Professional Documents
Culture Documents
English Language Teachers of Jempol & Jelebu Secondary Schools
English Language Teachers of Jempol & Jelebu Secondary Schools
CONTENTS
1.0
2.0
3.0
4.0
5.0
6.0
7.0
8.0
PREFACE
ACKNOWLEDGEMENT
THE WRITERS
POEMS
4.1 THE LIVING PHOTOGRAPH
4.2 CHARGE OF THE LIGHT BRIGADE
SHORT STORIES
5.1 TANJONG RHU (LEAVING NO FOOTPRINT)
5.2 LEAVING (CHANGING THEIR SKIES)
THE RIGHT THING TO DO (FIVE SHORT PLAYS)
PICTURES
CONCLUSION
6
19
28
33
45
64
PREFACE
This module is aimed at helping teachers to teach the
new literature components which was introduced in
2015.
This module was co-produced by teachers from PPD
Jempol & Jelebu district who are teaching upper
secondary students.
Teachers can take this opportunity to make use of
this module for their literature classes. Hopefully, this
will help to enhance the English Language learning
and teaching.
Most importantly, this module will be a good resource
for English teachers regardless they are experienced
or less experienced teachers.
ACKNOWLEDGEMENTS
A sincere and heartfelt gratitude to all English
teachers who has contributed in producing this
module to help teachers and students especially in
teaching and learning the new literature component
As one says two heads are better than one.
Therefore, with the help from all the teachers
involved, this module has become a reality
A special note of thanks to Cik Norshahida Shaarim,
for her guidance and assistance.
To all English language panels who are involved in
completing this, your cooperation and hard work are
very much appreciated.
Editor
Noor Fadzillah Amran (SMK Palong 2)
Editor
Writers
Noor
Fadzillah
Amran
(SMK
Palong
Dua)
Fifi Safia
Adnan (SMA
Dato
Hj Tan
Ahmad)
James Thong Wai Meng (SMK Teriang Hilir)
Writers
Juliana Borhanuddin (SMK Dato Undang Ali Al-Jufri)
Fifi
Safia
Adnan
(SMA
Hj Tan
Juliana
Hapaz
(SMK
DatoDato
Undang
MusaAhmad)
Al-Haj)
James
Wai(SMK
Meng
LilawathiThong
Ganesan
Lui(SMK
Barat)Teriang Hilir)
Juliana
(SMK
Dato
Undang
MaslindaHapaz
Jamaludin
(SMK
Palong
7) Musa Al-Haj)
Mohanah Ganesan
A/P Javalan(SMK
(SMK Lui
Serting
Hilir Kompleks)
Lilawathi
Barat)
Noor Raihan
Fatin Ruslan
(SMA
Haji Muhamad)
Maslinda
Jamaludin
(SMK
Palong
7)
NorfarihahA/P
Maidin
(SMA (SMK
Dato Hj
Tan Ahmad)
Mohanah
Javalan
Serting
Hilir Kompleks)
Norhaslina
Manap
Bahau)
Noor
Raihan
Fatin(SMK
Ruslan
(SMA Haji Muhamad)
Nur Ardini Chong
Abdullah
Bandar Baru Serting)
Norhaslina
Manap
(SMK (SMK
Bahau)
Nur Liyana Sahrif (SMA Hj Muhamad)
Nur Ardini Chong Abdullah (SMK Bandar Baru Serting)
Nurul Husna Mustafa (SMK Datuk Mansor)
Nurul Husna Mustafa (SMK Datuk Mansor)
Puvaneswari Mutusamy (SMK Bahau 2)
Puvaneswari Mutusamy (SMK Bahau 2)
Rimamelati Shamsudin (SMK Seri Perpatih)
Rozana Mohd Yunus (SMK Pasoh 2)
Rozana Mohd Yunus (SMK Pasoh 2)
Sivakumar A/L Athimulam (SMK Chi Wen)
Sivakumar A/L Athimulam (SMK Chi Wen)
Siti Zuraidah Basunan (SMK Dato Undang Syed Ali Al Jufri)
Siti Zuraidah Basunan (SMK Dato Undang Syed Ali Al Jufri)
Rimamelati Shamsudin (SMK Seri Perpatih)
Shubatra A/P Thangarajoo (SMK Batu Kikir [Model Khas])
Shubaila A/P Thangarajsu (SMK Batu Kikir [Model Khas])
Siti Najwa Roslan (SMK Alam Beraja)
Siti Najwa Roslan (SMK Alam Beraja)
Siti Suriah Mohd Jai (SMK Pertang)
Wan Syeida Wan Mar Alli (SMK Seri Jempol)
Syafiqa Mohd Jani (SMK Bandar Baru Serting)
Yusmawati
Mohd
Yunus
(SMA
Dato
Haji Mustafa)
Wan Syeida Wan
Mar
Alli (SMK
Seri
Jempol)
Zanariah
YusmawatiMohd
MohdPilus
Yunus(SBPI
(SMA Jempol)
Dato Haji Mustafa)
Zuraida
(SMK
Undang
Zanariah Zakaria
Mohd Pilus
(SBPI
Jempol)Jelebu)
Zuraida Zakaria (SMK Undang Jelebu)
Jackie Kay
TASK 1
Refer to the poem and fill in the blanks with the correct phrases or words.
