WAJ 3103 ENGLISH LANGUAGE PROFICIENCY 11 ++ 8

TOPIC 1

PARTS OF SPEECH / WORD CLASS

SYNOPSIS This topic aims to enhance learners knowledge of the formal features of the English language system. It provides an explanation to a selection of language structures identified in the English Language Proficiency 11 sylla us for non! TE"L learners. The exercises that follow the explanation should provided some immediate practice applying the language rules learnt. Leraners are re#uired to practice much more from pu lications readily availa le$ should they wish to improve thier personal proficiency in the English language. Learning o !"o#e$ %y the end of the topic$ you will e a le to&

1. understand the different types of language structures of word clasess namely$ con'uctions$ prepositions and inter'ections. (. apply the language structures appropriately through relevant exercises

WAJ 3103 ENGLISH LANGUAGE PROFICIENCY 11

TOPIC 1

PARTS OF SPEECH / WORD CLASS

1.) Parts of "peech *ords are divided into nine different classes$ traditionally named as Parts of "peech or word classes. These word classes are categorised according to their use in a sentence. The main parts of speech in English include nouns$ pronouns$ ver s$ adver s$ ad'ectives$ prepositions$ con'unctions and inter'ections. 1%1 Con& n"!ion$ +on'unctions are used to 'oin words$ phrases$ clauses or sentences to express a partticular idea or ideas. "tudy the following examples. ,nne an' -amilla are coming to the party. /ou can write the answer in ink or in pencil A(!)o g) she is a famous and successful writer$ she leads a simple and frugal life. *o!) the girls an' their fathers are scientists. The con'unction an' 'oins the words .,nne. and. -amilla.. The con'unction or 'oins the phrases .in ink. or .in pencil. The con'unction a(!)o g) 'oins .she is$ a famous and successful writer. and .she leads a simple and frugal life. The con'unction +o!)%%%an' 'oins the sentences .the girls are scientists. and .their fathers are scientists.

*e can further discuss con'unctions in terms of their meanings or functions. , con'unction usually performs one function$ ut some con'unctions perform two different functions.

WAJ 3103 ENGLISH LANGUAGE PROFICIENCY 11

Con& n"!ion$ a$

E,a#-(e$ A$ he was walking down the dark lane$ he heard a strange noise ehind him. I did not want to go to the movies a$ I did not have enough money

F n"!ion . $)o/$ time

cause and effect

$in"e

I have not met my rother $in"e the day I was orn. Sin"e I studied hard for the examination$ I passed them with flying colours.

time cause and effect

or

.+offee or tea$ sir. asked the waiter. /ou had etter finish the assingment fast$ or you will not e a le to su mit it on time.

choice condition

/)i(e

W)i(e I was walking home$ it started to rian heavily. In the movie %eauty and the %east$ the heroine is ravishingly eautiful$ /)i(e the hero is 'ust the opposite.

time

contrast

+on'unctions are analysed from three aspects$ which are form$ function and position. For#$ +on'unctions have three asic forms& "ingle word

Example0 so$ for$ while$ since 5

WAJ 3103 ENGLISH LANGUAGE PROFICIENCY 11 +ompound

Example0 provided that$ as well as$ so that +orrelative

+orrelative con'unctions always appear in parts. The most common correlative con'unctions are& 0+o!)%%%an' .$ .ei!)er%%%or .$ .nei!)er%%%nor . .no! on(1%%%+ ! a($o0 $. $o%%%a$ . and . /)e!)er%%%or .. Example0 *o!) my hus and an' my father were orn in 1ovem er. F n"!ion$ +on'unctions have two asic functions a2 Coor'ina!ing "on& n"!ion$ are used to 'oin two parts of a sentence that are grammatically e#ual. The two parts may e single or clauses$ for example0 1. Amariah an' Azham are getting married next month 3noun and noun2 (. They ran an' laughed together. 3ver and ver 2 4. The water was warm $ + ! I didnt go swimming . 3clause and clause2 2 "u ordinating con'unctions are used to 'oin a su ordinate dependent clause to a main clause$ for example& 1. I went swimming a(!)o g) it was cold . Po$i!ion$ +on'uctions can e placed at the eginning or etween words or clauses. Example& 1. Sin"e he is not there$ we should not enter. (. W)en I am sick$ my father takes me to that clinic. 4. 5y mother cooked through the night !)o g) she was not well. 6. They would not take any action n(e$$ the firm does not meet th'e re#uirement.

WAJ 3103 ENGLISH LANGUAGE PROFICIENCY 11 E,er"i$e 1 7ill in the lanks with the appropriate con'unctions. 1. 888888888888888he tried hard$ he failed to get through the security. (. *ait here88888888888 I tell you to move. 4. Take your um rella88888888888it is going to rain. 6. "a9ali is slow888888888888 smart. :. 88888888888888he was ill$ he had to stay at home. ;. I shall not ride in his carriage888888888888invited. <. %e kind 88888888888you will e rewarded. =. 888888888888,9lan 88888888888his wife are attending the ceremony. >. 888888888888soon 8888888888he is ready$ ring down the cake. 1). ?e is88888888888here8888888888there. E,er"i$e 2 7ill in the lanks with +e"a $e$ $in"e$ $o and a$ (ong a$. 1. The house was in need of ma'or repairs88888888888888we decided not to uy it. (. 888888888888888888you are @IT5 students$ you must always a ide y its rules and regulations. 4. *e decided not to go out shopping 88888888888888we were tired. 6. /ou can play with your friends88888888888888you have finished your homework. :. 88888888888888the weather was ad$ we had to cancel the camping trip.

WAJ 3103 ENGLISH LANGUAGE PROFICIENCY 11 E,er"i$e 3 Aoin the sentences using +e3ore4 a3!er or /)i(e% 1. The children were sleeping on the second floor. The fire started in the asement. 8888888888888888888888888888888888888888888888888888888888888888 (. It rained heavily. *e arrived at the camping site. 8888888888888888888888888888888888888888888888888888888888888888 4. The nomads set up the tent. They tied up the camels. 8888888888888888888888888888888888888888888888888888888888888888 6. The police rushed over the house. They received the emergency call. 8888888888888888888888888888888888888888888888888888888888888888 :. I withdrew some money from the ank. I went shopping. 8888888888888888888888888888888888888888888888888888888888888888 1%2 Pre-o$i!ion$ Prepositions are used !o $)o/ !)e re(a!ion$)i- or "onne"!ion of a word with other words. They are used with nouns$ pronouns$ ad'ectives and ver s to introduce phrases which give more information a out a thing$ #uality or action. They are used to indicate time$ direction and other functions. Eg0 *e will go !o "a ah on 5onday. *e will go +1 plane. Prepositions are usually single words$ ut there are some prepositions which have more than one word. Eg0 *e walked in +e!/een the parked cars.

WAJ 3103 ENGLISH LANGUAGE PROFICIENCY 11 Types of prepositions Ro(e$ Place ,ccompaniment 5anner Instrument Time BirectionCmovement ,gent "timulus Purpose +ause$reason "ource Pre-o$i!ion$ in $ at$ around$ eyond along$ with in$ with$ like with$ y efore$ after$ at out of$ toward$ from$ across y of$ to$ y to$ for y$ from$ due to from

There are three types of prepositions$ which are prepositions of place$ prepositions of time and preposition of movement. Pre-o$i!ion o3 P(a"e In general$ there are some confusion regarding the use of prepositions D a!0$ Din. and Don0 Dat D is used when referring to a point. Din. is used when referring to an enclosed space. Don. is used when referring to a surface. in 5en"(o$e' $-a"e6 in %angsar In -uala Lumpur in the edroom 9 on 5$ r3a"e6 on the swing on Aalan %angsar on the door

a! 5-oin!6 at the park at 1). 4 at the house

WAJ 3103 ENGLISH LANGUAGE PROFICIENCY 11 at the 'unction E,a#-(e$7 in the ookstore on the wall

