ENGLISH LANGUAGE 1119/2 WRITING SKILLS MODULE

FORMS 4 & 5

LEARNING ILO VOCAB. ACTIVITIES MATS. REF CCTS GENRE

AREAS
11.1 People Level 1 Description of Lesson 1
personalities & Act 1 : Vocabulary Enrichment Evaluating
 Prominent Complete longer & their contributions Identify
personalities challenging texts. to society a. pair work – a game cause Report
Do guided writing for a b. give ss topic vocabulary on J. Hadfield Giving (classify &
& their
causal
Contributions purpose to inform, describing people. G.O 1(T) Comm. describe)
explanation
 Descriptions describe, persuade. character c. ss rearrange jumbled-up G.O 1 (SS) Games Identify
Express feelings in dedicated words, phrases from list into effect/conseq Recount
posters, newsletters. effort categories: physical Bridge to uence (retell a
Enter & edit data. perseverance features/personality/idiosync Success Predict series of
Author texts through principle racies habits)/movements. consequence events)
substitution, addition. reference Making
Write using templates research interpretations Narrative
& formats found in piracy Act. 2: Quick Writing Solving (entertain.
existing programs. legal problems amuse or
Identify fact
enactments a. Increasing word power instruct)
& opinion
copyrights (word level) W.S 1(T) Making
Level 2 infringe b. ss write as many W.S.1(SS) summaries Procedure
Write to persuade, infringement words/phrases to describe…. W.S 2(T) Identify bias (instruct
express emotions & intellectual i) Your favourite W.S.2 (SS) statements someone to
attitude to specific property person Making do
audiences. royalty ii) A beggar generalisatio something)
Write reports/minutes. under counter iii) A Salesman ns
Write formal letters moral obligation c. Teacher checks Identify main Explanation
(application for a job, warranty words/phrases. ideas, (explain
supporting
letter of complaint) how or
ideas, details
Manipulate, import * Clarifying why
integrate graphics with Listing something
text. Making occurs
Analogies
Hypothesising
rs/smsj/99/writing skills module

1
 LEARNING ILO VOCAB. ACTIVITIES MATS. REF CCTS GENRE
AREAS
11.1 People Description of Lesson 2
Level 3 personalities & Act. 1: Famous people Making Exposition
 Prominent their contributions predictions (persuade
personalities Write to develop more to society a. Read article from the W.S3(T/SS) Longman Explaining by arguing
complex ideas, events internet on 2 prominent (Article 1) Fm 5 wkbk Justifying one side of
& their
Giving
Contributions & information. personalities e.g Princess W.S4(T/SS) issue)
reasons
 Descriptions Construct responses to character Diana & Mother Theresa. (Article 2) Making
materials read dedicated b. Based on readings, complete G.O 2 (T) relations/con Response
pertaining to the effort graphic organiser G.O 2 (SS) nections bet. (respond to
nation. perseverance (compare & contrast). ideas an artistic
Use word processing principle c. Vocabulary building- list out Giving work)
programs to format & reference 10 adjectives descibing the accurate
edit texts. research persons from the article. observations Discussion
Design, send & piracy d. ss sit in groups of 5 to W.S 5(SS) Giving info. ( look at
retrieve electronic legal produce a master list based Synthesising both sides
cards. enactments on each individual’s list. Making of an issue
inductions
Use existing web page copyrights e. or ss could surf for other Internet and come to
Identifying/
editors & post to infringe prominent personalities & Gathering/ a decision)
remote server. infringement their contributions e.g.s Lee Arranging/Pr
intellectual property Kuan Yew, PM. esenting
royalty f. Write an article of 350 exer. bk Info.
under counter words on your favourite Making
moral obligation personality. Include his/her associations
Comparing &
warranty achievements and contrasting
contributions to Classifying/Gr
society/nation/ world. ouping/
Categorising
Gathering
Info.
Debating
Giving
opinions
Identify
trends/patterns
/tendencies
rs/smsj/99/writing skills module

2
11.1 People G.O 1(T)

PHYSICAL FEATURES PERSONALITY IDIOSYNCRACIES/HABITS MOVEMENTS

(APPEARANCE)
gentle always looking under his bed rushed out
before going to sleep jumped out

rs/smsj/99/writing skills module

3
11.1 People G.O 1(SS)

PHYSICAL FEATURES PERSONALITY IDIOSYNCRACIES/HABITS MOVEMENTS

(APPEARANCE)
gentle always looking under his bed rushed out
before going to sleep jumped out

rs/smsj/99/writing skills module

4
11.1 People W.S 1(T)