physical appearance
poet's youth, purity, and innocence.
dying
STANZA 1
The grandmother is
..
STANZA 2
It was true after all that look.
My tall grandmother became
small.
Her back round and hunched.
Her soup forgot to boil.
STANZA 3
But there she is still,
in the photo with me at three,
the crinkled smile is still living ,
breathing.
POETIC DEVICES
SYMBOL
PERSONIFICATION
IMAGERY
_______________________
_______________________
______________________
_______________________
_______________________
______________________
_______________________
_______________________
______________________
______________________
METAPHOR
CONTRAST
_______________________
_______________________
_______________________
_______________________
_______________________
_______________________
Question : What does it means Her soup forgot to boil and why did she forgot?
Stanza 1
My small grandmother is tall there,
Straight -back, white broderie
anglaise shirt,
pleated skirt, flat shoes, grey bun,
a k ind, old smile round her eyes.
Her big hand holds mine,
white hand in black hand.
Her sharp blue eyes look her own
death in the eye.
Task 4 : Based on the first stanza of the poem, answer the following questions.
1. Who are in the photograph ?
______________________________________________________________
______________________________________________________________
2. Describe the grandmothers skirt and shoes ?
______________________________________________________________
______________________________________________________________
3. In stanza 1, which words mean open embroidery on white linen ?
______________________________________________________________
_____________________________________________________________________
4. What do the sharp blue eyes tell us about the grandmothers race ?
________________________________________________________________________
________________________________________________________________________
5. Do you think the grandmother can be described as brave ?
________________________________________________________________________
________________________________________________________________________
By: Ms Mazlinda & Ms.Rimamelati
10
SUGGESTED ANSWERS
THE LIVING PHOTOGRAPH BY JACKIE KAY
TASK 1
Stanza 2
It was true after all that look.
My tall grandmother became small.
Her back round and hunched.
Her soup forgo to boil.
She went to the awful place
grandmothers go.
Somewhere unkonwn, unthinkable.
Stanza 3
But there she is still,
in the photo with me at three,
the crinkled smile is still living
,breathing.
Synopsis
The first four lines described the
grandmother's physical
appearance.
White hand represents the
poet's youth, purity, and
innocence.
Black hand represents that the
grandmother is experienced, an
old soul, and has been through a
lot, since she's old.
The grandmother is dying.
11
TASK 2
1. Symbol: the photograph
2. Contrast:
- straight-backed hunched
-
Pleated skirt
Flat shoes
Grey bun
12
TASK 4
1. The persona and her grandmother
2. The skirt was pleated and the shoes were flat.
3. Broderie anglaise
4. It tells us that she is a white woman. (accept any other possible answers)
5. Yes, because she was said to have looked her own death in the eye
13
PRACTICE 1
Open-ended questions
1. In stanza 1,
a. What does the phrase grey bun refers to?
__________________________________________________________________(1 mark)
b. List two words that describe the grandmothers character traits.
i.
_____________________
ii.
_____________________
(2 marks)
c.Name one quality that the grandmother possesses. Why do you say so?
_________________________________________________________________________
_________________________________________________________________(2 marks)
2. In stanza 2,
a.How does her grandmother look as she aged?
_____________________________________________________________ (2 marks)
b. What do you think she has forgotten to do?
______________________________________________________________ (1 mark)
c. Which phrase has the same meaning as death?