1. 5ariana is waiting for you a! the park in %angsar. "he will e on the swing. (. 5y house is a! 1o. 4 on Aalan %angsar in -uala Lumpur. 4. The oys are reading some ooks a! the English corner in the ookstore on the 4rd floor. E,er"i$e 1 7ill in the lanks with suita le prepositions 1. The picture is hanging 88888the door 88888the edroom 88888the house. (. /ou cant find the plateE 5ay e it is 8888the entrance of the kitchen or 888the kitchen or hanging 8888the wall. 4. ,0 I see you 8888the 'unction. %0 1o$ I am 8888the uilding 88888the ground floor. 6. Please go and get the leaflet 8888 the front desk 888the main office. It is8888the chair. :. Fwen is studying ,ccountancy 88888England. Pre-o$i!ion$ o3 Ti#e The following examples illustrate the use of prepositions in time expressions0 a!4 in$ on a! for a PGE+I"E TI5E in for 5H1T?"$ /E,G"$ +E1T@GIE" and LH1F PEGIHB" on for B,/" and B,TE" IN/ 8ONTHS4 YEARS e!" in Becem er in spring in 1>;4 in the past C future ON/ DAYS4 DATES on "unday Hn 6 Becem er Hn my irthday on 1ew /ears Bay

A! / PRECISE TI8E at 6 oclock at lunchtime at sunset at the moment

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WAJ 3103 ENGLISH LANGUAGE PROFICIENCY 11

E,a#-(e$9 1. I am going shopping a! 11.))am with a friend. (. 5y anniversary falls on 1: Becem er. 4. I forsee a lot of movement in the next month. E,er"i$e 2 The following sentences have the prepositions a!$ in or on omitted. Gewrite each sentence$ inserting the preposition a!4 in or on in the correct position. 1. *e can look for car accessories the new hypermarket ,mpang Aaya. 8888888888888888888888888888888888888888888888888888888888888888 (. People 5alaysia live peace and harmony. 8888888888888888888888888888888888888888888888888888888888888888 4. "andra works as a sales assistant an anti#ue shop Aonker "treet. 8888888888888888888888888888888888888888888888888888888888888888 6. The little child was trapped the ottom of the wall. 8888888888888888888888888888888888888888888888888888888888888888 :. The parcel that you have een waiting for is your study ta le. 8888888888888888888888888888888888888888888888888888888888888888 ;. 5os#uitoes reed clear stagnant water. 8888888888888888888888888888888888888888888888888888888888888888 <. Bo look the different models availa le the market efore you decide which icycle to uy. 8888888888888888888888888888888888888888888888888888888888888888

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WAJ 3103 ENGLISH LANGUAGE PROFICIENCY 11

Pre-o$i!ion o3 8o:e#en! ;!o0 is used to express movement E,a#-(e$7 1. They were going !o school together. (. "he has gone !o the registrar office. TowardCtowards are also used to express movement. E,a#-(e$7 1. *e are moving toward the future. (. This is a ig step towards the marriage 1o preposition is needed for these words0 ?ome$ downtown$ uptown$ inside$ outside$ downstairs$ upstairs Eg0 5y father went upstairs to look for my mother ut unfortunately she has gone home. 1%3 In!er&e"!ion$ Inter'ections are short exclamations which show excitement and emotion. They do not carry grammatical value and are normally used in speaking rather than writing& extremely common in English to express strong emotion and in many situations where speakers are lost for words. ,n inter'ection is followed y an exclamation mark 5 < 6 Inter'ections are usually one or two words that come at the eginning of a sentence. "ome examples of inter'ections and their functions In!er&e"!ion$ F n"!ion$ ,h to express pleasure to express reali9ation to express regret E,a#-(e$ D,h$ that sounds etter.. D,h$ now I see the future. D D,h$ well$ this cannot e avoided..

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WAJ 3103 ENGLISH LANGUAGE PROFICIENCY 11 to express surprise ,las Bear to express relief$ grief or pity to express pity to express surprise Eh to reconfirm D,hI *e have arrivedI. D,las$ it is over now.. DHh dearI Is she adly hurtE. DBear meI I never thought she would e hereI. ,0 DThe concert starts now.. %0 DEhE. ,0 DI said the concert starts now.. D*hat is your opinion on that$ ehE. DEhI Is that soE. DLets move$ ehE. D"he is the wife of...er...5a'or Lee.. D?eyI "top doing that.. D?eyI Thats a rilliant thing to doI. DHh$ please e there for meI. DHuchI That hurtsI. D*ell I wouldnt want thatI. D*ell$ your next point isE.

to en#uire to express suprise to express invitation Er ?ey to hesitate to call for attention to express 'oy Hh Huch *ell to plead to express pain to re'ect to introduce a point

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WAJ 3103 ENGLISH LANGUAGE PROFICIENCY 11

E,er"i$e +hoose a suita le text and identify the use of con'unctions$ prepositions and inter'ections found in the text. "uggested materials& newspaper clippings$ short texts$ excerpts from different text types$ comic strips or drama scripts. /ou are to present the task to your respective lecturer during your tutorial session. F r!)er -ra"!i"e *rite a short passage inserting some form of con'unctions$ prepositions and inter'ections. Task to e su mitted to your lecturer during tutorial session. S ##ar1 In this topic some asic parts of speech in English especially con'unctions$ prepositions and inter'ections were presented. It gives you some practice in identifying the different parts of speech and how they are used in the sentences. This will help you to e more accurate in using the right parts of speech in your daily conversations with your pupils and friends. Re3eren"e$9 1. 1orha9ian 5at "apian and /ong Lee +hoo 3()112 Language Bescription 1. Hxford 7a'ar "dn %hd. "hah ,lam$ "elangor. (. ,9ar$ % and ,9ar$ B 3())62. 7undamentals of English Frammar "econd Edition. Prentice ?all Inc. 5alaysia. 4. *ren and 5artin 3());2. ?igh "chool English0 Frammar J +omposition$ -uala Lumpur0". +hand J +ompany Ltd.

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WAJ 3103 ENGLISH LANGUAGE PROFICIENCY 11

S gge$!e' An$/er$ TOPIC 17 Par!$ o3 S-ee") E,er"i$e 1 . Con& n"!ion$ 1. ,lthough (. @ntil 4. ecause 6. ut :. ,s ;. unless <. and =. %oth...and >. ,s...as 1). 1iether...nor E,er"i$e 2 1. so (. as long as 4. ecause 6. as long as :. since E,er"i$e 3 1. The children were sleeping on the second floor /)i(e the fire started in the asement. (. It rained heavily +e3ore we arrived at the camping site. 4. The nomads set up the tent a3!er they tied up the camels. 6. The police rushed over the house a3!er they received the emergency call. :. I withdrew some money from the ank +e3ore I went shopping. E,er"i$e 1 . -re-o$i!ion$ 1. on$ in$ at (. at$ in$ on 4. at$ in on 6. at in$ on :. in

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WAJ 3103 ENGLISH LANGUAGE PROFICIENCY 11

E,er"i$e 2 1. *e can look for car accesories a! the new hypermarket in ,mpang Aaya. (. People in 5alaysia live in peace and harmony. 4. "andra works as a sales assistant in an anti#ue shop on Aonker "treet. 6. The little child was trapped a! the ottom of the well. :. The parcel that you have een waiting for is on your study ta le. ;. 5os#uitoes reed in clear stgnant water. <. Bo look a! the different models availa le in the market efore you decide which icycle to uy.

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WAJ 3103 ENGLISH LANGUAGE PROFICIENCY 11

TOPIC 2
"ynopsis

LISTENING AND SPEA=ING S=ILLS

This unit ena les you to ac#uire the skills in listening and speaking. Listening is a skill$ which can e developed y knowing what it is and ac#uiring some effective strategies and techni#ues of successful listening. "peaking involves a num er of routines conducted simultaneously y the speaker and the listener. Learning Hutcomes ,t the end of this unit$ you should e a le to0 1. identify and use the skills in listening and use them appropriately. (. listen for a variety of purposes and in different contexts. 4. respond to a variety of stimuli 6. express opinions and give personal responses

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WAJ 3103 ENGLISH LANGUAGE PROFICIENCY 11

In!ro' "!ion LISTENING Listening is a very important skill that everyone should master ecause we spend nearly ;)K of our working hours listening to a variety of things eing said to us and around us. Listening is the a ility to identify and understand what others are saying. This involves understanding a speakers accent$ his grammar and voca ulary$ and grasping his meaning. ,n a le listener is capa le of doing these four things simultaneously. , series of micro!skills are involved while one is listening. They include the following0 Predicting what people are going to talk a out Fuessing unknown words or phrases @sing ones ackground knowledge of the su 'ect Identifying relevant points Getaining relevant points 3note!making$ summari9ing2 Ge'ecting irrelevant points Gecognising discourse markers 3e.g. well$ oh$ thing$ now$ etc2 esides$ another

