Writing Skills Module-Form 5 1999

ENGLISH LANGUAGE 12
LEARNING
AREAS
11.1 People
Prominent
personalities
& their
Contributions
Descriptions
ILO
Level 1
Complete longer &
challenging texts.
Do guided writing for a
purpose to inform,
describe, persuade.
Express feelings in
posters, newsletters.
Enter & edit data.
Author texts through
substitution, addition.
Write using templates
& formats found in
existing programs.
Level 2
Write to persuade,
express emotions &
attitude to specific
audiences.
Write reports/minutes.
Write formal letters
(application for a job,
letter of complaint)
Manipulate, import *
integrate graphics with
text.
WRITING SKILLS MODULE

FORM 3
VOCAB.
ACTIVITIES
Description of
personalities &
their contributions
to society
Lesson 1
Act 1 : Vocabulary Enrichment
character
dedicated
effort
perseverance
principle
reference
research
piracy
legal
enactments
copyrights
infringe
infringement
intellectual
property
royalty
under counter
moral obligation
warranty
a. pair work a game

b. give ss topic vocabulary on
describing people.
c. ss rearrange jumbled-up
words, phrases from list into
categories: physical
features/personality/idiosync
racies habits)/movements.
MATS.
G.O 1(T)
G.O 1 (SS)
REF
J. Hadfield
Comm.
Games
Bridge to
Success
CCTS
Evaluating
Identify
cause
Giving
causal
explanation
Identify
effect/conseq
uence
Predict
consequence
Making
interpretations
Act. 2: Quick Writing

a. Increasing word power
(word level)
b. ss write as many
words/phrases to describe.
i)
Your favourite
person
ii)
A beggar
iii)
A Salesman
c. Teacher checks
words/phrases.
W.S 1(T)
W.S.1(SS)
W.S 2(T)
W.S.2 (SS)
Solving
problems
Identify fact
& opinion
Making
summaries
Identify bias
statements
Making
generalisatio
ns
Identify main
ideas,
supporting
ideas, details
Clarifying
Listing
Making
Analogies
Hypothesising
rs/smsj/99/writing skills module

1
GENRE
Report
(classify &
describe)
Recount
(retell a
series of
events)
Narrative
(entertain.
amuse or
instruct)
Procedure
(instruct
someone to
do
something)
Explanation
(explain
how or
why
something
occurs
LEARNING
AREAS
11.1 People
ILO
Level 3
Prominent
personalities
& their
Contributions
Descriptions
Write to develop more

complex ideas, events
& information.
Construct responses to
materials read
pertaining to the
nation.
Use word processing
programs to format &
edit texts.
Design, send &
retrieve electronic
cards.
Use existing web page
editors & post to
remote server.
VOCAB.
Description of
personalities &
their contributions
to society
character
dedicated
effort
perseverance
principle
reference
research
piracy
legal
enactments
copyrights
infringe
infringement
intellectual property
royalty
under counter
moral obligation
warranty
ACTIVITIES
MATS.
REF
Lesson 2
Act. 1: Famous people
a. Read article from the
internet on 2 prominent
personalities e.g Princess
Diana & Mother Theresa.
b. Based on readings, complete
graphic organiser
(compare & contrast).
c. Vocabulary building- list out
10 adjectives descibing the
persons from the article.
d. ss sit in groups of 5 to
produce a master list based
on each individuals list.
e. or ss could surf for other
prominent personalities &
their contributions e.g.s Lee
Kuan Yew, PM.
f. Write an article of 350
words on your favourite
personality. Include his/her
achievements and
contributions to
society/nation/ world.
W.S3(T/SS)
(Article 1)
W.S4(T/SS)
(Article 2)
G.O 2 (T)
G.O 2 (SS)
Longman
Fm 5 wkbk
W.S 5(SS)
Internet
exer. bk
CCTS
Making
predictions
Explaining
Justifying
Giving
reasons
Making
relations/con
nections bet.
ideas
Giving
accurate
observations
Giving info.
Synthesising
Making
inductions
Identifying/
Gathering/
Arranging/Pr
esenting
Info.
Making
associations
Comparing &
contrasting
Classifying/Gr
ouping/
Categorising
Gathering
Info.
Debating
Giving
opinions
Identify
trends/patterns
/tendencies
GENRE
Exposition
(persuade
by arguing
one side of
issue)
Response
(respond to
an artistic
work)
Discussion
( look at
both sides
of an issue
and come to
a decision)
11.1 People
G.O 1(T)
PHYSICAL FEATURES
(APPEARANCE)
PERSONALITY
IDIOSYNCRACIES/HABITS
gentle
always looking under his bed

before going to sleep

3
MOVEMENTS
rushed out
jumped out
11.1 People
G.O 1(SS)
PHYSICAL FEATURES
(APPEARANCE)
PERSONALITY
IDIOSYNCRACIES/HABITS
gentle
always looking under his bed

before going to sleep

4
MOVEMENTS
rushed out
jumped out
11.1 People
W.S 1(T)
INCREASING WORD POWER (WORD LEVEL)

Choose adjectives from below to replace the adjectives underlined:
Adjectives commonly used for PEOPLE
Adjectives commonly used for SITUATIONS
marvellous
shrewd
warm
mean
confirmed
pleasant
chaotic
hazardous
moving
restful
1. The traffic in the city is very bad.
2. Afrer tea, we took a nice stroll to the lake.
3. The film was really good. I cried and cried.
4. Whitney Houston is a fantastic performer. who captivates her audience.
5. Saiful and Aziz have become terrific friends.
6. The Mathematics teacher was really bad. Hed make us stay in class if we make mistakes.
7. Driving in a heavy storm is awful- you can hardly see and may go off the road.
8. Get away from the city, the doctor ordered. Have a good holiday by the sea.
9. My uncle , who is a good judge of character, can always tell when a person tells a lie.
10. You shouldnt believe everything he says. Hes a terrific liar.
11.1 People
W.S 1(SS)
INCREASING WORD POWER (WORD LEVEL)

Choose adjectives from below to replace the adjectives underlined:
Adjectives commonly used for PEOPLE
Adjectives commonly used for SITUATIONS
marvellous
shrewd
warm
mean
confirmed
pleasant
chaotic
hazardous
moving
restful
1. The traffic in the city is very bad.
2. Afrer tea, we took a nice stroll to the lake.
3. The film was really good. I cried and cried.
4. Whitney Houston is a fantastic performer. who captivates her audience.
5. Saiful and Aziz have become terrific friends.
6. The Mathematics teacher was really bad. Hed make us stay in class if we make mistakes.
7. Driving in a heavy storm is awful- you can hardly see and may go off the road.
8. Get away from the city, the doctor ordered. Have a good holiday by the sea.
9. My uncle , who is a good judge of character, can always tell when a person tells a lie.
10. You shouldnt believe everything he says. Hes a terrific liar.

6
11.1 People
W.S 2(T)
QUICK WRITING (WORD LEVEL)

Jot down as many words or phrases to describe the following:
Your favourite person
A Beggar

7
A Salesman
11.1 People
W.S 2(SS)
QUICK WRITING (WORD LEVEL)

Jot down as many words or phrases to describe the following:
Your favourite person
A Beggar
A Salesman
11.1 People
W.S3 (Article 1) (T/SS)
11.1 People
W.S 4 (Article 2) (T/SS)
Mother Theresa was born in August 1910 to well-to-do Albanian parents in Skopje in the former Yugoslavia. At 18, deeply religious, knowing that
she wanted to help the poor, she went to the Sisters of Lorettto Abey in Dublin, where she studied English. The same year , 1928, she was sent to Darjeeling,
Culcutta as teacher and later as principal.
On the other side of a high concrete wall, guarding the convents lawns and uniformed schoolgirls, is the Mhoti Jeel slum of mud
lane and wooden shacks. Mothers Theresas room overlooked the slum. She saw the dirt, the ragged children, the open sewers, the disease and the hunger
of the city. After school,
she would often go among the slum-dwellers, bringing them medicine, bandages and food. On a train journey to Darjeeling in 1946 she heard her
second call from God, It was quite clear. I was to leave the convent and help the poor while living among them. It was an order. It took the nun with the
powerful will only two years to get permission to leave the Indian Roman Catholic fold and become a free nun. She took intensive if rudimentary medical
training in Patna, in north eastern India, and returned to the slum of Culcutta.
He first school was a bare patch of ground, where she wrote the Bengali letters in the dirt with a stick for five or six children. The
slum families took notice, than some tables appeared, then benches and a blackboard. And more children. She was joined in Culcutta in 1949 by a former
student from Loretto, Subashini Das, 19, who took the name of Agnes. Subashini Das, is still number two in the Missionaries of Charity. The others came.
They lived on the top floor of a large house offered by a Bengali Christian. They begged for food and medicine for the poor, fo spare land and shacks for
dispensaries.
In 1950, Mother Theresa began the Missionaries of Charity. It is an organisation that believes in serving the poor anywhere in the
world. Visiting London the winter of 1970, Mother Theresa found old, homeless men sleeping in Trafalgar Square. In Convent Garden, a drug addict fell at
her feet dying of an overdose of drugs. Her heart went out to these people. She offered f9000 in Southall, west of London When the owner heard from
friends of Mother Theresas purpose in buying the house, she loved the price.
This still leaves us with a huge problem, raising f6000, said Ann Blackie, a member of Mother Theresas organisation. Mother
Theresa went around the country and carried, as usual, her old knitting bag with wooden handles. Donations poured in. On her return to London, she handed
the bag to John Blaikie, Anns husband. He counted the notes and coins. When he had finished counting, he took a single f5 note from his pocket and added
it to the collection. Putting all the money on the table, he said to Mother Theresa, Heres your f6000 to buy your house.
(Taken from Prestasi Cemerlang SPM Bahasa Inggeris T4 KBSM)

10
11.1 People
Prominent Personalities
G.O 2(T)
NAME:
AGE:
DESIGNATION:
ACHIEVEMENTS/CONTRIBUTIONS:
NAME:
AGE:
DESIGNATION:
1.
1.
2.
2.
3.
3.
4.
4.
5.
5.
What do you admire most about these personalities and why?
11
11.1 People
Prominent Personalities
G.O 2(SS)
NAME:
AGE:
DESIGNATION:
NAME:
AGE:
DESIGNATION:
1.
1.
2.
2.
3.
3.
4.
4.
5.
5.
What do you admire most about these personalities and why?
12
11.1 People
W.S 5(SS)
VOCABULARY: MASTER LIST
Vocabulary
used in describing
people

13
LEARNING
AREAS
11.2
PlacesBuildings
Types
Descriptions
Significance
ILO
Level 1
Complete longer &
challenging texts.
purpose to inform,
describe, persuade.
Express feelings in
Enter & edit data.
& formats found in
existing programs.
Level 2
Write to persuade,
express emotions &
audiences.
text.
VOCAB.
Famous places of
the world
ACTIVITIES
MATS.
REF
Lesson 1
Act 1 : My Senses
attractive
climate
features
landscape
man-made
picturesque
tone
unique
a. The Star-diagram (use of the

5 senses.
b. Studying sample description
of a beach.
c. Completing star-diagram
based on description.
d. Paste in exercise book.
W.S1(T/SS)
(Descrip.of
beach)
W.S 2(T)
W>S 2(SS)
Evaluating
Identify
cause
Giving
causal
explanation
Identify
effect/conseq
uence
Predict
consequence
Making
interpretations
Act. 2: Gaps
a. ss are given descriptions of
places with gaps.
- A Doctors Waiting
Room
- A Chinese Restaurant
- Buildings
b. SS fill in the gaps with
suitable words.
c. Write a short description
(150-200 words) of a
railway station you have
been to.
Preston p
309
CCTS
K.Schin, p
14-15
W.S 3(T)
(Des. with
gaps)
W.S3(SS)
Solving
problems
Identify fact
& opinion
Making
summaries
Identify bias
statements
Making
generalisatio
ns
Identify main
ideas,
supporting
ideas, details
Clarifying
Listing
Making
Analogies
Hypothesising

14
GENRE
Report
(classify &
describe)
Recount
(retell a
seriies of
events)
Narrative
(entertain.
amuse or
instruct)
Procedure
(instruct
someone to
do
something)
Explanation
(explain
how or
why
something
occurs
LEARNING
AREAS
11.2
PlacesBuildings
Types
Descriptions
Significance
ILO
Level 3
& information.
materials read
pertaining to the nation.
Use word processing
edit texts.
Design, send & retrieve
electronic cards.
editors & post to
remote server.
VOCAB.
ACTIVITIES
MATS.
Famous places of
the world
Lesson 2
attractive
climate
features
landscape
man-made
picturesque
tone
unique
a. SS look through holiday

brochures/ pamphlets in
groups.
Pamphlets/
brochures
b. List out words, phrases used

to describe nature and places
and buildings of interest on
worksheet.
W.S 4(SS)
Act. 1: Build Your Vocabulary
Worksheet to be photostated
for all students.
Act. 2: Extras,Extras
a. T gives a specific place to
describe e.g. A Night market.
b. T gives G.O and SS
completes supporting details.
(pre-writing)
c. SS write a description of
200-250 words on A night
market in my hometown

15
G.O2(T)
G.O2 (SS)
REF
CCTS
Making
predictions
Explaining
Justifying
Giving
reasons
Making
relations/con
nections bet.
ideas
Giving
accurate
observations
Giving info.
Synthesising
Making
inductions
Identifying/
Gathering/
Arranging/Pr
esenting
Info.
Making
associations
Comparing &
contrasting
Classifying/Gr
ouping/
Categorising
Gathering
Info.
Debating
Giving
opinions
Identify
trends/patterns
/tendencies
VALUES
Exposition
(persuade
by arguing
one side of
issue)
Response
(respond to
an artistic
work)
Discussion
( look at
both sides
of an isue
and come to
a decision)
11.2 Places/Buildings
WS.1 (Desc. of a beach) (T/SS)

16
W.S 2(T)
MY SENSES
What words do the author use to describe his senses in the passage? Can you list them?

17
W.S 2(SS)
MY SENSES
What words do the author use to describe his senses in the passage? Can you list them?

18
W.S3 (Descriptions with gaps) (T)

19
W.S3 (Descriptions with gaps) (SS)

20
W.S 4(SS)
BUILD YOUR VOCABULARY

Work in groups. Look through the holiday brochures/pamphlets on places and buildings. List out words/phrases that you find to describe the following:
NATURE e.g.s mountains, waterfall, rivers etc.
BUILDINGS e.g.s monuments
crystal clear water
majestic mosque
21
G.O 2(T)
EXTRAS, EXTRAS
When you are writing a descriptive essay or story, details are important. Can you write details for each of the following paragraphs describing a night market?
MAIN IDEA
SUPPORTING DETAILS
NOISY PLACE
CROWDED
COLOURFUL
DIFFERENT SMELLS
FESTIVE ATMOSPHERE

22
G.O 2(SS)
EXTRAS, EXTRAS
When you are writing a descriptive essay or story, details are important. Can you write details for each of the following paragraphs describing a night market?
MAIN IDEA
SUPPORTING DETAILS
NOISY PLACE
CROWDED
COLOURFUL
DIFFERENT SMELLS
FESTIVE ATMOSPHERE

23
LEARNING
AREAS
11.3 Events
Types e.g.s
National
Events
(launching of
MSC)
Descriptions
ILO
VOCAB.
ACTIVITIES
MATS.
REF
Level 1
Complete longer &
challenging texts.
purpose to inform,
describe, persuade.
Express feelings in
Enter & edit data.
& formats found in
existing programs.
Level 2
Write to persuade,
express emotions &
audiences.
text.
Evaluating
Identify
cause
Giving
causal
explanation
Identify
effect/conseq
uence
Predict
consequence
Making
Lesson 1
Act 1 : Mind-mapping
a. ss are given a mind-map. In
groups they discuss the
important elements in
writing a desc. of events.
b. T elicits ss work and writes
master list on board.
c. S paste mind-map in
exercise book
W.S 1(T)
W.S 1(SS)
board
exer. book
interpretations
Act. 2: Extra Information

a. Give a situation to ss e.g. A
Fund-raising Walk.
b. Pre-writing stage: In groups
SS complete graphic
organiser with elaborations
/additions.
c. T assists each group.
d. SS paste g.o in exer. book
e. T gives out a model
description.
f. ss write out a description of
the foll. situation:
You have a free ticket to
watch the finals of the MLeague in KL. Describe the
event using the notes below.
- the scene i.e. the stadium
24
CCTS
G.O 1
exer. book
www.tmsol.
com.my
Solving
problems
Identify fact
& opinion
Making
summaries
Identify bias
statements
Making
generalisatio
ns
Identify main
ideas,
supporting
ideas, details
Clarifying
Listing
Making
Analogies
Hypothesising
VALUES
Report
(classify &
describe)
Recount
(retell a
series of
events)
Narrative
(entertain.
amuse or
instruct)
Procedure
(instruct
someone to
do
something)
Explanation
(explain
how or
why
something
occurs

LEARNING
ILO
AREAS
11.3 Events
Level 3
Types e.g.s
National
Events
(launching of & information.
MSC)
materials read
Descriptions
pertaining to the
nation.
Use word processing
edit texts.
Design, send &
retrieve electronic
cards.
editors & post to
remote server.
VOCAB.
ACTIVITIES
-
where the event took

place.
the crowd of spectators
the teams playing
the match
the atmosphere e.g.
excitement of spectators
Possible elaborations:
- details of stadium,
capacity , size
- large, all ages, young &
old, estimated no.
- which teams, top
players, jersey colours
- home or away, onesided, equally-balanced
- electrifying, enjoyable,
band performance
Act. 3: A Festival
{Mind mapping a a pre-writing
strategy)
a. Ask SS to close their eyes
and think of Hari Raya Aidil
Fitri (or) Christmas/
Deepavali.
b. Jot down anything that
comes to mind in 2 mins.
(timed)
c. SS can write in their first
language if they do not
know the English words.
25
MATS.
REF
CCTS
Making
predictions
Explaining
Justifying
Giving
reasons
Making
relations/con
nections bet.
ideas
Giving
accurate
observations
Giving info.
Synthesising
Making
inductions
Identifying/
Gathering/
Arranging/Pr
esenting
Info.
Making
associations
Comparing &
contrasting
Classifying/Gr
ouping/
Categorising
Gathering
Info.
Debating
Giving
opinions
Identify
trends/patterns
/tendencies
GENRE
Exposition
(persuade
by arguing
one side of
issue)
Response
(respond to
an artistic
work)
Discussion
( look at
both sides
of an isSue
and come to
a decision)

LEARNING
ILO
AREAS
11.3 Events
Level 3
Types e.g.s
National
Events
(launching of & information.
MSC)
materials read
Descriptions
pertaining to the
nation.
Use word processing
edit texts.
Design, send &
retrieve electronic
cards.
editors & post to
remote server.
VOCAB.
ACTIVITIES
d.
e.
f.
g.
T elicits ideas of SS & make a

collective mind map on the
board.
{ Explore topic by moving bet.
its various aspects}
T draws branches as new ideas
are suggested.
The end-result is a map with a
no. of subtopics of aspects
radiating from the central topic.
When full, T leads class
discussion on the best order to
organise the points depending
on what tasks are chosen.
E.g. Write a letter to describe
Hari Raya to an overseas friend
( may begin with personal
feelings or family celebration)
g.
Describe a festival in your

country (may begin with the
seasonal setting on the
historical origin)
T can also set alternative
writing tasks:
i)
set a task and get SS
to use mind map
already done. SS
elaborate in own way.
ii)
SS choose another
festival & draw up
personal mind maps
for it.

26
MATS.
board
REF
CCTS
Making
predictions
Explaining
Justifying
Giving
reasons
Making
relations/con
nections bet.
ideas
Giving
accurate
observations
Giving info.
Synthesising
Making
inductions
Identifying/
Gathering/
Arranging/Pr
esenting
Info.
Making
associations
Comparing &
contrasting
Classifying/Gr
ouping/
Categorising
Gathering
Info.
Debating
Giving
opinions
Identify
trends/patterns
/tendencies
GENRE
Exposition
(persuade
by arguing
one side of
issue)
Response
(respond to
an artistic
work)
Discussion
( look at
both sides
of an isue
and come to
a decision)
11.3 Events
W.S 1 (T)
MIND-MAPPING
With your group members think of the important elements you need to consider when you describe an event. e/g.s a big walk, the National Day, Sea Games etc.
Write brief notes in the space provided.
27

11.3 Events
W.S 1 (SS)
MIND-MAPPING
With your group members think of the important elements you need to consider when you describe an event. e/g.s a big walk, the National Day, Sea Games etc.
Write brief notes in the space provided.

28
11.3 Events
G.O 1 (SS)
PRE-WRITING STAGE
Your school is holding a fund-raising walk next month. As the chairman of the organising committee the money made from the walk will go to a charity of your
choice. Write an article for the school newsletter. In your article you will:
-
tell your schoolmates about the details of the walk

persuade them to support the activity
Write your article using the materials given above.
-tell them which charity you have chosen and why
POINTS
ELABORATION/ADDITIONAL INFORMATION
1. Details of the walk- when? where? duration? prizes?

who will officiate? sponsors?
2. a) Which charity?
b) Why?
3. Why your schoolmates should support?
29

11.3 Events
W.S 2(T/SS) Model desc.
30

LEARNING
AREAS
11.4
Instructions/
Processes &
Procedures
Types
Minutes of
meetings,
obtaining
info, from
educational
prospectus,
interpreting
charts &
manuals,
carrying out
projects,
writing letters
of application
for a job.
ILO
Level 1
Complete longer &
challenging texts.
purpose to inform,
describe, persuade.
Express feelings in
Enter & edit data.
& formats found in
existing programs.
Level 2
Write to persuade,
express emotions &
audiences.
text.
VOCAB.
Descriptions of
processes &
proceduresundertaking a
research project
bibliography
catalogue
draft
edit
footnote
outline
questionaire
Info. in manualsDo-it-Yourself
kits
casualty
do-it-yourself
emergency
extricate
follow
fatal
investigaton
instructions
kit
reckless
screw
summons
statistics
ACTIVITIES
MATS.
REF
Lesson 1
( Minutes of a Meeting)
Act 1 : Guided Writing
a. Brainstorm types of minutes
e.g. society, companies,
political parties
b. T gives one sample of a
minute minus
titles/headings.
c. T write titles/.subheadings
on board in a jumbled up
manner.
- Mins. of the Board of
Librarian Meeting
- Inter-board of librarians
Games
- Matters Aaising
- Date
- Present
- Welcome Speech by the
president
- Jumble Sale
- Saturday Activities
- Year-end Sale
- Venue
- Library Week
- Time
- Orientation Day
d. SS write labels in correct
space.
31
W.S 1(T)
Preston
(complete)
p. 307
W.S 1(SS)
(Sample of
Minutes
with gaps)
CCTS
Evaluating
Identify
cause
Giving
causal
explanation
Identify
effect/conseq
uence
Predict
consequence
Making
interpretations
Solving
problems
Identify fact
& opinion
Making
summaries
Identify bias
statements
Making
generalisatio
ns
Identify main
ideas,
supporting
ideas, details
Clarifying
Listing
Making
Analogies
Hypothesising
VALUES
Report
(classify &
describe)
Recount
(retell a
seriies of
events)
Narrative
(entertain.
amuse or
instruct)
Procedure
(instruct
someone to
do
something)
Explanation
(explain
how or
why
something
occurs
wreckage
LEARNING
AREAS
11.4
Instructions/
Processes &
Procedures
Types
Minutes of
meetings,
obtaining
info, from
educational
prospectus,
interpreting
charts &
manuals,
carrying out
projects,
writing letters
of application
for a job.
ILO
Level 3
& information.
materials read
pertaining to the
nation.
Use word processing
edit texts.
Design, send &
retrieve electronic
cards.
editors & post to
remote server.
e.
Reading aloud of minutes.
VOCAB.
Descriptions of
processes &
research project
bibliography
catalogue
draft
edit
footnote
outline
questionaire
Info. in manualsDo-it-Yourself kits
casualty
do-it-yourself
emergency
extricate
follow
fatal
investigaton
instructions
kit
reckless
screw
summons
statistics
wreckage
ACTIVITIES
MATS.
Act. 2 Language Awareness

a. SS underlines verbs used in
the sample minutes.
b. What tense is used?
c. T highlights past, passive
and future forms in minutes
on board.
d. T focuses on specific
vocabulary used in writing
minutes e.g.s
- proposed
- seconded
- unanimously accepted
- objection
- adjourned
- proposal
e. Style and tone formal,
precise and concise.
W.S1
(similar
sample of
Minutes)
Act 3: Parallel Writing

a. T gives a new situation & ss
writes minutes based on the
one they have learned;
-The first meeting f the
ELS committee members
was held recently. As a
secretay, write out the
minutes of the meeting.
32
board
REF
CCTS
Making
predictions
Explaining
Justifying
Giving
reasons
Making
relations/con
nections bet.
ideas
Giving
accurate
observations
Giving info.
Synthesising
Making
inductions
Identifying/
Gathering/
Arranging/Pr
esenting
Info.
Making
associations
Comparing &
contrasting
Classifying/Gr
ouping/
Categorising
Gathering
Info.
Debating
Giving
opinions
Identify
GENRE
Exposition
(persuade
by arguing
one side of
issue)
Response
(respond to
an artistic
work)
Discussion
( look at
both sides
of an isue
and come to
a decision)
trends/patterns
/tendencies

LEARNING
AREAS
11.4
Instructions/
Processes &
Procedures
Types
Minutes of
meetings,
obtaining
info, from
educational
prospectus,
interpreting
charts &
manuals,
carrying out
projects,
writing letters
of application
for a job.
ILO
Level 1
Complete longer &
challenging texts.
Do guided writing for
a purpose to inform,
describe, persuade.
Express feelings in
Enter & edit data.
& formats found in
existing programs.
VOCAB.
Descriptions of
processes &
research project
bibliography
catalogue
draft
edit
footnote
outline
questionaire
ACTIVITIES
Lesson 2
Formal Letter
Act. 1: Know Your Format
a. Distribute a sample formal
letter with deleted parts.
b. T writes missing parts on
board e.g.s :
- Your address
- Recipients address
- Salutation
- Signature etc.
c. SS decide which parts they
belong to.
d. SS paste in exercise bk.
MATS.
W.S 2(T)
W.S 2(SS)
(Sample of
formal
letter)
REF
Mahir SPM
p. 45
exer. bk

Act 2 Useful Expressions
Level 2
Write to persuade,
express emotions &
audiences.
text.
casualty
do-it-yourself
emergency
extricate
follow
fatal
investigaton
instructions
kit
reckless
screw
summons
statistics
wreckage
a.
b.
c.
d.
SS given important
expressions to use in
letters of application for a
job (with e.g.s)
In pairs./groups , SS wite
out other suitable
expressions.
T elicits answers or show
on OHT.
SS add to list & paste in
exercise book.
33
W.S 3(T)
W.S 3(SS)
(Useful
Expressions)
OHT
exer. bk
Mahir SPM
p77-79
CCTS
Making
predictions
Explaining
Justifying
Giving
reasons
Making
relations/con
nections bet.
ideas
Giving
accurate
observations
Giving info.
Synthesising
Making
inductions
Identifying/
Gathering/
Arranging/Pr
esenting
Info.
Making
associations
Comparing &
contrasting
Classifying/Gr
ouping/
Categorising
Gathering
Info.
Debating
Giving
opinions
GENRE
Exposition
(persuade
by arguing
one side of
issue)
Response
(respond to
an artistic
work)
Discussion
( look at
both sides
of an isue
and come to
a decision)
Identify
trends/patterns
/tendencies

LEARNING
AREAS
11.4
Instructions/
Processes &
Procedures
Types
Minutes of
meetings,
obtaining
info, from
educational
prospectus,
interpreting
charts &
manuals,
carrying out
projects,
writing letters
of application
for a job.
ILO
Level 3
& information.
materials read
pertaining to the
nation.
Use word processing
edit texts.
Design, send &
retrieve electronic
cards.
editors & post to
remote server.
VOCAB.
Descriptions of
processes &
research project
bibliography
catalogue
draft
edit
footnote
outline
questionaire
ACTIVITIES
Act. 3: CV
a. Distribute sample CV with
deleted parts.
b. Brainstorm with SS what the
missing parts are:
- personal details
- address
- date of birth,
telephone no.
- IC No.
- Marital Status
- Education
- references
c. Label the missing parts.
MATS.
W.S 4(T)
W.S 4(SS)
(Sample
CV)
REF
Mahir SPM
p.80-82
Act. 4: Now You Try

casualty
do-it-yourself
emergency
extricate
follow
fatal
investigaton
instructions
kit
reckless
screw
summons
statistics
wreckage
a. SS write a formal letter

based on the following
situation:
You have just finished your
SPM examination & hope to get
a job while waiting for your
results. You have always wanted
to work in a fast-food restaurant.
Write a letter of application to
any of the fast-food restaurants
in town, stating your particulars
& qualifications & why you
think they should employ you.
34
board
exer.bk
Nota
peperiksaan
Preston, p.
164
CCTS
Making
predictions
Explaining
Justifying
Giving
reasons
Making
relations/con
nections bet.
ideas
Giving
accurate
observations
Giving info.
Synthesising
Making
inductions
Identifying/
Gathering/
Arranging/Pr
esenting
Info.
Making
associations
Comparing &
contrasting
Classifying/Gr
ouping/
Categorising
Gathering
Info.
Debating
Giving
opinions
Identify
trends/patterns
GENRE
Exposition
(persuade
by arguing
one side of
issue)
Response
(respond to
an artistic
work)
Discussion
( look at
both sides
of an isue
and come to
a decision)
/tendencies

11.4 Instructions/Processes & Procedures
W.S 1(T)(Sample of Minutes)
35

W.S 1(SS)(Sample minutes)
36

W.S 2(T)(Sample of Formal Letter)
37

W.S 2(SS)(Sample of Formal Letter)
38

W.S 3(T) (Useful Expressions)
39

W.S 3(SS) (Useful Expressions)
40

W.S 4(T) (Sample CV)
41

W.S 4(SS) (Sample CV)
42

LEARNING
ILO
AREAS
11.5 Nature
Level 1
Complete longer &
challenging texts.
describe, persuade.
Express feelings in
Enter & edit data.
& formats found in
existing programs.
Level 2
Write to persuade,
express emotions &
audiences.
text.
VOCAB.
ACTIVITIES
Messages in
speeches- World
Environment Day
(Forest
Conversation)
environment
erosion
preserve
replant
responsible
soil
MATS.
REF
CCTS
Making
predictions
Explaining
Justifying
Giving
reasons
Making
relations/con
nections bet.
ideas
Giving
accurate
observations
Giving info.
Synthesising
Making
inductions
Identifying/
Gathering/
Arranging/Pr
esenting
Info.
Protection of Wild
life
endangered
extinct
poach
prohibit
protect
rare
species
terminate
survive
wildlife
Making
associations
Comparing &
contrasting
Classifying/Gr
ouping/
Categorising
Gathering
Info.
Debating
Giving
opinions
Identify
trends/patterns
/tendencies
Info. in articlesEnvironmental
Issues(waste
disposal)
alternative
bury
collect
conserve
conservation
disposal drum
energy
43
GENRE
Exposition
(persuade
by arguing
one side of
issue)
Response
(respond to
an artistic
work)
Discussion
( look at
both sides
of an isue
and come to
a decision)
incinerator
recycle

LEARNING
ILO
AREAS
11.6
Current Issues
VOCAB.
Level 1
Complete longer &
challenging texts.
describe, persuade.
Express feelings in
Enter & edit data.
& formats found in
existing programs.
Opinions on social
issues- child abuse
battered
injure
neglect
public awareness
violence
welfare center
symptom
causes
infections
suffer
suffering
treatment
check-up
Level 2
Write to persuade,
express emotions &
audiences.
text.
Information in
charts
borderless world
horizontal
accessibility
harmony
concept
goodwill
global
organization
position
R&D cluster
ACTIVITIES
MATS.
REF
Lesson 1
Act. 1: The Drug Addict
a. T explains to SS that they
are going to write part of an
info. brochure for warning
against the use of drugs.
b. T reads the opening lines:
Drug addicts are people who
become hooked on hard drugs
and cannot stop taking them.
Plenty of drug addicts have said
that if they had known the whole
story from the beginning they
would not have started. Would
you open a medical box and
experiment by taking some of
the pills you found in it? You are
not likely to be so stupid. So
why take drugs? Life for a drug
addict is very hard.
c. SS are going to finish the
abstract by describing the
effects of drug addiction.
d. SS individually make a mind
map of effects of drug
addiction ( 5 mins)
e. T elicits ideas & make a
class map of ideas on board
44
Hedge, T,
Writing
Skills
(adapted)
blank paper
board
CCTS
Making
predictions
Explaining
Justifying
Giving
reasons
Making
relations/con
nections bet.
ideas
Giving
accurate
observations
Giving info.
Synthesising
Making
inductions
Identifying/
Gathering/
Arranging/Pr
esenting
Info.
Making
associations
Comparing &
contrasting
Classifying/Gr
ouping/
Categorising
Gathering
Info.
Debating
Giving
opinions
Identify
trends/patterns
/tendencies
GENRE
Exposition
(persuade
by arguing
one side of
issue)
Response
(respond to
an artistic
work)
Discussion
( look at
both sides
of an isue
and come to
a decision)
using a fishbone mind map

LEARNING
ILO
AREAS
VOCAB.
ACTIVITIES
f.
11.6
Current Issues
Level 1
Complete longer &
challenging texts.
describe, persuade.
Express feelings in
Enter & edit data.
& formats found in
existing programs.
Level 2
Write to persuade,
express emotions &
audiences.
text.
vertical
world citizen
worldwide
manufacturing web
sacrifice
vision
SS improve on their mind

map based on the class map.
Act.2: Useful Expressions

a. T continues task by
gathering ideas on some
useful collocations.
b. In pairs SS complete the list
on useful expressions.
c. T takes one effect & show
the different ways in which
this can be expressed.
cause
effect
Cause
E.g. Drug addicts can become
very moody & sometimes
violent.
Effect
E.g.
-This can lead to break-up of
families.
-One effect is that families break
up.
-as a result of which families
sometimes break up.
45
MATS.
W.S(T)
(Sample
mind map
for T)
board/OHT
REF
CCTS
Making
predictions
Explaining
Justifying
Giving
reasons
Making
relations/con
nections bet.
ideas
Giving
accurate
observations
Giving info.
Synthesising
Making
inductions
Identifying/
Gathering/
Arranging/Pr
esenting
Info.
Making
associations
Comparing &
contrasting
Classifying/Gr
ouping/
Categorising
Gathering
Info.
Debating
Giving
opinions
Identify
trends/patterns
/tendencies
GENRE
Exposition
(persuade
by arguing
one side of
issue)
Response
(respond to
an artistic
work)
Discussion
( look at
both sides
of an isue
and come to
a decision)

11.6 Current Issues
W.S 1 (T) The Drug Addict
46

LEARNING
AREAS
The Narrative
ILO
Introductory
paragraphs:
some
approaches
VOCAB.
ACTIVITIES
Lesson 1
Act 1: True or False?
a. T gives SS a list of
statements about a narrative
and SS tick against the
statements that are true.
b. T discuss the statements
with SS.
c. T exposes SS to the
principles and conventions
of writing narrative essays.
Act. 2 : How do I Start?
a. T explains that the intro.
paragraph determines
whether the reader is
interested to read on or not.
It acts as a signpost at the
beginning of a trail.
b. T shows the different
approaches to start an intro
paragraph:
- Begin with an episodic
narration. Start with one
event which is par t of a
series of events in a
story. ( Can use direct
speech)
- Begin with a general
statement
- Begin with a definition
- Begin with a
quotation/proverb/saying
47
MATS.
W.S 1(T)
W.S 1(SS)
W.S 2
(T/SS)
REF
www.cod.ed
u/dept/kiesda
n/engl101/narrativ.
htm
Bridge To
Success
CCTS
Making
predictions
Explaining
Justifying
Giving
reasons
Making
relations/con
nections bet.
ideas
Giving
accurate
observations
Giving info.
Synthesising
Making
inductions
Identifying/
Gathering/
Arranging/Pr
esenting
Info.
Making
associations
Comparing &
contrasting
Classifying/Gr
ouping/
Categorising
Gathering
Info.
Debating
Giving
opinions
Identify
trends/patterns
/tendencies
GENRE
Exposition
(persuade
by arguing
one side of
issue)
Response
(respond to
an artistic
work)
Discussion
( look at
both sides
of an isue
and come to
a decision)

LEARNING
AREAS
The Narrative
ILO
Introductory
paragraphs:
some
approaches
VOCAB.
ACTIVITIES
MATS.
Act 3 : Now you Try

a. SS tries writing an
introductory paragraph after
going through the samples.
b. T writes the topics on board
and allow students to choose
one that they like:
-
Describe an occasion
when you received an
unexpected gift.
Give an account of a
visit you made to a sick
friend in hospital.
Describe your feelings.
Write about the thrills of
a first experience.
Write a story: But you
agreed to take me! she
cried. I will never
believe you again.
Write a story with the
ending: ..We
promised to keep in
touch.
48
exer. bk
board
REF
CCTS
Making
predictions
Explaining
Justifying
Giving
reasons
Making
relations/con
nections bet.
ideas
Giving
accurate
observations
Giving info.
Synthesising
Making
inductions
Identifying/
Gathering/
Arranging/Pr
esenting
Info.
Making
associations
Comparing &
contrasting
Classifying/Gr
ouping/
Categorising
Gathering
Info.
Debating
Giving
opinions
Identify
trends/patterns
/tendencies
GENRE
Exposition
(persuade
by arguing
one side of
issue)
Response
(respond to
an artistic
work)
Discussion
( look at
both sides
of an isue
and come to
a decision)

LEARNING
AREAS
The Narrative
ILO
Strategies in paragraph
writing:
-
a.
b.
c.
d.
how to do
parallelwriting
how to
elaborate a
topic sentence
using 4 ways:
definition
Addition of
facts.
Use of reasons
Use of
comparisons.
VOCAB.
ACTIVITIES
MATS.
REF
Lesson 2
Act 1: Paragraph writing
a. T introduces the words
topic sentence on the board
and elicits responses from
SS.
b. SS write the definition in
their exer. books.
c. T elicits from SS the
different ways of
elaborating/expanding a
topic sentence.
d. SS copy in exercise book.
G.O 1(T)
board
exer. bk
www.cod.ed
u/dept/kiesda
n/engl101/narrativ.
htm
Act. 2: Model Paragraphs

a. T shows some e.g.s of model
paragraphs on how to
elaborate a topic sentence.
W.S3
(T/SS)
Act.3 : Parallel writing

a. SS write parallel paragraphs
based on the examples given
in exercise books.
49
exercise
book
Bridge To
Success
CCTS
Making
predictions
Explaining
Justifying
Giving
reasons
Making
relations/con
nections bet.
ideas
Giving
accurate
observations
Giving info.
Synthesising
Making
inductions
Identifying/
Gathering/
Arranging/Pr
esenting
Info.
Making
associations
Comparing &
contrasting
Classifying/Gr
ouping/
Categorising
Gathering
Info.
Debating
Giving
opinions
Identify
trends/patterns
/tendencies
GENRE
Exposition
(persuade
by arguing
one side of
issue)
Response
(respond to
an artistic
work)
Discussion
( look at
both sides
of an isue
and come to
a decision)

LEARNING
AREAS
The Narrative
ILO
VOCAB.
ACTIVITIES
MATS.
REF
Lesson 3
Act. 1: Short Story-A Sample
a. T shows how a narrative is
usually developed by using
a diagram.
b. SS copies diagram into their
exercise books.
c. T goes through one sample
of a narrative and show how
the sample follows the
planning part.
d. T highlights the notes in the
margin of sample essay and
draws SS to the elements of
a narrative previously
learned.
W.S4 (T)
(Diagram
on
developmnt
of a
narrative)
WS5 (T/SS)
Bridge to
Success
p 38 ff
CCTS
Making
predictions
Explaining
Justifying
Giving
reasons
Making
relations/con
nections bet.
ideas
Giving
accurate
observations
Giving info.
Synthesising
Making
inductions
Identifying/
Gathering/
Arranging/Pr
esenting
Info.
Making
associations
Comparing &
contrasting
Classifying/Gr
ouping/
Categorising
Gathering
Info.
Debating
Giving
opinions
Identify
trends/patterns
/tendencies
50
GENRE
Exposition
(persuade
by arguing
one side of
issue)
Response
(respond to
an artistic
work)
Discussion
( look at
both sides
of an isue
and come to
a decision)

Narrative
W.S 1(T)
TRUE OR FALSE?
Tick or cross the following statements about a narrative:
a. The purpose of the narrative is to tell a story.
f. You must involve the reader when writing a narrative
b. You dont need details in a narrative to support, explain & enhance your
story.
g. A narrative essay is usually written in the first person i.e. I
c. You can also use the third person e.g. he, she, it.
h. A narrative usually has five paragraphs.
d. The purpose of the narrative is also to inform, clarify, define, explain and
analyse.
i. In writing a narrative, you dont need concrete, sensory details to

to convey the point.
e. A narrative include these story conventions : a plot, setting, characters, a climax

and an ending.
SO WHAT IS A NARRATIVE ESSAY?
A narrative essay has the following qualities:
______________________________________________________________
____________________________________________________________
______________________________________________________________
____________________________________________________________
______________________________________________________________
____________________________________________________________
______________________________________________________________
____________________________________________________________
51

Narrative
W.S 1(SS)
TRUE OR FALSE?
Tick or cross the following statements about a narrative:
a. The purpose of the narrative is to tell a story.
f. You must involve the reader when writing a narrative
f.
g. A narrative essay is usually written in the first person i.e. I
You dont need details in a narrative to support, explain & enhance your
story.
g. You can also use the third person e.g. he, she, it.
h. A narrative usually has five paragraphs.
h. The purpose of the narrative is also to inform, clarify, define, explain and
analyse.
i. In writing a narrative, you dont need concrete, sensory details to

to convey the point.
i.
A narrative include these story conventions : a plot, setting, characters, a climax

and an ending.
SO WHAT IS A NARRATIVE ESSAY?

A narrative essay has the following qualities:
______________________________________________________________
____________________________________________________________
______________________________________________________________
____________________________________________________________
______________________________________________________________
____________________________________________________________
______________________________________________________________
____________________________________________________________

52
Narrative
W.S 2(T/SS)
HOW DO I START? (introductory paragraphs)

When starting a narrative, you can start n the following ways:
- Begin with an episodic narration. Start with one event which is par t of a series of events in a story. ( Can use direct speech)
- Begin with a general statement
- Begin with a definition
- Begin with a quotation/proverb/saying
Based on the above, which are most suitable for narrative writing?
Sample introductory paragraphs:
p 27-28 bridge

53
Narrative
PARAGRAPH-WRITING
G.O 1(SS)
A topic sentence is .
How can I
elaborate/expand a
topic sentence?
54

Narrative
MODEL PARAGRAPHS
W.S 3(T/SS)
P 22-24 bridge

55
Narrative
DEVELOPMENT OF A NARRATIVE
W.S 4(T) (Diagram)

56
Narrative
SAMPLE SHORT STORY
W.S 5(T) Sample short story
p 39 bridge p40-41
57
LEARNING
AREAS
Descriptive
Writing (Places)
ILO
VOCAB.
ACTIVITIES
MATS.
REF
Lesson 1
Act. 1: Describing a place
a. T distributes a worksheet
with a given topic-Describe
the place to which you
would like to go for a
holiday.
b. T leads a class discussion on
what to include when
writing a description of a
place:
- location
- places to visit/see
- highlights(e.g.
food/unusual attractions)
- things to do
- people
- accommodation
- weather
c. T lists out on board.
d T focusses on the type of
language to use:
- Adjectives e.g
- panoramic view
- pollution-free water
- Adverbs e.g
- roam freely
- Pairs of words e.g.
- hustle and bustle
- Idiomatic expressions
e.g. in al weathers

58
board
Bridge to
Success p
45
CCTS
Making
predictions
Explaining
Justifying
Giving
reasons
Making
relations/con
nections bet.
ideas
Giving
accurate
observations
Giving info.
Synthesising
Making
inductions
Identifying/
Gathering/
Arranging/Pr
esenting
Info.
Making
associations
Comparing &
contrasting
Classifying/Gr
ouping/
Categorising
Gathering
Info.
Debating
Giving
opinions
Identify
trends/patterns
/tendencies
GENRE
Exposition
(persuade
by arguing
one side of
issue)
Response
(respond to
an artistic
work)
Discussion
( look at
both sides
of an isue
and come to
a decision)
LEARNING
AREAS
ILO
Descriptive
Writing (Places)
Brainstorming on what
aspects to be included
based on the task
given.
Planning the
composition
Writing a full-length
composition based on
the plan.
VOCAB.
ACTIVITIES
MATS.
Act. 2 : Writing out

a. T shows an example of an
essay plan for the topic.
b. Taking points from para. 3-7
, SS are divided into groups
to discuss what suitable
adjectives and adverbs that
can be used . Use W.S 6.
c. SS are asked to write the
composition in 350 words.
W.S 6
(T/SS)
Act. 3: Compare and Contrast

a. T distributes G.O 2 to the
SS.
b. SS compare and contrast
between the narrative and
the descriptive compositions
using the criteria suggested.
c. Invite any other criteria SS
may come up with.
59
G.O 2 (T)
G.O 2(SS)
REF
CCTS
Making
predictions
Explaining
Justifying
Giving
reasons
Making
relations/con
nections bet.
ideas
Giving
accurate
observations
Giving info.
Synthesising
Making
inductions
Identifying/
Gathering/
Arranging/Pr
esenting
Info.
Making
associations
Comparing &
contrasting
Classifying/Gr
ouping/
Categorising
Gathering
Info.
Debating
Giving
opinions
Identify
trends/patterns
/tendencies
GENRE
Exposition
(persuade
by arguing
one side of
issue)
Response
(respond to
an artistic
work)
Discussion
( look at
both sides
of an isue
and come to
a decision)
LEARNING
AREAS
ILO
Descriptive
Writing (Person)
Brainstorming on what
aspects to be included
based on the task
given.
Planning the
composition.
Giving supporting
details.
Writing a full-length
composition based on
the plan.
VOCAB.
ACTIVITIES
MATS.
REF
Act. 1 : Planning Out

a. T gives a worksheet with an
incomplete plan of a
descriptive essay entitled
My favourite Aunt
b. SS complete the W.S with
supporting details.
c. T elicits SS work in a class
discussion.
d SS write out composition
using the plan given in 350
words.
W.S 7 (T)
W.S 7 (SS)
Bridge to
Success
p.48ff
Act. 2: The 5-para essay

a. T introduces another
alternative to essay planning.
b. SS are give a sample
outline/plan of a 5-para
essay to study.
c. T gets SS to point out
verbally the differences bet.
this alternative to the ones
they have just learned.
d. SS are given a sample of a 5para essay entitled The
Hazards of Movie-going.
e. SS read the model and
complete the essay
plan/outline.
60
W.S 8
(T/SS)
W.S 9
(T/SS)
W.S10(SS)
www.
members.
tripod.com
CCTS
Making
predictions
Explaining
Justifying
Giving
reasons
Making
relations/con
nections bet.
ideas
Giving
accurate
observations
Giving info.
Synthesising
Making
inductions
Identifying/
Gathering/
Arranging/Pr
esenting
Info.
Making
associations
Comparing &
contrasting
Classifying/Gr
ouping/
Categorising
Gathering
Info.
Debating
Giving
opinions
Identify
trends/patterns
/tendencies
GENRE
Exposition
(persuade
by arguing
one side of
issue)
Response
(respond to
an artistic
work)
Discussion
( look at
both sides
of an isue
and come to
a decision)
Descriptive Writing
WRITING OUT
Essay Plan:
W.S 6 (T/SS)
SUITABLE ADJECTIVES AND ADVERBS
P. 45
P3: Beaches
P4: Botanical Gardens
P5: Butterfly farm
P6: Variety of food
P7: Ideal getaway

61
Descriptive Writing
COMPARE AND CONTRAST
G.O 2 (T)
TAKE FROM BESTARI HANDWRITE CAEGORIES

62
Descriptive Writing
COMPARE AND CONTRAST
G.O 2 (SS)
THE SAME BUT LEAVE BLANK

63
Descriptive Writing
PLANNING OUT
W.S 7 (T)
COMPLETE PLAN P 49bridge

64
Descriptive Writing
PLANNING OUT
W.S 7 (SS)

65
Descriptive Writing
THE 5-PARA ESSAY
W.S 8 (T/SS) (Sample Outline)
paste outline from p21

66
Descriptive Writing
THE 5-PARA ESSAY
W.S 9 (T) (Sample essay)
paste essay from internet

67
Descriptive Writing
THE 5-PARA ESSAY
W.S 10 (T) (Outline/Plan)
paste plan from movie essay

68
Descriptive Writing
THE 5-PARA ESSAY
W.S 10 (SS) Outline/Plan
-INCOMPLETE PLAN

69
LEARNING
AREAS
Argumentative/
Persuasive
Writing
ILO
VOCAB.
ACTIVITIES
Getting to know
argumentative writing.
Lesson 1
Act. 1 : Which is which?
Writing conventions.
a. T gives a list of essay titles

and ask SS in pairs to
classify them into categories:
- narrative
- descriptive and
- argumentative
b. T elicits responses from SS
on their categories.
c. T leads discussion on what
argumentative compositions
are and their characteristics
& ways to tackle them.
d. T lists out on board the
following criteria:
Topic vocabulary
Discourse markers and
signals.
Argumentative Writing
may require you to do one of
the following:
-To present a viewpoint (i.e.
to argue for or against a
topic OR to argue in such a
way so as to persuade the
reader to agree wit you)
- To discuss the pros and
cons of the topic
-To try to solve a given
problem

70
MATS.
W.S 1 (T)
W.S 1 (SS)
board
REF
Bridge to
Success
p.51
CCTS
Making
predictions
Explaining
Justifying
Giving
reasons
Making
relations/con
nections bet.
ideas
Giving
accurate
observations
Giving info.
Synthesising
Making
inductions
Identifying/
Gathering/
Arranging/Pr
esenting
Info.
Making
associations
Comparing &
contrasting
Classifying/Gr
ouping/
Categorising
Gathering
Info.
Debating
Giving
opinions
Identify
trends/patterns
/tendencies
GENRE
Exposition
(persuade
by arguing
one side of
issue)
Response
(respond to
an artistic
work)
Discussion
( look at
both sides
of an isue
and come to
a decision)
LEARNING
AREAS
Argumentative/
Persuasive
Writing
ILO
VOCAB.
ACTIVITIES
MATS.
REF
Strategies to use:
Intro. para- state your stand on
the topic
Supporting paragraphs
- present the facts clearly and
forcefully
- give accurate facts
- use specific examples &
illustrations to support your
argument
Conclusion
- reiterate your stand
Act.2: Topic Vocabulary
a. T gives out a worksheet on
topic vocabulary needed for
argumentative writing.
b. SS in groups/pairs complete
the list.
c. Class discussion.
W.S 2 (T)
W.S 2(SS)
Act. 3 : Transition Words