_______________________________________________________________ (1 mark)
3. In stanza 3,
a. The word she in the line But there she is still refers to _______________(1 mark)
b. Which word tells us about the personas age?
______________________ (1 mark)
14
.PRACTICE 2
Complete the puzzle with the help of the clues. The last letter of each word has been provided.
The letters in the coloured/shaded squares form 2 words which complete the sentence below:
Children should ______________ ________________ to their elders.
1
Clues
1.
2.
3.
4.
5.
6.
7.
8.
15
PRACTICE 3
State whether the following statements are TRUE or FALSE.
1.
2.
3.
4.
5.
6.
(
(
(
(
(
(
)
)
)
)
)
)
PRACTICE 4
Complete the bubble map below with the adjectives describing the grandmother.
GRANDMOTHER
16
Practice 1 Answers
1. a. It refers to how the hair was tied.
b. i. kind / kind-hearted
ii. concerned
c. kindness. Because she comforted the persona by holding on to her hand while on her
death bed.
2. a. small and hunched.
b. she has forgotten to turn on the stove while preparing the soup.
c. the awful place
3. a. the personas grandmother
b. three
c. the personas grandmother has aged
Practice 2 Answers
1
17
Practice 3 Answers
1.
2.
3.
4.
5.
6.
TRUE
TRUE
FALSE
TRUE
FALSE
TRUE
Practice 4 Answers
1.
2.
3.
4.
5.
6.
7.
8.
kind
friendly
concerned
small
hunched
forgetful
brave
pleasant
18
19
Across
1. A unit of measurement
2. To show love for ones country
3. The number of men in the brigade
4. Past tense of ride
Down
4. The war was between the British and the ____
5. Warzone
6. A type of weapon
7. Feeling fearful
By: , Ms Liyana Ms Najwa Ms Raihan, Ms Shubathra, & Ms Yusmawati
20
2P
3S
4R
A
T
T
L
E
F
I
E
L
D
6C
A
N
N
O
N
U
S
S
I
A
N
7D
I
S
M
A
Y
E
D
Across
1. A unit of measurement
2. To show love for ones country
3. The number of men in the brigade
4. Past tense of ride
Down
4. The war was between the British and the ____
5. Warzone
6. A type of weapon
7. Feeling fearful
By: , Ms Liyana Ms Najwa Ms Raihan, Ms Shubathra, & Ms Yusmawati
21
1. DVLEYLEO
2. AHDTE
3. EHTNUEDRD
5. NOANCN
4. AEELUG
6. LDBENEDRU
1. _____________
2. _____________
3. _____________
4. _____________
5. _____________
6. _____________
22
1. DVLEYLEO
2. AHDTE
3. EHTNUEDRD
5. NOANCN
4. AEELUG
6. LDBENEDRU
1. VOLLEYED
2. DEATH
3. THUNDERED
4. LEAGUE
5. CANNON
6. BLUNDERED
23
Match each literary device with the correct lines/phrases from the poem.
Rhyme
Repetition
Imagery
Literary devices
Lines/phrases
1.
2.
3.
4.
5.
Personification
Alliteration
24
Match each literary device with the correct lines/phrases from the poem.
Rhyme
Repetition
Imagery
Literary devices
Personification
Alliteration
Lines/phrases
1. Repetition
2. Imagery
3. Alliteration
4. Rhyme
5. Personification
25
Match the given Literal Meaning and the Figurative Meaning with the correct stanza.
LITERAL MEANING
FIGURATIVE MEANING
STANZA 1
STANZA 2
STANZA 3
26
Set 3
LITERAL MEANING
FIGURATIVE MEANING
27
TANJONG RHU
28
Question 1
Sequence the events in the correct order. Use a flow map. Work in groups of four.
29
Question 2 (HOTS)
If you were Ah Ma, what will you put in the locked drawer? Give your
reasons.
________________________________________________________________
________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
Question 3 (HOTS)
Where do you think the drawers key is? Why?
30
Question 4
Create a pair of binoculars using scrap materials. Make it your signature pair.
31
Suggested Answers:
Question 1
1.
2.
3.
4.
Question 2
1. Many pictures of her and her son - Mr Li to reminisce
memories of their stay in Tanjung Rhu.
2. Belongings of her late husband (like clothes, pictures,
personal stuff and etc.) - to recall the memories of her
husband.
