

#. Con5or 1. Ethica3

MARG SC*EME

1.1 !RACTICE %

1.1.1 REA(IN) COM!RE*ENSION


2$ >a? There are an3 ne6s reports on death;

de:astation and :ioence

!ara7raph 1 Line to

ine "

Li5tin7 ao6ed

2$ >4? The crie cases increased draatica3

6hen there 6as hi7h unepo3ent rate

!ara7raph 1Line $ to % Li5tin7 ao6ed

2%>a? priorit3 !ara7raph Line 1 Li5tin7 ao6ed 4ut

underine the 6ord.

2% >4? Sa and uniportant not :er3

iportant

No i5tin7 ao6ed

2&>a? This is 4ecause the :ictis are a55ected

6ith ps3choo7ica scarsand 5ear 5or a

on7 tie

!ara7raph Line 1&K

1'

Li5tin7 ao6ed

2&>4? trauatiJed !ara7raph Line 1$ Li5tin7 ao6ed 4ut

underine the 6ord

2'>a? An3 se:en 5actors 7i:en in para7raph " !ara7raph " On3 state 2 5actors

:7


88/157

)reat pu4ic a6areness

Educatin7 the pu4ic

!ara7raph $ Line %to

Line '

1.1.2 /oca4uar3 !ractice Ans6ers

1. de:astation #.pathetic

2.priorit3 $.accopice

.pett3 %. scour7e

". trauatiJed

1.1. Editin7

Suar3 >Teachers notes?



1.Snatch the5ts a3 appear to 4e inor cries 4ut in actua 5act ; the3 are not.and :ehices to

co4at crie>ea4oration?

2.The ph3sica scars; i5 an3; a3 hea 4ut the ps3choo7ica scars ta=e a on7 tie to hea i5 the3

e:er hea.

.The 5actors are unepo3ent; i7ration o5 3ouths 5ro rura to ur4an area; in5u9 o5 ie7a

ii7rants; 5aiure in reha4iitatin7 dru7 addicts; shorta7e o5 poice personne ; the pu4icspathetic attitude and 5aiure o5 to6n pannin7 coittees to consider settin7 up poice station or

the e55ecti:eness o5 oca councis to stress sa5et3 5eatures in the cit3.

".Athou7h snatch the5ts can occur aost an36here; the3 5re


89/157

Smart Module 2[1]

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