Curriculum Development Division. Ministry of Education Malaysia.

2009

Flipping Fantastic
By Jane Langford
Table of Contents
Introduction
About Short Stories
Synopsis
Elements
Activities
Beyond The Text
Assessment
Answer Key
Glossary
Panel of Writers

1
LITERATURE COMPONENT FOR
FORM 1
Short Story
SHORT STORY
Welcome to the World of Literature! We hope you will enjoy working with this guidebook,
specially designed to help you prepare your students for the Literature Component of the KBSM
English Language syllabus. We recommend that the activities in this guidebook be carried out
as creatively as possible so as to allow students to appreciate the genre and to develop a sense
of familiarity with the various literary terms and devices in the short story. Be ready to listen to
students views and opinions, and encourage them to produce their own answers. It is our
sincere hope that the activities and worksheets in this guidebook will act as a springboard for
your own ideas and methods for exploring the individual texts.
Have a good time showing your students that Literature is fun!
2
Introduction
SHORT STORY
What is a Short Story?
A short story is written in prose form and much shorter than a novel.
The length of a short story may be between 500 to 1500 words.
There are fewer characters in a short story compared to a novel.
The story line is more focused and less complicated.
The time period is shorter and the setting is not as varied as in a novel.
A short story has only one main theme and fewer sub-themes.
It may be just fiction or based on facts.
It often deals with basic human concerns.
Theme and Sub-Theme
A theme is the central idea, the main message/ important lessons/ moral issues that you
can learn from the text.
It is not usually presented directly in the story. The theme becomes clear only when you
have understood the story well.
Many short stories usually focus on issues that are of concern to society.
To uncover the theme of a story:
(a) Look at the title. Sometimes, it will give a clue about the theme.
(b) Take note of any repetition. Sometimes, these will lead you to the theme.
(c) Study the symbols. What are they trying to suggest?
(d) Look closely at all the details and particulars that are presented. They give a lot
of clues to the theme.
Setting
The setting usually refers to the time and place in which the story takes place.
The setting often influences the values, beliefs and attitudes of people.
Characters
Characters are the people found in the story. Sometimes, a character can also be an
animal or an object.
These characters can be categorised into main characters and supporting characters.
The character that dominates the story is usually the main character.
Their characteristics are the way these characters behave and act.
Readers can learn about characters in many ways including:
(a) physical traits
(b) actions
(c) opinions
(d) dialogue
3
About Short
Story
(e) point of view
Plot
A plot tells how events are connected or how the story is told.
A common pattern of a plot is a course of events in a story that contains a conflict or a
problem that ends with a resolution or a turning point.
In other words, a plot is a sequence of events, the why for the things that happen in the
story.
Point of view
1. In a story, someone is telling the story from his or own point of view.
2. The point of view could be:
(a) in the first person , using I and We to give the personal touch
(b) in the second person, using they / he / she / it
(c) who tells the story and how it is told are very important. The tone and feel of the
story and even its meaning can change depending on who is telling the story.
Language and Style
1. Language includes all the literary and sound devices a writer uses to tell his story and
conveys his message.
2. The language preferred by a writer and the way he uses it determine his own unique
style.
3. There are many types of styles a writer may use in order to attract the attention of the
reader. For example,
(a) a distinctive use of descriptive words to bring out the setting, the colour, the
arrangement, the people and the environment
(b) a preference for certain choice of words and their arrangement
(c) use of humour
(d) use of rhymes, images and symbols
4. The flashback is one of the most common technique used in a short story. It is an action
that interrupts to show an event that happened at an earlier time in the story, which is
necessary for a better understanding.
5. Foreshadowing is the use of hints or clues to suggest what will happen later in the story.
6. Imagery is also an important element used in a short story to evoke one or all the five
senses sight, hearing, taste, smell and touch.
7. Usually, writers use metaphors and similes to emphasis the images given.
Tone
1. The writers tone is his attitude towards the subject of his story and towards his reader.
2. You can use adjectives such as serious, light-hearted, pompous, nostalgic, etc. to
describe tone.
3. Tone suggests or influences mood and atmosphere.
4. Mood and atmosphere are very closely linked; both capture the general feel of the story.
Mood indicates the general, underlying feel of the story. Atmosphere is the general
sense of the story.
4
Irony
1. Irony refers to a contrast, usually between what is expected or intended and what is
actual or real.
2. Irony involves double meaning. In an ironic statement a speaker or writer uses words in