3. Letter to his son -talking about her feelings and her love
to him
4. Any relevant answers
Question 3
1. The altar room because she always prays and thinks
about her past life in Tanjung Rhu
2. Mr Lis office when Ah Ma visited him once
3. Ah Mas necklace
4. Ant relevant answers
Question 4
Any relevant answers.
32
LEAVING
33
Worksheet 1
Fill in the blanks with suitable words or phrases from the text read.
1.
2.
3.
4.
5.
Worksheet 2
Mind mapping :
In the story Leaving, the characters are facing a problem and trying to solve it. In the mind map
below, state the problem and list down what you have learnt from the story.
Lesson 1:
Lesson 3:
Problem:
Lesson 2:
Lesson 4:
34
Worksheet 3
Provide short answers for the following questions.
1. What specific incident made Aloo think about his future?
(1 mark)
2. How did Mother feel about Aloo going to America?
(1 mark)
3. Why does Mother finally allow Aloo to go?
(1 mark)
4. What is main theme of the story? Give evidence from the text.
(2 marks)
5. If you were Aloo, would you return home one day? Give reasons for your answer.
(2 marks)
35
Worksheet 4
1. Imagine how Mr Velji would look like. Draw a portrait based on the description in the story.
36
2. Work in groups of four. Imagine that Aloo does indeed return home after completing his
studies. How would he have changed? Prepare a dialogue between Aloo, Mother, the
narrator and Mr Velji on the day of his homecoming. Act out the scene.
37
Answer scheme:
Worksheet 1:
1. Agriculture
2. Mr. Velji
3. further his studies in America
4. 33
5. a scholarship
Worksheet 2:
Problem: Mother does not allow Aloo to further his studies overseas.
Lesson 1: it is important to seize opportunities given to us
Lesson 2: we must respect our elders
Lesson 3: we must be grateful to our parents
Lesson 4: stay determined and do not fear of the unfamiliar
Worksheet 3:
1.
2.
3.
4.
When Mr. Datoo comes for a visit and talks about America
She is afraid that once he leaves, he will never return
She sees how badly Aloo wants to go and finally relents.
I think the main theme is separation as is illustrated in the pain Mother feels when she
knows Aloo will leave home.
5. Accept any suitable answer.
Worksheet 4:
Accept any suitable answer.
38
Exercise 1
Match the dialogues below with the correct character.
page 33
They are giving me a place with
a scholarship
Aloo
page 34
And how we are going to get
three thousand shillings?...
page 36
...this one wants to go
to America.
Mother
Page 37
How did you do in the
school exam?
page 37
All the rich kids go every year
and they are not lost.
Mr. Velji
page 37
But if you send him, you will
lose your sonit is a far place,
America.
39
Exercise 2
Write True or False for the following statements about Aloo.
1. Aloo is accepted into an American university.
_____________
2. Aloo loves to read.
_____________
3. Aloo wants to study agriculture.
_____________
4. Aloo is the eldest child of a family of five siblings.
_____________
5. He is a lazy boy.
_____________
6. He is a bright student in his first year of school.
_____________
7. Aloo did not get a scholarship to study at the California Institute
_____________
of Technology.
8. He is curious and excited to study overseas.
_____________
40
Exercise 3
Compare and contrast the advantages of studying at local universities and abroad
Tanzania
America
41
Exercise 4
Read the synopsis provided and complete the Bubble Map.
Synopsis
42
Exercise 1 (Answers)
1.
2.
3.
4.
5.
6.
Aloo
Mother
Mother
Mr Velji
Aloo
Mr Velji
Exercise 2 (Answers)
Write True or False for the following statements about Aloo.
1. Aloo is accepted into an American university.
True
True
False
False
5. He is a lazy boy.
False
False
False
True
43
Exercise 4 (Answer)
Mother wants her children to have high education
A story of a
young Indian
boy, Aloo
He receives an
offer from the
California Institute
Of Technology
Aloo is
inspired by
Mr Datoo
Finally, Aloos
mother allows
him to study
in America
Synopsis
Aloos mother
seeks advice from
Mr Velji,
the school officer
Aloo
starts to apply
to every
university
in America
Aloo lives
with his
mother in
Tanzania
Aloo wants
to pursue
his education
in America
Mother does not allow Aloo to study overseas because she is afraid
he would never return.
44
45
starts
to
walk
way.
