Form 5 The Curse

FORM 5
Novels
The Curse
Table of Contents
Introduction
Synopsis
Elements
Activities
Assessment
Answer Key
Glossary
Panel of writers

Curriculum Development Division.inistry of Education alaysia. !"#"

DRAFT
Introduction
THE CURSE
NOVEL
$%at is a novel&
Only in a novel are all things given full play D. H. Lawrence
A novel is a long narrative in literary prose. Novels tell stories, which are typically
defined as a series of events described in a sequence. The novel has been a part of human
culture for over a thousand years, although its origins are somewhat debated. Regardless of
how it began, the novel has risen to prominence and remained one of the most popular and
treasured examples of human culture and writing.
There have been stories and tales for thousands of years, but novels must combine a
few unique characteristics in order to be defined as such. First, a novel is written down,
rather than told through an oral account. econdly, novels are meant to be fictional in form,
differentiating them from myths, which are said to have their basis in reality or theology.
Although some modern scholars argue differently, there is no truly established guideline for
length, point!of!view, or even establishment of a moral or philosophical point in novels.
ources " http"##www.wisegee$.com %ate accessed " &
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" http"##www.wi$ipedia.org#wi$i#Novel %ate accessed " &
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2
T%e elements of a novel include t%e followin'(
i. Plot ) the structure of a novel. +t shows the arrangement of events and actions within
a story ,please refer to notes on Freytag-s .yramid below for details/.
ii. Settin' ) the time, place, physical details, and circumstances in which a situation
occurs. etting enables the reader to better envision how a story unfolds by relating
necessary physical details of a piece of literature.
iii. T%eme ) is the main idea, or message, of an essay, paragraph, or a boo$. The
message may be about life, society, or human nature. Themes often explore
timeless and universal ideas and may be implied rather than stated explicitly. Along
with plot, character, setting, and style, theme is considered one of the fundamental
components of fiction. +t is the universal statement or feel when you read a piece of
writing.
iv. C%aracter and c%aracterisation ) a character is a person in a narrative who may
represent a particular class of group of people. 0haracters in a novel a the vehicle
by which author conveys to us his # her view of the world. 0haracters maybe classify
either main character or minor character. The characterisation of a character is
revealed by actions, speech, thoughts, physical appearance, and the other
characters- thoughts or words.
v. *an'ua'e ) used by aut%or to reveal t%e t%eme and purpose of t%e novel.
3
+otes on ,reyta'-s Pyramid
Gustav ,reyta' was a nineteenth century 1erman novelist who saw common patterns in the plots of
stories and novels and developed a diagram to analyse them. 2e diagrammed a story3s plot using a
pyramid li$e the one shown here"
*. E.position" setting the scene. The writer introduces the characters and setting,
providing description and bac$ground.
(. Incitin' Incident" something happens to begin the action. A single event usually
signals the beginning of the main conflict. The inciting incident is sometimes called
3the complication3.
4. /isin' Action" the story builds and gets more exciting.
5. Clima." the moment of greatest tension in a story. This is often the most exciting
event. +t is the event that the rising action builds up to and that the falling action
follows.
&. ,allin' Action" events happen as a result of the climax and we $now that the story
will soon end.
6. /esolution" the character solves the main problem or someone usually solves it for
him or her.
7. D0nouement" (a French term, pronounced: day-no-moh) the ending. At this point,
any remaining secrets, questions or mysteries which remain after the resolution are
4
Synopsis
solved by the characters or explained by the author. ometimes the author leaves us
to thin$ about the T2898 or future possibilities for the characters.
THE CURSE
NOVEL
About t%e novel
+n :The Curse; by <ee u Ann, A=reen ta$es time off from her studies in <ondon, >?, to
return to her village in one of the legendary islands of <ang$awi. he returns to mourn the
loss of her older sister, 9adhuri. 2owever she finds out via rumours and loud whispers that
9adhuri was murdered. At her village A=reen has to contend with a cold!hearted father and
support an Al=heimer stric$en mother. A=reen is sub@ected to negative comments and
suspicion from her neighbours. he finds consolation in the company of the Ald <ady, an
outcast of the village. Although the grand Ald <ady is educated and $nowledgeable, the
villagers shun her because she had murdered her abusive husband. A=reen has to confront
the mystery that shrouds her sister3s sudden death under suspicious circumstances. 2er old
classmate, 9ohd. Asraf, refuses to reveal what he $nows. A mysterious figure $eeps on
watching A=reen and strange things happen. 9adhuri-s room is partially destroyed in a fire.
A carcass of a chic$en with a bro$en nec$ is thrown in front of her house. 9any villagers fall
sic$ for no apparent reason. The Ald <ady is $illed in a fire accidentally caused by an angry
9ohd. Asraf. Bit by bit, the mysterious death of 9adhuri is revealed to A=reen.
5
Elements
A=reen hurriedly leaves her studies in 8ngland to return home after receiving news that
her sister had died. 2er coursemate, 'ulian Ng, tries to offer his sympathy and
condolence but she was not in the mood to tal$ about the matter.
An the plane home, A=reen experiences flashbac$s of her early days with 9adhuri and
how 9adhuri was well!li$ed by people. 9adhuri was beautiful and soft!spo$en
compared to A=reen, who was an obstinate child.
Bac$ home, on an island south of <ang$awi +sland, .n. ?amsiah was tal$ing with her
daughter iti about their neighbour, Normala, who is spreading rumours that 9adhuri
was murdered and she spilt white blood. %atin harifah and her husband were ready to
fetch their adopted daughter from the airport. They were trying their best not to tal$
about 9adhuri-s death.
THE CURSE
NOVEL
P*1T S2A/3
6
Chapter 1
Chapter 2
Chapter 3
9ourners gather at A=reen-s house to pay their last respects to 9adhuri before burial.
The women fol$ gossip among themselves that 9adhuri was murdered and she had put
a curse on everyone on the island. A=reen arrives late to pay her last respects to her
late sister. A=reen brings her sic$ly mother to the burial ground to bid farewell to
9adhuri. he meets 9ohd. Asraf and flashbac$s of her schooling years fills the scene.
A=reen meets Asraf. he enquires about 9adhuri-s death but is only given vague details
of the incident. Normala, the rumour monger, spreads rumours about what had
happened to 9adhuri. Awang, the bomoh, ma$es an appearance as he dreams that a
disaster is about to hit the village soon. Awang recalls the incident when he stole a
chic$en at 8nci$ 9ohan-s farm causing a bull to escape. Asraf was blamed for the
fiasco but A=reen bravely too$ the blame on his behalf. Bac$ to the present, A=reen
loo$s for the Ald <ady in the @ungle to catch up on old times. The Ald <ady discloses
that 9adhuri was murdered.
The Ald <ady relates to A=reen that she saw 9adhuri-s lifeless body and the wound on
her. he suggests that 9adhuri-s murder was covered up as investigation into her death
would reveal more secrets. .uan Fatihah, the village headman-s wife recalls how her life
changed forever when her husband, 2a@i 1hani, became attracted to 9adhuri.
A=reen recaps how 9adhuri tried to defend her from her father-s wrath for stealing
mangosteen and the good times she spent with 9adhuri. +n a flashbac$, A=reen
admitted her folly for letting the bull go in order to save Asraf from 8nci$ 9ohan and his
son-s wrath. The escaped bull $noc$ed into the motorcycle that her parents were on and
caused her mother to be paralysed. The Ald <ady reveals her past life with her abusive
husband who drove her to $ill him in self!defence. he made herself a home in a
deserted house in the @ungle.
7
Chapter 4
Chapter 5
Chapter 6
Asraf is concerned about his grandmother-s deteriorating health. At the same time, 2@.
1hani, mourns at 9adhuri-s tombstone. Chile deep in thoughts, he almost saw
someone, a woman in a flowing white dress, strolling past the trees. At home, A=reen-s
father reprimanded her for not latching up the chic$en coop. A chic$en carcass, with its
nec$ bro$en, lies on the bottom step of the coop. The next morning, A=reen reads
'ulian-s letter about the examination wee$ in college. Then, she reads 9adhuri-s letter
of her marriage and relationship with ?a$ Fatihah ,2a@i 1hani-s first wife/. The letter also
hints that 9adhuri has a secret to be revealed to A=reen when she returns home for her
holidays.
A=reen-s mother dies. 9eanwhile, 9ohd. Asraf continues to worry over his sic$ly
grandmother. 9ohd Asraf goes to the mar$et to loo$ for medicinal plants for his
grandmother but fails to find any. +n desperation, he goes to the Ald <ady-s house for
help. The Ald <ady hesitates at first but after much persuasion from A=reen and 9ohd.
Asraf, she finally agrees to go over to 9ohd Asraf-s house to help his grandmother.
8
Chapter 7
Chapter 8
iti $eeps an eye on 9ohd. Asraf-s grandmother ,Ne$/ while he goes out to get her
medicine. .n. ?amsiah and Normala are curious at the Ald <ady-s presence at 9ohd.
Asraf-s house.
The Ald <ady tries to cure Ne$. A=reen is pu==led to discover a university prospectus
that reveals 9ohd. Asraf-s intention to pursue his studies in ?uala <umpur. Chen
A=reen returns home, she sees the bomoh scampering behind the bushes. As she
confronts the bomoh, he informs her about the mob incident at 9ohd. Asraf-s house.
he immediately runs to Asraf-s house. Normala blames A=reen for bringing the Ald
<ady to 9ohd. Asraf-s house and causing heavy downpour to hit the village. An
argument starts and A=reen-s father intervenes to stop the commotion. 9eanwhile, Ne$
is beginning to recover and 9ohd. Asraf is extremely relieved. They than$ the Ald <ady
for bravely coming over to cure Ne$ and the rain finally stops.
A=reen awa$es to a flurry of $noc$s on her door. he finds out that Ne$ has passed
away and 9ohd Asraf is heading towards Ne$-s house with a few men for revenge.
A=reen tries to stop him and in a struggle, stabs him at the foot with a spade. The torch
that he was holding fell onto the wall of the house and soon the house was on fire.