such a way that the words suggest the opposite meaning of what they actually means.
Figurative Language
1. A simile is a figurative comparison that uses like or as to connect to ideas or items. It
is an indirect comparison.
2. A metaphor compares two unlike things directly. A metaphor states that one thing is
something else.
3. Personification: When something is personified, it is given human qualities.
Sometimes, this makes an image vivid and dynamic for the reader.
5
SHORT STORY
Flipping Fantastic by Jane Langford is a story about twin brothers and their mother. Tristan
is an outstanding, brilliant and a capable boy but James is shy, nervous and lacks confidence.
Both of them are about to finish their primary education at Peter Hill Primary soon and plan to
begin their new school term in two different schools.
Their mother decides to enrol James in Highfields and Tristan who is physically challenged
and wheelchair bound, in a special school (Chesterlea Grange). Both brothers are confused
over the thought of being separated as they have never been apart from each other. Since they
rely on each other, the twins are concerned about how they are going to cope in their new
school environment.
The mother wants the twins to be independent. She is confident that Tristan would be
able to cope well at Chesterlea Grange. However, she worries about James and wonders how
he is going to manage all alone at Highfields. Tristan changes his mind about Chesterlea
Grange, in order to be with James. Besides that, the school is far away from home and he
would only be able to see James once a week. On the other hand, James manages to persuade
him by reminding him of all the facilities and activities in his new school that Tristan dreamt of.
Knowing James cannot cope himself alone, Tristan calls on their friend Kiara Jones to help
James in Highfields. The twins at last realise that they have made the right decision and their
new school environment is flipping fantastic.
6
Synopsis
Worksheet SS1 W
SHORT STORY
SETTING
Peter Hill Primary: Tristan and James are finishing their final year in this primary school. They
perform in a play entitled The Adventures of Tom Sawyer which is the last activity in the
school.
Chesterlea Grange: This is a residential school for students of special needs situated far away
from Tristans home. Tristan looks forward to be enrolled in this special school which has all the
facilities that he has dreamt of such as a drama studio, games room, swimming pool and a
paddock. The school also has sports activities such as basketball tournament, archery contest,
wheelchair games and so on.
Highfields: This is the school that James is going to be enrolled in when the new school term
begins. At the end of the story, James feels excited about his new school as most of his
schoolmates are there including Kiara Jones.
CHARACTER
Tristan and James : They are the main characters in the story. They are twin brothers who are
dependent on each other. Tristan is more confident and outstanding than James. James is shy,
nervous and has a low self-esteem.
Mum: She is the mother of Tristan and James. She is determined to send her sons to different
schools so that they would be independent and confident about their own abilities
THEMES
Fear of the unknown: James dreads being alone in Highfields without the help of Tristan.
Although Tristan feels excited about his new school, at times he feels confused at being alone
and far away from home and his brother in the new school.
Motherly pride: Mum takes pride in her boys ability. She admires Jamess courage to perform
on stage despite being an introvert and appreciates Tristans great performance. as Tom
Sawyer in the school play.
Other themes/ sub-themes: a caring society, being independent, brotherly love.
7
Elements
Worksheet SS1 W
VALUES
Independence, concern, gratefulness, appreciation, consideration, helpfulness
LITERARY DEVICES
Point of View
This story is written from the first person point of view. The pronoun I is used. We see the
events from three perspectives; namely that of Tristan, James and Mum. We can experience
their thoughts and feelings.
Tone
The tone is generally sincere, serious and reflective. At times it is emotional.
Diction (the choice of words used in the story)
serious - James, on the other hand, has always been so nervous. Ive been really
worried about him
reflective Just because were twins doesnt mean we have to be good at the same
things. I accept that.
emotional - Talk about pride! Tonight I thought I was going to burst with it!
simple vocabulary; short sentences; lots of exclamation marks (!) to express emotions
use of contractions (e.g. hes; its, etc) to show a conversational style
Simile
The story has several similes e.g. I feel like a tyre that has burst; as freely as a freshly oiled
cog, etc.
Journal entries/reflections
3 different styles to express the thoughts and feelings of the 3 characters.
Contrast
Contrast of writing styles. E.g. Tristans thoughts are in a box; Jamess thoughts appear
to be on lined paper while mums thoughts are in italics.
Contrast of opinions and characters Tristan loves drama while James loathes it.
Slang /colloquial expressions
e.g. .. the new school is really cool; collywobbles; mate; flipping; Ive really blown it! (to give it a
fresh modern feel)
8
To identify the similarities and differences between two
main characters in the story.
.
Worksheet SS1 WW
Worksheet SS2 W

Rhetorical questions
Questions that require no answer. e.g. How can I tell Mum?
FLIPPING FANTASTIC ACTIVITY SS1
O
Distribute a copy of the Character Trait Venn
Diagram to each student.
.
O
Students use the Venn Diagram to write down
the similarities and differences of the two main
characters in the story.
.
O
In the circle next to each character, students
write words and phrases that describe the traits
of the character.
O
Students write common traits of the two main
characters in the intersection of the circles.
9
Materials
Notes
Teacher can provide
word cards for weak
students to
complete the Venn
Diagram.
Students can work
in pairs
Steps
Aim
40 minutes
Character
Traits
Worksheet SS2 W

FLIPPING FANTASTIC WORKSHEET SS1
Complete the diagram below with the similarities and differences between the two
characters in the story.
10
Character
Traits
J
ames
Tristan
To be able to recognise and analyse the characters in the
story. s
Worksheet SS2 W

FLIPPING FANTASTIC ACTIVITY SS2
O
Distribute a copy of worksheet to each student.
O
Students read the statements in the box.
O
Students choose the statements from the box
above and match them with the character in the
picture.
O
Write the sentences in the speech bubbles
provided.
11
Materials
Notes
Get students to
read with correct
intonation and
expressions.
Steps
Aim
40 minutes

Who S aid What?
FLIPPING FANTASTIC WORKSHEET SS2
12 1
Worksheet SS3 W Handout SS3

Who Said
What?
Me and my big mouth! Why did I ever go and talk to him about his new school
Today I feel like a tyre that has burst, totally deflated
We are pretty much stuck together. Wherever he goes, I go and wherever I go, he goes
Words fail me! Tristan doesnt want to go to Chesterlea Grange after all. What on earth
am I going to do?
Tristan has always been a live wire
Shes moving out to a different school and I dont have to worry about seeing her
anymore
Ive been really worried about how hell find his way around without Tristan to help him.
The play put me on the real high
I can see that old scared look back in his eyes. What can I do to make him feel better?
1. ___________________________
___________________________
2. ___________________________
___________________________
3. ___________________________
________________________

13 1
Worksheet SS3 W Handout SS3

1. _____________________________________________
_____________________________________________
2. _____________________________________________
_____________________________________________
3. _____________________________________________
_____________________________________________
1. ______________________________________
______________________________________
2. ______________________________________
______________________________________
3. ______________________________________
______________________________________

To explore new vocabulary.
FLIPPING FANTASTIC ACTIVITY SS3
14
O
Teacher list down words taken from the text (as
many as possible).
O
Make word cards and stick them on the wall
around the classroom.
O
Divide the class into small groups of three or four.
O
Distribute Worksheet 3 to each group.
O
O
O
O
Tell students to search for words that match the
meaning of the sentences in the worksheet.
Students move around the classroom to
memorise the words and return to their respective
groups to fill in the column provided.
Students can use a dictionary to find the
meanings of the words.
Set a time limit (10 minutes) to encourage
competition.
Materials
Steps
Notes
Reward groups
that come up
with the most
correct answers.
..
Worksheet SS3 W Handout SS3

Materials
Search and
Match
Aim
80 minutes

FLIPPING FANTASTIC WORKSHEET SS3
Fill in the column on the right with the appropriate words.
N
o.
Sentences Word
1 The play put me on a real high
2 Tristan has always been such a live wire
3 Tonight was the worst night of my life. I hate drama
4 One tiny, little line, consisting of just seven words and I got it wrong
5
We are pretty much stuck together. Wherever he goes, I go and
wherever I go, he goes. How will I cope at my new school without
him?
6
Hes far smarter than me. He always gets As in his homework He
understands how computer works
7
My two sons were the stars of the school play. They were
wonderful.
8
Ive been really worried about how hell find his way around without
Tristan to help him
9 Today, I feel like a tyre that has burst, totally deflated
10
Shes moving out to a different school and I dont have to worry
about seeing her any more
11 I know that I rely on Tristan but he relies on me too
12 I dont know what to think
13
Me and my big mouth! Why did I ever go and talk to Tristan about
his new school?
14 I cant wait to see Tristan at the weekend to tell him all about
15
I dont know who invented the dis word, she says. Im not
interested in what you cant do. Im only interested in what you can
do.
15
Search and
Match M
Worksheet SS4 W


CONCERNED
FLIPPING FANTASTIC HANDOUT SS3
Sample word cards
16
ECSTATIC
ACTIVE
REGRET
DETERMINED
AWFUL
DEPRESSED
RELIEVED
INTER-DEPENDENT
CONFUSED
EMBARRASSING
DEPENDENT
EAGER
INFERIOR
PRIDE
Search and
Match M
Worksheet SS4 W


To analyse the story by studying the pictures in the short
story.
FLIPPING FANTASTIC ACTIVITY SS4
Students study the illustrations in the short story.
Students identify and describe the people, places,
activities, and actions in the pictures.
Get students to fill up the Fun With Pictures
graphic organizer. Students write a list of nouns
and verbs that they see in the pictures.
17
O
O
O
Steps
Notes
Ask students to
colour the
pictures in the
short story book.
Fun with
Pictures
Materials M
Worksheet SS4 W

Materials
Aim
80 minutes

Worksheet SS5 W Dictionary or Thesaurus


FLIPPING FANTASTIC HANDOUT SS4
Study the pictures in the short story. Fill in each magnifying glass with
suitable words or phrases.
18
Fun with
Pictures P
Worksheet SS5 W Dictionary or Thesaurus


To explore the meanings of new vocabulary.
FLIPPING FANTASTIC ACTIVITY SS
Provide a copy of the worksheet to each
student.
Students write a new word from the story.
Students look up the meaning of the word from
the dictionary and write it in their own words in
the space provided.
Students write a synonym and an antonym of the
word in the spaces provided.
Students write a sentence from the text.
19
O
O
O
O
O
Steps
Notes
Students can
create more than
one sentence.
Alien Attack
__Who Said
Materials M
Worksheet SS5 W Dictionary or Thesaurus

Materials
Aim
80 minutes

Worksheet SS6 W


FLIPPING FANTASTIC WORKSHEET SS5
Feed the aliens tummy with relevant information.





















ANTONYM
SYNONYM

DEFINITION

WORD
SENTENCE
20
Alien Attack
__Who Said
Worksheet SS6 W


To analyse the setting of the story.
FLIPPING FANTASTIC ACTIVITY SS6
Distribute copies of the worksheet.
Students study the pictures carefully.
Students fill in the boxes provided with appropriate words or
phrases with close reference to the text.
21
O
O
O
Steps
Notes
Teacher can
provide
scrambled letters
of the words.
The Place To
Be B
Worksheet SS6 W

Materials
Aim
80 minutes

FLIPPING FANTASTIC WORKSHEET SS6
Fill in the boxes with suitable words or phrases
22
FACILITIES IN
CHESTERLEA GRANGE
The Place To
Be B
Worksheet SS7 W


Fill in the boxes with suitable words or phrases
23
ZIG ZAG
TIMELINE
SPORT ACTIVITIES IN CHESTERLEA
GRANGE
Worksheet SS7 W


To sequence the events of the story
FLIPPING FANTASTIC ACTIVITY SS7
Distribute a copy of the worksheet to each
student.
Students study the sentences carefully.
Students arrange the sentences according to the
structure of the story.
Students complete the zig-zag timeline on the
right by sequencing the events on the left.
24
O
O
O
O
ZIG ZAG
TIMELINE
Tell Me
__Who Said
Worksheet SS7 W

Materials
Aim
80 minutes

Notes
Write a summary
of the story by
sequencing the
events given
below.
Steps
1. James feels nervous about being alone in
Highfields without Tristan to help his way
around.
2. Tristan changes his mind about going to
Chesterlea Grange in order to be with
James.
3. Their mother feels that Tristan has to be
enrolled in a special school so that he can
be independent.
4. The twins who rely on each other are
upset over the thought of being
separated.
5. Tristan is excited over the facilities in
Chesterlea Grange.
6. James and Tristan are about to complete
their primary education at Peter Hill
Primary.
7. Tristan calls Kiara Jones and seeks her
help to assist James at Highfields.
8. The boys realise that they have make the
right decision and are very happy in their
new school environment.
9. Mum is quite confident about Tristan but
worried about James on how he is going
to manage in his new environment.
10. James manages to persuade Tristan to go
to Chesterlea Grange by reminding him of
the facilities and the friendly staff there.
FLIPPING FANTASTIC WORKSHEET SS7
Write the correct sequence of the story in the zig-zag timeline. The first one
has been done for you.
25
ZIG ZAG
TIMELINE
6
Tell Me
__Who Said
Worksheet SS8 W


26 2
Worksheet SS8 W


To analyse how the story leads towards a climax and resolution
FLIPPING FANTASTIC ACTIVITY SS8
Teacher discusses the story with the class
by giving the idea of rising and falling
action.
Teacher uses a familiar story e.g. Harry
Porter, to show how a story builds over
time, leading to a climax and then to a
conclusion.
Teacher distributes a copy of the worksheet
to each student.
Students complete the story wheel with relevant
details from the short story.
27
O
O
O
O
Story Block
__Who Said
Worksheet SS8 W

Materials
Aim
80 minutes

Steps
Notes
This lesson can
also be carried
out as a group
activity. a
Worksheet SS9 W