a. SS are given a list of
transition words & phrases/
discourse markers needed in
essay-writing.
b. T goes through list with
them the importance of
discourse markers and
compares with BM.
71
W.S 3
(T/SS)
Bridge to
success
p. 52
www.
english.tamu/
wcenter/argu
mentative.ht
ml
CCTS
Making
predictions
Explaining
Justifying
Giving
reasons
Making
relations/con
nections bet.
ideas
Giving
accurate
observations
Giving info.
Synthesising
Making
inductions
Identifying/
Gathering/
Arranging/Pr
esenting
Info.
Making
associations
Comparing &
contrasting
Classifying/Gr
ouping/
Categorising
Gathering
Info.
Debating
Giving
opinions
Identify
trends/patterns
/tendencies
GENRE
Exposition
(persuade
by arguing
one side of
issue)
Response
(respond to
an artistic
work)
Discussion
( look at
both sides
of an isue
and come to
a decision)
LEARNING
AREAS
Argumentative/
Persuasive
Writing
ILO
VOCAB.
ACTIVITIES
MATS.
REF
Lesson 2
Act. 1 : Pros and cons
a. T gives out G.O on the topic
What are the advantages
and disadvantages of
students participating in
sports?
b. SS in groups think of some
advantages and
disadvantages and complete
the g.o.
c. SS attempt the composition
in about 350 words.
G.O 1 (T)
G.O 1 (SS)
Bridge p 53
CCTS
Making
predictions
Explaining
Justifying
Giving
reasons
Making
relations/con
nections bet.
ideas
Giving
accurate
observations
Giving info.
Synthesising
Making
inductions
Identifying/
Gathering/
Arranging/Pr
esenting
Info.
Making
associations
Comparing &
contrasting
Classifying/Gr
ouping/
Categorising
Gathering
Info.
Debating
Giving
opinions
Identify
trends/patterns
/tendencies

72
GENRE
Exposition
(persuade
by arguing
one side of
issue)
Response
(respond to
an artistic
work)
Discussion
( look at
both sides
of an isue
and come to
a decision)
Argumentative
WHICH IS WHICH?
W.S 1 (T)
The following are jumbled up essay titles. Can you sort them out into the following categories?
Someone in my family deserves an award
The day I felt very proud
My dream car
Describe how you spent last weekend
Shopping
Homework
It is said that travel broadens the mind. What is your opinion?

Small families are happier families. Do you agree?
NARRATIVE
My next door neighbour

My perfect home
Write a story about an unexpected failure.
Write a story that ends: .we looked at each other and smiled
ARGUMENTATIVE

73
The day I lost my temper

Boys should learn to cook My mother
A lucky escape
Do money and possessions bring
happiness?
DESCRIPTIVE
Argumentative
WHICH IS WHICH?
W.S 1 (SS)
The following are jumbled up essay titles. Can you sort them out into the following categories?
Someone in my family deserves an award
The day I felt very proud
My dream car
Describe how you spent last weekend
Shopping
Homework
It is said that travel broadens the mind. What is your opinion?

Small families are happier families. Do you agree?
NARRATIVE
My nex t door neighbour

My perfect home
Write a story about an unexpected failure.
Write a story that ends: .we looked at each other and smiled
ARGUMENTATIVE

74
The day I lost my temper

Boys should learn to cook My mother
A lucky escape
Do money and possessions bring
happiness?
DESCRIPTIVE
Argumentative
TOPIC VOCABULARY
W.S 2 (T)
paste p52-REARRANG THEN DELETE NO.D & SUBTOPICS

75
Argumentative
TOPIC VOCABULARY
W.S 2 (SS)
1. To introduce the list of advantages and disadvantages/viewpoints
2. To continue your argument(s)

Furthermore, In addition
Firstly/ In the first place/ The first advantage or disadvantage is that
3. To emphasise
4. To give examples to support your arguments
Without question/ Unquestionably/ Undoubtedly/ Undeniably
For example
5. To give an opposing point or opinion
6. To make conclusions
On the other hand
Therefore/ As a result

Argumentative
W.S 3 (T/SS)-1
76
TRANSITION WORDS
The following are transition words that you will need in writing your compositions:
paste internetmats.

Argumentative
W.S 3 (T/SS)-2
77
TRANSITION WORDS
The following are transition words that you will need in writing your compositions:
paste internetmats.

Argumentative
G.O 1 (T)
78
PROS AND CONS

Complete the following graphic organiser:
What are the advantages and disadvantages of students participating in sports?
Topic Sentence
Paragraph 1 : Pro
Specific Support
Specific Support
Topic Sentence
Paragraph 2 : Pro
Specific Support
Specific Support
79
Argumentative
PROS AND CONS
Paragraph 3 : Con
G.O 1 (T)
Topic Sentence
Specific Support
Specific Support
Paragraph 4 : Con
Topic Sentence
Specific Support
Specific Support
Concluding Paragraph
Reword thesis

80
Argumentative
PROS AND CONS
G.O 1 (SS)
Complete the following graphic organiser:

What are the advantages and disadvantages of students participating in sports?
Topic Sentence
Paragraph 1 : Pro
Specific Support
Specific Support
Topic Sentence
Paragraph 2 : Pro
Specific Support
Specific Support
81
Argumentative
PROS AND CONS
Paragraph 3 : Con
G.O 1 (SS)
Topic Sentence
Specific Support
Specific Support
Paragraph 4 : Con
Topic Sentence
Specific Support
Specific Support
Concluding Paragraph
Reword thesis

82
THE END
COPYRIGHT CONTROLLED
Rahmah Hj Sayuti
83

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ENGLISH LANGUAGE 12

WRITING SKILLS MODULE

a. pair work a game

Act. 2: Quick Writing

rs/smsj/99/writing skills module

Write to develop more

rs/smsj/99/writing skills module

always looking under his bed

rs/smsj/99/writing skills module

always looking under his bed

rs/smsj/99/writing skills module

INCREASING WORD POWER (WORD LEVEL)

Adjectives commonly used for SITUATIONS

1. The traffic in the city is very bad.

2. Afrer tea, we took a nice stroll to the lake.

3. The film was really good. I cried and cried.

4. Whitney Houston is a fantastic performer. who captivates her audience.

5. Saiful and Aziz have become terrific friends.

10. You shouldnt believe everything he says. Hes a terrific liar.

rs/smsj/99/writing skills module

INCREASING WORD POWER (WORD LEVEL)

Adjectives commonly used for SITUATIONS

1. The traffic in the city is very bad.

2. Afrer tea, we took a nice stroll to the lake.

3. The film was really good. I cried and cried.

4. Whitney Houston is a fantastic performer. who captivates her audience.

5. Saiful and Aziz have become terrific friends.

10. You shouldnt believe everything he says. Hes a terrific liar.

rs/smsj/99/writing skills module

QUICK WRITING (WORD LEVEL)

Your favourite person

rs/smsj/99/writing skills module

QUICK WRITING (WORD LEVEL)

Your favourite person

rs/smsj/99/writing skills module

W.S3 (Article 1) (T/SS)

W.S 4 (Article 2) (T/SS)

rs/smsj/99/writing skills module

What do you admire most about these personalities and why?

rs/smsj/99/writing skills module

What do you admire most about these personalities and why?

rs/smsj/99/writing skills module

VOCABULARY: MASTER LIST

rs/smsj/99/writing skills module

a. The Star-diagram (use of the

rs/smsj/99/writing skills module

a. SS look through holiday

b. List out words, phrases used

Act. 1: Build Your Vocabulary

rs/smsj/99/writing skills module

WS.1 (Desc. of a beach) (T/SS)

rs/smsj/99/writing skills module

rs/smsj/99/writing skills module

rs/smsj/99/writing skills module

W.S3 (Descriptions with gaps) (T)

rs/smsj/99/writing skills module

W.S3 (Descriptions with gaps) (SS)

rs/smsj/99/writing skills module

BUILD YOUR VOCABULARY

NATURE e.g.s mountains, waterfall, rivers etc.

BUILDINGS e.g.s monuments

crystal clear water

rs/smsj/99/writing skills module

rs/smsj/99/writing skills module