However,
she
stops
and
goes
back
at
the
man.
He
asks
about
the
man
and
wants
to
know
an
arguing
with
(4)_____________________!.
As
the
other
they
are
two
finally
hesitating
and
says,
And
arguing,
is he dead
woman in blue
46
Number the following sentences to show the correct sequence of the story.
a. A woman in blue sees the man and she bends down to help the man.( )
b. Rebecca sees a man lying on the pavement of the street. ( )
c. She tells the three of them to do as she instructs call the ambulance, get
water and feel the mans pulse. ( )
d. David comes by and all three bystanders feel it is not their problem. ( )
e. They give the man a pill from his pill bottle and he recovers and thanks
them quietly. ( )
f. Michael Scott thanks the three bystanders before leaving with the
ambulance. ( )
g. The ambulance comes and the doctor and nurse examine the man. ( )
h. She is wondering what she should do when Patrick comes by and both look
at the man. ( )
47
48
Climax
Rising Action
Falling Action
Resolution
49
Check your understanding by filling in the blanks with some of the elements
of the story in the space provided.
Title: ____________________________________________
Author: _______________________________________
Setting:
1. ..........................................................
.
Characters
1. ___________________________
2. ___________________________
3. ___________________________
4. ___________________________
5. ___________________________
6. ___________________________
7. ___________________________
50
State the similarities and differences of the characters in the Double Bubble Map below.
Civic-minded
Clueless
The
woman in
blue
Rebecca
51
Based on the drama The Right Thing to Do, complete the double bubble map.
Similarities vs. Differences
PATRICK
REBECCA
(i-Think)
52
List the themes of the play The Right Thing To Do in the Bubble Map below.
Themes
are
the
underlying messages or
big ideas of a story.
e.g: love and sacrifice,
friendship and identity
crisis.
Taking charge
in times of
emergency
THEMES
53
Characters
When?
(Setting of Time)
Where?
(Setting of Place)
What?
(Summary of the Plots)
Why?
(HOTS)
Values
(What have you learn from the drama?)
54
What are the right things to do if you see an unconscious man lying in the street?
HOTS
I-think: Bubble Map
55
is he dead
woman in blue
56
Number the following sentences to show the correct sequence of the story.
a. A woman in blue sees the man and she bends down to help the man. ( 4 )
b. Rebecca sees a man lying on the pavement of the street. (1 )
c. She tells the three of them to do as she instructs call the ambulance, get water and feel the mans pulse. ( 5 )
d. David comes by and all three bystanders feel it is not their problem. ( 3 )
e. They give the man a pill from his pill bottle and he recovers and thanks them quietly. ( 6)
f. Michael Scott thanks the three bystanders before leaving with the ambulance. ( 8 )
g. The ambulance comes and the doctor and nurse examine the man. ( 7 )
h. She is wondering what she should do when Patrick comes by and both look at the man. (2 )
57
(T)
(F)
(F)
(F)
(T)
(F)
(T)
(T)
(T)
(F)
58
6. Doctor
7. Nurse
59
Based on the drama The Right Thing to Do, complete the double bubble map. (i-Think)
Similarities vs. Differences
Ignorant
Like
compliments
Express
happiness
PATRICK
REBECCA
60
61
List the themes of the play The Right Thing To Do in the Bubble Map below.
Taking charge
in times of
emergency
Acknowledge and
appreciate help
given by others
THEMES
Learn by example
Be alert to what
others do or not do
Humility and
sincerity when
giving help
62
When?
(Setting of Time)
Daytime
Characters
What?
Woman in blue
David
Patrick
Rebecca
Where?
(Setting of Place)
The sidewalk of a street in town
Why?
(HOTS why do you think the
passers by do not want to help the
man?)
Values
(What have you learn from the drama?)
63
PICTURES
DURING THE
WORKSHOP
64
65
66
67
68
69
70
71
72
73
74
75
76
CONCLUSION
This module shows that teachers from Jempol &
Jelebu can work hand in hand in order to come out
with great ideas for development of English
language. Hence, with fun activities to do during
the literature lesson, it is hoped that students are
able to understand and learn better.
This teacher collaboration will hopefully bring great
results to the teaching community. Therefore more
collaboration between teachers from Jempol and
Jelebu should be carried out from time to time in
order to produce more creative materials that may
be used in the classrooms.
77
By: