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KERT
AS PE
NERA
NGAN
TERHAD
TERHAD
BAHASA INGGERIS 1
Cetakan Kedua Mac 2011
Institusi Latihan Jabatan Tenaga Manusia
http ://www.jtm.gov.my/kurikulum
Hak Cipta Terpelihara. Dokumen ini diklasifikasikan sebagai TERHAD. Tidak dibenarkan
mengeluar mana-mana bahagian dalam kandungan Bahan Pembelajaran Bertulis (WIM)
dalam apa jua bentuk tanpa keizinan daripada Jabatan Tenaga Manusia (JTM).
Bahan Pembelajaran SEMESTER SATU ini dibangunkan bagi kursus sepenuh masa di
Institusi Latihan Jabatan Tenaga Manusia (ILJTM) oleh Ahli Jawatankuasa
Pembangunan WIM dan disemak serta diluluskan oleh Jawatankuasa Pemandu
Kurikulum untuk tujuan gunapakai bagi semua ILJTM yang terlibat.
Kod Pengesahan WIM : WIM/BI1051/12011/S01/P1
Kod Pengesahan Silibus : SFB/BI1051/12009/P1
Tarikh Pengesahan WIM : 11 Mac 2011
KANDUNGAN SENARAI AHLI JAWATANKUASA PEMBANGUNAN WIM ................................................ i SENARAI SINGKATAN ..................................................................................................... ii KERTAS PENERANGAN MODUL ....................................................................................1
BI 1051 BAHASA INGGERIS 1 .....................................................................................1 GROUP CLUSTERING MODULE 1 ..............................................................................2
LE1 ELEMENTS OF GRAMMAR AND GRAMMATICAL STRUCTURES……..…..3
LE 2 READING CONTEXT-AREA TEXT……………………………………………..35
i
SENARAI AHLI JAWATANKUASA PEMBANGUNAN WIM
KLUSTER SUBJEK UMUM - BAHASA INGGERIS 1
Ahli Jawatankuasa :
1. Ainin Nisak Binti Ahmad Asnawi (Pengerusi Kluster Subjek Umum)
ADTEC Shah Alam
2. Nikmat Bin Mohamad (Penolong Pengerusi Kluster Subjek Umum)
ADTEC Kulim
3. Irene Lau Chieng Chieng (Ketua Penyelaras)
ILP Kuala Lumpur
4. Ng Siew Kuan ILP Kuantan
(Penolong Ketua Penyelaras)
5. Subesh a/l Raman ADTEC Kulim Urusetia :
1. Pn. Norpisah binti Jumin BKT, Ibu Pejabat
2. En. Norhasni bin Dakie BKT, Ibu Pejabat
3. Cik Norida binti Othman BKT, Ibu Pejabat
4. Cik Sazurani binti Abdul Zabil BKT, Ibu Pejabat
5. En. Ismail bin Mohd Taha BKT, Ibu Pejabat Tarikh dibangunkan : 10 – 14 Mei 2010 Tempat : ADTEC Taiping, Perak
ii
SENARAI SINGKATAN
IS INFORMATION SHEET
WS WORK SHEET
AS ASSIGNMENT SHEET
KOD KURSUS
SEMESTER
NO. SUBJEK
KREDIT
NO. LE
JENIS WIM
BI 1 05 1 LE1 IS
KERTAS PENERANGAN
MODUL BI 1051 BAHASA INGGERIS 1
MUKASURAT 2
GROUP CLUSTERING MODULE 1 BI 1051 LE1 ELEMENTS OF GRAMMAR AND.GRAMMATICAL STRUCTURES
1. 1 Nouns
1. 2 Verbs
1. 3 Tenses
1.4 Question Forms
1.5 Agreement
1.6 Vocabulary
1.6.1 Definition of Words
1.6.2 Pronunciation
1.6.3 Language Usage
BI 1051 LE 2 READING CONTEXT-AREA TEXT
2.1 Comprehension
2.2 Terminology
2.3 Contextual Meanings
BI1051-LE1-IS PINDAAN : 1 MUKASURAT 3
INSTITUSI LATIHAN JABATAN TENAGA MANUSIA
KEMENTERIAN SUMBER MANUSIA MALAYSIA
INFORMATION SHEET CLUSTER NAME GENERAL SUBJECT – SEMESTER 1
NUMBER AND TITLE OF MODULE
BI 1051 – ENGLISH LANGUAGE I
LEARNING EXPERIENCE
LE1. ELEMENTS OF GRAMMAR AND GRAMMATICAL STRUCTURES
NO. OF RELATED TASK
1. 1 NOUNS 1. 2 VERBS 1. 3 TENSES 1. 4 QUESTION FORMS 1. 5 AGREEMENT 1. 6 VOCABULARY
TERMINAL PERFORMANCE OBJECTIVE (TPO)
BY THE END OF THE LESSON, STUDENTS SHOULD BE ABLE TO:
a. FAMILIARIZE WITH THE GRAMMATICAL ITEMS
b. COMPREHEND CONTEXTUAL MEANING OF THE TEXT
ENABLING OBJECTIVE (EO)
BY THE END OF THE LESSON, STUDENTS SHOULD BE ABLE TO FAMILIARIZE THEMSELVES WITH THE GRAMMATICAL ITEMS.
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1.1 NOUNS INSTRUCTIONAL AIMS: Nouns are the basic tools for giving names to things and concept. Therefore, learners need to control a large vocabulary of nouns as well as pronouns. NOUNS - A noun is the name of a person, place, thing, quality, activity, concept, or condition. - Nouns can be classified as follows:
NOUNS
PROPER NOUNS COMMON NOUNS ABSTRACT NOUNS COLLECTIVE NOUNS
Countable Nouns: 1. Singular ● bottle ● glass ● hammer 2. Plural ● bottles ● glasses ● hammers Uncountable Nouns ● money ● sugar ● water
People ● Encik Karim ● Lee Mei ● Selvi Places ● Kuala Lumpur ● Thailand Months/Days ● January ● Sunday
Qualities ● patience ● success Emotions ● happiness ● pain Actions ● consideration ● co-operation Conditions ● peace ● freedom
● an army of soldiers ● a band of musicians ● a swarm of bees ● a set of tools ● a bunch of grapes
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a. COMMON NOUNS
• General and not specific nouns. E.g.: i. Caffeine, heavily consumed in coffee, tea and some soft drinks. ii. The earth receives the same amount of energy from the sun.
We use ‘a’ and ‘an’ for singular countable nouns. We use some, many, more, several, a lot of for plural countable nouns.
The uncountable noun does not have a plural form. We use singular verbs for all uncountable nouns.
Irregular Plurals is nouns that can change their vowels, remain unchanged or take an –en or –ren ending if the number is more than one. E.g.: goose geese ox oxen child children
b. PROPER NOUNS
• Represents the name of a specific person, place or thing. • Begin with capital letter.
• E.g.: i. Caffeine, heavily consumed in coffee, tea and some soft drinks.
ii. Abraham Lincoln is known throughout the world for his humanity.
c. ABSTRACT NOUNS
Abstract nouns are things that we cannot see or touch but can feel and think about. Names of special qualities, emotions, actions or conditions. It is used to refer to feelings, concepts, ideas, states of mind.
E.g.: love, joy, music, happiness
d. COLLECTIVE NOUNS
• Is a noun naming a group of things, animals or persons to one noun. • Some of the most common collective nouns are: army, audience, band, committee,
couple, flock, group, jury, majority, and team. These nouns may be treated as singulars or plurals.
• E.g.: i. The army is advancing slowly. ( The entire army as a unit) ii. The audience are leaving their seats now. (The members of the audience are
thought of as individuals.)
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1.1.2 PRONOUNS A pronoun is a word or words used in place of a noun, a noun and its modifiers, or another pronoun. The element replaced is called the antecedent of the pronoun.
Singular Myself
Yourself Himself Herself itself
Plural Ourselves Yourselves Themselves Themselves Themselves
Singular Myself
Yourself Himself Herself itself
Plural Ourselves Yourselves Themselves Themselves Themselves
a. PERSONAL PRONOUNS ● used to replace the name of the subject and object in a sentence Subject: I, you, he, she, it, we they Object: me, you, him, her, it, us, them
c. INTERROGATIVE PRONOUNS
d. RELATIVE PRONOUNS
e. DEMONSTRATIVE PRONOUNS
PRONOUNS
b. POSSESSIVE PRONOUNS
● used to replace the name of the owner of Something
Owner singular plural
I, you, he, she, it We, you, they
Possessive pronouns Mine, yours, his, hers, Ours, yours,
theirs
● used to ask questions: who? whom? Whose? What? Which?