FLIPPING FANTASTIC WORKSHEET SS8
Complete the story blocks with relevant details from the story
28
CLIMAX
RISING ACTION
BEGINNING
ENDING
FALLING ACTION
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
___________________
_______________________
_______________________
_______________________
_______________________
__________________
________________________
________________________
________________________
________________________
________________________
__________________
______________________
______________________
______________________
______________________
_________________
Story Block
__Who Said
Worksheet SS9 W


To identify and analyse the themes in the short story.
FLIPPING FANTASTIC ACTIVITY SS9
FLIPPING FANTASTIC ACTIVITY SS9
29
O
Distribute a copy of the worksheet to each student.
O
Students read and analyse the textual evidence
from the story.
O
Match the themes provided with the textual
evidence.
Notes
Students can
write a prose on
the theme of
Brotherly Love.
Show Me The
Evidence E
Worksheet SS9 W

Materials
Aim
80 minutes

Steps
Show Me The
Evidence E
Worksheet SS10a and SS10b W


Next term will be
different but I dont
want to think
about that right
now. Its too
horrible for words.
Mr. Sewell has to
carry me while
James lifts my
wheelchair
I dont know how he
manages to learn all those
lines. All I had to do was
say one merely line. Could
I remember it? No, of
course not. One tiny, little
line consisting of just
seven words and I got it
wrong.
My two beautiful sons were
the stars of the school
play. Tristan was wonderful
as Tom Sawyer. The
woman in the seat behind
me said she could hear
every word and Mr. Sewell
said he was a real pro.
Match the themes with the textual evidence provided.
FLIPPING FANTASTIC
ACTIVITY SS10
30
Fear for the unknown Inferiority Complex
A mothers pride Inferiority Complex Caring for the disabled
D
C
B
A
Amazing Maze A
Worksheet SS10a and SS10b W


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h
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n
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.

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l
l
,

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r

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n
g
l
i
s
h

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e
a
c
h
e
r
Identifying values in the story
FLIPPING FANTASTIC WORKSHEET SS10a
Unscramble the words using the clues. Then, locate the values in the word maze
provided.
31
O
Distribute the worksheet to each student.
Study the clues given carefully.
O
Unscramble the words beside the clues provided.
O
Locate and highlight the words in the word maze
Notes
Use of different
colours can be
encouraged to
identify the
values in the
word maze w
Worksheet SS10a and SS10b W

Materials
Aim
80 minutes

Steps
Amazing Maze
H
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w

w
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l
l

h
e

c
o
p
e

a
t

h
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s

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w

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c
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l

w
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h
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?
N
o
t
h
i
n
g

w
i
l
l

b
e

t
h
e

s
a
m
e

a
t

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w

s
c
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o
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l
.

I

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a
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f

I

m

l
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s
i
n
g

s
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t
h
i
n
g

v
e
r
y

s
p
e
c
i
a
l
.
H
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t
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a
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l
y

s
t
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u
p

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f
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t
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a
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32
tegaflur
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w
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t
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s phleulf
oncerdenc
appcitveirea
termidend
1. ____________________
2. ____________________
3. ____________________
4. ____________________
5. ____________________
FLIPPING FANTASTIC WORKSHEET SS10b
Look for the values identified in the previous worksheet.

E Z D F H G G U Y M S C
V N N K H F X O G M C X
I D D F Y B O R C X Z W
T Q D E E N A X F U H K
A S T E T T K B O B E A
I E O U E E T E A K L J
C C U F P E R M V I P F
E A U L I P R M U N F I
R L C T B V I M I X U L
P Z X R A S H I D N L U
P X A V I E R B O N E O
A D R C O N C E R N E D
R H H M A H S U E Z H D
33
Amazing Maze
FLIPPING FANTASTIC BEYOND THE TEXT SS1
34
Try This
Find out more about the author of Flipping Fantastic, Jane Langford
and what inspired her to write this story.
Think about the similarities and differences between your primary
school and the present school. Which do you prefer and why?
Write an interesting telephone conversation between Tristan and Kiara.
Suggest what Tristan would have told Kiara when he asked her favour
to be a special friend to James in Highfields.
FLIPPING FANTASTIC BEYOND THE TEXT SS2
35
Its Fantastic
Here
1. Ask students to form small groups. Students who come from
the same primary school can form a group.
2. Select a leader to facilitate the activity
3. Students gather pictures, magazines, video clips of their
primary school and their secondary school.
4. Students get together in groups to compare and contrast their
former and present school environment. Power point presentation is
encouraged.
FLIPPING FANTASTIC BEYOND THE TEXT SS2
36
Its Fantastic
Here
1. Ask students to form small groups. Students who come from
the same primary school can form a group.
2. Select a leader to facilitate the activity
3. Students gather pictures, magazines, video clips of their
primary school and their secondary school.
4. Students get together in groups to compare and contrast their
former and present school environment. Students present their work
on display papers
5. Students paste their work on the walls of the classroom
6. Students move around to browse other groups work.
7. Students compare, contrast and respond during the presentations.
FLIPPING FANTASTIC BEYOND THE TEXT SS3
37
Making It
Works
1. Surf the net to find out the various job opportunities for people
with special needs in our country.
2. List down the companies or government agencies that provide
the jobs.
3. Collect information on training programmes to help these
people with special needs.
FLIPPING FANTASTIC BEYOND THE TEXT SS4
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Caring Society
1. Students browse the net to obtain information about special
schools for children of special abilities (gifted).
2. Students download the charitable organisations that run these
special schools.
3. Students work in pairs to discuss the facilities and activities
available in these schools.
4. Students present their findings.
FLIPPING FANTASTIC ASSESSMENT 1
Read the statements below. Write (T) for true statements and (F) for false statements in
the box provided.
1. James is nervous about the thought of being alone in Highfields without
Kiara Jones around.
2. James is quite happy about leaving Peter Hill Primary because he doesnt
have to take part in school plays anymore.
3. Chesterlea Grange has all the facilities that James like.
4. Tristan agrees to go to Chesterlea Grange to please his mother.
5. Tristan plays the role of Tom Sawyer in the school play.
6. Mr. Sewell is Tristans favourite Maths teacher.
7. James persuades Tristan to go to Chesterlea Grange.
8. James dislikes drama.
9. Mum thinks that it is a mistake choosing different secondary schools for
her sons.
10. Jessica Parker is the twins classmate.
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True or False?
For the past six years Ive lived in fear of Jessica Parker
and her stupid laugh, but now shes moving to a different
school and I dont have to worry about seeing her
anymore.

Mum just asked me if I really want to go to Chesterlea Grange! Is she joking?
Of course I dont want to! I want to go back to Peter Hill. Its safe there, and
friendly and everybody knows me. The thing is, when I went to see Chesterlea
Grange on the Open day, it seemed so much fun. I liked the horse-riding,
swimming and wheelchair games best. Every summer they hold an event like
the Paralympics. They have archery contests, wheelie marathons and
basketball tournaments. Ive never had the chance to take part in sports like
that.
FLIPPING FANTASTIC ASSESSMENT 2
1. Which word describes Jamess feeling of being alone in Highfields?
A. hilarious
B. confused
C. nightmare
2. Based on the extract above, Jessica Parker is most probably a..
A. teacher
B. student
C. relative
3. Which statement below is not true about Tristan
A. He is physically challenge
B. He dislikes Jessica Parker.
C. His mother is proud of him.
D. He is outstanding in his school
4. What is mums perception about James?
A. He is confident.
B. He is an active boy.
C. He is shy and nervous.
D. He loves Jessica Parker.
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Choose One!

Mum just asked me if I really want to go to Chesterlea Grange! Is she joking?
Of course I dont want to! I want to go back to Peter Hill. Its safe there, and
friendly and everybody knows me. The thing is, when I went to see Chesterlea
Grange on the Open day, it seemed so much fun. I liked the horse-riding,
swimming and wheelchair games best. Every summer they hold an event like
the Paralympics. They have archery contests, wheelie marathons and
basketball tournaments. Ive never had the chance to take part in sports like
that.
FLIPPING FANTASTIC ASSESSMENT 3
Read the extract and answer the questions below.
1. What does the word this in the above extract refer to?
__________________________________________________________________
__________________________________________________________________
2. The expression as if theyve won the lottery, then lost the ticket down a drain
means, ____________________________________________________________
3. How does the mother feel about choosing different schools for her boys?
Give a reason.
__________________________________________________________________
__________________________________________________________________
4. In your opinion, does the mother possess the qualities of a good mother? Explain.
__________________________________________________________________
__________________________________________________________________
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Perhaps it was a mistake to choose different secondary schools for
them. Theyre very different children but theyre still twins. Its hard for
the rest of us to understand quite how they feel. I must ask them if
this is what they really want. I cant let them spend the rest of the
summer holidays looking as if theyve won the lottery, then lost the
ticket down a drain.
Have I
Understood?
Practice 1

Mum just asked me if I really want to go to Chesterlea Grange! Is she joking?
Of course I dont want to! I want to go back to Peter Hill. Its safe there, and
friendly and everybody knows me. The thing is, when I went to see Chesterlea
Grange on the Open day, it seemed so much fun. I liked the horse-riding,
swimming and wheelchair games best. Every summer they hold an event like
the Paralympics. They have archery contests, wheelie marathons and
basketball tournaments. Ive never had the chance to take part in sports like
that.
Read the extract and answer the questions below.
1. Name three events in the Paralympics.
a. _________________________________
b. _________________________________
c. _________________________________
2. Why does Tristan feel comfortable in Peter Hill?
_________________________________________________________________
_________________________________________________________________
3. What attracts Tristan about Chesterlea Grange?
_________________________________________________________________
_________________________________________________________________
4. Do you think Tristan can remain in Peter Hill even if he wants to? Why?
_________________________________________________________________
_________________________________________________________________
Read the extract and answer the questions below.
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Kiara Jones is going to Highfields. She plays football for the County Girls Under
11s team. With a bit of luck shell go to the same football practices at Highfields
as me. Tristan will be really jealous because he likes Kiara too. She pushed his
wheelchair to the refreshment bar at an Under 11s tournament last summer. I
couldnt do it because I was playing.
Practice 2
Practice 3
1. What common interest do James and Kiara Jones share?
____________________________________________________________________
____________________________________________________________________
2. What kind of a person is Kiara Jones?
________________________________________________________ ___________
____________________________________________________________________
3. What does James mean when he says that Tristan will be really jealous because he
likes Kiara too?
____________________________________________________________________
____________________________________________________________________
4. Based on your knowledge of the story, do you think Tristan will be jealous of Jamess
acquaintance with Kiara Jones? Give a reason.
____________________________________________________________________
____________________________________________________________________
FLIPPING FANTASTIC ASSESSMENT 4
Aim : To encourage creativity
Materials : None
43
Authentic
Assessment
Role Play
Steps : 1. Study the characters in the story with close reference to their
thoughts and opinions about the school play.
2. Write an interesting dialogue.
3. Role Play the dialogue.
Aim : To obtain information from various sources.
Materials : Students choice
Steps : 1. Students find out information about a famous personality who
has special needs; e.g. Christopher Reeve (Superman).
2. Students create a group folio by compiling the
following details:-
a brief background of the person, attached with his/her
photograph
his experience coping with his disability and achievements
3. Teacher assesses the folio based on its contents and creativity
of the students.
Aim : To explore sports activities for people with special needs.
Materials : None
Steps : 1. Students find out types sports activities for people with special
needs..
2. Students work in pairs / groups to create a scrapbook entitled \
Paralympics.
3. Students submit scrapbook for assessment.
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Creating A Folio
Scrapbook
Aim : To express ones opinion freely in a formal situation.
Materials : None
Steps : 1. Divide the class into groups of four.
2. Students select a chairperson.
3. Members of the groups discuss on one of the following issues;
Twins should be sent to different schools.
Paralympics should be introduced in schools for special
needs.
Redesigning schools to cater for students with special
needs.
4. Teacher assesses students based on their accuracy and
fluency.
FLIPPING FANTASTIC ASSESSMENT 4
Similarities:
Concerned, Dependent, Caring, Considerate, Loving, Responsible
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Worksheet SS1
Forum
Answer Key
Differences:
Tristan : Confident, Brilliant, Computer Literate, Outstanding, Active
James: , Inferior, Introvert, Shy, Quiet, Dependent, Lacks confidence
(Accept any other suitable answers)
Tristan
1. Today I feel like a tyre that has burst, totally deflated.
2. The play put me on a real high.
3. I can see that old scared look back in the eyes. What can I do to make him
feel better?
James
1. Me and my big mouth!. Why did I ever go and talk to him about his new school?
2. Shes moving out to a different school and I dont have to worry about seeing her any
more.
3. We are pretty much stuck together. Wherever he goes, I go and wherever I go, he
goes.
Mum
1. Tristan has always been such a live wire.
2. Ive been really worried about how hell find his way around without Tristan to help
him.
3. Words fail me! Tristan doesnt want to go to Chesterlea grange after all. What on earth
am I going to do?
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Worksheet SS2
Worksheet SS3
1 .Ecstatic
2. Active
3. Awful
4. Embarrassing
5. Dependent
6. Inferior
7. Pride
8. Concerned
9. Depressed
10. Relieved
11. Interdependent
12. Confused
13. Regret
14. Eager
15. Determined
PEOPLE : James, Tristan, Mum, Parents, Students, Physically
Handicapped, Audience, Actors,
PLACES : Chesterlea Grange, School, Computer Room, Football Field,
Stage,
ACTIVITIES : Swimming, Horse- Riding, Basket-Ball, Football, Archery Contest
ACTIONS : Acting, Watching, Clapping, Cheering, Browsing, Pushing,
Kicking, Playing, Drinking, Reading, Talking, Laughing, Standing,
Walking, Playing, Running, Riding, Folding
(Accept any suitable answers)
Example
47
Worksheet SS4
Worksheet SS5
Word : Disability
Definition : Unable to do something
Synonym : Handicapped
Antonym : Ability
Sentence : I would be able to do those things too, if I didnt have a disability
FACILITIES : SWIMMING POOL
GAMES ROOM
ARCHERY CONTESTS
PADDOCK
WHEELCHAIR GAMES
DRAMA STUDIO
ACTIVITIES : BASKETBALL TOURNAMENT
SWIMMING
Answers: 6, 3, 4, 9, 1, 2, 10, 5, 7, 8
Beginning:
James and Tristan are about to finish their primary education at Peter Hill Primary.
48
Worksheet SS6
Worksheet SS7
Worksheet SS8
Their mother decides to send the twins to two different secondary schools when the new
school term opens.
Rising Action:
The twins who rely on each other are upset over the thought of being separated
Their mother is confident that Tristan would be able to cope well but worries about James on
how he is going to manage in his new school environment without Tristan to help his way
around
James dreads over the thought of being alone at Highfields without Tristan.
Climax:
Tristan changes his mind about going to Chesterlea Grange in order to be with James.
Falling Action:
Mum wonders if she had made the right decision by suggesting that the boys be sent to
different schools
James persuades Tristan to go to Chesterlea Grange, by reminding him about the facilities
there.
Tristan seeks the help of Kiara Jones to assist James in his new school environment.
Ending:
Tristan decides to go to Chesterlea Grange and James to Highfields
The boys realise that they have make the right decision and are very happy in their new
school environment.
A. Fear for the unknown
B. Caring for the disabled
C. Inferiority complex
D. A mothers pride
1. GRATEFUL
2. HELPFUL
3. CONCERNED
4. APPRECIATIVE
5. DETERMINED
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Worksheet SS9
Worksheet SS10a
Worksheet SS10b
E Z D F H G G U Y M S C
V N N K H F X O G M C X
I D D F Y B O R C X Z W
T Q D E E N A X F U H K
A S T E T T K B O B E A
I E O U E E T E A K L J
C C U F P E R M V I P F
E A U L I P R M U N F I
R L C T B V I M I X U L
P Z X R A S H I D N L U
P X A V I E R B O N E O
A D R C O N C E R N E D
R H H M A H S U E T H D
a. FALSE
b. TRUE
c. FALSE
d. FALSE
f. FALSE
g. TRUE
h. TRUE
i. TRUE
j. TRUE
50
Assessment SS1
e. TRUE
1. C
2. B
3. B
4. C
Practice 1
1. Going to different schools
2. Extreme disappointment
3. Confused, because she is not sure if her boys want to go to different schools
4. Yes, she wants the best for her sons. She is even willing to send both Tristan and James
to the same school if that is what they really want.
Practice 2
1. Archery contests, wheelie marathon and basketball tournaments
2. Because it is safe and has a friendly environment
3. The facilities and outdoor sports
4. No, Peter Hill is for the Primary Level students.
Practice 3
1. Playing football
51
Assessment SS2
Assessment SS3
2. Helpful and active
3. Because Kiara will be going to the same school as James
4. Accept any suitable answers.
FLIPPING FANTASTIC
No. Word Page Meaning
1 Ecstatic 25
showing or feeling great enthusiasm, happiness
or excitement
52
Glossary
2 Bewildering 29
something that is very confusing and difficult to
understand
3 Hilarious 33
something that is extremely funny and makes
you laugh a lot
4 Persuade 36 influence or convince someone or oneself
5 Tournament 31
a sports competition in which players who win a
match continue to play further matches in the
competition until just one person or team is left.
6 Pride 23
a good feeling of happiness and eagerness for
praise which you have when you or people that
you like have done something good or when
you own something that you think is good.
7 Stutter 23
find it difficult to say the first sound of a word,
and often hesitate or repeat it two or three
times
8 Ramps 32
a sloping surface that connects two places that
are at different levels; e.g one that has been
built so that it can be used by cars and
wheelchairs
9 Grump 33
someone who is bad-tempered often because
they are slightly angry, disappointed or
pessimistic
SHORT STORY
53
Panel of
Writers
Ira Bhattacharyya (Panel Head)
Rahmah Hj Sayuti
Adrian Robert
Xavier Manickam
Rashid Hj. Abdul Jalil
So Suez Pink
7. Pushparani Subramaniam (BTP)
8. Y.M.Tunku Ireneza Marina Tunku Mazlan
(Coordinator)

54