A=reen finds Ne$, barely alive lying beside the stove and she advises A=reen to learn to
forgive before it is too late. A=reen-s father saves her before the whole house crumbles.
9ohd Asraf confesses to A=reen that he loves 9adhuri and they were planning to
abscond from the island when he was offered a teaching course in ?uala <umpur.
9adhuri wanted to confess to her husband, parents and A=reeb about her affair with
9ohd. Asraf. 2owever, 9adhuri was found dead at a rubber plantation. A=reen then
meets Awang, the bomoh, who tells her that 9adhuri was not her real sister. Awang
also confesses that he was the one who left the gate open that led to the motorcycle
accident that paralysed her mother. Awang also confirms that he had seen 9adhuri and
9ohd Asraf together several times in the rubber estate. The chapter ends with 2a@i
1hani, the headman thin$ing about his young wife meeting her lover on that fateful day
when she was $illed.
9
Chapter 9
Chapter 10
A=reen delves on the bomoh-s words that 9adhuri was not her real sister. he
encounters a shadow of a woman from behind the wooden fence again that directs her
to a woodpile a few feet away behind her house. A=reen and her father wal$ towards
the woodpile and see a :parang; that aleh used to chop wood. There is white and
stic$y stain at the edge of the parang. A=reen immediately recalls Normala-s words :he
had white blood; and she stares at her father in disbelief. aleh recalls how fond was he
with 9adhuri and how he found her as a baby at the paddy field. 2e stumbles upon
9adhuri and 9ohd Asraf together at the rubber plantation. +n his fury, he $ills 9adhuri
and her body $noc$s over the latex!filled container. >pon hearing this revelation,
A=reen runs away from her father.
aleh suffers a heart attac$ and dies. 9eanwhile in the village, a rumour spreads li$e a
wildfire that a woman who loo$s suspiciously li$e his dead daughter had been
wandering about at the time of his death.
A=reen visits her family-s graves. he leaves a flower on each grave and leaves quietly.
he leaves a flower at the hillside where the Ald <ady was buried, too. As A=reen
leaves, she sees a smiling figure which resembles 9adhuri-s smiles.
10
Chapter 11
Chapter 12
9ain character of the novel. tudies in 8ngland. 2appy to be
away from her village. %id not have good relationship with her
parents especially her father due to her defiant behaviour and
tomboyish outloo$. An outspo$en and independent girl.
8nvious of her adopted sister, 9adhuri. A helpful friend
especially when she claimed responsibility for letting the bull run
loose in order to save 9ohd. Asraf-s s$in. 0aring for her sic$
mother and Ald <ady. +ntelligent as she managed to further her
studies in the >nited ?ingdom.
A beautiful and polite lady. A submissive wife and daughter.
Religious and good at reciting Duranic verses. 0onservative
compared to her sister, A=reen. .rotective of her sister when
they were young. A polite and caring daughter. 0oncerned
about her sic$ mother.
A dedicated and popular teacher in a local school on the island.
+ndependent since young. 1ood friends with A=reen while they
were in school together. A caring grandson who is concerned
about his grandmother-s well!being. <oves 9adhuri and wanted
to ta$e her with him to ?uala <umpur.
C4A/ACTE/S
11
Azreen
Madhuri
Mohd. Asraf
9adhuri and A=reen-s father. Active and strong for his age. A
stern father to A=reen since when she was young. Not on good
terms with A=reen since the motorcycle accident which
paralysed A=reen-s mother. A manipulative father who let
9adhuri become 2a@i 1hani-s second wife in order to protect his
interests. An egoistic person who could not accept 9adhuri-s
love affair with 9ohd. Asraf and in the end $illed 9adhuri in a fit
of anger at the rubber plantation.
The village headman who fell for 9adhuri and too$ her as his
second wife. Neglects his first wife, Fathihah in the process. An
influential man on the island. 2ides the cause of his wife-s
death in order to protect his reputation. ?nows of 9adhuri-s
affair with 9ohd. Asraf. A religious man.
An obedient daughter of .n. ?amsiah. he helps 9ohd. Asraf to
loo$ after his grandmother while he loo$s for the medicinal
plants. he is also a responsible girl as she warns A=reen about
the mob that is lead by 9ohd. Asraf to the Ald <ady-s house.
he is gullible as she li$es to ponder over the gossips and
rumours told by Normala, the village gossip.
12
Saleh Adullah
!a"i #hani
Siti
The rumour monger of the village and her topic of interest is on
9adhuri and how she died. he is snea$y and malicious when
she coaxed 9ohd. Asraf to confront the Ald <ady, accusing her
as the reason why his grandmother-s health deteriorates and
she finally dies. he is also superstitious when she blamed the
Ald <ady-s visit to 9ohd. Asraf-s house as the reason for the
continuous rain.
An educated woman as she has $nowledge of herbal medicine
to treat illnesses. 2er house is always neat and situated by the
hillside. he is a caring and concerned woman as she ta$es
A=reen in and gives her food and shelter whenever she has
fights and problems. he is also a resourceful person and she
is a good coo$ and her recipes and secret ingredients are very
much sought after.
13
$uan %or&ala
'ld (ad)
*atin Sharifah and
*atu+ ,ul+ifli
A=reen-s rich foster parents whom she stayed with for two
months foster programme. %atu$ and %atin helped her
financially in her studies in the >?. 8ven though she only
stayed with them for a short period of time, she still maintains a
good relationship with them. 8ven though they are foster
parents, they treat A=reen as their own child. A=reen calls her
9a$ 0i$ which signifies their close relationship.
*1+D1+
A=reen furthers her studies in <ondon
he is 2a@i 1hani-s first wife and appears to adore 9adhuri.
2owever, she secretly hold grudges against her husband-s
your wife. he feels that her husband favours the young
wife more than herself. he tries her best to win her
husband-s heart after the death of 9adhuri
SETTI+G
An the whole, the setting initially revolves around <ondon and moves on to a village on a
small island off <ang$awi and the house of %atin harifah and her husband in <ang$awi
14
-o&oh
.atihah
The Bomoh is the person whom the villagers see$ for
traditional cure. +t is through the Bomoh that the mysterious
happenings that too$ place in the village are uncovered. The
truth behind the death of 9adhuri and the status of A=reen
are also finally revealed by him
A 5I**AGE 1+ A SA** IS*A+D 1,, *A+GKA$I.
ome of the places mentioned in the story.
A6reen7s %ouse
! A=reen lives with his father, mother and 9adhuri.
ad%uri7s room
! A=reen finds 9adhuri-s photos are all torn in three parts. The room is also burnt down.
+e87s %ouse
! 9ohd 9ohd. Asraf lives with his grandmother.
T%e rubber plantation
! The scene where 9adhuri-s body is found.
T%e farm
! Awang leaves the gate open and 9ohd. Asraf gets the blame when the bull escapes.
T%e forest
! The Ald <ady runs to the forest and settles in an abandoned wooden house after the
villagers outcast her.
T%e sc%ool
! The school where A=reen studied during her secondary years. This is also where she
gets acquainted with 9ohd. Asraf.
Paddy field
! alleh Abdullah finds 9adhuri as a baby in the ma$eshift bed of rags and leaves.
T%e cemetery
! 9adhuri and her mother are laid to rest here.
15
T4EES
These are some of the themes found in the novel"
('/0
The message of love is reiterated throughout the story.
.arental <ove"
E Both aleh Abdullah and his wife love 9adhuri dearly li$e their own biological child.
E A=reen-s inner conflict to garner her father-s love and affection. he always perceives
the father as having greater love towards her sister, 9adhuri.
Forbidden <ove"
E 9ohd. Asraf and 9adhuri secretly loves each other that eventually led to 9adhuri-s
death.
>nrequited <ove"
E A=reen had a crush on 9ohd. Asraf during school days.
.'1#2/0%0SS
Before the Ald <ady draws her last breath, she advises A=reen to forgive others. Chen
A=reen discovers that it was her father who murdered 9adhuri, she felt no anger or
resentment towards him.
/2'(0%C0 A#A2%S3 4'M0%
The story portrays how some men believe women to be the wea$er sex and they are
violent towards them. For instance, the Ald <ady-s husband was abusive towards her and
repetitively abused her. 2e hit and $ic$ed her.
#0%*01 S3010'35$2%#
Through the novel, gender stereotyping is portrayed through how females should behave.
This can be seen especially through A=reen. For example, A=reen-s school friends start
to cast suspicious eyes towards her when she behaves unlady!li$e. he plays hoc$ey
with the boys and even :laughs li$e a bunch of hyenas; with them. To them, as a woman,
A=reen is not expected to be tomboyish and hangs too closely with boys.
16
-0(20. 2% 3!0 S6$01%A361A(
The villagers seem to believe in supernatural. For example, many villagers call upon
Awang, the village shaman to avert disasters. +n another instance, .uan Normala tries to
convince the villagers that the village is cursed since 9adhuri-s blood is white.
.0A1 '. 3!0 6%7%'4%
The villagers are pu==led about how 9adhuri died. 2owever, no one actually investigates
the incident which is covered up well by 2a@i 1hani and his followers. +n another instance,
the villagers assume that the Ald <ady is an evil witch that can turn anyone into squirrels
or rats. %ue to this assumption, the villagers outcast the Ald <ady.
5A*2ES
These are some of the values found in the novel"
CA12%#
9adhuri shields her sister, A=reen, from being punished by her father.
9adhuri helps A=reen to mend their mother-s favourite rattan bas$et which A=reen bro$e
while collecting durians.
S3A%*2%# 6$ .'1 4!A3 5'6 -0(20/0 2%
Being persistent in getting to the truth is highlighted especially through A=reen. he
refuses to believe that 9adhuri-s death was merely an accident. he finds clues that
complete the pu==le.
10S$'%S2-2(235
A=reen repairs the trampled bed of vegetables and brings bac$ fresh vegetables and
seeds to replace the ones destroyed vegetables that belong to the Ald <ady.
*2(2#0%C0
A=reen diligently repairs the trampled bed of lady-s fingers outside the Ald <ady-s house.
C'%C01%
Chen A=reen refuses to eat her dinner after being caned by her father and scolded by
her mother, 9adhuri consoles and coaxes her to eat.
17
9ohd. Asraf advises A=reen not to reveal about 9adhuri-s death to her sic$ly mother who
assumes that 9adhuri is still alive.
-1A/015
Chen 8nci$ 9ohan and his sons harshly reprimand 9ohd. Asraf for carelessly letting
their bull escape, A=reen braves herself to come to 9ohd. Asraf-s defence. he tells them
not to blame 9ohd. Asraf without any evidence.
('5A(35

hows her loyalty to her friend 9ohd. Asraf by ta$ing the blame calmly and bravely for
the accident that involves her dad and mum.
$01S2S30%C0
9adhuri and A=reen continue wor$ing on the rattan bas$et in their bedroom. 8ven when
their parents return home, they excuse themselves quietly and forgo dinner to weave a
new bas$et to match the original in their dimly lit room.
3!'6#!3.6(%0SS
9a$ 0i$ harifah and her husband, A=reen-s foster parents, leave behind two throw
pillows from their car for A=reen to sleep on in her mother-s house. They are also
thoughtful enough to leave her two bottles of water, some fruits and a bag of disposable
toiletries.
!0($.6(
iti obliges to help 9ohd. Asraf ta$e care of his sic$ mother while 9ohd. Asraf goes out
to get some traditional medicine. iti $eeps an eye on the sic$ woman whom she is quite
fond of.
18
*ITE/A/3 DE5ICES
SII*E
A simile is a figure of speech comparing two unli$e things, often introduced with the words
Fli$eF, FasF, or FthanF.
Examples :
*/ G.n.?amsiah-s eyes bulged out li$e a toad-sGp.**
(/ Gand growled li$e some rabid dogG! p.(4
4/ Fingers pointed, harsh words were spo$en and friends avoided her li$e a leper. p.*)5
5/ 2is eyes burned wildly li$e the fire on his torch. ! p.*HH
&/ :.eople swarm around you li$e flies to a garbage can. <i$e maggots to rotten
meat; I p.4J
ETAP41/
Examples:
*/ 8specially that rotten durian neighbour of yoursG p.(4
(/ Gwith the lea$y! mouthed neighbourG!p.*7*
4/ Gher father-s steely eyesG!p.(((
PE/S1+I,ICATI1+
An inanimated ob@ect is personified by attributing human traits and qualities to it.
Examples:
*/ Gthe blac$ taxis whi==ing pastG ! p.4
(/ The plan$ beneath her feet crea$edG ! p.J)
4/ Gwhose muscular biceps flexed menacinglyG! p.H4
5/ Git gripped his heart li$e a viceG!p.((7
1+1AT1P1EIA
Cords that sound li$e the ob@ects they name or the sounds those ob@ects ma$e.
Examples:
*/ Gthe wheels of the suitcase screeched as sheG!p.(
(/ The plan$ beneath her feet crea$edGp.J)
4/ There was a rustling of leavesG!p.(*H
5/ Gwords echoed boomingly in her headG!p.(((
43PE/91*ES
2yperboles are figures of speech that are exaggerated in order to create emphasis or effect
8xamples"
*/ .G girls fell for him left and rightG p.5*
(/ Argh +-ll be dead if the teacher finds outG p.H*
19
P1I+T 1, 5IE$
The point of view is the Keyes- through which a story is seen and told. The reader will learn
about the story through an outside voice, the narrator.
+n the novel KThe 0urse-, the author has used the T2+R% .8RAN AR A9N+0+8NT point
of view. 2e even narrates the story using dialogues.
T1+E 1, 51ICE
Attitude of a character or a piece of writing.
erious, mysterious, sadness, reflective, regret, emotional, humorous, envious,
IAGE/3
+magery is the use of words or phrases that appeal to the five senses! sight, hearing, touch,
taste and smell. These words create mental pictures in the minds of the readers hence
ma$ing a piece of description more Kalive- and memorable.
Examples:
*/ he sat up and stared at the rising sun that glowed orange and vermilion. I p.()&
(/ unlight danced through the leaves above I p. ()6
4/ The shades of the trees now left them and the glare of the morning sun blinded him
for a while.! p.(*4
5/ omewhere nearby a church bell chimed and a red double!dec$er bus went whi==ing
by.! p.(4*
&/ The sweet smell of @asmine caressed her senses, lifting a weight from her
soul. p. ((H
6/ A=reen felt warm tears rolling down her chee$s. 2er s$in felt cold and clammy even
under the hot afternoon sun. p. ((6
20
Aims aterials
Steps
THE CURSE PLOT/ACTIVITY 1

21
Story
Pyramid
* To show development of the story.
5
* Cor$sheet *
Time( :" minutes
* %iscuss the story with the class by giving the idea of rising and falling action.
( As$ students to use a familiar story to show how a story has a beginning, rising
action that leads to a climax and resolution.
4 +n wor$sheet *, students match the event with the plot structure indicated by
numbers.
+otes
THE CURSE PLOT/WORKSHEET
1

Se;uence t%e sta'es in t%e story pyramid by usin' t%e events 'iven.
22
Students sequence the events chronologically.
Story
pyramid
0limax
8xposition
Resolution
Aims aterials
Steps
*. A=reen ta$es time off from her studies in 8ngland to attend her sister, 9adhuri-s
funeral.
(. uspicions are fuelled by superstition and the Ald <ady is $illed in a fire.
4. A=reen finds out that her sister 9adhuri is adopted.
5. 9adhuri-s room is partially destroyed in a fire. +t rains continuously and crops are
damaged. trange things happen to A=reen.
&. A=reen goes bac$ to 8ngland to continue her studies.
6. 9ohd. Asraf-s grandmother dies.
7. A=reen hears rumours that her sister is murdered. 8veryone believes that 9adhuri-s
death will cause a curse to be cast upon them.
J. A=reen finds out that aleh $illed 9adhuri in a fit of fury because she wants to leave
her husband for 9ohd. Asraf.
H. 9ohd. Asraf admits that he loves 9adhuri and they are going to leave <ang$awi.
THE CURSE PLOT/ACTIVITY
2

23
The
Significant
* To trace the important events in the novel.
( To highlight the timeline of important events in
the novel.
* 2andouts
Time( <" minutes
+otes
THE CURSE PLOT/WORKSHEET
2

$rite four si'nificant events in t%e bo.es.
24
* 8licit responses from the students on the plot of the novel.
( +nstruct students to write down the significant events in wor$sheet (.
4 As$ students to elaborate on the events by stating the setting and also a short
description of the event.
5 elect students at random to present their chosen events in the novel.
& 8laborate on the significant events of the novel and their significance to the
development of the story.
Teacher may list the events in chronological order at the end of the lesson.
tudents come forward to role!play the events.
The
Significant
Beginning
25
8nding
Aims aterials
Steps
+otes
THE CURSE PLOT/ ACTIVITY
3

26
Conflict Map
* To identify conflicts in the novel.
( To identify how characters in the novel respond
to the conflict.
* Cor$sheet 4
Time( <" minutes
* tart the lesson by as$ing the students to list out the conflicts found in the novel, in
the 0onflict 9ap handouts.
( 8xplain to the students that the conflicts can be between characters or even
thoughts or feelings of the character itself.
4 As$ students to wor$ in groups to identify the conflict and also elaborate on the
conflict.
5 As$ students to fill in Cor$sheet 4 where they will identify how the conflict is
resolved in the novel.
& As$ students to list out how the resolution of the conflict affects the character in the
story.
What is conlict!
"onlict is the #ro$le%&s' ound in the story. (here are three ty#es o conlicts.
1' "entral conlict) the %ost do%inant #ro$le%.
2' *+ternal conlict) the #ro$le% that e+ists $et,een the %ain character and
outside orce &e.g. #erson vs. #erson and #erson vs. society'
3' -nternal conlict) the #ro$le% that ta.es #lace in the %ain character/s %ind.
27

T
H
E

C
U
R
S
E

P
L
O
T
/
W
O
R
K
S
H
E
E
T

3
$%y t%e conflict&
T4E C1+,*ICT
$%at %appens after t%e conflict is resolved&
C o
n f l
i c t
M
a p
4ow was it resolved&
4ow does t%e resolution affect t%e c%aracter&
28
Aims aterials
Steps
+otes
THE CURSE CHARACTERS/ACTIVITY 4

$%y t%e conflict&
$%at %appens after t%e conflict is resolved&
Guess Who
* To identify characters in the novel.
( To match dialogues to characters.
4 To write sentences in speech bubbles.
* The novel
( Cor$sheet 5
Time ( :" minutes
* 8xtract a few dialogues from the novel.
( As$ students to guess the characters that match the dialogue.
4 %istribute Cor$sheet 5 and students match dialogues to the characters.
5 As$ students to write the dialogues in the speech bubbles.
Students role #lay the dialogue.
0ll gra#hics ro% this ,or.sheet are ta.en ro% 1ear 2ayah3 (he co%ics $y
4arehah -s.andar 5 0rd 6ne &2010' 7(S 8illennia Sdn 9hd.
4ow was it resolved&
4ow does t%e resolution affect t%e c%aracter&
29
THE CURSE CHARACTERS/WORKSHEET 4

atc% t%e lines from t%e te.t wit% t%e c%aracters.
+1 *I+ES ,/1 T4E TE=T
*. :%o you hear meL he has white blood. Ce have all been cursedM;
(. Chat has the disease done to you, 9a$L
4. +-ve seen how he was loo$ing at her during her ma@lis bersanding. 2e loo$ed as if he
was on the verge of commiting suicide.
5 he-s very pretty, and very sweet! tempered and respectful to her elders. And very
young.
& + $illed my husband. And now +-m paying for it.
6 1o on and leave this house. Nou seem to thin$ they-re better parents.
7 + don-t $now, Ne$. +f you don-t get well by noon, +-m going to call the headmaster to
tell him +-m ta$ing leave from wor$ today.
J Ah, + actually meant 9adhuri-s mother, 0i$ adi$. + don-t remember her name but
she-s very much alive. A little mad but alive.
H No, Abah. .lease don-t. + love him.
Guess Who
30
*) + thought you might need some support once you get bac$ here.
Azreen
Mahuri
Moh Moh. Asraf
!uan "or#ala
:::::::::::::::::::::::::::::::::
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31
Ol lay
"oor
Fatihah
$ulian
%alleh A&ullah

Awang
:::::::::::::::::::::::::::::::::
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32
Aims aterials
Steps
+otes

* To explore character traits in the novel.
( To give description.
4 To provide evidence.
* The novel
( 2andout
4 %ictionary
Time( <" minutes
* 0all out a student at random and introduce him to the class.
( As$ students to describe his character traits.
4 As$ students to pic$ characters they li$e from the novel and describe them.
5 %istribute Cor$sheet &.
& As$ students to read and understand the character traits given in the handout.
6 +nstruct students to show textual evidence from the novel.
7 As$ students to write down the evidence in the column provided by quoting it from
the novel.
Students reer to the dictionary to ind %eanings o diicult ,ords.
Students ,or. in #airs.
Prove Me
Right
33
THE CURSE CHARACTERS/ WORKSHEET 5

,ill in t%e bo. wit% te.tual evidence to support t%e c%aracter traits 'iven.
Prove Me
Right
A6reen
) 1utspo8en ) 4elpful
) Envious ) Carin'
) Independent ) Intelli'ent
) Defiant
Te.tual evidence(
ad%uri
) /eli'ious ) Protective
) 9eautiful ) Polite
) Submissive ) Carin'
) Conservative ) Concerned
Te.tual evidence(
34
Siti
) 1bedient
) /esponsible
) Gullible
Te.tual evidence(
o%d. Asraf
) Popular ) Independent
) Dedicated ) Carin'
) /esponsible
35
Te.tual evidence(
Te.tual evidence(
Pa8 Awan' t%e bomo%
) Superstitious
) Annoyin'
) Informative
36
Te.tual evidence(
Te.tual evidence(
Pn +ormala
) alicious ) 5illa'e 'ossip
) Snea8y ) Superstitious
) /umour mon'er
4a>i G%ani
) Calm
) /eli'ious
) Sympat%etic
37
Te.tual evidence(
Salle% Abdulla%
) Active ) Stern
) E'oistic
) anipulative
1ld lady
) Educated ) Carin'
) 4ealer ) Concerned
) +eat ) /esourceful
38

Te.tual evidence(
Character
Map
39
Aims aterials
Steps
+otes
THE CURSE CHARACTERS/WORKSHEET 6

* To enable students to analyse characters in the
novel
( To help students to be familiar with the physical
features, character traits and also how other
characters react#treat the chosen character
* Cor$sheet 6
Time( <" minutes
* Begin by eliciting the names of characters in the novel.
( %istribute the handouts to every pair of students.
4 As$ students to draw the face of their chosen character and list the physical
features as well.
5 As$ students to write how the chosen character reacts to situations in the novel.
& As$ students to write how other characters react to the chosen character in the
novel.
6 %iscuss the characters in the character map.
(here are three ty#es o characters; %a<or characters3 %inor characters and round
characters.
Character
Map
40
C%oose a c%aracter from ?T%e Cure@ and draw t%e face in t%e picture frame provided.
T%en fill in t%e spaces below.
.icture of 0haracter
THE CURSE SETTING/ ACTIVITY 7

$%at does t%e c%aracter loo8 li8e& AP%ysical ,eaturesB 4ow does t%e c%aracter react to situations& 4ow do ot%er c%aracters in t%e story react to t%is c%aracter&
Name The
Spot
41
Aims aterials
Steps
+otes
THE CURSE SETTING/WORKSHEET 7
* %escribe events in the novel
* A5 papers
( cissors
4 1lue
5
&
Tape
Cor$sheet 7
Time( :" minutes
* %ivide class into groups of four.
( %istribute materials to each group.
4 8ach group creates a postcard according to the cases shown below.
5 tudents identify significant events with close reference to the novels.
& As$ students to present their wor$ in front of the class.
6 %istribute Cor$sheet 7.
7 +nstruct students to match events with the pictures.
42

2sin' t%e notes providedC identify t%e settin' AplaceB for eac% event
E5E+T
*
A=reen pac$ed and left <ondon.
(
A=reen and her family stayed here.
4
9adhuri-s body was discovered here.
5
.hotos of 9adhuri were all torn into three parts.
&
A=reen used to stay here whenever she had misunderstanding with her
father.
6
Awang left the gate open and 9ohd 9ohd. Asraf was blamed when the bull
escaped.
7
The Ald <ady $illed her abusive husband in self defence.
J
Awang revealed the truth about 9adhuri-s adoption.
H
aleh Abdullah found 9adhuri as a baby here in the ma$eshift bed of rag
and leaves.
Name The
Spot
*. OOOOOOOOOOOOOOOOOOOOOOOOOO
OOOOOOOOOOOOOOOOOOOOOOOOOO
43
(. OOOOOOOOOOOOOOOOOOOOOOOOOO
4. OOOOOOOOOOOOOOOOOOOOOOOOOO
&. OOOOOOOOOOOOOOOOOOOOOOOOOO
44
H. OOOOOOOOOOOOOOOOOOOOOOOOOO
J. OOOOOOOOOOOOOOOOOOOOOOOOOO
45
Aims aterials
Steps
+otes
This lesson can be carried out as pair wor$
THE CURSE THEMES/ACTIVITY 8

Get The
Message
* To identify and analyse themes in the novel
* Cor$sheet J
4
Time( :" minutes
* %istribute wor$sheet J to each student.
( As$ students to match the evidence with the theme.
4 As$ students to refer to the novel using the page reference.
5
&
6
46
3he&es

(o8e .or9i8eness /iolen:e
#ender -elief in the
stereot)pin9 supernatural
THE CURSE THEMES/WORKSHEET 8

atc% t%e followin' t%emes to t%e evidence.
Get The
Message
47
E5IDE+CE T4EE
a. A do=en disasters he had averted by
performing his spells and charms.,p.&5/
b. Chat was wrong with that girl who
behaved so unladyli$e, laughing li$e a
bunch of hyenas with the boys- hoc$ey
team ... ,p.47/
c. 2er mother was having trouble at the sin$.
A=reen helped her wash her face.,p.5H/
d. Chat would all the disclosure do to his
beloved 9adhuriL +t would shame her
memory. 2er innocence would be
stained... ,p.(*7/
e. he has white blood. Ce have all been
cursed.,p.*5/
f. 8veryone $new that the Ald <ady of the
forest was an evil witch...he could turn
anyone...into squirrels or rats.,p.64/
g. he felt her legs ta$e a few steps towards
her father. 2e felt no anger, no
resentment. Anly loss.,p.((6/
h. he was the prettiest thing they had ever
seen with the anaemic chee$s and
scrawny legs. All they noticed were the
delightful chuc$les and the twin$ling eyes.
,p.((5/
i. A=reen caught sight of the long cane. he
could even see the angry veins popping
out from his arms. ,p.J4/
@. Chat a wea$ling. <oo$ at him. 0rying li$e
a baby Kcause a girl hit him in the face.
,p.H)/
$. 2e was holding her by the shoulder,
sha$ing her hard and yelling curses at
her...2e $need her in the stomach, and
$ic$ed her...,p.*)4/
l. <oo$ at this flood. This endless rain, it-s all
a sign. ,p.*J6/
m. Chen she refused to budge, he growled
and with a forceful lunge, he pushed her
away...he raised the hoe again and
48
Identify T$1 ot%er t%emes from t%e novel.
3he&es 08iden:e
49
Aims aterials
Steps
+otes
THE CURSE THEMES/ACTIVITY 9

That Says It
ll
* To identify themes in the novel based on the
plot
4
* Cor$sheet H
4
5
* Arganise students into groups of 4!5.
( %istribute organisers to students. tudents write down the information required in
the boxes.
4 0hec$ the answers.
(eacher #rovides #age reerence or students to assess inor%ation.
Time( <" minutes
50
THE CURSE THEMES/WORKSHEET 9

$rite down t%e information re;uired in t%e bo.es.
That Says It
ll
3he&e 0;planation Se<uen:e of 08ents
*. 9adhuri is dead.
(. .n.Normala claims 9adhuri-s
blood was white.
4. he spreads rumours about the
curse that will be casted on the
villagers
*. The Ald <ady is $nowledgeable
and educated. he marries a
man who is loving at first.
(. 2e loses his @ob and becomes
drun$. 2e hits her but
apologises. 2e in@ures her with
a bottle.
4. Then he $nees her and $ic$s
her.
*. OOOOOOOOOOOOOOOOOOOOOOOO
OOOOOOOOOOOOOOOOOOOOOOOOO
(. Before the Ald <ady holds her
last breath, she advises A=reen
not to hold grudges.
4. OOOOOOOOOOOOOOOOOOOOOOOOO
There are rumours about
how 9adhuri died
:<et bygones be bygones;
51
Aims aterials
Steps
THE CURSE VALUES/ACTIVITY 10

!ife"s lessons
* To explore the values in the novel
* Cor$sheet *)
Time( :" minutes
* As$ students to sit in groups of 5!&. tudents brainstorm the values in the novel.
( %istribute Cor$sheet *)
4 As$ students to complete Cor$sheet *) and discuss the answers.
5 As$ each group to act out a two minute scene from the novel that illustrates the
meaning of the value. The students do not state the value they are performing.
& Chen each group finishes its presentation, as$ the rest of the class to guess the
value.
6 As$ students to show textual evidence from the novel.
7 As$ students to write down the evidence in the column provided.
52
+otes
THE CURSE VALUES/WORKSHEET 10

/ead t%e e.tracts below. Complete t%e tables 'iven.
5alues Evidence
0 %oral= value is a s#eciic lesson that a story teaches
E=T/ACT A
:+-m hungry,; she murmured softly. A=reen lifted a spoon to her, but she waved it
away.;+ can eat by myself, sayang.; A=reen handed her the bowl of porridge.
As she watched her mother eat, A=reen felt a pang of sorrow. The disease was
consuming whatever that was left of her mother Ilittle by little.
The 0urse, p.&*
E=T/ACT 9
The next day, however, she was bac$ with a bas$et of fresh vegetables and a few
pac$ets of seeds, which she left by the Ald <ady-s door.
The next day, the Ald <ady came bac$ from collecting wood only to find the girl
diligently repairing the trampled bed of lady-s fingers.
:Chat do you want nowL; she said to the girl who was all but covered with soil and
fertili=ers.
:Ah,nothing. 'ust to say + am sorry.;
The 0urse,p.6&
!ife #s lessons
53
5alues Evidence
5alues Evidence
E=T/ACT C
9adhuri put aside the bas$et, and went behind to the gardening shac$ to grab their
father-s parang. :0ome,; she said to A=reen. A=reen followed her into the @ungle. They
found some rattan and brought them home.
The two sisters struggled with the blade to shave the rattan into the right width and
length. They brought the rattan and the bro$en bas$et to the bedroom and started wor$.
Chen their parents returned, the girls excused themselves quietly and forwent dinner.
The 0urse,p.*54
E=T/ACT D
A=reen moved forward, wisely $eeping the men at a distance. he hoped they would
not spot her until it was too late to stop her. Now that she was closer to the house, she
finally saw her friend. 2e, too, held a torch in his hands. +n the other, he was holding a
long hoe. 2e was much nearer to the house than the other men. >nli$e them, he had
been within before. And most importantly, loss and anguish fuelled his actions. 2is eyes
burned wildly li$e the fire on his torch.
lowly but surely he strode to the door and raised the hoe. A=reen sprinted. :NoM;
The 0urse,p.*54
54
Aims aterials
Steps
5alues Evidence
THE CURSE VALUES/ ACTIVITY
11

The good$ the
%ad and the ugly
*
(
To analyse the events that help A=reen
transform into a better person.
To write about A=reen-s transformation.
* Cor$sheet **a and **b
( 0oloured .ens#2ighlighters
5
Time( :" minutes
* %iscuss with students the $ind of spiritual @ourney that the character A=reen too$
while ma$ing the actual physical @ourney.
( 1ive each pair of students the graphic organiser. ,Cor$sheet **a/
4 +n the boxes, students list the events that reflect the different values shown.
5 As$ students to display their wor$sheets on the class notice board.
55
+otes
THE CURSE VALUES/WORKSHEET
11

In t%e followin' bo.esC write t%e events t%at %elp A6reen to become a better person.
T%e >ourney be'ins...
2n 0n9land
4or >o, *nglish 7roiciency students3 teacher can #rovide the events and students
,ill %atch the% to the correct suitcases.
The good$ the
%ad and the ugly
08ents that &ade Azreen feel sad
*. OOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO
(. OOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO
56
'n an island
in (an9+a=i
>-efore Madhuri?s death@
'n an island
in (an9+a=i
>After Madhuri?s death@
T%e >ourney ends...
2n 0n9land
THE CURSE VALUES/WORKSHEET
11!

Ima'ine you are A6reen and write %ow you %ave c%an'ed due to certain events t%at
%ave ta8en place in your life.
08ents that &ade Azreen feel en8ious
and an9r)
08ents that &ade Azreen feel
deter&inedA for9i8in9 and pea:eful
OOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO
The good$ the
%ad and the ugly
57
Aims aterials
THE CURSE LITERARY "EVICES/ACTIVITY
12

Imagery
* To allow students to explore ways in which
figurative language is used in the story.
* Cor$sheet *(
Time( <" minutes
58
Steps
+otes
THE CURSE LITERARY "EVICES/WORKSHEET 12

*. 8licits different literary devices that students are familiar with.
(. %iscuss the meaning of the literary devices identified by the students.
4. +ntroduce an example of a simile and gives its definition and evidence from the text.
5.
&.
%istribute Cor$sheet *(.
As$ students to wor$ in groups or pairs to find textual evidence from the text for
each of the literary devices.
J
4or >o, *nglish 7roicient students3 they %ay $e given the #ages o the te+t to
hel# the%. 0lternatively3 they can also $e #aired ,ith higher #roicient students
to #ro%ote #eer teaching=learning.
Imagery
SII*E
Definition (
A simile is a figure of speech comparing
two unlie things, often introduced with
the words !lie", !as", or !than"#
SII*E
Definition (
A simile is a figure of speech comparing
two unlie things, often introduced with
the words !lie", !as", or !than"#
Evidence
*. ### $n %amsiah"s eyes &ulged out
lie a toad"s### p#''
(. ### and growled lie some ra&id
dog### p#()
Evidence
*. ### $n %amsiah"s eyes &ulged out
lie a toad"s### p#''
(. ### and growled lie some ra&id
dog### p#()
59
ETAP41/
Definition(
The use of words or phrases to an ob@ect
or action to which it is imaginatively but
not literally applicable.
ETAP41/
Definition(
The use of words or phrases to an ob@ect
or action to which it is imaginatively but
not literally applicable.
Evidence
*. ***************************
***************************
(. ***************************
***************************
Evidence
*. ***************************
***************************
(. ***************************
***************************
PE/S1+I,ICATI1+
Definition(
An inanimated ob@ect is personified by
attributing human traits and qualities to it.
PE/S1+I,ICATI1+
Definition(
An inanimated ob@ect is personified by
attributing human traits and qualities to it.
Evidence
*. ***************************
***************************
(. ***************************
***************************
Evidence
*. ***************************
***************************
(. ***************************
***************************
60
1+1AT1P1EIA
Definition(
Cords that sound li$e the ob@ects they
name or the sounds those ob@ects ma$e.
1+1AT1P1EIA
Definition(
Cords that sound li$e the ob@ects they
name or the sounds those ob@ects ma$e.
Evidence
*. ***************************
***************************
(. ***************************
***************************
Evidence
*. ***************************
***************************
(. ***************************
***************************
43PE/91*E
Definition(
2yperboles are figures of speech that are
exaggerated in order to create emphasis
or effect
43PE/91*E
Definition(
2yperboles are figures of speech that are
exaggerated in order to create emphasis
or effect
Evidence
*. ***************************
***************************
(. ***************************
***************************
Evidence
*. ***************************
***************************
(. ***************************
***************************
61
THE CURSE #EYON" THE TE$T/ ACTIVITY
13

Revie& it'
Time( <" minutes
62
Aim aterials
Steps
+otes
THE CURSE #EYON" THE TE$T/ WORKSHEET 13

* To give one-s opinion on the novel.
* Cor$sheet *4
* As$ students to fill in the boo$ review form ,Cor$sheet *4/.
( Ance completed, encourage students to exchange their boo$ review and read their
friends- boo$ reviews.
7aste students/ $oo. revie,s on the school notice $oard to encourage other 4or%
4 students to read the story.
0lternatively3 as. students to ,rite $oo. revie,s or other titles ro% the ?eaders
7rogra%%e.
Revie& it'
63
911K /E5IE$
Title (
Aut%or (
3ear Publis%ed (
T%is boo8 is about ....................................................................................................
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
y favourite c%aracter is ......................................... because ..................................
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
I li8e D didn-t li8e t%is boo8 because..........................................................................
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
3ou s%ould D s%ould not read t%is boo8 because....................................................
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
64
Aims aterials
Steps
THE CURSE ENHANCEMENT/ACTIVITY 14

(oice It'
* To identify points of view.
( To discuss the point of view in the novel.
* Cor$sheet *5
( cissors, glue, mah!@ong
paper,blu tac$#cellophane
tape
Time( <" minutes
65
+otes
THE CURSE ENHANCEMENT/WORKSHEET 14

In t%e novel ?T%e CurseC@ t%e aut%or used t%e T4I/D PE/S1+ or 1+ISCIE+T point
of view. /ewrite t%e followin' two para'rap%s by c%an'in' t%e voice into ,I/ST
PE/S1+.
*. .lace students into groups of 5!&.
(. %iscuss the point of view in the novel and how stories can be written in first,
second, or third person.
4.
5.
.rovide students with wor$sheet and materials. As$ students to cut portion ,B/ of
their completed wor$sheets and paste them on the mah@ong paper. %isplay the
mah@ong sheets on the wall.
Allow students from other group to correct or add responses using green in$.
4or >o, *nglish 7roiciency students3 teacher %ay underline the #ronouns that
have to $e changed. Students %ay role #lay
(hird &6%niscient' voice allo,s author to tell the reader anything ro% any
character/s #oint o vie, or location
(oice It'
.irst person point of 8ie= 3hird person point of 8ie=
They had always gone out wal$ing or
cycling together around the village
when they were $ids. They had been
inseparable. Chen she was five, she
used to follow 9adhuri on the bicycle.
he would sit on the carrier at the bac$
as 9adhuri cycled to the mar$et or the
post office to do some chores for their
busy parents.
They would cycle past paddy fieldsP the
farmers would always wave bac$ at
them and at times, would even let them
have a ride on the bac$ of buffaloes as
they ploughed the field.
Ce had OOOOOOOOOOOOOOOOOOOOOOOOOOO
OOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO
66
Ce had OOOOOOOOOOOOOOOOOOOOOOOOOOO
.irst person point of 8ie= 3hird person point of 8ie=
aleh Abdullah left the mosque after
the prayers with determined steps. 2e
had been unsure at first when he saw
that piece of evidence near the rubble
earlier. That yellow cord. 2e was sure
he had seen it on that cra=y bomoh-s
wrist whenever that man scampered
past him. aleh had no patience for
him. 9any a times he had caught that
bomoh trying to steal his chic$ens.
67
Aims aterials
THE CURSE #EYON" THE TE$T/ACTIVITY
15

* To state differences and similiarities.
* Cor$sheet *&
Time( <" minutes
Ma)e The
Connection
68
Steps
+otes
THE CURSE #EYON" THE TE$T/WORKSHEET
15

T%e name M%&'() in t%e novel T&* C'(+*C can be lin8ed to t%e famous le'endary
c%aracterC a%suri. $%ere did t%e story ta8e place&
$%y do you t%in8 t%e title of t%e boo8 is T&* C'(+*& Compare t%e information 'iven
below. $rite your answers in t%e column below.
* As$ students to brainstorm the legendary character K9ahsuri-.
( As$ students to compare and contrast 9ahsuri with 9adhuri.
4 As$ students to provide the relevant textual evidence from the novel by filling in the
column.
Students can co%#are and contrast other real lie #eo#le ,ith the characters in the
novel.
(his activity can also $e conducted in grou#s.
Ma)e The
Connection
69
a%suri ad%uri
-a:+9round details
9ahsuri was the daughter of a Thai couple
who moved from their native .hu$et to the
island of <ang$awi in search of a better life.
he was the most beautiful in all of <ang$awi
and married the warrior Can %arus. 2er
husband had to go to war, leaving 9ahsuri
behind.
-a:+9round details
/eference( www.t%estar.com.myDlifestyleDstory.asp&
fileED!""<D:D##Dlifeboo8s%elfD!":F#!"GHsecElifeboo8s%elf
Cause
9ahsuri befriended a young man named
%eraman. The village chief3s wife was @ealous
of 9ahsuri3s beauty. he spread a rumour
that 9ahsuri was unfaithful and was having
an affair with %eraman in the absence of
Can %arus. 8ventually the rumours grew
strong enough that the villagers openly
accused her of adultery.
Cause
/eference(
www.t%estar.com.myDlifestyleDstory.asp&fileED!""<D:D##Dlifeboo8s%elfD!":F#!"GHsecElifeboo8s%elf
70
THE CURSE #EYON" THE TE$T/ACTIVITY
16

0ffe:t
9ahsuri pleaded her innocence, but no one
believed her. 9ahsuri was to be tied to a
tree ,or pole/ and stabbed to death but it did
not wor$. After every execution attempt
failed, she told them to $ill her with her
family3s $eris. Chen she was stabbed, white
blood flowed from the wound, signifying her
innocence. Before dying, she cursed
<ang$awi for seven generations of bad luc$.
0ffe:t
/eference (
Superstitious -elief
9any locals of <ang$awi believe the legend
to be true, citing the decades of failed crops
that followed 9ahsuri3s death. <ang$awi was
also attac$ed by iam numerous times.
Superstitious -elief
/eference (
Writing a%out
the te*t
Time( <" minutes
71
Aim aterials
Steps
+otes
THE CURSE #EYON" THE TE$T/WORKSHEET
16

* To rewrite the letter
* Cor$sheet *6
* 8licit response from students on the plot of the story..
( As$ students to assume the role of A=reen.
4 As$ students to write a letter to 'ulian, stating A=reen-s frustration, disappointments
and feelings in regards to the events that have happened.
4or >o, *nglish 7roiciency students3 the teacher can list do,n the events in the
story and guides students to ,rite the letter
Writing a%out
the te*t
72
/ewrite A6reen7s letter to Iulian describin' %er e.perience since t%e day s%e arrives
at t%e villa'e.
Dear Julian,
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................

Yours sincerely,

+reen
73
Aims aterials
Steps
THE CURSE CHARACTER/ACTIVITY
17

Character
Portfolio
* To be able to describe main characters.
( To produce a portfolio on the main characters.
* Cor$sheet *7
Time( <" minutes
* 8licit response from students on the main characters from the novel.
( As$ students wor$ in pairs and choose a character for their portfolio.
4
5
1uide students to the elements needed in the portfolio.
As$ students to develop the character portfolio based on the textual evidence from
the novel.
74
+otes
THE CURSE ASSESSMENT/WORKSHEET 17

4or >o, *nglish 7roiciency students3 the teacher ,rites out the character traits o
the chosen characters and instructs the students to loo. or te+tual evidence to
su##ort their ans,er
Character
Portfolio
75
!H'%()AL ATTR(*+T,% T,-T+AL ,.(D,"),
)HARA)T,R TRA(T% T,-T+AL ,.(D,"),
D(L,MMA FA),D *'
TH, )HARA)T,R
T,-T+AL ,.(D,"),
R,%OL+T(O" T,-T+AL ,.(D,"),
0haracter-s name" OOOOOOOOOOOOOOOOOOOOOOOOO
1.
2.
3.
1.
2.
3.
1.
2.
3.
1.
76
Aims aterials
THE CURSE ASSESSMENT/ACTIVITY 18

2.
3.
Pit Stop'
Time( :" minutes
77
Steps
+otes
THE CURSE ASSESSMENT/WORKSHEET 18

9ased on t%e e.tracts 'ivenC answer t%e followin' ;uestions.
* To answer comprehension questions.
(
4
To answer an open!ended activity
To practice Duestion 45 ,8ssay/
* Cor$sheet *J
* 8licit responses from students on the whole novel.
( %istribute Cor$sheet.
4
5
As$ students to attempt all the questions.
As$ students to discuss the answers.
Pit Stop'
@She ,as to coness everything to her hus$and and as. his #er%ission to
release her. She ,as convinced that he ,as a reasona$le %an and ,anted the $est or
her. 0nd - ho#ed against ho#e that she ,as right. 9ut3 ,e never had the chance. We
%et or the last ti%e that day at the ru$$er #lantation. - ,anted to leave i%%ediately $ut
she as.ed to ,ait or another %onth. She ,anted to $rea. the ne,s gently to your
#arents irst. 0nd %ost o all3 she ,anted to see you $eore she let. She told %e she
had ,ritten to you3 as.ing you to return so she could tell you anything.A
78
1. Why is he leaving the island!
:::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::
:
2. Who is Bshe/ in the e+tract!
:::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::
:
3. What is the relationshi# $et,een @hi%A and @herA!
:::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::
:
4. -n your o#inion3 is her action in conessing to her hus$and a##ro#riate! 7rovide a
reason or your ans,er.
:::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::
:
:::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::
:
&. Chat had caused the :sudden hush;L
:::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::
:
For a moment, the hiss and whispering from .uan Normal-s corner stopped
abruptly. iti nudged away her brother-s head from her view to see what had caused
the sudden hush. Aut in the front, flan$ed by a robust woman and an edgy!loo$ing
man, a girl at about twenty came up the steps. he loo$ed around hesitantly. 2er eyes
behind her glasses glared out rather angrily at the group of women near .uan Normala.
Then without a word, the girl pushed forward her heavy bag and stormed past the living
room
79
6. Chat do you thin$ the girl isL
:::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::
:
7. Chen did this incident ta$e placeL
:::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::
:
J. Based on the excerpt, do you thin$ the girl-s behaviour during the occasion is
acceptableL tate your reasons.
:::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::
:
:::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::
:
T%e e.ercise below is based on t%e above e.tract. Indicate w%et%er t%e followin'
statements are True ATB or ,alse A,B.
%tate#ent True /
False
,a/ 9ohd. Asraf wanted to leave the island for better employment.
,b/ 9ohd. Asraf is deeply in love with A=reen and wanted her to follow him,
leaving the island.
,c/ 9adhuri wrote to A=reen and informed her about her affair with 9ohd.
Asraf.
,d/ 9ohd. Asraf and 9adhuri could not leave the island immediately due to
bad weather.
,e/ 9adhuri was murdered at the rubber plantation.
80
Based on the novel that you have studied, choose a character and discuss how a value is
being demonstrated through the character you have chosen.
OOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO
81
ns&er ,ey
THE CURSE
NOVEL
Activity # ( Story Pyramid
*. A=reen ta$es time off from her studies in 8ngland to attend her sister, 9adhuri-s funeral.
7. A=reen hears rumours that her sister is murdered. 8veryone believes that 9adhuri-s
death will cause a curse to be cast upon them
5. 9adhuri-s room is partially destroyed in a fire. +t rains continuously and crops are
damaged. trange things happen to A=reen.
6. 9ohd. 9ohd. Asraf-s grandmother dies
(. uspicions are fuelled by superstition and the Ald <ady is $illed in a fire.
H. 9ohd. 9ohd. Asraf admitted that he loved 9adhuri and they were going to leave
<ang$awi
4. A=reen finds out that sister 9adhuri is adopted
J. A=reen found out that aleh had $illed in a fit of fury because she wanted to leave her
husband for 9ohd. 9ohd. Asraf
&. A=reen goes bac$ to 8ngland to continue her studies.
Activity : ( Guess $%o
*. A=reen I :Chat has the disease done to you 9a$L; ,.g (6/
(. 9adhuri I :No Abah. .lease don-t. + love him.; ,.g ((&/
4. 9ohd. 9ohd. Asraf I :+ don-t $now Ne$. +f you don-t get well soon, +-m going to call
the headmaster to tell him +-m ta$ing leave from wor$ today.;,.g **7/
5. .uan Normala I :%o you hear meL he has white blood. Ce have all been cursed.;
,.g *5/
&. Ald <ady I :+ $illed my husband. And now +-m paying for it.; ,.g *)*/
6. Noor I :+-ve seen how he was loo$ing at her during her ma@lis bersanding. 2e loo$ed
as if he was on the verge of commiting suicide; ,.g &H/
7. Fatihah I :he-s very pretty, and very sweet!tempered and respectful to her elders.
And very young.; ,.g 7H/
J. 'ulian I :+ thought you might need some support once you get bac$ here.; ,.g (4(/
H. aleh Abdullah I :1o on and leave this house. Nou seem to thin$ they-re better
parents.; ,.g **)/
82
*). Awang I :Ah, + actually meant 9adhuri-s mother, 0i$ Adi$. + don-t remember her
name but she-s very much alive. A little mad but alive.; ,.g ()J/
Activity F ( +ame T%e Spot
*. The Ald <ady $illed her abusive husband in self!defence
(. A=reen and her family stayed here.
4. aleh Abdullah found 9adhuri as a baby here in the ma$eshift bed of rag and leaves
5. A=reen pac$ed and left <ondon
&. .hotos of 9adhuri were all torn into three parts
6. A=reen used to stay here whenever she had misunderstanding with her father
7. Awang revealed the truth about 9adhuri-s adoption
J. Awang left the gate open and 9ohd. 9ohd. Asraf was blamed when the bull escaped.
H. 9adhuri-s body was discovered here.
Activity < ( Get T%e essa'e
a. Belief in the supernatural
b. 1ender stereotyping
c. <ove
d. <ove
e. Belief in the supernatural
f. Belief in the supernatural
g. forgiveness
h. <ove
i. Qiolence
@. 1ender stereotyping
$. Qiolence
l. Belief in the supernatural
m. Qiolence
Activity J ( T%at says it all
$rite down t%e information re;uired in t%e bo.es.
3he&e Main idea $lot
*. 9adhuri is dead.
(. .n.Normala claims 9adhuri-s
blood was white.
4. he spreads rumours about the
curse that will be cast on the
villagers
There are rumours about
how 9adhuri died
F8AR AF T28
>N?NACN #
B8<+8F +N T28
>.8RNAT>RA<
83
Activity #" ( *ife7s lessons
8xtract A
Qalues 8vidence
*. 0aring A=reen lifted a spoon to her
(.0ompassion A=reen felt a pang of sorrow
8xtract B
Qalues 8vidence
*. Responsibilty she was bac$ with a bas$et of fresh
vegetables and a few pac$ets of seeds
(.%iligence the girl diligently repairing the trampled bed
of lady-s fingers.
4.Accountabilty :Ah, nothing. 'ust to say + am sorry.;
*. The Ald <ady is $nowledgeable
and educated. he marries a
man who is loving at first.
(. 2e loses his @ob and becomes
drun$.2e hits her but
apologises. 2e in@ures her with
a bottle.
*. A=reen does not believe
9adhuri died in an accident.
(. he investigates by as$ing
around.
4. he listens to the :ghost; and
chec$s out the parang.
5. he finds out that the real
murderer is her own father.
9en believe women are the
wea$er sex towards them
and they are violent
towards them
Being persistent in getting
to the truth
Q+A<8N08
A1A+NT
CA98N
TAN%+N1 >.
FAR C2AT
NA> B8<+8Q8
+N
84
8xtract 0
Qalues 8vidence
*.0aring 9adhuri put aside the bas$et, and went
behind to the gardening shac$ to grab their
father-s parang. :0ome,; she said to A=reen.
(. %iligence The two sisters struggled with the blade to
shave the rattan into the right width and
length.
4..ersistence Chen their parents returned, the girls
excused themselves quietly and forwent
dinner.
8xtract %
Qalues 8vidence
*.Cisdom wisely $eeping the men at a distance
(. <oyalty Now that she was closer to the house ,the
Ald <ady-s house/
4.Bravery A=een sprinted. :NoM;
Activity ## ( T%e 'oodC t%e bad and t%e u'ly
E5E+TS T4AT ADE AK/EE+ ,EE* SAD
#.S%e felt lonely in En'land
!.S%e %eard %er sister %ad passed away
E5E+TS T4AT ADE AK/EE+ ,EE* E+5I12S A+D A+G/3
#.ad%uri was everybody7s favourite
!.ad%uri was more beautiful and talented t%an %er.
L.T%e 'irls in %er class and %er nei'%bours teased %er for bein' unladyli8e.
E5E+TS T4AT ADE AK/EE+ ,EE* DETE/I+EDC,1/GI5I+G A+D PEACE,2*
#.S%e wanted to solve ad%uri7s mysterious deat%
!.S%e realised t%at o%d.o%d. Asraf was not t%e man s%e t%ou'%t %e was ) %e
loved ad%uri Calt%ou'% s%e was married
L.S%e discovered t%at ad%uri was adopted
:.S%e realised %er fat%er was t%e one w%o %ad murdered ad%uri in a fit of
an'er Cbut s%e felt no ra'e at all
85
Activity #! ( Ima'ery
etap%or( The use of words or phrases to an ob@ect or action to which it is imaginatively but
not literally applicable
*. 8specially that rotten durian neighbour of yoursG p.(4
(. G with the lea$y!mouthed neighbourG p.*7*
4. G her father-s steely eyesG p.(((
Personification( An inanimated ob@ect is personified by attributing human traits and qualities
to it.
*. G the blac$ taxis whi==ing pastG p.4
(. The plan$ beneath her feet crea$edG p.J)
4. G whose muscular biceps flexed menacinglyG p.H4
5. G it gripped his heart li$e a viceG p.((7
1nomatopoeia( Cords that sound li$e the ob@ects they name or the sounds those ob@ects
ma$e.
*. G the wheels of the suitcase screeched as sheG p.(
(. The plan$ beneath her feet crea$edG p.J)
4. There was a rustling of leavesG p.(*H
5. G words echoed boomingly in her headG p.(((
4yperboles( are figures of speech that are exaggerated in order to create emphasis or
effect
*. G girls fell for him left and rightG p.5*
(. Argh +-ll be dead if the teacher finds outG p.H*
Activity #: ( 5oice ItM
$e had always gone out wal$ing or cycling together around the village when we
were $ids. $e had been inseparable. Chen I was five, I used to follow 9adhuri on
the bicycle. I would sit on the carrier at the bac$ as 9adhuri cycled to the mar$et or
the post office to do some chores for our busy parents.
$e would cycle past paddy fieldsP the farmers would always wave bac$ at us and at
times, would even let us have a ride on the bac$ of buffaloes as they ploughed the
field.
I left the mosque after the prayers with determined steps. I had been unsure at first
when I saw that piece of evidence near the rubble earlier. That yellow cord. I was
sure I had seen it on that cra=y bomoh-s wrist whenever that man scampered past
me. I had no patience for him. 9any a times I had caught that bomoh trying to steal
my chic$ens.
86
Activity #< ( Pit Stop
*. To pursue his studies in ?uala <umpur
(. 9adhuri
4. To discover whether the husband would accept her confession.
5. Accept any possible answer. ome suggestions of answers"
Nes, rather than dwelling in the guilt ,of the affair/, it is better to be honest about it.
No, because the implication of revealing the secret would destroy her marriage and
tarnish her husband-s reputation as the village headman
&. The appearance of a robust woman and an edgy!loo$ing man at the gathering.
6. A=reen aleh
7. 9adhuri-s funeral
J. Accept any possible answer. ome suggestions of answers"
Nes, it is acceptable considering she might be distraught of what has @ust happened to
her.
No, even though she had @ust suffered a great loss she still need to behave appropriately.
87
Glossary
THE CURSE
NOVEL
$1/DS PAGE EA+I+G I+ C1+TE=T
acquiescent p.7H agreeable, submissive
deranged p.J) disturbed
drenched p.J( soa$ed, dripping wet
scowled p.J( glared
stomped p.J( wal$ heavily
devoured p.J5 eat greedily
intricately p.J& complicatedly
throbbed p.J& beat, pulsate
lucid p.J6 clear
strea$ed p.JJ mar$ed, splashed
scrawny p.JH thin, s$inny,
hapless p.H) unluc$y, unfortunate
grimaced p.H* frowned
blabbermouth p.H* big mouth, busybody, gossip
hovering p.H( soaring
flinched p.H4 draw bac$ in fearP recoil
squirm p.H4 feel humiliated
snarled p.H5 growled
88
insolent p.H5 rude
ruffled p.H& stand out on its body when frightened
lur$ing p.H7 loitering
flustered p.HJ anxious# uncomfortable
bashful p.HH shy, timid, blushing
disguise p.*)4 hide# conceal
enraged p.*)4 angry
leper p.*)5 a person who has leprosy ,infectious s$in
disease/
crutches p.*)6 stic$s which someone with an in@ured foot or
leg uses to support them when wal$ing
strode p.*)7 wal$ed
slumped p.*)7 sit down heavily because of feeling very tired
pampering p.**) to treat with great or excessive care
ambivalent p.**4 unsure, undecided
deserting p. **5 abandoning
amicably p. **5 pleasantly
sul$ p. **& silent and bad!tempered because you are
annoyed with something.
ethereal p. **& having delicate beauty that seems almost
supernatural.
suppress p. **7 restrain
gait p. *() manner of wal$ing
ruc$us p. *() disturbanceP commotion
mellowed p. *(( become $inder as result of growing older
gesticulated p. *(4 ma$e movement with hands
doused p. *(6 extinguish with liquid
lurched p. *(H ma$e a sudden, unintentional movement
89
incredulously p.*4( unbelievable
forewent p. *54 decided not have
incantation p. *5J series of words that is used as a magic spell.
scampered p. *&( move quic$ly with small light steps
countenance p. *&4 appearance of the face
treacherous p. *&7 dangerous
alleviate p. *&J relieveP lessen
wayward p. *7* difficult to control
nudged p. *J& pushed gently
pariah p. *J7 social outcast
amiable p. *H& agreeable
anguish p. *HH agony
bewilderment p. (** the feeling of being confused
resentment p. ((6 hate
vista p. (4* view
horrendous p. (4( terrible
90
Panel of
Writers
THE CURSE NOVEL
Coordinators
Diana ,atima% 9t A%mad Sa%ani Bahagian .embangunan ?uri$ulum, ?.9
asreen $irda 9t o%ammad Ali ?ementerian .ela@aran 9alaysia
Ten'8u Irene6a arina Tun8u a6lan Aras 5!J, Blo$ 8H
Eileen Iessie A% Guan ?omple$s ?era@aan .arcel 8
+' 3ew Kee .usat .entadbiran ?era@aan .erse$utuan
6(6)5 .utra@aya
Iimmy T%en C%oon Iin' 9? Bintulu, .eti urat H7
H7))7 Bintulu, arawa$.
$anel of 4riters
=avier anic8am 9? Rantau, 'alan <insum,
,.anel 2ead/ 7*()) Rantau, Negeri embilan.
Au 3eon' $en' 4an' 9? eri .ermaisuri, Bandar eri .ermaisuri
&6))) ?uala <umpur.
4a6rima% Abdul /a%im 9? 0yber@aya, .ersiaran Fauna (,
Ron Flagship (, 64))) 0yber@aya.
+urul 9t Sa%arudin 9R9 Taiping, 'alan Bu$it <arut,
45))) Taiping, .era$.
4emalat%a aDp 9ala Subramaniam 9? Taman %ato 2arun,?9 *( 'alan ?elang <ama
56))) .etaling 'aya.
/atnawati Kassim 9? ?pg %atp- Ahmad aid, <ebuh Ra@awali,
4))() +poh, .era$.
91
3usli6a o%d 3usop 9R9 Alor 1a@ah, <ot *7(), 9u$im Air .a-abas
7J))) Alor 1a@ah, 9ela$a.
92

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4ow does t%e resolution affect t%e c%aracter&

$%at %appens after t%e conflict is resolved&

4ow does t%e resolution affect t%e c%aracter&

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