● used when joining two sentences together ● who, whom, whose, which , that
● used to point things: this, these, that, those
f. EMPHATIC PRONOUNS ● used to say something strongly, that is with force or emphasis.
g. REFLEXIVE PRONOUNS
h. INDEFINITE PRONOUNS
● used to show that the action of the verb refers back to the doer
● used to point out any special or particular person or things: somebody, anybody, someone, nobody, all, no one, any etc
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a. Personal Pronouns
1. Used as the subject of the sentence
singular plural First person Second person Third person
I You
He, she ,it
We You They
2. Used as the object of the sentence
singular plural First person Second person Third person
me you
him, her, it
us you
them
Examples:
Singular
i. I know I forgot to mention it. ii. You are my daughter. iii. I gave it to her.
Plural
i. We came here first. ii. They sent it to us. iii. We like them.
b. Possessive Pronouns
Pronouns which tell us to whom some things belongs, or which show ownership
or possession. Answer the question ‘Whose’?
PERSONEL PRONOUN POSSESSIVE PRONOUN
I MY , MINE
YOU YOUR, YOURS
HE HIS
SHE HER, HERS
IT ITS
WE OUR, OURS
THEY THEIR, THEIRS
E.g: i. This computer is mine. ii. This house is ours. We bought it from developer.
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c. Interrogative Pronouns
• are used to ask questions. • Who, which, what, whose, of which, of what, to whom, to which, to what, whom
• E.g.: i. Who is that man ?
ii. Of which to pick ? iii. To what shall I send the money ? iv Whom have you sent? v To whom shall I speak ?
d. Relative Pronouns
• It takes the place of a noun or pronoun, and it joins two sentences. • Who, which, what, that, as, but and etc…
• E.g.: i. Bob, who is often late, gets scolded.
ii. He had two brothers, of which one is still little iii. He prefers not to see such animals as the ones at the Zoo.
e. Demonstrative Pronouns • Are used to point an object or a person. • This, That, These, Those…etc. • • E.g : i. This screwdriver is mine.
ii That is my toolbox. iii These are my hammers. iv Those are my nails.
f. Emphatic Pronouns • are like reflexive pronouns in form. They are used to say some things strongly, that is
with force or emphasis. • E.g: i I myself did it. ii. You yourself must learn to be obedient.
iii They themselves collected the wood. iv We ourselves did the job.
g. Reflexive Pronouns
• A pronoun which shows that a person has done, or is doing something to himself. It shows that the doer is the subject and also the object or the action expressed by the verb.
• E.g: i. He killed himself. ii. They hid themselves. iii Don’t hurt yourself.
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h. Indefinite Pronouns
Some, somebody, someone, something etc Any, anybody, anyone, anything and etc No, nobody, none, nothing and etc Every, everybody, everyone, everything Another, the other, the others, all, little, many and etc.
E.g: i I don’t know anything about car fixing.
ii. Can someone show me the way to the electric factory?
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1.2. VERBS VERBS ARE USED TO DESCRIBE AN ACTION OR EXPERIENCES. SENTENCES CANNOT BE FORMED WITHOUT VERB. THE VERB COMES AFTER THE SUBJECT IN A SENTENCE. VERBS A Verb is a word used to tell us something about a person or thing. It is a word that tells us,
a. what a person or thing does,
e.g. He writes. She eats. It runs.
b. What a person does to something, e.g. The food is eaten by the boy.
c. What ‘is done’ to someone or something, e.g. He is beaten by his father.
d. What a person or something ‘is’, or in what state it exists.
e.g. He is clever. He looks unhappy. 1.2.1 TRANSITIVE AND INTRANSITIVE VERBS
a. ACTION VERBS (TRANSITIVE VERB)
A Transitive Verb takes an Object to complete the sense of the verb. An Object may be: Direct or Indirect.
It describes what people, animal and things are doing.
E.g. : i. Automobiles are destroying cities. ii. The gardener fertilized the lawn and the trees. iii. The technician telephoned his boss. iv. Microchips have revolutionized the communications industry.
b. NON-ACTION VERBS (INTRANSITIVE VERB)
Do not take / have an object and don’t describe objects. Is, has, have, was, are, were - also an examples of non-action verbs.
E.g. :
i. He is a carpenter. ii. Bill and Tom come every day. iii. The general was an able man. iv. Samad is the most outstanding student this year.
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1.2.2 VERB FORMATIONS
a. Irregular verbs
Irregular verbs are usually listed in three different columns:
Infinitive Past Simple Past Participle be
have go
was had went
been had
gone
b. Used to Used to indicates something that happened regularly in the past but doesn’t happen now.
E.g: i. I used to smoke. ( = I don’t smoke now)
ii. She used to work for the BBC. ( = she doesn’t work for the BBC now) iii. He didn’t use to like me. ( = he likes me now)
Form
Used to +infinitive She
I used to used to
live here. smoke.
Notes:
The negative is didn’t use to + infinitive: She didn’t use to smoke. The question form is did + subject + use to + infinitive: Did you use to live here? The question and negative forms are not used very often.
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1.2.3 ADJECTIVES An adjective describes a person, an animal, a plant, a place or a thing.
ADJECTIVES
Descriptive Adjectives
Quantitative Adjectives
Interrogative Adjectives
Distributive Adjectives
Used to take about shape, size, colour, condition, etc E.g. good, white, tall, round, hard. ● It is a beautiful day. ● A red ball. ● Tom is a smart boy.
Demonstrative Adjectives
Possessive Adjectives
Used to show who the owner is E.g. My, your, his, her, their, our, its ● Those keys are his. ● Can I borrow your book? ● My sister is very smart.
Used to ask questions E.g. What, which, whose ● What time is it? ● Which bus should I take? ● Whose seat is this?
Used to point to the noun. E.g. This, that, these, those ● She did very well in that exam paper. ● The boys are on holidays this week. ● Those students are waiting for the bus.
Used to show whether the nouns are taken singly or as a group E.g. Each, every, either, neither ● Every worker is on time for work. ● Please read each sentence carefully.
Used to state the number/how many Indefinite Many, few, most, little, much, all, some ● How much is that pen? Definite One, two, three, first, second… ● There are two flies in my soup.
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Adjectives can be placed: Before a noun or After a non-action verb ‘to be’
Examples : Adjectives before noun : a. An orange jacket is advisable on a ski slope. b. A happy man faces each day optimistically. c. Weak men feel strong when they achieve success. Examples : Adjectives after a non-action verb : >> Non-action verb (am, is, are, was, were, will be) a. Alice is sad, because her supervisor pays her little attention. b. The workers are tired. They have worked the whole day. c. Ahmad’s job performance was excellent. >> Other verbs (look, feel, taste, smell, sound etc) a. Jack looked doubtful. b. The supervisor seemed angry.
When we compare two or more nouns we use different forms of comparison. We can
divide adjectives into 3 groups. When we compare two nouns (comparative), we add ‘er’ to the original form of adjectives. When we wish to compare three or more nouns (superlative), we add ‘est’ to the original form of adjectives.
ORIGINAL COMPARATIVE SUPERLATIVE Big Bigger Biggest Clever Clever Cleverest Tall Taller Tallest Careful More Careful Most Careful Terrible More Terrible Most Terrible Good Better Best
Bad Worse Worst Examples :
a. The red building is big. But, the blue building is bigger than the red building. b. The mathematics test paper is most difficult than the English and Science papers.
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1.2.4 ADVERBS Words Which Describes More About Verbs, Adjectives Or Other Adverbs
Most adverb are formed by adding ‘ly’ to adjectives as seen in the example below
ADJECTIVES ADVERBS
SAD SADLY
HAPPY HAPPILY
SLOW SLOWLY
GREAT GREATLY
Examples : Robert runs quickly.
* there are also adverb that do not end with ‘ly’.
Examples : He worked hard to help his family.
Types of Adverbs
Place E.g. Here, there, everywhere, near by, above, outside, near ● There are new houses build here. ● No pets allowed inside the shop.
ADVERBS
Frequency E.g. every day, weekly, hourly, twice, regularly, always, seldom, never, often, now… ● He wakes up early every day. ● Ali is always late for his appointment.
Time E.g. soon, before, already, yesterday, just now, next week… ● The bus will arrive soon. ● I will read that book tomorrow.