Gecognising cohesive devices 3e.g. such as$ which$ however$ etc2 @nderstanding different intonation patterns and uses of stress @nderstanding inferred information

Listening is an active process and has three understanding and 'udging.

asic steps. They are hearing$

Hearing means listening enough to catch what the speaker is saying. 7or instance$ if you were listening to a ver al documentary on cats and the speaker mentioned that many animals elong to the cat family. If you can repeat the fact$ then you have heard what has een said. Understanding happens when you take what you have heard and understand it in your own way. Lets go ack to the documentary on cats. *hen you hear that many animals elong to the cat family$ think a out what that might mean. /ou may think$ D5ay e this means that animals having certain features and characteristics of a typical cat that we know$ elong to the cat family.. Judging occurs when you understand what the 18

WAJ 3103 ENGLISH LANGUAGE PROFICIENCY 11 speaker has said and think a out whether it makes sense. Bo you elieve what you have heardE /ou might think. D?ow could animals which we call y different names e all in the cat familyE %ut$ then again$ when we ring in our knowledge of the world a out human eings for example$ we fall under one category called Dhuman eings. and yet categorise ourselves as eing D5alay.$ D+hinese$ DIndian.$ and others$ according to our race. Thus$ the information in the documentary we have 'ust listened to seems elieva le. STRATEGIES FOR LISTENING Listening is a demanding process. In order to function efficiently in the English language$ you must develop good listening strategies which will help you to listen$ process and respond to information in oth academic and social contexts. "ome good listening strategies that can help you to listen etter include the following0 +oncentrate and focus on the listening textCspeech Listen with a purpose. Becide what information you should listen for and what you can ignore. If you are going to hear it only once$ try to grasp the gist of the textCspeech. Bo not worry a out understanding all the words you hear or even trying to memorise every detail. If you are going to hear it more than once$ try to grasp the general meaning of the textCspeech the first time you listen to it. *hen you listen to the text the second time$ concentrate on identifying specific details or key words. Fuess the meaning of unfamiliar words y paying attention to the context in which they occur. Learn to process information #uickly or in Lreal time ecause in real life situation$ you often hear something said only once.

HOW TO *E A GOOD LISTENER 1. Five your full attention to the person who is speaking or to the text or speech you are listening to. (. 5ake sure your mind is focused. 4. Let the speaker finish efore you egin to talk. 6. Listen for main ideas. They are the most important points the speaker wants to get across. They may e mentioned at the start or at the end of the talk$ and repeated a num er of times. 19

WAJ 3103 ENGLISH LANGUAGE PROFICIENCY 11 :. Aot down some important points given y the speaker. 3If you are listening to identify important points or to summarise the speech later2 ;. Pay particular attention on the use of discourse markers and cohesive devices y the speaker. CRITICAL LISTENING +ritical listening is a form of listening that involves analysis$ critical thinking and 'udgment. 5aking 'udgments during listening is often considered as a arrier to understand a person$ and thereMs a lot of truth in that. ?owever$ critical listening occurs when you still want to understand what the other person is saying$ ut also have some reason or responsi ility to evaluate what is eing said to you and how it is eing said. 7or example$ if thereMs an upcoming election and you need to decide who to vote for$ you pro a ly use some form of critical listening when you watch a televised de ate. /ou listen$ ,1B you evaluate. *hile experts on learning and communication almost universally demean the importance and value of critical listening$ when it comes to real life$ listening critically is used every day. The key though$ is to try to understand the other person 7IG"T$ efore one evaluates Li$!ening Te,! T1-e$ %elow are some of the listening texts that we often need to listen to critically0 For # N , forum can e defined as a pu lic meeting or a programme 3as on radio or television2 involving discussion of a pro lem usually y several authorities and usually among experts. It is an open discussion involving audience participation. Example 0 Money Matters S-ee") N , speech is a talk or pu lic address. The est impromptu speeches are the ones written well in advance. Fiving a speech is also an act of expressing or descri ing thoughts$ feelings or perceptions y the articulation of words. Example 0 7ormal speeches given y ministers$ corporate leaders$ educationists

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WAJ 3103 ENGLISH LANGUAGE PROFICIENCY 11 Do" #en!ar1 N , documentary is a creative work of non!fiction. This includes documentary film$ television$ radio documentary and documentary photography. Example 0 Animal Planet$ National Geographic Ne/$ N 1ews is any information or information on current events which is presented y print$ roadcast$ internet$ or word of mouth to a third party or mass audience. 1ews is also the reporting of current information on television and radio$ and in the newspapers and maga9ines. Examples 0 Business News$ BBC News$ CNN$ Channel News Asia 8 (!i#e'ia Re$o r"e$ . 5ultimedia is any com ination of text$ graphic art$ sound$ animation and video delivered to you y computer to other electronic means. 5ultimedia is not new. It has een used in the classroom for the last decade in the form of overhead pro'ectors$ slide shows$ filmstrips and coloured chalk. E,er"i$e$ 1. TELEOI"IH1 BH+@5E1T,G/ *atch and listen to a television documentary. Identify the issueCs eing discussed and give your personal response. 6. 1E*" GEPHGT Listen to the English news either on television or radio. List three issues that made the headlines today. 1ews 10 88888888888888888888888888888888888888888888888888

1ews (0 88888888888888888888888888888888888888888888888888 1ews 40 888888888888888888888888888888888888888888888888888

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WAJ 3103 ENGLISH LANGUAGE PROFICIENCY 11 Provide reasons why they made the headlines. 1ews 10 8888888888888888888888888888888888888888888888888888 1ews ( 88888888888888888888888888888888888888888888888888888 1ews 4 88888888888888888888888888888888888888888888888888888 :. 5@LTI5EBI, GE"H@G+E" Listen to an English song. Identify and analyse an issue reflected in the song that you have chosen. A''i!iona( Ta$> Listen to a forum either on the radio or television and identify its features as follows 0 ! ! ! ! chairperson speakers 3and their professions2 topicCissues discussed opinion of each speaker

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WAJ 3103 ENGLISH LANGUAGE PROFICIENCY 11 W)a! i$ $-o>en (ang age? D...the a ility to speak a language is synonymous with knowing that language since speech is the most asic means of human communication. 1evertheless$ speaking in a second or foreign language has often een viewed as the mosy demanding of the four skill. 3%ailey and "avage$ 1>>62 Ora( Co## ni"a!ion is a vital component of the English language arts curriculumn and provides ase for growth in reading$ writing and listening a ilities. Ora"1 consists of oth :er+a( and non@:er+a( communication is culture specific and e aware of the differences that may exist across cultures when students express themselves non!ver ally. Hral comunication is a two way process etween speaker and listener and involves productive skill of speaking and receptive skill of understanding 3or listening with understanding2 Geceptive does not imply passive N oth in listening and reading$ language users are actively involved in the process of interpreting and negotiating meanings. Aer+a( Co## ni"a!ion involves articulatory organs that produce sounds which compose of words and sentence structure. %y incorporating grammatical forms and voca ulary$ speakers are a le to express the desired meaning. Non@Aer+a( Co## ni"a!ion includes a variety of gestures$ expressions anmd signalling devices 3stress and intonation2. Through face to face interaction$ a speaker can use a whole range of facial expressions and general ody language to help convey the message.

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WAJ 3103 ENGLISH LANGUAGE PROFICIENCY 11 E,er"i$e 1 /our class is organi9ing a pro'ect for the following semester holidays. The following are some of the suggestions made y the mem ers of the class for the pro'ect0 1. Hrganise an educational trip to an Hrang ,sli settlement in +ameron ?ighlands. (. Participate in a foster family programme with a group of 7ELB, settlers in Aengka. 4. Fo on a study trip to %oro udur in Indonesia 6. +onduct free tuition classes for the underprivileged school children near your campus. Think of various ways of agreeing and disagreeing with each of the suggestions a ove. List them. "upport your opinion appropriately. 8888888888888888888888888888888888888888888888888888888888888888 8888888888888888888888888888888888888888888888888888888888888888 8888888888888888888888888888888888888888888888888888888888888888 8888888888888888888888888888888888888888888888888888888888888888 8888888888888888888888888888888888888888888888888888888888888888 8888888888888888888888888888888888888888888888888888888888888888 8888888888888888888888888888888888888888888888888888888888888888 8888888888888888888888888888888888888888888888888888888888888888 8888888888888888888888888888888888888888888888888888888888888888 8888888888888888888888888888888888888888888888888888888888888888 8888888888888888888888888888888888888888888888888888888888888888 8888888888888888888888888888888888888888888888888888888888888888 8888888888888888888888888888888888888888888888888888888888888888 8888888888888888888888888888888888888888888888888888888888888888 8888888888888888888888888888888888888888888888888888888888888888 8888888888888888888888888888888888888888888888888888888888888888 8888888888888888888888888888888888888888888888888888888888888888 8888888888888888888888888888888888888888888888888888888888888888

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WAJ 3103 ENGLISH LANGUAGE PROFICIENCY 11

7ill in the dialogue with appropriate phrases. "ituation 1 0 The waiter doesnt have what the customer wants. /ou 0 +ould I have fried noodles$ pleaseE

*aiter 0 88888888888888888888888888888888888888888 /ou 0 *ell$ could I have a mushroom omeletteE

*aiter 0 88888888888888888888888888888888888888888888 /ou please. "ituation ( 0 Gahim arrives home. ?asnah 0 Bid you remem er to uy me some 88888888888888888E Gahim 0 Hh 8888888888888888 I completely forgot. 0 Hh$ it doesnt matter then. Ill 'ust have a cup of coffee$

?asnah 0 *ell$ I hope you remem ered to post my letters. Gahim 0 ?asnah 0 Gahim 0 *hat lettersE The ones I gave you this morning. Hh 88888888888888They are still at the office.

"ituation 4 0 -ikin has 'ust won an essay competition. -ikin 0 Papa$ Ive won the essay competitionI Papa 0 88888888888888888888 /ou made itI -ikin 0 888888888888 Papa$ for your support and guidance. Papa 0 Hh well$ I know you are good like your papa. -ikin 0 Hh yes$ like they say$ like father like daughter. 25

WAJ 3103 ENGLISH LANGUAGE PROFICIENCY 11 Papa 0 S ##ar1 In this topic we have looked at listening and speaking skills$ and you have een given appropriate exercises and tasks to further enhance your understanding of the two skills. -ikin$ I am really 888888888888888888888888.

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WAJ 3103 ENGLISH LANGUAGE PROFICIENCY 11

TOPIC 3
S1no-$i$

READING S=ILLS

This unit aims to enhance learners knowledge of reading skills with special emphasis on the %aretts taxonomy. The exercises that follow the explanation should provide some immediate practice in ehnancing your comprehension skills.

Learning O !"o#e$ ,t the end of this unit$ you should e a le to0 1. understand %arretts taxonomy of reading comprehension 1. read for meaning and understanding of a variety of texts and give personal response.

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WAJ 3103 ENGLISH LANGUAGE PROFICIENCY 11

CRITICAL READING S=ILLS

+ritical reading means reading with the goal of finding deep understanding of a material$ whether it is fiction or nonfiction. It is the act of analy9ing and evaluating what you are reading as you progress$ or as you reflect ack. +ritical reading skills involve your a ility to analy9e$ evaluate$ and synthesi9e what you read. It is the a ility to see relationships of ideas and use them as an aid in reading. %arrett Taxonomy is a good guide to the levels at which we are trying to measure comprehension for a written text. The taxonomy was introduced at a conference in 1>;=. It is designed originally to assist classroom teachers in developing comprehension #uestions and C or test #uestions for reading. It is especially useful for classroom #uestioning in other content areas as well. We /i(( no/ rea' an' (oo> "(o$e(1 a! *arre!! Ta,ono#1% *arre!! Ta,ono#1 o3 Rea'ing Co#-re)en$ion

1%0 Li!era( Co#-re)en$ion 1.1 Gecognition 1.1.1 Gecognition of Betails 1.1.( Gecognition of 5ain Ideas 1.1.4 Gecognition of a "e#uence 1.1.6 Gecognition of +omparison 1.1.: Gecognition of +ause and Effect Gelationships 1.1.; Gecognition of +haracter Traits

1.( Gecall 1.(.1 Gecall of Betails 1.(.( Gecall of 5ain Ideas 1.(.4 Gecall of a "e#uence 1.(.6 Gecall of +omparison 1.(.: Gecall of +ause and Effect Gelationships 1.(.; Gecall of +haracter Traits 28

WAJ 3103 ENGLISH LANGUAGE PROFICIENCY 11

2%0 ReorganiBa!ion (.1 +lassifying (.( Hutlining (.4 "ummari9ing (.6 "ynthesi9ing 3%0 In3eren!ia( Co#-re)en$ion 4.1 Inferring "upporting Betails 4.( Inferring 5ain Ideas 4.4 Inferring "e#uence 4.6 Inferring +omparisons 4.: Inferring +ause and Effect Gelationships 4.; Inferring +haracter Traits 4.< Predicting Hutcomes 4.= Interpreting 7igurative Language C%0 E:a( a!ion 6.1 Audgments of Geality or 7antasy 6.( Audgments of 7act or Hpinion 6.4 Audgments of ,de#uacy and Oalidity 6.6 Audgments of ,ppropriateness 6.: Audgments of *orth$ Besira ility and ,ccepta ility D%0 A--re"ia!ion :.1 Emotional Gesponse to the +ontent :.( Identification with +haracters or Incidents :.4 Geactions to the ,uthors @se of Language :.6 Imagery

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WAJ 3103 ENGLISH LANGUAGE PROFICIENCY 11

5a6 READ FOR 8EANING AND UNDERSTANDING A AARIETY OF TEETS Geading for meaning focuses on five main areas namely 8ain i'ea The main idea is the summary of essential points of the paragraph. The main idea of a paragraph can often e su stituted with a topic sentence with controlling ideas. In3eren"e Inferencing is a reading skill in which you use o servations$ prior knowledge and experiences$ and details from the text to make connections and come up with ideas. SeF en"e "e#uencing in reading is to e considered when there is an order of incidents and actions in the selection. , se#uence will e constituted only when order of occurrence is specifically re#uired. Co#-are an' "on!ra$! +omparing and contrasting is a reading skill where you can find the similarities and differences etween items$ characters$ times and places that is stated in the selection. Ca $e an' e33e"! The skill of looking at happenings or actions in the selection where you can identify the causes of a pro lem or issue and the effects in an orderly way.

No/ (e! $ (oo> a! /)a! !e,! i$ an' i!$ :arie!1% Text is any piece of writing. This could e a letter$ an email$ a novel$ a poem$ a recipe$ a note$ instructions for B.I./$ an article in a newspaper or maga9ine$ writing on a we page or an advert. ,ll of these examples can e called texts. *hen you are reading or writing any text$ think a out the - r-o$e of the text or why it has een written. W)a! #ig)! !)e - r-o$e o3 a !e,! +e? ,n advert might e trying to persuade you to uy something. , letter from school might e to inform you a out something.

30

WAJ 3103 ENGLISH LANGUAGE PROFICIENCY 11 , novel might describe somewhere or someone to you. , car manual might instruct you how to do something to your car.

Bepending on the - r-o$e of the text$ different methods will e used to get the message across to the reader.

E,er"i$e Rea' ea") o3 !)e 3o((o/ing -aragra-)$ "are3 ((1% Loo> - an1 n3a#i(iar /or'$ i3 ne"e$$ar1% T)en ")oo$e !)e !i!(e !)a! +e$! 'e$"ri+e$ !)e #ain i'ea o3 ea")% 1. @niversities are a microcosm of society. %ut they are more than a reflection or mirror& they are a leading indicator. In universities$ an environment where students live$ eat$ and study together$ racial and cultural differences come together in the closest possi le way. Hf all ,merican institutions$ perhaps only the military rings people of such different ackgrounds into more intimate contact. *ith coeducation now a reality in colleges$ and with the confident emergence of homosexual groups$ the ,merican campus is now sexually democrati9ed as well. @niversity leaders see it as a useful la oratory experiment in training young people for a multicultural ha itat. 5ichael "overn$ president of +olum ia$ o serves$ PI like to think that we are leading society y grappling earnestly and creatively with the challenges posed y diversity.P !!Binesh BM"ou9a$ Illi eral Education 1. The +e$! title for this paragraph is ,. PThe @niversity EnvironmentP %. P"exual Bemocrati9ation on ,merican +ollege +ampusesP +. PThe @niversity vs.the 5ilitaryP B. PThe @niversity as a 5icrocosm of "ocietyP (. 5arriage was not designed as a mechanism for providing friendship$ erotic experience$ romantic love$ personal fulfillment$ continuous psychotherapy$ or recreation. The *estern European family was not designed to carry a lifelong load of highly emotional romantic freight. Fiven its present structure$ it simply has to fail when asked to do so. The very idea of an irrevoca le contract o ligating the parties concerned to a lifetime of romantic effort is utterly a surd. 31

WAJ 3103 ENGLISH LANGUAGE PROFICIENCY 11

!!5ervyn +adwallader$ P5arriage as a *retched Institution$P ,tlantic 5onthly 4. The +e$! title for this paragraph is ,. P@nrealistic Expectations in *estern 5arriagesP %. PThe 7ailure of GomanceP +. P*hy 5arriages ,re Boomed to 7ailureP B. P5arriage and GomanceP 4. The a y mastering the skills that lead to esta lishment of the upright posture ehaves in the same way as the novice skier. ?e feels compelled to repeat the activity hundreds of times until he has mastered the skill and mastered his anxiety. ?e often reveals that he is having difficulty in PunwindingP when we put him to ed for his nap or for the night$ and if you peek into his room while he is settling down for sleep 3or unsettling down for sleep2$ you may see him$ groggy and cross!eyed with fatigue$ still clim ing and pulling himself upright$ collapsing momentarily with weariness$ then exerting himself for another clim . ?e repeats this over and over until finally he cannot lift himself even once more and succum s to sleep. Hne set of parents discovered their eight!month!old daughter clim ing in her sleep on several occasions during this mastery period. ,t eleven or twelve at night they could hear soft sounds in the a yMs room and upon entering would find the a y standing in her cri $ da9ed and dimly conscious$ too sleepy to protest when she was put down in her ed again. *hen the art of standing was perfected$ the a y gave up practicing in her sleep. !!"elma ?. 7rai erg$ The 5agic /ears The +e$! title for this paragraph is ,. P%a iesM 1ighttime ,ctivitiesP %. P?ow a %a y 5asters the "kill of "tandingP +. PThe "leep ?a its of %a iesP B. PPractice 5akes PerfectP

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WAJ 3103 ENGLISH LANGUAGE PROFICIENCY 11

5+6

USE CONTEETUAL4 SYNTACTIC AND SE8ANTIC CLUES TO DERIAE 8EANING

*hen reading a passage for the first time$ you have to make an effort to cope with unfamiliar or difficult words that you come across. /ou should first try to guess the meaning of the words rather than look them up in a dictionary. Hne way to find out the meaning of unfamiliar words is through the use of conte t. LThe context in reading refers to the o!erall meaning of the te t. The context also refers to the surrounding words in a sentence that gi!es us clues a"out the words we read# The syntactic clues give us the word order clues where the information implicit in the grammatical structures of the language is utili9ed. The semantic clues give us the meaning clues where the reader recalls his own experiences and utili9es his own conceptual ackground in order to ring meaning to hisCher reading. E,a#-(e 17 Gead the two sentences. 3a2 The hungry spider 8888888888 the 'uicy fly. Q *ith knowledge of spiders and flies$ 3that is context2 the reader would e likely to predict that the missing word is Late.R

3 2 The loving mother 8888888888 the hungry a y. Q *ith knowledge$ of mothers and a ies 3that is context2 the reader would e likely to predict that the missing word is Lfed.R

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WAJ 3103 ENGLISH LANGUAGE PROFICIENCY 11

E,er"i$e *rite the meaning for each of the nonsense words y reading the contexts. 1. %ultums %ultums are useful to wear when the weather is cold. "ome ultums are waterproof. There are different types of ultums for different occasions. "ome houses have a special cup oard near the front door where visitors can hang their ultums %ultum means0 8888888888888888888888888888888 (. -ester 5other gets kester when we are late home for dinner. The teacher was very kester when a student roke the computer. ,s people get older$ they usually learn to control their kester moment. , kester person does not think as clearly as a non!kester person -ester means0 8888888888888888888888888888888 5"6 READ AND 8A=E INFERENCE 5aking Inferences is a tool that takes us eyond what is literally on the page$ expanding it to open up new meanings and personal connections. *hen we infer$ we take statements in the text and Dread etween the lines. to figure out what an author is hinting at or to draw our own conclusions. 7or instance$ if we are reading an article a out a hospital closing$ we would pro a ly ask ourselves why. The reason might not e directly stated in the article$ ut from other facts in the article as well as what we know a out where it is located$ we might infer that the hospital was not getting enough funding to stay open.

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WAJ 3103 ENGLISH LANGUAGE PROFICIENCY 11

8ore !i-$ !o )e(- 1o !o in3er S Tuestion the text$ argue with it$ or raise dou ts a out it. S "how how to include your own ideas when you restate the text. S 5ake an inference y connecting two or more details from different places in the text. S @se the text as your support to make an argument or try to persuade someone. S 5ake inferences as you reflect on the text after reading. E,a#-(e 17 *hen "arah went on stage to receive the est actress award for her role as Tun 7atimah in her Primary "chool play$ her mothers eyes were rimming with tears. The stated meaning contains the following information0 3a2 "arah received her est actress award on stage. 3 2 "he played the role of Tun 7atimah. 3c2 "he was still in Primary "chool. 3d2 ?er mother had tears in her eyes The pieces of information that are not stated ut can e interpreted or inferred are as follows0 3a2 "arah was rewarded for her fine acting. 3 2 "arah was still elow 14 years old. 3c2 "arahs mother witnessed her daughter receiving the award. 3d2 "he was proud of her. 3e2 ?er daughters achievement caused her to shed tears of 'oy.

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WAJ 3103 ENGLISH LANGUAGE PROFICIENCY 11

5'6 DISTINGUISH FACT FRO8 OPINION , fact is o 'ective information that can e checked or proved to e true and not a statement a out the future. ,n opinion is a statement that cannot e proven to e true or false and is ones personal elief$ idea$ or feeling a out a su 'ect. +lues to help you identify facts and opinions. 7acts The use of dates and year The use of statisticCfiguresCprecise num ers or #uantities The use of definitions *hen stating a geographical or scientific fact Hpinions The use of ad'ectives which show your point of view or emotions The use of comparison words which show a comparison etween two or more things The use of other words which show fre#uency$ possi ility$ advisa ility and necessity The use of phrases which show a elief$ a suggestion$ a feeling$ or an opinion

Lets look at some examples. These are facts ecause they are concrete. 1. (. 4. The house was painted on 1ovem er 1=$ 1>>>. Today is "aturday. 5y son had a temperature of one hundred and two degrees this morning.

?owever$ these facts can e changed to opinions when we add a elief or view. 1. (. 4. The house was painted recently on 1ovem er 1=$ 1>>>$ so it looks as good as new. Today is "aturday and 5ark always sleeps in on "aturdays$ so that is why he is late for the game. There was no way for me to go to school ecause my son had a temperature of one hundred and two degrees this morning.

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WAJ 3103 ENGLISH LANGUAGE PROFICIENCY 11

E,er"i$e Gead the following statements. Betermine whether each statement is a fact or opinion. *hat are some of the signal wordsE No% 1 S!a!e#en!$ The cere ral cortex or rain is characteri9ed y a division into halves termed hemispheres which are connected y tissue called the corpus callosum. I think it is more interesting to watch a movie than to watch foot all at the stadium. The ma'ority of drug addicts are etween the ages 1( N 4: years. I elieve that kids skip school ecause teachers are unsympathetic. ,s a matter of fact$ oil spills from factories have een found to e related to the death of marine life. In my view$ men are etter at raising children than women. It is a matter of opinion that all facts are scientific facts. ,ccording to the national weather service$ there is a >) per cent chance of rain today. Therefore$ it will pro a ly rain today. Fa"! / O-inion

( 4 6 : ; < =

Ta$> Gead an interview from a maga9ine or newspaper. Try to identify whether the speakers are giving their opinions or factsE

37

WAJ 3103 ENGLISH LANGUAGE PROFICIENCY 11 5e6 IDENTIFY SHIFT IN ARGU8ENT

Transitions are words and phrases used y writers to indicate specific relationships etween ideas and to create coherence or logical connection etween ideas and to create a coherence or logical connection etween the ideas in a passage.

Lets look at some examples. The following paragraph shows how carefully chosen transitions 3+,PIT,LIUEB2 lead the reader smoothly from the introduction to the conclusion of the paragraph. I dont wish to deny that the flattened$ minuscule head of the large! odied PstegosaurusP houses little rain from our su 'ective$ top!heavy perspective$ %@T I do wish to assert that we should not expect more of the east. 7IG"T H7 ,LL$ large animals have relatively smaller rains than related$ small animals. The correlation of rain si9e with ody si9e among kindred animals 3all reptiles$ all mammals$ 7HG EV,5PLE2 is remarka ly regular. ," we move from small to large animals$ from mice to elephants or small li9ards to -omodo dragons$ rain si9e increases$ %@T not so fast as ody si9e. I1 HT?EG *HGB"$ odies grow faster than rains$ ,1B large animals have low ratios of rain weight to ody weight. I1 7,+T$ rains grow only a out two!thirds as fast as odies. "I1+E we have no reason to elieve that large animals are consistently stupider than their smaller relatives$ we must conclude that large animals re#uire relatively less rain to do as well as smaller animals. I7 we do not recogni9e this relationship$ we are likely to underestimate the mental power of very large animals$ dinosaurs in particular. "tephen Aay Fould$ D*ere Binosaurs Bum E.

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WAJ 3103 ENGLISH LANGUAGE PROFICIENCY 11

The following are also some of the words and phrases to indicate transitions in a paragraph or passage. To $)o/ a''i!ion7 again$ and$ also$ esides$ e#ually important$ first 3second$ etc.2$ further$ furthermore$ in addition$ in the first place$ moreover$ next$ too To gi:e e,a#-(e$7 for example$ for instance$ in fact$ specifically$ that is$ to illustrate To "o#-are7 also$ in the same manner$ likewise$ similarly To "on!ra$!7 although$ and yet$ at the same time$ ut$ despite$ even though$ however$ in contrast$ in spite of$ nevertheless$ on the contrary$ on the other hand$ still$ though$ yet To $ ##ariBe or "on"( 'e7 all in all$ in conclusion$ in other words$ in short$ in summary$ on the whole$ that is$ therefore$ to sum up To $)o/ !i#e7 after$ afterwards$ as$ as long as$ as soon as$ at last$ efore$ during$ earlier$ finally$ formerly$ immediately$ later$ meanwhile$ next$ since$ shortly$ su se#uently$ then$ thereafter$ until$ when$ while To $)o/ -(a"e or 'ire"!ion7 a ove$ elow$ eyond$ close$ elsewhere$ farther on$ here$ near y$ opposite$ to the left 3north$ etc.2 To in'i"a!e (ogi"a( re(a!ion$)i-7 accordingly$ as a result$ ecause$ conse#uently$ for this reason$ hence$ if$ otherwise$ since$ so$ then$ therefore$ thus 3adapted from Biana ?acker$ A $riters %eference2

Ta$> +hoose one argumentative essay and identify the shift in arguments or ideas in the text. 39

WAJ 3103 ENGLISH LANGUAGE PROFICIENCY 11

E,er"i$e A. Gead the following paragraph and circle the transition words that show time. /ou can make your own cards to cele rate special events. 7irst$ gather the materials you need0 construction paper$ scissors$ crayons or markers$ and glue. "econd$ fold a piece of construction paper to create a card that has a front$ a ack$ and an inside. +ut out interesting shapes from more construction paper$ and glue the shapes to the front and ack of your card. /ou may also draw colorful pictures on the front and ack of the card. 7inally$ write a rief message inside the card$ and sign your name. 1ow youMre ready to give your card to someone special. B. Gead the sentences elow and circle the transition words that compare or contrast. 1. I was anxious to leave. ?owever$ we had to wait until @ncle Pete arrived.

(. 5other told us to hurry onto the us. Htherwise$ we all would have een caught in the rain. 4. I make my sandwich in the same way that "hawna does. *e oth use food that is peanut free ecause of our food allergies. 6. :. I asked a out the homework$ ut neither Todd nor ,ntonio knew what had een assigned. Even though it was very cold$ 5ary %eth did not wear a 'acket.

+. Transition words have een left out in the following paragraph. "elect appropriate words from the list elow$ and write them in the lanks. There can e more than one word that fits in some lanks. "elect the one that you think fits est. meanwhile as a result of first while through ne t under 40 "eside then once upon a time

88312 88 there lived a family of ears in a lovely wooded area. Their home was 883(288 some trees 8834288 a small stream. Hne day 8836288 the ears were not at home$ a little girl came to the house. 883:288$ she knocked on the door. 883;288$ even though no one answered her knock$ she entered the house. 883<288$ she ate some of the earsM food$ and she napped on one of their eds. 883=288$ the ears returned home. They were surprised to see their door open. Their roars woke up the girl$ and she fearfully ran from the house$ 883>288 the woods$ and ack to her own home. 8831)288 her experiences$ she never again went into the woods alone.

536

IDENTIFY E8OTIONALLY@LADEN WORDS

,uthors often write not only to communicate ut also to arouse some emotion or make readers respond to their ideas or suggestions. ,uthors select words for their emotional$ suggestive meanings to create vivid images. +arefully chosen words can e very effective in accomplishing these purposes$ and a careful reader can recogni9e how words are used for certain effects. Lets look at some examples. These are words found in a text a out adoption. The writer is very careful to use positive or neutral words so to sound politically correct and not offensive. *ir!)-aren! not real parent *io(ogi"a( -aren! not natural parent *io(ogi"a( or +ir!) 3a!)er not real father *ir!) ")i(' not own child 81 ")i(' not adopted child$ own child *orn !o n#arrie' -aren!$ not illegitimate Ter#ina!e -aren!a( rig)!$ not give up 8a>e a'o-!ion -(an not give away Wai!ing ")i(' not ,dopta le C availa le child

8a>ing "on!a"! /i!) not reunion Paren! not adoptive parent

Ta$> *hat other words or phrases can you think of that are Lemotionally laden wordsE List them down 5g6 IDENTIFY WRITERGS 8OOD4 TONE4 *IAS4 PURPOSE OR POINT OF AIEW *hile an authors purpose is closely related to the main idea and can often e inferred from the main idea and the way in which the details are presented$ the tone of a piece of writing is a little more illusive. The tone refers to the authors attitude$ mood or feeling reflected in the writing. The tone also suggests the authors purpose N to critici9e$ to persuade$ to sympathise and to appreciate. *e(o/ i$ an e,a#-(e o3 )o/ 1o #a1 in3er a /ri!erH$ !one or a!!i! 'e7 "###&ad the researchers spo'en to anyone who has witnessed the ra!ages of the Green %e!olution( they would ha!e learned that their "asic premise was dismissed as simplistic nonsense years ago#) *an e tract from %eware Hut reak of 5ad "cientist Bisease2 Tone an' A!!i! 'e The use of such a negative word like PravagesP suggests the writer is highly critical of the usefulness of the Freen Gevolution$ and his dismissive tone as exemplified y the use of the phrase Psimplistic nonsenseP indicates his low opinion of the researchersM achievement.

(WAJ3103 ENGLISH LANGUAGE PROFICIENCY) E,er"i$e 1. *hat is the writerMs attitude towards pure scientistsE 7ind 3i:e wordsCphrases in this passage that indicate the writerMs attitude. Pure scientists have y and large een dim!witted a out engineers and applied science. They couldnMt recognise that many of the pro lems were as intellectually exacting as pure pro lems$ and that many of the solutions were as satisfying and eautiful. Their instinct !! perhaps sharpened in this country y the passion to find a new sno ism wherever possi le$ and to invent one if it doesnMt exist !! was take it for granted that applied science was an occupation of second!rate minds. (. *hat is tone of the excerpt elowE *hat devices does he use to show his attitude to the government of "ingapore$ caning and ,mericans who support the caningE Boes he try to present his own inferences as factsE *hat kind of person does he want to e seen asE *hat kind of person do you infer him to eE The ver PtortureP is defined in the *e sterMs Tenth +ollegiate Bictionary as Pthe infliction of intense pain 3as from urning$ crushing or wounding2 to punish$ coerce or afford sadistic pleasureP. The dictatorship of "ingapore has found an ,merican teenager guilty of spray!painting cars and sentenced him to four months in prison$ a W($))) fine !! and torture. "ingaporeMs torture of choice is flogging y rattan cane which elicits the screams satisfying to the torturer and scars the torturee physically and mentally for life. Torture is an act of savagery as old as civilisation. Bemosthenes descri ed it as the surest means of o taining evidence. Tomas de Tor#uenada issued detailed instructions for its use in the "panish In#uisitions. %ut now civilised nations have a +ovenant on +ivil and Political Gights that declares$ P1o one shall e su 'ected to torture or to cruel$ inhuman or degrading punishment.P The @nited 1ations has a P+onvention ,gainst TortureP. The government of "ingapore stands aloof from the universal condemnation. "ingaporeMs dictator is actually proud of his countryMs reputation for keeping order y inflicting pain. 5oreover$ his diplomats in the @nited "tates report that many ,mericans endorse the lashing to e meted out to the young offender. That some people in ,merica thoughtlessly espouse torture is undenia le. Hne sap on the street in *ashington told a New +or' Times reporter0 If youMve ever had your antenna ripped off your car$ you can sympathise with the government of

(WAJ3103 ENGLISH LANGUAGE PROFICIENCY) "ingapore. Lash him.P I have had more than a few antennas ripped off my car$ and a few swastikas sprayed on my house$ and have felt a surge of mindless fury at the perpetrators. %ut I have also seen a -urdish patriot crippled for life y one of "addam ?usseinMs tortures$ and witnessed the misdirected self!loathing on the face of a rape victim$ and I donMt think any person or government has any right to inflict any physical pain on another human eing. *,rom The 1ew /ork Times( -../ 0The Caning of Michael ,ay( "y $illiam 1afire2

5)6 UNDERSTAND THE USE OF FIGURATIAE LANGUAGE AND ITS EFFECT ON 8EANING *riters sometimes use figurative language to express a point or to clarify an idea through imaginative comparisons or with words used in unusual$ suggestive or sym olic ways. 7igurative language often enhances meaning y representing a stract ideas in more concrete$ vivid images. To understand figurative expressions$ you must first recogni9e words are eing used figuratively and are not meant to e taken literally. /ou must infer what the figurative expression means in the context of the sentence. There are many types of figurative language used in writing$ ut the most fre#uently used are similes$ metaphors$ hyper oles$ personification$ sym olism and irony. Si#i(e , simile uses the words Dlike. or Das. to compare one o 'ect or idea with another to suggest they are alike. Example0 usy as a ee Per$oni3i"a!ion , figure of speech in which human characteristics are given to an animal or an o 'ect. Example0 5y teddy ear gave me a hug. H1-er+o(e ,n exaggeration that is so dramatic that no one would elieve the statement is true.

(WAJ3103 ENGLISH LANGUAGE PROFICIENCY) Tall tales are hyper oles. Example0 ?e was so hungry$ he ate that whole cornfield for lunch$ stalks and all. S1#+o( , thing 3could e an o 'ect$ person$ situation or action2 which stands for something else more a stract. Example0 a flag is a sym ol of our country Iron1 It is a figure of speech when an expression used is the opposite of the thought in the speakerMs mind$ thus conveying a meaning that contradicts the literal definition. Example0 The Goad 1ot Taken0 Oer al irony ! the speaker knows he will tell the old story Pwith a sighP of a choice that Pmade all the difference.P

E,er"i$e Gead the lyrics elow and identify the figurati!e language#
*rea!) 52a#6 ( ,5 and she calls me Mcause IMm still awake$ P+an you help me unravel my latest mistakeE I donMt love him. *inter 'ust wasnMt my seasonP /eah we walk through the doors$ so accusing their eyes Like they have any right at all to critici9e$ ?ypocrites. /ouMre all here for the very same reason +horus0 M+ause you canMt 'ump the track$ weMre like cars on a ca le ,nd lifeMs like an hourglass$ glued to the ta le 1o one can find the rewind utton$ girl. "o cradle your head in your hands ,nd reathe... 'ust reathe$ Hh reathe$ 'ust reathe 5ay he turned (1 on the ase at 7ort %liss PAust a dayP he said down to the flask in his fist$ P,inMt een so er$ since may e Hcto er of last year.P ?ere in town you can tell heMs een down for a while$ %ut$ my Fod$ itMs so eautiful when the oy smiles$

(WAJ3103 ENGLISH LANGUAGE PROFICIENCY)

*anna hold him. 5ay e IMll 'ust sing a out it. +horus ThereMs a light at each end of this tunnel$ /ou shout Mcause youMre 'ust as far in as youMll ever e out ,nd these mistakes youMve made$ youMll 'ust make them again If you only try turning around. ( ,5 and IMm still awake$ writing a song If I get it all down on paper$ itMs no longer inside of me$ Threatening the life it elongs to ,nd I feel like IMm naked in front of the crowd +ause these words are my diary$ screaming out loud ,nd I know that youMll use them$ however you want to %ut you canMt 'ump the track$ weMre like cars on a ca le$ ,nd lifeMs like an hourglass$ glued to the ta le 1o one can find the rewind utton now "ing it if you understand. and reathe$ 'ust reathe woah reathe$ 'ust reathe$ Hh reathe$ 'ust reathe$ Hh reathe$ 'ust reathe.

5i6 IDENTIFY AND DIFFERENTIATE IDIO8ATIC EEPRESSIONS AND 8ETAPHORS I'io#a!i" E,-re$$ion$ Language is full of idiomatic expressions or idioms. They can e 'ust one word or a group of words. If you try to understand an idiomatic expression literally$ in most cases$ it will make very little sense. The o 'ective of an idiom is to try to develop a new meaning that goes eyond the literal significance. Idiomatic expressions have different forms and structures. They can e short with only one word or they can e long using com inations of words. %ill has two hands$ a right hand and a left hand. 3literal sentence2 %ill is an old hand in the store. 3This means that %ill has a lot experience in the store. ,n Dold hand. refers to a person with experience.2 Aohn is a nut. 3Aohn is cra9y.2 %o has the ull y the horns. 3%o has the situation under control.2

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8e!a-)or The metaphor states a fact or draws a ver al picture y the use of comparison. , simile would say you are like something& a metaphor is more positive ! it says you are something. Example0 /ou are what you eat. E,er"i$e +hoose the correct meaning. A# Animal Idioms 1. *owI ItMs raining cats and dogs todayI I wish IMd rought my um rella to schoolI a. I forgot my um rella today. . ItMs raining heavily. c. +ats and dogs are falling from the sky. (. *hen I told my mom I would e home around ( am$ she had a cowI a. 5y mom ought a a y cow. . 5y mom is really strange. c. 5y mom was really upset. 4. Aean0 ?ow did you know it was my irthday todayE "usan0 Hh$ a little irdie told meI a. Aean told "usan it was her irthday. . ,n unnamed person told "usan a out AeanMs irthday. c. "usan told Aean it was her irthday. 6. 7rank0 *hy didnMt your rother ride the roller coaster with usE "am0 Hh$ heMs such a scaredy catI ?e wonMt get on any fast ride. a. "amMs rother is afraid to ride the roller coaster. . "amMs rother is a cat. c. "amMs rother didnMt go to the roller coaster. %. %ody Idiom I'io# /ou did it. /ou )a:e !o 3a"e !)e # $i"% /es. /ou )i! !)e nai( on !)e )ea'% 8eaning /ou have to memori9e it. /ou have to accept the conse#uences of your actions.

(WAJ3103 ENGLISH LANGUAGE PROFICIENCY) /ou two donMt $ee e1e !o e1e% /ou have to (earn i! +1 )ear!% /ouMre a solutely right. /ou donMt agree with each other.

Ta$> Fo online and try to collect more idioms. http0CCwww.idiomconnection.com ()C1)C())> http0CCknowgramming.comCmetaphorsCmetaphor8chaptersCexamples.htm (<C1)C())>

5&6 READ CRITICALLY AND RESPOND TO TEET +ritical reading is a skill which can e developed through practices$ such as0 a. Taking notes of the textMs main ideas and adding your own responsive comments. . Talking to others a out what you have read. c. Gelating a given text to similar or contrasting themes. d. Explaining what the text means and making it intelligi le. This will help you to see the underlying$ unstated assumptions e. ,sking yourself0 PIs it possi le to disagree with any of thisEP f. ,sking yourself0 M?ow can I convince my peers that I understand what this is a outEM

E,er"i$e Rea' !)e 3o((o/ing -aragra-) an' an$/er !)e F e$!ion$ !)a! 3o((o/% In ancient times people elieved in the predictions and advice of astrologers ecause astrology was part and parcel of their magical world view. They looked upon celestial o 'ects as a odes or omens of the Fods and$ thus$ intimately connected with events here on earth& they had no concept of the vast distances from the earth to the planets and stars. 1ow that these distances can and have een calculated$ we can see how infinitesimally small are the gravitational and other effects produced y the distant planets and the far more distant stars. It is

(WAJ3103 ENGLISH LANGUAGE PROFICIENCY) simply a mistake to imagine that the forces exerted y stars and planets at the moment of irth can in any way shape our futures. 1either is it true that the position of distant heavenly odies make certain days or periods more favora le to particular kinds of action$ or that the sign under which one was orn determines oneMs compati ility or incompati ility with other people. !!%art A. %ok$ PH 'ections to ,strology$P The ?umanist 1. This paragraph is a 8888888888888. ,. narration %. description +. exposition B. persuasion

(. *hich of the following can we accurately inferE ,strology developed in the ancient world largely ecause ,. people elieved that the stars and planets were deities %. it was part of their traditional mythology +. they had a desire to explain what they didnMt understand B. they were scientifically ignorant 4. The authorMs attitude toward astrology can e "est descri ed as ,. un elieving %. angry +. sympathetic B. laudatory

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S gge$!e' An$/er$ 5a6 READ FOR 8EANING AND UNDERSTANDING OF A AARIETY OF TEET Exercise 1. + (. , 4. % 5+6 USE CONTEETUAL4 SYNTACTIC AND SE8ANTIC CLUES TO DERIAE 8EANING Exercise 1. 'acket (. Temperamental DISTINGUISH FACTS FRO8 OPINION Exercise 1. 7act (. Hpinion 4. 7act :. 7act ;. Hpinion <. Hpinion IDENTIFY SHIFT IN ARGU8ENT A. Gead the following paragraph carefully. Then$ locate and circle each transition word that shows time. /ou can make your own cards to cele rate special events. 7irst$ gather the materials you need0 construction paper$ scissors$ crayons or markers$ and glue. "econd$ fold a piece of construction paper to create a card that has a front$ a ack$ and an inside. +ut out interesting shapes from more construction paper$ and glue the shapes to the front and ack of your card. /ou may also draw colorful pictures on the front and ack of the card. 7inally$ write a rief message inside the card$ and sign your name. 1ow youMre ready to give your card to someone special. B. Gead the following sentences carefully. Then$ locate and circle each transition word that compares or contrasts. 1. ?owever (. Htherwise 4. that is 6. ut :. Even though.

5"6

6. Hpinion =. Hpinion

5'6

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1. (. 4. 6. :. ;. <. =. >. 1).

Hnce upon a time under eside while 7irst Then 1ext 5eanwhile through ,s a result of

5e6 IDENTIFY WRITERGS 8OOD4 TONE4 *IAS4 PURPOSE OR POINT OF AIEW 1. Pure scientists have y and large een dim!witted a out engineers and applied science. They couldnMt recognise that many of the pro lems were as intellectually exacting as pure pro lems$ and that many of the solutions were as satisfying and eautiful. Their instinct !! perhaps sharpened in this country y the passion to find a new sno ism wherever possi le$ and to invent one if it doesnMt exist !! was take it for granted that applied science was an occupation of second!rate minds. 3The writers attitude is very sarcastic$ arrogant and condemning. /es$ the writer is trying to convince his readers through wit.2 (. The ver PtortureP is defined in the *e sterMs Tenth +ollegiate Bictionary as Pthe infliction of intense pain 3as from urning$ crushing or wounding2 to punish$ coerce or afford sadistic pleasureP. The dictatorship of "ingapore has found an ,merican teenager guilty of spray!painting cars and sentenced him to four months in prison$ a W($))) fine !! and torture. "ingaporeMs torture of choice is flogging y rattan cane which elicits the screams satisfying to the torturer and scars the torturee physically and mentally for life. Torture is an act of savagery as old as civilisation. Bemosthenes descri ed it as the surest means of o taining evidence. Tomas de Tor#uenada issued detailed instructions for its use in the "panish In#uisitions. %ut now civilised nations have a +ovenant on +ivil and Political Gights that declares$ P1o one shall e su 'ected to torture or to cruel$ inhuman or degrading punishment.P The @nited 1ations has a P+onvention ,gainst TortureP. The government of "ingapore stands aloof from the universal condemnation. "ingaporeMs dictator is actually proud of his countryMs reputation for keeping order y inflicting pain. 5oreover$ his diplomats in the @nited "tates report that many ,mericans endorse the lashing to e meted out to the young offender. That some people in ,merica thoughtlessly espouse torture is undenia le. Hne sap on the street in *ashington told a New +or' Times reporter0 If youMve ever had your antenna ripped off your car$ you can sympathise with the government of "ingapore. Lash him.P

(WAJ3103 ENGLISH LANGUAGE PROFICIENCY) I have had more than a few antennas ripped off my car$ and a few swastikas sprayed on my house$ and have felt a surge of mindless fury at the perpetrators. %ut I have also seen a -urdish patriot crippled for life y one of "addam ?usseinMs tortures$ and witnessed the misdirected self!loathing on the face of a rape victim$ and I donMt think any person or government has any right to inflict any physical pain on another human eing. *,rom The 1ew /ork Times( -../ 0The Caning of Michael ,ay( "y $illiam 1afire2 3The writer does not agree with caning. ?e includes concrete evidence and personal experience to convince the readers. ?e is trying to infer himself as a person who is against cruelty.2 536 UNDERSTAND THE USE OF FIGURATIAE LANGUAGE AND ITS EFFECT ON 8EANING
+horus0 M+ause you canMt 'ump the track$ weMre like cars on a ca le ! simile ,nd lifeMs like an hourglass$ glued to the ta le N personification C simile 1o one can find the rewind utton$ girl. "o cradle your head in your hands ! personification ,nd reathe... 'ust reathe$ Hh reathe$ 'ust reathe +horus ThereMs a light at each end of this tunnel$ ! metaphor /ou shout Mcause youMre 'ust as far in as youMll ever e out ! simile ,nd these mistakes youMve made$ youMll 'ust make them again If you only try turning around. ( ,5 and IMm still awake$ writing a song If I get it all down on paper$ itMs no longer inside of me$ Threatening the life it elongs to ,nd I feel like IMm naked in front of the crowd ! simile +ause these words are my diary$ screaming out loud ! personification ,nd I know that youMll use them$ however you want to

5g6 IDENTIFY AND DIFFERENTIATE IDIO8ATIC EEPRESSIONS AND 8ETAPHORS Exercise ,. ,nimal Idioms 1. % (. + %. %ody Idioms 8eaning /ou have to memori9e it.

4. %

6. ,

I'io# /ou did it. /ou )a:e !o 3a"e !)e

(WAJ3103 ENGLISH LANGUAGE PROFICIENCY) # $i"% /es. /ou )i! !)e nai( on !)e )ea'% /ou two donMt $ee e1e !o e1e% /ou have to (earn i! +1 )ear!%

/ou have to accept the conse#uences of your actions. /ouMre a solutely right. /ou donMt agree with each other.

5)6

READ CRITICALLY AND RESPOND TO TEET Exercise 1. + (. % 4. ,

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TOPIC C
"ynopsis

WRITING FOR DIFFERENT TEET TYPES

Food writers are not orn ut developed. /ou too can e a good writer if you follow some golden rules of writing$ *hat you write have to e organised and clearly expressed so that your thoughts can e conveyed to the reader. This unit deals with the asic principles of report writing$ summary writing and letter writing. Learning outcomes ,t the end of this unit. you should e a le to& 1. write reports for academic purposes (. write summaries for academic purposes 4. write letters for different purposes and audience

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Re-or! Wri!ing Geports are compositions that give information. /ou usually write a report for someone in authority$ for example a teacher or a principal. *e also write reports for the police if we witness an accident or a crime. G i'e(ine$9 12 *rite the title and date of your report at the top left hand corner of the paper. (2 If you are writing a report for some ody 3e.g. the school principal$ a teacher2 write at the top whom the report is addressed to. 42 If you are writing a report for a newspaper$ include as many facts as possi le. *rite the day and the place when the incident happened. 62 *rite in clear$ precise language. If you are descri ing an event$ write a summary of the events. Bo not give lengthy explanations. :2 Gemem er to allocate one idea for ane paragraph. ;2 ,t the end of the report$ write your name in lock capitals and sign the report. Example /ou witnessed an accident in the science la oratory and have een asked to write a report to your principal. In the report you should explain the events leading to the accident$ the accident itself and the outcome. The Principal "ekolah 5enengah "eri ,ndalas -lang "elangor. 1( 5ay ()1) , Geport on a la oratory acident in 7orm 4-

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TOPIC D

WRITING ACADE8IC PAPERS

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TOPIC I

WRITING REFLECTIONS