Degree/Quantity E.g. Rather, very, much, only, quite, almost, exactly, partly, as, somewhat, too ● The old man almost fell down. ● The cat is very hungry.
Manner E.g. quickly, softly, easily, happily, sadly… ● Spoke softly/loudly. ● ran quickly/slowly.
Interrogative E.g. how, when, where ● When is the plane arriving? ● how did you get to the stadium?
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1.3. PRESENT TENSE – Simple and Continuous
CheckPoint
The a sentences below are wrong and the b sentences are correct. The rules tell you
why. Refer to the rule numbers.
RULE NUMBERS
1a Nora’s father is being a police inspector. X
1b Nora’s father is a police inspector. √ 1a
2a A spider is having eight legs. X
2b A spider has eight legs. √ 1b
3a Mother fries noodles now. X
3b Mother is frying noodles now. √ 2
4a I am wanting a glass of cold water. X
4b I want a glass of cold water. √ 3
RULES 1.3.1. Simple Present Tense
We use the Simple Present Tense in these ways: (a) to show habits and regular actions or to refer to current situations
E.g: I wake up at six o’clock every morning. (habit)
Anna works in a factory. (current situation)
(b) to state general truths or facts
E.g: Fish breathe through their gills.
REMEMBER
▪ The following are some words that are often used with verbs in the Simple Present tense to show habits or regular actions:
▪ Verbs in the Simple Present Tense are formed in these ways: (a) base form of verb + ‘s’ base form of verb = Present Tense EXAMPLE: bake + s = bakes EXAMPLES:
Base form bake wash fly Present Tense
bake wash fly
(b) base form of verb + ‘es’
always every day
every week
often sometimes
usually
For singular nouns and the pronouns
For plural nouns and the pronouns
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E.g: wash + es = washes (c) base form of verb ending in ‘y’ ‘i’ + ‘es’
E.g: fl y i + es = flies
1.3.2 Present Continuous Tense We use the Present Continuous Tense to show that:
(a) an action is going on at the time of speaking
(b) an action is going on at the time of writing
(c) an action is planned for the future.
EXAMPLES: He plays basketball every weekend. (regular action)
He is playing basketball now.
He is playing tennis tomorrow.
PAST FUTURE
NOW TOMORROW
He is playing basketball. He is playing tennis.
Certain verbs DO NOT take the Continuous Tense.
EXAMPLES: Hannah is liking chocolates. [ X ] Hannah likes chocolates. [ √ ]
REMEMBER
▪ The Present Continuous Tense is formed in this way:
EXAMPLES: They fly. They are flying. He studies. He is studying. ▪ The following verbs do not
usually take the Continuous Tense:
Present Tense form of the verb ‘to be’ + base form of verb +
believe belong contain hear know like own see smell
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1.3.3 PRESENT PERFECT TENSE
CheckPoint
The a sentences below are wrong and the b sentences are correct. The rules tell you
why. Refer to the rule numbers. RULE NUMBERS
RULES
We use the Present Perfect Tense to talk about an action in the past without stating the exact time of the action.
EXAMPLE:
Past Tense Present Perfect Tense
We visited the Science Museum yesterday. We have visited the Science Museum before.
The bird in the cage flew away last week. The bird in the cage has flown away.
When the time of action is mentioned, we use the Simple Past Tense. We use the Present Perfect Tense to talk about an action that started in the past and is
still going on.
EXAMPLE: I have taught in this school for three years.
1a. I have done the work yesterday. X
1b . I did the work yesterday. √ 1
2a. I knew Sam since 1995. X
2b. I have known Sam since 1995. √ 2
3a. She has chose blue curtains for her room. X
3b. She has chosen blue curtains for her room. √ 3
REMEMBER ▪ The following are some words that may be
used with the Present Perfect Tense:
already before for (a week, a month, several days) since (last year, last month, 1980)
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We form the Present Perfect Tense in this way:
EXAMPLES: have + completed: The engineers have completed the project.
has + taken: Lily has taken her son to the clinic.
has/have + past participle of verb
REMEMBER ▪ The following are some examples of the Past Participle of verbs:
Base form of verb ask boil dance live play wash Past Tense asked boiled danced lived played washed Past Participle asked boiled danced lived played washed
Base form of verb bring leave make pay Past Tense brought left made paid Past Participle brought left made paid
Base form of verb choose do fly write Past Tense chose did flew wrote Past Participle chosen done flown written
Base form of verb cut hit put read Past Tense cut hit put read Past Participle cut hit put read
Base form of the verb ‘to be’ be Past Tense was/were Past Participle been
Regular Verbs
Irregular Verbs
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1.3.4 SIMPLE PAST TENSE – REGULAR and IRREGULAR VERBS
CheckPoint
The a sentences below are wrong and the b sentences are correct.
The rules tell you why. Refer to the rule numbers. RULE NUMBERS
1a I live in Gombak last year. X
1b I lived in Gombak last year. √ 1
2a We awaked at six o’clock this morning. X
2b We awoke at six o’clock this morning. √ 2
3a The car hits the tree just now. X
3b The car hit the tree just now. √ 3
RULES We use the Simple Past Tense to show that an action happened in the past.
EXAMPLES: I visited Cairo in 1995. Adi studied in London two years ago. PAST FUTURE
1995 two years ago PRESENT We add ‘ed’ to regular verbs to form the Simple Past Tense. Irregular verbs take different
forms.
EXAMPLES: Melody painted a beautiful scene yesterday. (regular verb – paint)
Little Nicky slept all morning. (irregular verb – sleep)
REMEMBER
▪ The following are some ways of forming the Past Tense of regular verbs: (a) base form of verb + ‘ed’
EXAMPLES: clean + ed = cleaned pick + ed = picked
(b) base form of verb ending in ‘y’ ‘i’ + ‘ed’
EXAMPLES: carr y i + ed = carried hurr y i + ed = hurried
(c) base form of verb ending in a consonant + the same consonant + ‘ed’ EXAMPLES: drag + g + ed = dragged stop + p + ed = stopped
REMEMBER
▪ The following are some words that may be used with verbs in the Past Tense: earlier just now
last night three years ago
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▪ Irregular verbs take different forms. EXAMPLES:
Base form awake bring catch dream eat Past Tense awoke brought caught dreamt ate
Pronouns I He / She / It We / You / They Present Tense am is are Past Tense was was were
Some irregular verbs DO NOT CHANGE to form the Simple Past Tense. They keep the
base form.
EXAMPLE: They put the chairs out to dry.
The verb ‘to be’
REMEMBER Base form beat cut hit hurt let set Past Tense beat cut hit hurt let set
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1.3.5 PAST CONTINUOUS TENSE
CheckPoint
The a sentences below are wrong and the b sentences are correct. The rules tell you
why. Refer to the rule numbers. RULE NUMBERS
1a At about eight o’clock last night, the police are driving around my area.
X
1b At about eight o’clock last night, the police were driving
around my area.
√ 1
2a While mother was cleaning the house, father read the
papers.
X
2b While mother was cleaning the house, father was reading the papers.
√ 2
3a I was sleeping when you were coming home. X
3b I was sleeping when you came home. √ 3
4a We were knowing about his plan last night. X
4b We knew about his plan last night. √ 4
RULES We use the Past Continuous Tense to show that an action was going on or being carried
out in the past.
EXAMPLE: At 10.30 a.m. yesterday, Justin was making a kite.
Now he is flying the kite.
PAST FUTURE
10.30a.m.
_____________________________________ Justin was making a kite.
PRESENT
Justin is flying the kite.
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To show that two actions were going on at the same time in the past, we use the Past
Tense for both actions or the Past Continuous Tense.
EXAMPLES: While I was cooking lunch, my sister was ironing.
While I cooked lunch, my sister ironed.
To show that something happened while a longer action was going on, we do the
following:
(a) first or longer action – use the Past Continuous Tense
(b) second action – use the Simple Past Tense
EXAMPLE: I was doing my homework last night when Lin phoned me.
doing homework 7 p.m. 8 p.m.
Phoned PAST FUTURE
PRESENT
REMEMBER ▪ The Past Continuous Tense is formed in this way:
For singular nouns & the pronouns I/he/she/it:
EXAMPLE: Jason was reading this book. For plural nouns & the pronouns you/we/they: EXAMPLE: The kids were sleeping in their room.
was + base form of verb + ‘ing’
were + base form of verb + ‘ing’
Longer action Second action
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Certain verbs DO NOT usually take the Past Continuous Tense.
EXAMPLE: We were understanding your problem after the meeting. (X)
We understood your problem after the meeting. (√)
1.3.6 SIMPLE FUTURE TENSE
CheckPoint
The a sentences below are wrong and the b sentences are correct.
The rules tell you why. Refer to the rule numbers.
RULE NUMBERS
1a I go out for dinner this evening. X
1b I will go out for dinner this evening. √ 1
2a Raja and Anil returns home for the holidays next year. X
2b Raja and Anil will return home for the holidays next
year.
√ 2a
3a Cory be in Singapore next Tuesday. X
3b Cory will be in Singapore next Tuesday. √ 2b
4a She going to attend a wedding tonight. X
4b She is going to attend a wedding tonight. √ 3
REMEMBER ▪ The following verbs DO NOT
usually take the Continuous Tense:
appear fit want forget own wish
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RULES We use the Future Tense to show future action.
EXAMPLE: We will meet you on Saturday.
PAST PRESENT FUTURE ________________________________________ Saturday NOW We form the Simple Future Tense using will in this way:
(a) EXAMPLE: Meg will revise her history notes this weekend. (b)
EXAMPLE: We will be busy with our work next week. We can also use the going to form for future action that is planned earlier or events that
we think are likely to happen in the future. We form the Simple Future Tense using going to in this way:
EXAMPLE: Peter is going to watch the football finals tomorrow evening.
They are going to investigate the break-in.
1.3.7 FUTURE CONTINUOUS TENSE
CheckPoint
The a sentences below are wrong and the b sentences are correct. The rules tell you
why. Refer to the rule numbers. RULE NUMBERS
1a The soldiers will returning home on Sunday. X
1b The soldiers will be returning home on Sunday. √ 1
2a The helicopter landing at 6 a.m. this morning. X
2b The helicopter will be landing at 6 a.m. this morning. √ 2
will + base form of verb
will + base form of the verb ‘to be’
Present Tense of the verb ‘to be’ + ‘going to + base form of the verb
REMEMBER ▪ The following are some words
that may be used with verbs in the Future Tense:
▪ In the past, the Simple Future
Tense was formed using shall for I and we, and will for other pronouns and nouns. EXAMPLE: > I shall attend the Business Club meeting tomorrow. > We shall have a picnic this Saturday.
▪ Nowadays, it is more common to use will for all nouns and pronouns.
tomorrow next week this Saturday next month
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3a Press this button and you will be hearing music. X
3b Press this button and you will hear music. √ 3
RULES We use the Future Continuous Tense to show that an action will be going on in the future.
EXAMPLE: At 5 p.m. tomorrow Sue will be playing badminton.
YESTERDAY ~ 5 p.m. NOW ~ 5 p.m. TOMORROW ~ 5 p.m.
Sue was playing badminton. Sue is playing badminton. Sue will be playing badminton.
We form the Future Continuous Tense in this way:
EXAMPLE: We will be working for Mr Jenkins next year.
Some verbs CANNOT be used in the Future Continuous Tense.
EXAMPLE: I will be remembering your wedding always. (X)
I will remember your wedding always. (√)
will be + base form of verb + ‘ing’
REMEMBER
▪ The following are some verbs which DO NOT usually take the Continuous Tense:
▪ The Future Continuous Tense can also be formed using shall for I and we, although it is more common to use will for all nouns and pronouns. EXAMPLE: I shall be attending their wedding ceremony this Friday.
forget hear last reach remember see want wish
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PRACTICE 1
1. What is the difference between Simple Present Tense and Simple Past Tense?
2. What is the Past Tense for the following?
a. Sleep : ________________
b. Drop : ________________
c. Go : ________________
d. Cut : ________________
e. Drink : ________________
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1.4 QUESTION FORMS
1. Question forms or Wh-Questions begin with words such as Whose, Which, What, Who, Whom, When, Where, Why and How.
2 The response to a Wh-Question depends on the question.
3 Who, Whom and Whose are used for persons.
4 Which and What are used for persons and things.
5 When is used to ask about time.
6 Where is used to ask about a place.
7 How is used to ask about the way or manner.
8 Why is used to ask for a reason.
PRACTICE 1 Select the best answer.
1. __________ bed is this?
A. Which B. Whose C. Why D. Whom
2. To __________ are you giving this present?
A. whose B. why C. whom D. when
3. __________ is making so much noise?
A. Who B. Which C. Why D. How
example: Question : What did you have for breakfast this morning? Response : I had a glass of milk and three slices of buttered bread.
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1.5 AGREEMENT
Agreement Is The Determination Of The Inflectional Form Of One Word According To A Grammatical Feature, Such As Number Of Gender, Of Another Word.
The verb must always agree with the subject. There are two main verbs, the singular verb and the plural verb.
1.5.1 Singular subject singular verb
Singular subject Singular verb
He She The camera Mother Siti That foreign worker Nobody
is likes needs has does does not know is
clever cakes light rays to function a bad cough her work well how to go to the railway station allowed to talk in the library
● when the subject is singular, the verb must be singular. (The singular verb normally ends with ‘s’.)
● ‘I’ and ‘You’ are singular subjects but the verb which agree with them must be plural.
E.g. a. I eat sandwich. b. You look pretty.
# If the pronoun is indefinite pronoun such as, everybody, nobody, each,
anyone, someone and etc, the pronoun is a singular pronoun.
1.5.2 Plural subject plural verb
Singular subject Singular verb
They Mary and Julie The camera and the eye Mother and sister My parents We Both Siti and Aini
are likes need have do do not like are
clever cakes light rays to function bad cough their business in China durians allowed to attend the general meeting
● When the subject is plural, the verb must be plural. (The plural verb normally
does not end with ‘s’.)
SUBJECT AND VERB AGREEMENT
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Singular Subject
Singular Verb
Two nouns refer to the same person or thing and the article ‘the’ is not repeated.
E.g. The man and owner of the shop is hard-working.
Collective Noun E.g. A shoal of
fish is swimming near the corals.
Two nouns referring to the same person/thing.
E.g. My uncle and owner of that building is very kind.
Two nouns joined by ‘neither…nor’, ‘either…or’
E.g. Neither Ali nor Yayah knows how to play the violin.
Two nouns qualified by ‘each’ and ‘every’.
E.g. Each and every student has to obey the school rules.
Plural noun is the name of one thing.
E.g. ‘Pirates of the Caribbean’ is a fantasy movie.
When a plural noun names a quantity or an amount as a whole, its verb is singular.
E.g. May saved a hundred ringgit in a bank.
Two nouns joined by ‘and’.
E.g. Slow and steady wins the race.
Singular Subjects Add ‘s’ at the end
of a verb E.g. She dances
well.
Group of words as a subject.
E.g. The tourist with his camera is touring the city.
Indefinite pronouns, ‘each’ and ‘every’.
Each car was assembled at the factory.
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Singular nouns connected by ‘and’.
E.g. Siti and Nora are talking to each other on the phone.
Collective nouns Herds of
elephants were seen in the nearby village.
Either…or, Neither…nor E.g. Neither the
teacher nor the students have to attend school during the holidays.
Plural Subject Plural Verb Plural Subjects
E.g. They like to play the same games.
The article ‘the’ is repeated and the verb is plural.
E.g. The bus driver and the conductor were taking a nap while waiting for passengers.
‘All’, ’both’, ‘many’, ‘some’, ‘several’ take the plural verb.
E.g. All the food were eaten up by the children.
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1.6 VOCABULARY 1.6.1 CONFUSING WORDS
accent – to emphasize/heighten
ascent – act of going up
assent – to give agreement
access – the right to enter/use
assess – to set the value/amount
excess – more than normal
affect – to influence
effect – a result
all ready – everybody is ready
already – something has happened/is happening
amend – to make better
emend – to make correct
among – refers to three/more
between – refers to two
arise – to come into being
rise – to come up/get up
beside – next to
besides – as well as
borrow – to receive a loan
lend – to give a loan
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can – something is able to be done
may – chance/permission to do something
cause – what produces a result
reason – explanation for result produced
childish – like a child (negative)
childlike – like a child (positive)
complement – to make something else complete
compliment – to praise/flatter
dependant – one who relies on another
dependent – to be subject to
elder – shows seniority in family
older – of greater age
especially – most of all/particularly
specially – for a special purpose
exterior – outer surface
external – on/from the outside
lay – to place something down, of an object
lie – to place self down, of a person
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licence – a printed document to give permission for doing something
license – to give a licence/permission
loose – not tight/fixed
lose – to have no longer
need – require
want – desire
optimistic – looking at things in a positive light
pessimistic – looking at things in a negative light
passed – go by and beyond
past – beyond
practice – the action of doing something over and over again to improve
practise – to do something over and over again to improve
principal – head of chief
principle – law/truth on which other things depend
proposal – plan/suggestion
proposition – something to be considered
purposely – deliberately
purposefully – with a specific purpose
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PRACTICE Fill in the blanks with the best answers.
1. Has your income tax been _______________ yet?
2. The workers do not have _______________ to the safe and its contents.
3. The _____________ food was given to the orphanage and old folk’s home.
REFERENCES: 1. Koh, S. L., & Tan, S. L., 2003. Grammar made easy, 2nd edition. 2. Watson, J., Kaur, S., & Yeow, P. 2007. Memory Mastery Through Mind Maps English
Grammar. PNI Neuron (M) SDN.BHD. 3. Ehrlich. E, 2000. Theory and Problems of English Grammar, Third Edition. McGraw-Hill,
Columbia University. 4. Walker. E. & Elsworth. S., 2000. New Grammar Practice. Longman, Pearson Education
Limited. 5. Farida J Ibrahim, Adibah Amin & Rosemary Eravelly. (2001). Grammar Builder: A
Remedial Guidebook for Students of English. Subang Jaya: Pan Asia Publications Sdn Bhd
6. Grammar made easy, 2nd edition. Koh Soo Ling, Tan Siew Lui 7. Fundamentals of English Grammar, Betty Schrampfer Azar, Barbara F. Matthies 8. Ehrlich. E, 2000. Theory and Problems of English Grammar, Third Edition. McGraw-Hill,
Columbia University. 9. Walker. E. & Elsworth. S., 2000. New Grammar Practice. Longman, Pearson Education
Limited. 10. Ng T.M., & Jasvin Kaur. (2006). English Form 1.2.3. Shah Alam: SNP Panpac (M) Sdn
Bhd.
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INSTITUSI LATIHAN
JABATAN TENAGA MANUSIA KEMENTERIAN SUMBER MANUSIA
MALAYSIA
INFORMATION SHEET CLUSTER NAME GENERAL SUBJECT – SEMESTER 1
NUMBER AND TITLE OF MODULE
BI 1051 – ENGLISH LANGUAGE I
LEARNING EXPERIENCE
LE2. READING CONTEXT – AREA TEXT
NO. OF RELATED TASK
2.1 COMPREHENSION 2.2 TERMINOLOGY 2.3 CONTEXTUAL MEANINGS
TERMINAL PERFORMANCE OBJECTIVE (TPO)
BY THE END OF THE LESSON, STUDENTS SHOULD BE ABLE TO:
a. FAMILIARIZE WITH THE GRAMMATICAL ITEMS
b. COMPREHEND CONTEXTUAL MEANING OF THE TEXT
ENABLING OBJECTIVE (EO)
BY THE END OF THE LESSON, STUDENTS SHOULD BE ABLE TO COMPREHEND CONTEXTUAL MEANING OF THE TEXT.
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2.1 COMPREHENSION OBJECTIVE :
Students will be able to exhibit basic reading comprehension skills, including identifying
the main idea and explicit details, understanding connections between pieces of
information and correctly sequencing that information in a passage.
Students will be able to master what they read, including recognizing the differences
between fact and opinion and combining information.
Students will demonstrate the ability to compare and contrast texts, points of view, and
themes.
Students will apply and further develop implicit information from more sophisticated
texts, make references concerning character motives or behavior, answer specific
questions about predictions and conclusion.
INFORMATION : 2.1.1 - READING COMPREHENSION Comprehension requires the reader to be an active constructor of meaning. Reading research
has demonstrated that readers do not simply "perceive" the meaning that is IN a text. In fact,
expert readers co-construct meaning WITH a text. The research base shows that reading is a
"transaction" in which the reader brings purposes and life experiences to bear to converse with
the text. This meeting of the reader and the text results in the meaning that is comprehension.
Comprehension always attends to what is coded or written in the text, but it also depends upon
the reader's background experiences, purposes, feelings, and needs of the moment. That's why
we can read the same book or story twice and it will have very different meanings for us. We, as
readers, are an equal and active partner with the text in the meaning-making process of
comprehension.
What processes and strategies are required to be an active constructor of meaning as a reader?
Again, the processes have been under articulated. There is wide agreement among reading
researchers that every time a reader reads anything, they make use of the following strategies:
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Activate prior knowledge, and connect the applicable prior experiences to the reading
(if students don't have the requisite background knowledge about a topic, they will be
unable to comprehend)
Set Purposes
Predict
Decode Text — identify word and sentence meanings
Summarize — bring meaning forward throughout the reading, building on prior
information to create new and fuller meanings
Visualize — see characters, settings, situations, ideas, mental models
Question
Monitor understanding - the most salient difference between good and poor readers is
that good readers know when — and often why — they are not comprehending
Use Clarifying and Corrective strategies where needed
Reflect on and Apply the meaning that has been made to new situations
All the questions are design to test students:-
Reading comprehension ability
Range of vocabulary
Ability to identify main ideas and supporting details
Ability to predict outcomes
Ability to summarize ideas
The main skills involved are:
Identifying audience and purpose
Identifying controlling idea
Distinguishing main points and supporting details
Distinguishing relevant and irrelevant information
Distinguish facts from opinion
Making prediction
Understanding meaning of words in context
Understanding the sense of relationship
- within a sentence
- between sentences
- within paragraph
- between paragraphs
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Example 1:- Read the following passage carefully and take note of the main and supporting ideas in the passage.
HELPING THE VISUALLY IMPAIRED
The Malaysian Association for the Blind (MAB) is the premier voluntary organization in
Malaysia serving visually impaired persons. It provides services that help the blind and prevent
the tragedy of avoidable blindness. Established in 1951 by the Department of Social Welfare to
look after the general well –being of blind persons in the country, MAB has since carried out this
role well. These include educational programs, rehabilitation courses, and vocational training
and placement services. In addition, MAB also runs a Braille library, a talking book library of
cassettes, a Braille publishing unit and the Information Technology Centre.
The MAB was formed on the initiative of Major Bridges who was then an officer in the
department of Welfare Services of Malaya. He was a soldier in the British army in Burma and
was blinded in the war during the 1940s. After having been rehabilitated in England, he was
assigned to work as a Welfare Officer for the blind in Malaya. Subsequently, he became the first
Executive Director of the MAB in the 1950’s.
After about ten years of service in Malaya, Major Bridges helped to bring about important
developments in the work for the blind in this country. In 1952, he obtained from the British
Resident permission to lay the foundation stone for Gurney Training Centre(GTC) at Jalan
Marsh, Kuala Lumpur. This way followed by the laying of the foundation stone for the Princess
Elizabeth School for the Blind in Johor Bahru to provide primary education for blind children. He
was also responsible for negotiating the handing over of the Braille Publishing Unit and Braille
Equipment Sales from the Ministry of Education to the MAB in 1959.
By the time he left Malaya in the early 1960s, a firm and solid foundation had been laid
for MAB to continue his work in the country. Further developments that took place in the 1960
and beyond included the opening of the Rotary Club of Kuala Lumpur, the starting of the MAB
Low Vision Clinic in 1980 and the MAB Low Vision Resource Center in 1988.
1996 saw the completion of the new MAB Complex on the site of the former GTC
building. The idea was to house the majority of the services in Kuala Lumpur under one roof. So
in 1997, the GTC, Braille Library, Placement Service and Headquarters, which was moved into
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the complex, were officially opened. The new services in the MAB Complex included sports and
recreational facilities started at the beginning of 1998 and the Elderly Blind Center launched at
the end of 1998. In the same year, all the welfare services were categorized under the MAB
welfare Unit with a Welfare Officer in charge.
MAB has also endeavored to meet the needs of the blind with regards to tertiary
education and information technology. In 1970, the MAB initiated a scholarship fund to provide
loans and grants to support the blind at college and university level. A further boost was given to
the fund when in 1991 the Institute of Engineers, Malaysia made available an annual grant to
the Hussein Onn Memorial Scholarship Fund which was set up in that year.
The other main objective of MAB is blindness prevention and much work, therefore, has
also been carried out in this field. This began with the launching o the prevention of blindness
programs in Selangor as well as in Terengganu with the help of the Mobile Eye Clinic. These
efforts culminated in the establishment of the Tun Husein Onn Hospital for which a fund-raising
campaign was launched in 1983 by the MAB President, YAB Tun Hussein Onn. In March 1996,
the hospital attained national status and become known as the Tun Hussein Onn National Eye
Hospital.
Adapted from ‘Malaysian Association for the Blind’
2.1.2 – READING SKILLS The following skills are required when answering questions on reading comprehension:
a. Skimming and scanning
b. Identifying main ideas and supporting details
c. Determining meaning of words from a text
a) Skimming
Skimming is used to quickly identify the main ideas of a text. When you read the newspaper,
you're probably not reading it word-by-word, instead you're scanning the text. Skimming is done
at a speed three to four times faster than normal reading. People often skim when they have
lots of material to read in a limited amount of time. Use skimming when you want to see if an
article may be of interest in your research.
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There are many strategies that can be used when skimming. Some people read the first and
last paragraphs using headings, summarizes and other organizers as they move down the page
or screen. You might read the title, subtitles, subheading, and illustrations. Consider reading the
first sentence of each paragraph. This technique is useful when you're seeking specific
information rather than reading for comprehension. Skimming works well to find dates, names,
and places. It might be used to review graphs, tables, and charts.
b) Scanning
Scanning is a technique you often use when looking up a word in the telephone book or
dictionary. You search for key words or ideas. In most cases, you know what you're looking for,
so you're concentrating on finding a particular answer. Scanning involves moving your eyes
quickly down the page seeking specific words and phrases. Scanning is also used when you
first find a resource to determine whether it will answer your questions. Once you've scanned
the document, you might go back and skim it.
When scanning, look for the author's use of organizers such as numbers, letters, steps, or the
words, first, second, or next. Look for words that are bold faced, italics, or in a different font size,
style, or color. Sometimes the author will put key ideas in the margin.
Reading off a computer screen has become a growing concern. Research shows that people
have more difficulty reading off a computer screen than off paper. Although they can read and
comprehend at the same rate as paper, skimming on the computer is much slower than on
paper.
Identifying main ideas and supporting details
The main idea is the main point or general idea of a passage, report, speech or article. It
excludes details or examples. Sometimes th main idea can be in topic sentence which is oten
the firstsentence or last sentence in a paragraph. The supporting details are collabration of the
main idea by giving details and examples.
c) Reader Anticipation: determining the meaning of words
One of the foremost obstacles to comprehension is the meaning of words used in the passage.
Under examination conditions, it is impossible to look up the meaning of words in a dictionary.
Students must therefore be able to interpret the meaning of strange or difficult words from the
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context in which they are used. This is often only possible when the reader understands the
relationships between words in meaning and form.
The structure of the text could provide a clue to its meaning. Some start with a title and subtitle.
After that there is the introduction, the body, followed by a conclusion or summary. The
introduction mostly informs the reader about what s/he can expect. The body consists of
paragraphs, each dealing with one aspect of the subject matter and linked in a logical manner.
The conclusion puts the subject matter in the right perspective.
To help disclose the meanings of unknown words it is important to determine the word class, i.e.
part of speech to which it belongs, its function in the sentence, its use in certain contexts and its
relationship with other words in the sentences.
Now using the skills described, answer the following questions on the passage.
1. The word ’premier’ means the
A. last
B. first
C. second
D. beginning
2. A tragedy is a
A. sad event
B. happy incident
C. an event to look forward to
D. a memorable incident
3. The Gurney Training Center was set up
A. before MAB
B. after the Rotary Hostel for Blind Workers
C. after the Princess Elizabeth School for the Blind
D. before the Princess Elizabeth School for the Blind
4. What was the new development in 1996?
A. The setting up of the school for the blind
B. The completion of the new MAB complex
C. The opening of the Braille library
D. The launching of the Elderly Blind Center
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5. A very important aspect of the service of MAB is
A. finance
B. education
C. business
D. hospitality
6. Tun Husein Onn Eye Hospital was set up to
A. prevent blindness
B. help the blind
C. build a home for the blind
D. educate the blind
Example 2
Read the following passage carefully and take note of the various aspects of a family culture.
FAMILY CULTURE
It is important or families to consciously spend time and do things together. In this
respects, we must not forget traditional practices especially on festive or religious occasions
where certain rituals are performed collectively. Ritual undoubtedly plays a role in community
participation that fosters greater closeness and unity.
For example, during the Chinese New Year, many people know about and practice the
giving and receiving of ‘ang-pows’ but the more significant and traditional tea ceremony has
largely been forgotten. The practice of the tea ceremony during which the younger people serve
tea to the elders serves to reflect the respect shown to their parents and elders. The wearing of
traditional gowns reminds us of what it was like during our forefathers’ time and therefore, gives
us a sense of belonging to a group of people with a long history of culture and values.
The Muslims, Hindus and Sikhs all have their own traditional and religious practices
which they practice and pass on from one generation to the next. This is especially evident
during their religious festivals and ceremonies. It can be safely said that the people who are
culturally and spiritually strong normally have a strongly knitted community that protects its
people, especially the youngsters, from getting into social problems.
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Praying together as a family is a powerful spiritual experience that can strengthen faith in
humanity. Parents need to get in touch with their higher selves and help their children do that.
This is by their conduct and examples. If parents only worship and pay reverence to shopping
malls, the only religion their children would know is the religion of consumerism, and the only
practice they would perform is the practice of consumption. Never doubt this saying that a family
that prays together stays together
Parents play important roles in instilling values and culture. So how do parents start to
instill good values and culture in their children? First of all, parents have to reflect on their own
cultural and spiritual values and embrace them whole – heartedly and naturally. When we learn
to appreciate simple beauties like sunrise and sunset, low tides and high tides, white clouds,
green grass, raindrops, full-moon, we would appreciate life better. The appreciation and
expression of art cannot occur without first having the appreciation of nature. And that kind of
appreciation cannot occur without us taking the time to stop and smell the flowers around us.
We must always re-examine our lifestyles and way of life and consciously create
opportunities for our families to learn and grow together. We must also consciously make the
effort to feel part of our community by taking part in community programs and activities. Instead
of playing computer game at home, we should encourage our children to come out to play.
Instead of immersing ourselves in our work, we should make time for community work.
In re-examining our values in life, we are taking steps towards appreciation life and our
family culture. When we value life more than money, when we value giving more than taking,
when value friendships more than memberships, we are on the right path of being more human
and more cultured. So, in order for us to cultivate a cultured society, we need to cultivate a
cultured family with cultured individuals. And it starts from simple things like the way we live,
behave, communicate and relate to one another as individuals worthy of respect.
To perform well on a reading comprehension question, it is necessary to have the two skills
described below:
a. Identifying relevant and irrelevant points
b. Identifying facts and opinions
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a) Identifying Relevant and Irrelevant Points
Relevant information is connected with what is being discussed or asked. In a passage, these
are points that are related to the theme of the passage. So you need to focus on the task at
hand. For example, if you are asked for the demerits of using the mobile phone, you need to
leave out information not related to the demerits.
b) Identifying Facts and Opinions
A fact is something you can prove to be true, whether or not you like it.
An opinion is a belief or judgment about something which is not based on fact or knowledge. It
could be the view of a particular person or the group.
e.g. ’ Saidi is the best player in the team’.
Now using the guidelines, answer the following questions on the passage.
1. When family members observe rituals, they
A. get closer to each other
B. become distant
C. are wasting valuable time
D. are spending too much money
2. What does the writer comment about the wearing of traditional clothes?
A. It is an out-date practice
B. It is unnecessary
C. It makes us revert to our forefathers’ time
D. It gives us a sense of belonging to a particular group.
3. What can ’can be safely said’?
A. People have their traditional and religious practices.
B. People who are culturally strong have a strongly knitted community
C. People must protect themselves
D. People must spend time together as a family.
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4. Parents influence their children through
A. examples
B. words
C. hobbies
D. activities
5. To pass the family culture to their children, parents must first
A. be educated
B. get well paid jobs
C. embrace the culture whole-heartedly
D. understand their children
6. In paragraph 6, what is stressed about the appreciation of nature?
A. It is the most important we need
B. It provides us everything we need
C. We should live in a place surrounded by nature
D. We need this quality to appreciate life
7. How can we to feel part of our community?
A. By taking part in community activities
B. By going to school
C. By sending our children to school
D. By creating opportunities for our families
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2.1.3 – INFORMATION TRANSFER You would find it easier to answer questions on skill of information transfer if you know the
strategy of doing so. Below are some tips which will help you to transfer information from a
linear to a non-linear form.
Strategy in attempting the question on information transfer:-
Read the linear form given carefully. It can e a passage or an article or a speech
Make sure you have a good grasp of the general and specific ideas.
Take note of the important points
Then study the non-linear form
Interpretation of Charts You would find it easier to interpret non-linear information such as a graph or chart or table if
you know the strategy of doing so. Below are some tips which will help you to interpret non-
linear information.
Strategy in attempting the question on interpreting non-linear information
Study the graphs or tables or charts carefully
For the graph, study to see what each column represents
A bar graph can be vertical or horizontal
For the pie chart, study the data carefully
For the table, study the headings and figures carefully
Then study the question asked
Next analyze the four options given for every question
You have to choose the best option
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Example 3 Read the following passage carefully and take note of the ways to make new friends while in college.
COLLEGE LIFE
The period of college years is a time when people actively seek out new relationships.
Unless you live in a box, making friends should not be a problem. Still, it requires effort and a
willingness to ’extend yourself’ at times.
Being in a new environment for the first time may not be an easy transition for everyone.
At first, it might be difficult to feel comfortable with your new peers. Some students may find it
difficult to make new friends. Fear is a feeling that students can experience when they first enter
college This fear can actually keep you from getting out there and meeting people. It is
important to know that this feeling is normal for many college students. But in actual fact, it is
groundless for there are lots of little things you can do during the first week of college to improve
your chances of making some lifelong friends.
There are many opportunities to meet people right away especially on the first day. But
you have to start by getting involved. If you are staying in the hostel, stand at your door. When
people move in, help them with their stuff or comment on their cool poster. Ask where they are
from or what they are going to major in. You are bound to find someone to click with.
Roommates and floor mates provide a network of support that students do not receive
anywhere else. With just a little effort, you can meet someone new every day. If you are in your
room, leave your door open to encourage your neighbors to drop by and meet you. Walk
around your floor and knock on a random door to introduce yourself. When you are hungry, ask
your neighbors if they would like to join you.
Go out of your way to talk to people. Grab someone to go on a midnight ice cream run to
the food court. Ask what their schedules are and see if there is a time that you can walk to class
together.
Another good way to make friends is to form study groups or see if anyone in your class
will study with you. If you have any kind of interest in anything, there is probably a club for it at
the college. Join the club ad make friends with the members.
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In making new friends with your classmates or hostel mates or college mates, follow
these steps. Be gregarious, friendly, outgoing, sociable and approachable. Introduce yourself to
those in your dorm and class. Do attend the college functions like parties, sports events and
special gatherings where people socialize.
Remain open to new cultures, ideas and values. Do not be afraid to invite people to go
to places with you. For example, invite an acquaintance in the college to study or dine with you.
If you are both going to see a guest speaker, invite the person to sit beside you. Even if that
person does not know you well, he or she will be flattered.
Do not afraid to join groups. If you see people you know at a party, go up and greet. If
you see a group of interesting people eating dinner together, join them for a few minutes. They
will probably welcome you. Everyone likes it when someone else wants to join their group. And
try not to turn down any invitations. Even if you have homework or are too shy or do not
particularly like the person, give him or her chance. You never know, this person might turn out
to b a lifelong friend.
Reading comprehension requires you to make inference and hypothesis. Sometimes, you have to predict the outcomes of an event or a situation. Making Inferences
Making an inference is also known as reading between the lines. The reader must put together
the information the author provides and the information that the reader already knows to come
up with the answer.
Why is this an important concept?
In order to create a hypothesis, a learner needs to be able to analyze the information that’s
presented and utilize it to make inferences about possible outcomes. This process requires
advanced critical thinking skills; the learner must first be able to separate relevant from
irrelevant information, draw conclusions based on this information, combine the information with
the learner’s background knowledge, use this combined knowledge to draw conclusions, and
then use these conclusions as an aid in predicting results.
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Making Hypothesis A hypothesis is the information of ideas or propositions that are based on known facts. It is
useful as a basis for reasoning or further investigation. You need to read and understand the
passage well in order to make a hypothesis.
Predicting Outcomes
Some questions require you to predict the outcome of an event or situation. To predict
outcomes, you need to rely on certain cues in the text. If you are able to predict outcomes, you
can understand the message of the text better.
PRACTICE Now using the skills described above, answer the following questions on the passage.
1. The phrase ’extend yourself’ refers to taking efforts to
A. study hard
B. score good grades
C. make friends
D. show your talents
2. Why is the feeling without any basis?
A. The feeling is uncertain
B. Friends are everywhere in the church and office
C. There are many ways to make friends in the college
D. The feeling is based on prejudice
3. New college students can introduce themselves b
A. knocking on doors
B. buying food
C. organising dorm parties
D. anouncing changes
4. The word ’neighbors’ refers to students
A. in the same class
B. who live on the same floor
C. in the same college
D. taking the same course
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5. A good way to make friends in college is to
A. date them
B. stay in the same house
C. keep lae nights
D. join study groups
6. When making new friends, be open to
A. bad habits
B. dangerous activities
C. other peoples’s cultures and ideas
D. strangers’ invitations
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2.2 TERMINOLOGY
Terminology is the study of terms and their use. Terms are words and compound words that
are used in specific contexts. Not to be confused with "terms" in colloquial usages, the
shortened form of technical terms which are defined within a discipline or speciality field.
Terminology therefore denotes a more formal discipline which systematically studies the
labeling or designating of concepts particular to one or more subject fields or domains of human
activity, through research and analysis of terms in context, for the purpose of documenting and
promoting correct usage. This study can be limited to one language or can cover more than one
language at the same time (multilingual terminology, bilingual terminology, and so forth) or may
focus on studies of terms across fields.
Terminology is not connected to information retrieval in any way but focused on the meaning
and conveyance of concepts. "Terms" (i.e. index terms) used in an information retrieval context
are not the same as "terms" used in the context of terminology, as they are not always technical
terms of art.
2.2.1 Technical terminology
Technical terminology is the specialized vocabulary of any field, not just technical fields. The
same is true of the synonyms technical terms, terms of art, shop talk and words of art, which do not necessarily refer to technology or art. Within one or more fields, these terms have
one or more specific meanings that are not necessarily the same as those in common use.
Jargon is similar, but more informal in definition and use.
An industry term is a type of technical terminology that has a particular meaning within a
specific industry. The phrase industry term implies that a word or phrase is a typical one within
a particular industry or business and people within the industry or business will be familiar with
and use the term.
Technical terminology exists in a continuum of formality. Precise technical terms and their
definitions are formally recognized, documented, and taught by educators in the field. Other
terms are more colloquial, coined and used by practitioners in the field, and are similar to slang.
The boundaries between formal and slang jargon, as in general English, is quite fluid, with terms
sliding in and out of recognition. This is especially true in the rapidly developing world of
computers and networking. For instance, the term firewall (in the sense of a device used to filter
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network traffic) was at first technical slang. As these devices became more important and the
term became widely understood, the word was adopted as formal terminology.
Technical terminology evolves due to the need for experts in a field to communicate with
precision and brevity, but often has the effect of excluding those who are unfamiliar with the
particular specialized language of the group. This can cause difficulties as, for example, when a
patient is unable to follow the discussions of medical practitioners, and thus cannot understand
his own condition and treatment. Differences in jargon also cause difficulties where
professionals in related fields use different terms for the same phenomena. For instance,
substantial amounts of duplicated research occur in cognitive psychology and human-computer
interaction partly because of such difficulties
The term jargon can, and often does, have pejorative connotations, particularly when aimed at
"business culture". The marketing and public relations industries in particular have expanded the
lexicon of jargon that marks the global business environment.
A few examples of technical terminology
NO 1 NO2 NO3 NO4 NO5 Elasticity Plasticity Control Rubberized Hardening
Copyright Fungicide Press Specification Oxidati
Fisheye Extensibility Strain Weathering Laminate
Grade Degradation Adhesion Homogenous Tractio
Abrasion Cracking Deformation Reinforcement Compound
Broadband Antioxidant Swelling Indentation Cemen
Pimple Checking Optimize Duplication Avatar
Resistance Processing Polymer Longitudinal Mildew
Scraper Standard Friction Adhesive Lagging
Tension Textile Glitch Impression Gauge
Vulcanization Stress Permeability Chalking Fatigue
Transverse Abraded Conductivity Porosity Impulse
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NO 1 NO2 NO3 NO4 NO5 Lateral Iron Jaws Oxidation Plasticity
Bandwidth Tack Mill Copyright Avatar
Stretch Haze Lift Degradation Swelling
Capacity Tweak Ply Indentation Abrasion
Discharge Liner Cog Standard Conductivity
Template Stiffness Oven Longitudinal Binary
Density Diameter Elasticity Fatigue Resistance
Knuckles Impact Viscosity Polymer Vulcanization
Firewall Seam Specification Rubberized Horsepower
Nicks Nominal Permeability Antioxidant Adhesion
Blemish Resin Embossing Lagging Flexibility
Debug Fabric Transverse Tension Broadband
Aging Joint Reinforcement Porosity Abraded
Conveyor Optimize Homogenous Compound Extensibility
NO 1 NO2 NO3 NO4 NO5 Hardening Cement Stress Viscosity Tweak
Control Processing Modulus Bandwidth Nicks
Press Mildew Impulse Permeability Liner
Fungicide Checking Repair Avatar Joint
Weathering Adhesive Jaws Polymer Mill
Fisheye Scraper Binary Cog Haze
Strain Gauge Rubberized Resin Lift
Laminate Friction Oxidation Flexibility Tack
Traction Textile Horsepower Oven Iron
Grade Impression Knuckles Blemish Debug
Deformation Glitch Optimize Porosity Impact
Cracking Recovery Reinforcement Seam Aging
Duplication Programmer Firewall Fabric Lateral
Pimple Chalking Ply Lagging Stretch
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2.3 CONTEXTUAL MEANINGS CONTEXT CLUES
Context clues are hints found within a sentence, paragraph, or passage that a reader can use to
understand the meanings of new or unfamiliar words. Learning the meaning of a word through
its use in a sentence or paragraph is the most practical way to build vocabulary, since a
dictionary is not always available when a reader encounters an unknown word. A reader must
be aware that many words have several possible meanings. Only by being sensitive to the
circumstances in which a word is used can the reader decide upon an appropriate definition to
fit the context.
A reader should rely on context clues when an obvious clue to meaning is provided, or when
only a general sense of the meaning is needed for the reader’s purposes. Context clues should
not be relied upon when a precise meaning is required, when clues suggest several possible
definitions, when nearby words are unfamiliar, and when the unknown word is a common one
that will be needed again; in these cases, a dictionary should be consulted.
There are several different types of context clues. Some of them are:
2.3.1 Definition / Description Clue
The new term may be formally defined, or sufficient explanation may be given within the
sentence or in the following sentence. Clues to definition include “that is,” commas, dashes, and
parentheses.
Examples: a. His emaciation, that is, his skeleton-like appearance, was frightening to see.
“Skeleton-like appearance” is the definition of “emaciation.”
b. Fluoroscopy, examination with a fluoroscope, has become a common practice.
The commas before and after “examination with a fluoroscope” point out the
definition of “fluoroscopy.”
c. The dudeen – a short-stemmed clay pipe – is found in Irish folk tales.
The dash setting off “a short-stemmed clay pipe” point out the definition of
“dudeen.”
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2.3.2. Example Clues Sometimes when a reader finds a new word, an example might be found nearby that helps to
explain its meaning. Words like including, such as, and for example, point out example clues.
Examples: a. Piscatorial creatures, such as flounder, salmon, and trout, live in the coldest parts
of the ocean.
“Piscatorial” obviously refers to fish.
b. Celestial bodies, including the sun, moon, and stars, have fascinated man
through the centuries.
“Celestial” objects are those in the sky or heavens.
c. In the course of man’s evolution, certain organs have atrophied. The appendix,
for example, has wasted away from disuse.
“Atrophied” means “wasted away.”
2.3.3 Synonym Restatement Clue
The reader may discover the meaning of an unknown word because it repeats an idea
expressed in familiar words nearby. Synonyms are words with the same meaning.
Examples: a. Flooded with spotlights – the focus of all attention – the new Miss America began
her year-long reign. She was the cynosure of all eyes for the rest of the evening.
“Cynosure” means “the focus of all attention.”
b. The mountain pass was a tortuous road, winding and twisting like a snake
around the trees of the mountainside.
“Tortuous” means “winding and twisting.”
2.3.4 Contrast / Antonym Clue Antonyms are words with opposite meanings. An opposite meaning context clue contrasts the
meaning of an unfamiliar word with the meaning of a familiar term. Words like “although,”
“however,” and “but” may signal contrast clues.
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Examples: a. When the light brightens, the pupils of the eyes contract; however, when it grows
darker, they dilate.
“Dilate” means the opposite of “contract.”
b. The children were as different as day and night. He was a lively
conversationalist, but she was reserved and taciturn.
“Taciturn” means the opposite of a “lively conversationalist.”
2.3.5 Mood / Tone Clue The author sets a mood, and the meaning of the unknown word must harmonize with the mood.
Examples: a. The lugubrious wails of the gypsies matched the dreary whistling of the wind in
the allbut-deserted cemetery.
“Lugubrious,” which means “sorrowful,” fits into the mood set by the words
“wails,” “dreary,” and “deserted cemetery.”
2.3.6 Experience Clue Sometimes a reader knows from experience how people or things act in a given situation. This
knowledge provides the clue to a word’s meaning.
Examples: a. During those first bewildering weeks, the thoughts of a college freshman drift
back to high school where he was “in,” knew everyone, and felt at home. A
feeling of nostalgia sweeps over him.
b. She walked away from her closet and quickly slipped a jersey over her head. She
smoothed it into place over her hips, added a belt, glanced at the mirror, and left
for work.
2.3.7 Analysis Or Structure Clue
The parts used to construct a word can be direct clues to meaning. Knowledge of prefixes,
roots, and suffixes can aid a reader in using this type of context clue. Learning one word part
can add dozens of words to a reader’s vocabulary. The power of word parts lies in the ability to
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combine the roots and affixes with the context in which a word is used to discover the author’s
meaning.
Examples: a. The story is incredible.
The root cred means “to believe,’ and the prefix in means “not.” Therefore, if a
story is incredible, it is unbelievable.
b. The somnambulist had to be locked in his bedroom at night for his own safety.
If a reader knows the meaning of ambular (walk) and somn (sleep) and sees the
sentence, the reader may realize that a “somnambulist” is a sleepwalker.
2.3.8 Inference Clue Sufficient clues might be available for the careful reader to make an educated guess at the
meaning.
Example: a. She told her friend, “I’m through with blind dates forever. What a dull evening! I
was bored every minute. The conversation was absolutely vapid.”
“Vapid” means “uninteresting.”
2.3.9 Cause And Effect Clue The author explains the reason for or the result of the word. Words like “because,” “since,”
“therefore,” “thus,” “so,” etc. may signal context clues.
Example: a. She wanted to impress all her dinner guests with the food she served, so she
carefully studied the necessary culinary arts.
“Culinary” means “food preparation.”
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3.0 PRACTICE : 1. List down 10 technical words related to your course of study.
2. Try to quiz your friend beside and see whether he is familiar with the words you have
come up with.
In the space provided, write a synonym for each underlined word as it is used in context.
3. The job candidate’s background was impeccable – good references and many years of
experience, but the company did not give her the job. _____________________
4. The tranquilized grizzly bear was lethargic enough for the scientists to safely examine
his teeth and tattoo his ears. _____________________
4.0 REFERENCES:
1. English for Matriculation Programme-The Sharifuddin Abdulah,Theresa Lock,
(SAP Publications), 2006
2. Fundamentals of English Grammar- Betty Schrampfer Azar ( Prentice Hall Regent)
3. Total Assessment English – Kannan Sithambaran (Sasbadi), 2006
4. English for Matriculation Programme-The Sharifuddin Abdulah,Theresa Lock,(SAP
Publications), 2006
5. Fundamentals of English Grammar- Betty Schrampfer Azar ( Prentice Hall Regent)
6. Total Assessment English – Kannan Sithambaran (Sasbadi), 2006
7. English for Matriculation Programme-The Sharifuddin Abdulah,Theresa Lock,(SAP
Publications), 2006
8. Fundamentals of English Grammar- Betty Schrampfer Azar ( Prentice Hall Regent)
9. Total Assessment English – Kannan Sithambaran (Sasbadi), 2006
10. http://www.mdc.edu/Kendall
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