INCREASING WORD POWER (WORD LEVEL)

Choose adjectives from below to replace the adjectives underlined:

Adjectives commonly used for PEOPLE Adjectives commonly used for SITUATIONS

marvellous pleasant
shrewd chaotic
warm hazardous
mean moving
confirmed restful

1. The traffic in the city is very bad. ………………………………………

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

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

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

5. Saiful and Aziz have become terrific friends. ………………………………………

6. The Mathematics teacher was really bad. He’d make us stay in class if we make mistakes. ………………………………………

7. Driving in a heavy storm is awful- you can hardly see and may go off the road. ………………………………………

8. “Get away from the city,” the doctor ordered. “Have a good holiday by the sea.” ………………………………………

9. My uncle , who is a good judge of character, can always tell when a person tells a lie. ………………………………………

10. You shouldn’t believe everything he says. He’s a terrific liar. ………………………………………

rs/smsj/99/writing skills module

5
11.1 People W.S 1(SS)

INCREASING WORD POWER (WORD LEVEL)

Choose adjectives from below to replace the adjectives underlined:

Adjectives commonly used for PEOPLE Adjectives commonly used for SITUATIONS

marvellous pleasant
shrewd chaotic
warm hazardous
mean moving
confirmed restful

1. The traffic in the city is very bad. ………………………………………

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

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

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

5. Saiful and Aziz have become terrific friends. ………………………………………

6. The Mathematics teacher was really bad. He’d make us stay in class if we make mistakes. ………………………………………

7. Driving in a heavy storm is awful- you can hardly see and may go off the road. ………………………………………

8. “Get away from the city,” the doctor ordered. “Have a good holiday by the sea.” ………………………………………

9. My uncle , who is a good judge of character, can always tell when a person tells a lie. ………………………………………

10. You shouldn’t believe everything he says. He’s a terrific liar. ………………………………………

rs/smsj/99/writing skills module

6
11.1 People W.S 2(T)

QUICK WRITING (WORD LEVEL)

Jot down as many words or phrases to describe the following:

Your favourite person A Beggar A Salesman

rs/smsj/99/writing skills module

7
11.1 People W.S 2(SS)

QUICK WRITING (WORD LEVEL)

Jot down as many words or phrases to describe the following:

Your favourite person A Beggar A Salesman

rs/smsj/99/writing skills module

8
11.1 People W.S3 (Article 1) (T/SS)

9
11.1 People W.S 4 (Article 2) (T/SS)

Mother Theresa was born in August 1910 to well-to-do Albanian parents in Skopje in the former Yugoslavia. At 18, deeply religious, knowing that
she wanted to help the poor, she went to the Sisters of Lorettto Abey in Dublin, where she studied English. The same year , 1928, she was sent to Darjeeling,
Culcutta as teacher and later as principal.

On the other side of a high concrete wall, guarding the convent’s lawns and uniformed schoolgirls, is the Mhoti Jeel slum of mud
lane and wooden shacks. Mother’s Theresa’s room overlooked the slum. She saw the dirt, the ragged children, the open sewers, the disease and the hunger
of the city. After school,
she would often go among the slum-dwellers, bringing them medicine, bandages and food. On a train journey to Darjeeling in 1946 she heard her
second call from God, “It was quite clear. I was to leave the convent and help the poor while living among them. It was an order. It took the nun with the
powerful will only two years to get permission to leave the Indian Roman Catholic fold and become a ‘free’ nun. She took intensive if rudimentary medical
training in Patna, in north eastern India, and returned to the slum of Culcutta.

He first school was a bare patch of ground, where she wrote the Bengali letters in the dirt with a stick for five or six children. The
slum families took notice, than some tables appeared, then benches and a blackboard. And more children. She was joined in Culcutta in 1949 by a former
student from Loretto, Subashini Das, 19, who took the name of Agnes. Subashini Das, is still number two in the Missionaries of Charity. The others came.
They lived on the top floor of a large house offered by a Bengali Christian. They begged for food and medicine for the poor, fo spare land and shacks for
dispensaries.

In 1950, Mother Theresa began the Missionaries of Charity. It is an organisation that believes in serving the poor anywhere in the
world. Visiting London the winter of 1970, Mother Theresa found old, homeless men sleeping in Trafalgar Square. In Convent Garden, a drug addict fell at
her feet dying of an overdose of drugs. Her heart went out to these people. She offered f9000 in Southall, west of London When the owner heard from
friends of Mother Theresa’s purpose in buying the house, she loved the price.

“This still leaves us with a huge problem, raising f6000,” said Ann Blackie, a member of Mother Theresa’s organisation. Mother
Theresa went around the country and carried, as usual, her old knitting bag with wooden handles. Donations poured in. On her return to London, she handed
the bag to John Blaikie, Ann’s husband. He counted the notes and coins. When he had finished counting, he took a single f5 note from his pocket and added
it to the collection. Putting all the money on the table, he said to Mother Theresa, “Here’s your f6000 to buy your house.”

(Taken from Prestasi Cemerlang SPM Bahasa Inggeris T4 KBSM)

rs/smsj/99/writing skills module

10
11.1 People G.O 2(T)
Prominent Personalities

NAME: NAME:
AGE: AGE:
DESIGNATION: DESIGNATION:
ACHIEVEMENTS/CONTRIBUTIONS: ACHIEVEMENTS/CONTRIBUTIONS:

1. 1.

2. 2.

3. 3.

4. 4.

5. 5.

What do you admire most about these personalities and why?

rs/smsj/99/writing skills module

11
11.1 People G.O 2(SS)
Prominent Personalities

NAME: NAME:
AGE: AGE:
DESIGNATION: DESIGNATION:
ACHIEVEMENTS/CONTRIBUTIONS: ACHIEVEMENTS/CONTRIBUTIONS:

1. 1.

2. 2.

3. 3.

4. 4.

5. 5.

What do you admire most about these personalities and why?

rs/smsj/99/writing skills module

12
11.1 People W.S 5(SS)

VOCABULARY: MASTER LIST

Vocabulary 
used in describing
people

rs/smsj/99/writing skills module

13
 LEARNING ILO VOCAB. ACTIVITIES MATS. REF CCTS GENRE
AREAS
11.2 Level 1 Famous places of
Places’Buildings the world Lesson 1 Evaluating
Complete longer & Identify
 Types challenging texts. Act 1 : My Senses cause Report
Do guided writing for a attractive Giving (classify &
 Descriptions
a. The Star-diagram (use of the causal
 Significance purpose to inform, climate W.S1(T/SS) Preston p describe)
explanation
describe, persuade. features 5 senses. (Descrip.of 309 Identify
Express feelings in landscape b. Studying sample description beach) effect/conseq Recount
posters, newsletters. man-made of a beach. W.S 2(T) uence (retell a
Enter & edit data. picturesque c. Completing star-diagram W>S 2(SS) Predict seriies of
Author texts through tone based on description. consequence events)
substitution, addition. unique d. Paste in exercise book. Making
Write using templates interpretations Narrative
& formats found in Act. 2: Gaps K.Schin, p Solving (entertain.
existing programs. 14-15 problems amuse or
a. ss are given descriptions of Identify fact
W.S 3(T) instruct)
& opinion
places with gaps. (Des. with Making
Level 2 - A Doctor’s Waiting gaps) summaries Procedure
Write to persuade, Room W.S3(SS) Identify bias (instruct
express emotions & - A Chinese Restaurant statements someone to
attitude to specific - Buildings Making do
audiences. b. SS fill in the gaps with generalisatio something)
Write reports/minutes. suitable words. ns
Write formal letters c. Write a short description Identify main Explanation
(application for a job, (150-200 words) of a ideas, (explain
railway station you have supporting
letter of complaint) how or
ideas, details
Manipulate, import * been to. why
Clarifying
integrate graphics with Listing something
text. Making occurs
Analogies
Hypothesising

rs/smsj/99/writing skills module

14
 LEARNING ILO VOCAB. ACTIVITIES MATS. REF CCTS VALUES
AREAS
11.2
Places’Buildings Level 3 Famous places of Lesson 2 Making Exposition
the world predictions (persuade
 Types Write to develop more Act. 1: Build Your Vocabulary Explaining by arguing
complex ideas, events Justifying one side of
 Descriptions
a. SS look through holiday Giving
 Significance & information. attractive Pamphlets/ issue)
reasons
Construct responses to climate brochures/ pamphlets in brochures Making
materials read features groups. relations/con Response
pertaining to the nation. landscape nections bet. (respond to
Use word processing man-made b. List out words, phrases used W.S 4(SS) ideas an artistic
programs to format & picturesque to describe nature and places Giving work)
edit texts. tone and buildings of interest on accurate
Design, send & retrieve unique worksheet. observations Discussion
electronic cards. Giving info. ( look at
Use existing web page Worksheet to be photostated Synthesising both sides
editors & post to for all students. Making of an isue
inductions
remote server. and come to
Identifying/
Act. 2: Extras,Extras a decision)
Gathering/
Arranging/Pr
a. T gives a specific place to esenting
describe e.g. A Night market. Info.
b. T gives G.O and SS Making
completes supporting details. G.O2(T) associations
(pre-writing) Comparing &
G.O2 (SS) contrasting
c. SS write a description of Classifying/Gr
200-250 words on “A night ouping/
market in my hometown” Categorising
Gathering
Info.
Debating
Giving
opinions
Identify
trends/patterns
/tendencies

rs/smsj/99/writing skills module

15
11.2 Places/Buildings WS.1 (Desc. of a beach) (T/SS)

rs/smsj/99/writing skills module

16
11.2 Places/Buildings W.S 2(T)

MY SENSES

What words do the author use to describe his senses in the passage? Can you list them?

rs/smsj/99/writing skills module

17
11.2 Places/Buildings W.S 2(SS)

MY SENSES

What words do the author use to describe his senses in the passage? Can you list them?

rs/smsj/99/writing skills module

18
11.2 Places/Buildings W.S3 (Descriptions with gaps) (T)

rs/smsj/99/writing skills module

19
11.2 Places/Buildings W.S3 (Descriptions with gaps) (SS)

rs/smsj/99/writing skills module

20
11.2 Places/Buildings W.S 4(SS)

BUILD YOUR VOCABULARY

Work in groups. Look through the holiday brochures/pamphlets on places and buildings. List out words/phrases that you find to describe the following:

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

crystal clear water majestic mosque

rs/smsj/99/writing skills module

21
11.2 Places/Buildings G.O 2(T)

EXTRAS, EXTRAS

When you are writing a descriptive essay or story, details are important. Can you write details for each of the following paragraphs describing a night market?

MAIN IDEA SUPPORTING DETAILS

NOISY PLACE

CROWDED

COLOURFUL

DIFFERENT SMELLS

FESTIVE ATMOSPHERE

rs/smsj/99/writing skills module

22
11.2 Places/Buildings G.O 2(SS)

EXTRAS, EXTRAS

When you are writing a descriptive essay or story, details are important. Can you write details for each of the following paragraphs describing a night market?

MAIN IDEA SUPPORTING DETAILS

NOISY PLACE

CROWDED

COLOURFUL

DIFFERENT SMELLS

FESTIVE ATMOSPHERE

rs/smsj/99/writing skills module

23
 LEARNING ILO VOCAB. ACTIVITIES MATS. REF CCTS VALUES
AREAS
11.3 Events Level 1
Lesson 1 Evaluating
 Types e.g.s Complete longer & Act 1 : Mind-mapping Identify
National challenging texts. cause Report
Do guided writing for a a. ss are given a mind-map. In W.S 1(T) Giving (classify &
Events
groups they discuss the causal
(launching of purpose to inform, W.S 1(SS) describe)
explanation
MSC) describe, persuade. important elements in
Identify
 Descriptions Express feelings in writing a desc. of events. effect/conseq Recount
posters, newsletters. b. T elicits ss work and writes board uence (retell a
Enter & edit data. master list on board. Predict series of
Author texts through c. S paste mind-map in exer. book consequence events)
substitution, addition. exercise book Making
Write using templates interpretations Narrative
& formats found in Act. 2: Extra Information Solving (entertain.
existing programs. problems amuse or
a. Give a situation to ss e.g. A Identify fact
instruct)
Fund-raising Walk. & opinion
Making
Level 2 b. Pre-writing stage: In groups G.O 1 Procedure
summaries
Write to persuade, SS complete graphic Identify bias (instruct
express emotions & organiser with elaborations statements someone to
attitude to specific /additions. Making do
audiences. c. T assists each group. generalisatio something)
Write reports/minutes. d. SS paste g.o in exer. book exer. book www.tmsol. ns
Write formal letters e. T gives out a model com.my Identify main Explanation
(application for a job, description. ideas, (explain
f. ss write out a description of supporting
letter of complaint) how or
the foll. situation: ideas, details
Manipulate, import * Clarifying
why
integrate graphics with You have a free ticket to something
Listing
text. watch the finals of the M- Making occurs
League in KL. Describe the Analogies
event using the notes below. Hypothesising
- the scene i.e. the stadium

24
rs/smsj/99/writing skills module
LEARNING ILO VOCAB. ACTIVITIES MATS. REF CCTS GENRE
AREAS
11.3 Events - where the event took
Level 3 place. Making Exposition
 Types e.g.s - the crowd of spectators predictions (persuade
National Write to develop more - the teams playing Explaining by arguing
complex ideas, events - the match Justifying one side of
Events
Giving
(launching of & information. - the atmosphere e.g. issue)
reasons
MSC) Construct responses to excitement of spectators Making
 Descriptions materials read relations/con Response
pertaining to the Possible elaborations: nections bet. (respond to
nation. - details of stadium, ideas an artistic
Use word processing capacity , size Giving work)
programs to format & - large, all ages, young & accurate
edit texts. old, estimated no. observations Discussion
Design, send & - which teams, top Giving info. ( look at
retrieve electronic players, jersey colours Synthesising both sides
cards. - home or away, one- Making of an isSue
inductions
Use existing web page sided, equally-balanced and come to
Identifying/
editors & post to - electrifying, enjoyable, Gathering/ a decision)
remote server. band performance Arranging/Pr
esenting
Act. 3: A Festival Info.
{Mind mapping a a pre-writing Making
strategy) associations
Comparing &
a. Ask SS to close their eyes contrasting
and think of Hari Raya Aidil Classifying/Gr
Fitri (or) Christmas/ ouping/
Deepavali. Categorising
b. Jot down anything that Gathering
Info.
comes to mind in 2 mins. Debating
(timed) Giving
c. SS can write in their first opinions
language if they do not Identify
trends/patterns
know the English words. /tendencies

rs/smsj/99/writing skills module

25
 LEARNING ILO VOCAB. ACTIVITIES MATS. REF CCTS GENRE
AREAS
11.3 Events
Level 3 d. T elicits ideas of SS & make a board Making Exposition
 Types e.g.s collective mind map on the predictions (persuade
National Write to develop more board. Explaining by arguing
complex ideas, events { Explore topic by moving bet. Justifying one side of
Events
its various aspects} Giving
(launching of & information. issue)
e. T draws branches as new ideas reasons
MSC) Construct responses to are suggested. Making
 Descriptions materials read f. The end-result is a map with a relations/con Response
pertaining to the no. of subtopics of aspects nections bet. (respond to
nation. radiating from the central topic. ideas an artistic
Use word processing g. When full, T leads class Giving work)
programs to format & discussion on the best order to accurate
edit texts. organise the points depending observations Discussion
Design, send & on what tasks are chosen. Giving info. ( look at
retrieve electronic Synthesising both sides
cards. E.g. Write a letter to describe Making of an isue
Hari Raya to an overseas friend inductions
Use existing web page and come to
( may begin with personal Identifying/
editors & post to feelings or family celebration) Gathering/ a decision)
remote server. Arranging/Pr
Describe a festival in your esenting
country (may begin with the Info.
seasonal setting on the Making
historical origin) associations
g. T can also set alternative Comparing &
contrasting
writing tasks:
Classifying/Gr
i) set a task and get SS ouping/
to use mind map Categorising
already done. SS Gathering
elaborate in own way. Info.
ii) SS choose another Debating
festival & draw up Giving
personal mind maps opinions
for it. Identify
trends/patterns
/tendencies
rs/smsj/99/writing skills module

26
11.3 Events W.S 1 (T)

MIND-MAPPING

With your group members think of the important elements you need to consider when you describe an event. e/g.s a big walk, the National Day, Sea Games etc.
Write brief notes in the space provided.

rs/smsj/99/writing skills module

27
11.3 Events W.S 1 (SS)

MIND-MAPPING

With your group members think of the important elements you need to consider when you describe an event. e/g.s a big walk, the National Day, Sea Games etc.
Write brief notes in the space provided.

rs/smsj/99/writing skills module

11.3 Events G.O 1 (SS)

28
PRE-WRITING STAGE

Your school is holding a fund-raising walk next month. As the chairman of the organising committee the money made from the walk will go to a charity of your
choice. Write an article for the school newsletter. In your article you will:

- tell your schoolmates about the details of the walk -tell them which charity you have chosen and why
- persuade them to support the activity
Write your article using the materials given above.

POINTS ELABORATION/ADDITIONAL INFORMATION

1. Details of the walk- when? where? duration? prizes?

who will officiate? sponsors?

2. a) Which charity?

b) Why?

3. Why your schoolmates should support?

rs/smsj/99/writing skills module

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

29
rs/smsj/99/writing skills module
LEARNING ILO VOCAB. ACTIVITIES MATS. REF CCTS VALUES

30
 AREAS
Descriptions of Lesson 1
11.4 Level 1 processes & ( Minutes of a Meeting) Evaluating
Instructions/ Complete longer & procedures- Identify
Processes & challenging texts. undertaking a Act 1 : Guided Writing cause Report
Procedures Do guided writing for a research project a. Brainstorm types of minutes Giving (classify &
e.g. society, companies, causal
purpose to inform, describe)
explanation
 Types describe, persuade. bibliography political parties W.S 1(T) Preston Identify
Minutes of Express feelings in catalogue b. T gives one sample of a (complete) p. 307 effect/conseq Recount
meetings, posters, newsletters. draft minute minus W.S 1(SS) uence (retell a
obtaining Enter & edit data. edit titles/headings. (Sample of Predict seriies of
info, from Author texts through footnote c. T write titles/.subheadings Minutes consequence events)
educational substitution, addition. outline on board in a jumbled up with gaps) Making
prospectus, Write using templates questionaire manner. interpretations Narrative
interpreting & formats found in - Mins. of the Board of Solving (entertain.
existing programs. Info. in manuals- Librarian Meeting problems amuse or
charts &
- Inter-board of librarians Identify fact
manuals, Do-it-Yourself instruct)
& opinion
carrying out kits Games
Making
projects, Level 2 - Matters Aaising summaries Procedure
writing letters Write to persuade, casualty - Date Identify bias (instruct
of application express emotions & do-it-yourself - Present statements someone to
for a job. attitude to specific emergency - Welcome Speech by the Making do
audiences. extricate president generalisatio something)
Write reports/minutes. follow - Jumble Sale ns
Write formal letters fatal - Saturday Activities Identify main Explanation
(application for a job, investigaton - Year-end Sale ideas, (explain
- Venue supporting
letter of complaint) instructions how or
ideas, details
Manipulate, import * kit - Library Week why
Clarifying
integrate graphics with reckless - Time Listing something
text. screw - Orientation Day Making occurs
summons d. SS write labels in correct Analogies
statistics space. Hypothesising
wreckage e. Reading aloud of minutes.

rs/smsj/99/writing skills module

LEARNING ILO VOCAB. ACTIVITIES MATS. REF CCTS GENRE

31
 AREAS
Descriptions of
11.4 Level 3 processes & Act. 2 Language Awareness Making Exposition
Instructions/ procedures- predictions (persuade
Processes & Write to develop more undertaking a a. SS underlines verbs used in W.S1 Explaining by arguing
Procedures complex ideas, events research project the sample minutes. (similar Justifying one side of
Giving
& information. b. What tense is used? sample of issue)
reasons
 Types Construct responses to bibliography c. T highlights past, passive Minutes) Making
Minutes of materials read catalogue and future forms in minutes relations/con Response
meetings, pertaining to the draft on board. nections bet. (respond to
obtaining nation. edit d. T focuses on specific ideas an artistic
info, from Use word processing footnote vocabulary used in writing Giving work)
educational programs to format & outline minutes e.g.s accurate
prospectus, edit texts. questionaire - proposed observations Discussion
interpreting Design, send & - seconded Giving info. ( look at
charts & retrieve electronic Info. in manuals- - unanimously accepted Synthesising both sides
cards. Do-it-Yourself kits - objection Making of an isue
manuals,
inductions
carrying out Use existing web page - adjourned and come to
Identifying/
projects, editors & post to casualty - proposal Gathering/ a decision)
writing letters remote server. do-it-yourself e. Style and tone – formal, Arranging/Pr
of application emergency precise and concise. esenting
for a job. extricate Info.
follow Act 3: Parallel Writing Making
fatal associations
Comparing &
investigaton a. T gives a new situation & ss contrasting
instructions writes minutes based on the Classifying/Gr
kit one they have learned; board ouping/
reckless -“The first meeting f the Categorising
screw ELS committee members Gathering
Info.
summons was held recently. As a Debating
statistics secretay, write out the Giving
wreckage minutes of the meeting.” opinions
Identify
trends/patterns
/tendencies
rs/smsj/99/writing skills module

32
 LEARNING ILO VOCAB. ACTIVITIES MATS. REF CCTS GENRE
AREAS
Descriptions of Lesson 2
11.4 Level 1 processes & Formal Letter Making Exposition
Instructions/ Complete longer & procedures- Act. 1: Know Your Format predictions (persuade
Processes & challenging texts. undertaking a a. Distribute a sample formal W.S 2(T) Mahir SPM Explaining by arguing
Procedures Do guided writing for research project letter with deleted parts. W.S 2(SS) p. 45 Justifying one side of
Giving
a purpose to inform, b. T writes missing parts on (Sample of issue)
reasons
 Types describe, persuade. bibliography board e.g.s : formal Making
Minutes of Express feelings in catalogue - Your address letter) relations/con Response
meetings, posters, newsletters. draft - Recipients address nections bet. (respond to
obtaining Enter & edit data. edit - Salutation ideas an artistic
info, from Author texts through footnote - Signature etc. Giving work)
educational substitution, addition. outline c. SS decide which parts they accurate
prospectus, Write using templates questionaire belong to. observations Discussion
interpreting & formats found in d. SS paste in exercise bk. exer. bk Giving info. ( look at
charts & existing programs. Info. in manuals- Synthesising both sides
Do-it-Yourself kits Making of an isue
manuals,
inductions
carrying out Act 2 Useful Expressions and come to
Identifying/
projects, Level 2 casualty Gathering/ a decision)
writing letters Write to persuade, do-it-yourself a. SS given important W.S 3(T) Mahir SPM Arranging/Pr
of application express emotions & emergency expressions to use in W.S 3(SS) p77-79 esenting
for a job. attitude to specific extricate letters of application for a (Useful Info.
audiences. follow job (with e.g.s) Expressions) Making
Write reports/minutes. fatal b. In pairs./groups , SS wite associations
Comparing &
Write formal letters investigaton out other suitable contrasting
(application for a job, instructions expressions. Classifying/Gr
letter of complaint) kit c. T elicits answers or show ouping/
Manipulate, import * reckless on OHT. OHT Categorising
integrate graphics with screw d. SS add to list & paste in Gathering
exer. bk Info.
text. summons exercise book. Debating
statistics Giving
wreckage opinions
Identify
trends/patterns
/tendencies
rs/smsj/99/writing skills module
LEARNING ILO VOCAB. ACTIVITIES MATS. REF CCTS GENRE

33
 AREAS
Descriptions of Making
11.4 Level 3 processes & Act. 3: CV predictions Exposition
Instructions/ procedures- a. Distribute sample CV with W.S 4(T) Mahir SPM Explaining (persuade
Processes & Write to develop more undertaking a deleted parts. W.S 4(SS) p.80-82 Justifying by arguing
Giving
Procedures complex ideas, events research project b. Brainstorm with SS what the (Sample one side of
reasons
& information. missing parts are: CV) Making
issue)
 Types Construct responses to bibliography - personal details relations/con
Minutes of materials read catalogue - address nections bet. Response
meetings, pertaining to the draft - date of birth, ideas (respond to
obtaining nation. edit - telephone no. Giving an artistic
info, from Use word processing footnote - IC No. accurate work)
educational programs to format & outline - Marital Status observations
prospectus, edit texts. questionaire - Education Giving info. Discussion
interpreting Design, send & - references Synthesising ( look at
retrieve electronic Info. in manuals- c. Label the missing parts. Making both sides
charts &
inductions
manuals, cards. Do-it-Yourself kits of an isue
Identifying/
carrying out Use existing web page Act. 4: Now You Try Gathering/ and come to
projects, editors & post to casualty Arranging/Pr a decision)
writing letters remote server. do-it-yourself a. SS write a formal letter board esenting
of application emergency based on the following exer.bk Info.
for a job. extricate situation: Making
follow associations
Comparing &
fatal “You have just finished your Nota contrasting
investigaton SPM examination & hope to get peperiksaan Classifying/Gr
instructions a job while waiting for your Preston, p. ouping/
kit results. You have always wanted 164 Categorising
reckless to work in a fast-food restaurant. Gathering
Info.
screw Write a letter of application to Debating
summons any of the fast-food restaurants Giving
statistics in town, stating your particulars opinions
wreckage & qualifications & why you Identify
trends/patterns
think they should employ you.” /tendencies

rs/smsj/99/writing skills module

34
11.4 Instructions/Processes & Procedures W.S 1(T)(Sample of Minutes)

rs/smsj/99/writing skills module

35
11.4 Instructions/Processes & Procedures W.S 1(SS)(Sample minutes)

rs/smsj/99/writing skills module

36
11.4 Instructions/Processes & Procedures W.S 2(T)(Sample of Formal Letter)

rs/smsj/99/writing skills module

37
11.4 Instructions/Processes & Procedures W.S 2(SS)(Sample of Formal Letter)

rs/smsj/99/writing skills module

38
11.4 Instructions/Processes & Procedures W.S 3(T) (Useful Expressions)

rs/smsj/99/writing skills module

39
11.4 Instructions/Processes & Procedures W.S 3(SS) (Useful Expressions)

rs/smsj/99/writing skills module

40
11.4 Instructions/Processes & Procedures W.S 4(T) (Sample CV)

rs/smsj/99/writing skills module

41
11.4 Instructions/Processes & Procedures W.S 4(SS) (Sample CV)

rs/smsj/99/writing skills module

42
 LEARNING ILO VOCAB. ACTIVITIES MATS. REF CCTS GENRE
AREAS
Messages in Making
11.5 Nature Level 1 speeches- World predictions Exposition
Complete longer & Environment Day Explaining (persuade
challenging texts. (Forest Justifying by arguing
Conversation) Giving
Do guided writing for one side of
environment reasons
a purpose to inform, erosion Making
issue)
describe, persuade. preserve relations/con
Express feelings in replant nections bet. Response
posters, newsletters. responsible ideas (respond to
Enter & edit data. soil Giving an artistic
Author texts through accurate work)
substitution, addition. Protection of Wild observations
Write using templates life Giving info. Discussion
& formats found in endangered Synthesising ( look at
existing programs. extinct Making both sides
poach inductions
of an isue
prohibit Identifying/
protect Gathering/ and come to
Level 2 rare Arranging/Pr a decision)
Write to persuade, species esenting
express emotions & terminate Info.
attitude to specific survive Making
audiences. wildlife associations
Comparing &
Write reports/minutes. contrasting
Write formal letters Info. in articles-
Classifying/Gr
(application for a job, Environmental ouping/
Issues(waste Categorising
letter of complaint)
disposal) Gathering
Manipulate, import * alternative Info.
integrate graphics with bury Debating
text. collect Giving
conserve opinions
conservation Identify
trends/patterns
disposal drum
/tendencies
energy
incinerator
recycle
rs/smsj/99/writing skills module

43
 LEARNING ILO VOCAB. ACTIVITIES MATS. REF CCTS GENRE
AREAS
Making
11.6 Level 1 Opinions on social Lesson 1 predictions Exposition
Current Issues Complete longer & issues- child abuse Explaining (persuade
challenging texts. battered Act. 1: “The Drug Addict” Justifying by arguing
Giving
Do guided writing for injure one side of
reasons
a purpose to inform, neglect a. T explains to SS that they Making
issue)
describe, persuade. public awareness are going to write part of an relations/con
Express feelings in violence info. brochure for warning nections bet. Response
posters, newsletters. welfare center against the use of drugs. ideas (respond to
Enter & edit data. symptom b. T reads the opening lines: Hedge, T, Giving an artistic
Author texts through causes Writing accurate work)
substitution, addition. infections Drug addicts are people who Skills observations
Write using templates suffer become ‘hooked’ on hard drugs (adapted) Giving info. Discussion
& formats found in suffering and cannot stop taking them. Synthesising ( look at
existing programs. treatment Plenty of drug addicts have said Making both sides
inductions
check-up that if they had known the whole of an isue
Identifying/
story from the beginning they Gathering/ and come to
Level 2 Information in would not have started. Would Arranging/Pr a decision)
Write to persuade, charts you open a medical box and esenting
express emotions & experiment by taking some of Info.
attitude to specific borderless world the pills you found in it? You are Making
audiences. horizontal not likely to be so stupid. So associations
Comparing &
Write reports/minutes. accessibility why take drugs? Life for a drug contrasting
Write formal letters harmony addict is very hard…. Classifying/Gr
(application for a job, concept c. SS are going to finish the ouping/
letter of complaint) goodwill abstract by describing the Categorising
Manipulate, import * global effects of drug addiction. Gathering
Info.
integrate graphics with organization d. SS individually make a mind Debating
text. position map of effects of drug blank paper Giving
R&D cluster addiction ( 5 mins) opinions
e. T elicits ideas & make a Identify
trends/patterns
‘class map’ of ideas on board board /tendencies
using a fishbone mind map
rs/smsj/99/writing skills module
LEARNING ILO VOCAB. ACTIVITIES MATS. REF CCTS GENRE

44
 AREAS
f. SS improve on their mind W.S(T) Making
11.6 Level 1 vertical map based on the class map. (Sample predictions Exposition
Current Issues Complete longer & world citizen mind map Explaining (persuade
challenging texts. worldwide Act.2: Useful Expressions for T) Justifying by arguing
Giving
Do guided writing for manufacturing web one side of
reasons
a purpose to inform, sacrifice a. T continues task by Making
issue)
describe, persuade. vision gathering ideas on some relations/con
Express feelings in useful collocations. nections bet. Response
posters, newsletters. b. In pairs SS complete the list ideas (respond to
Enter & edit data. on useful expressions. Giving an artistic
Author texts through c. T takes one effect & show board/OHT accurate work)
substitution, addition. the different ways in which observations
Write using templates this can be expressed. Giving info. Discussion
& formats found in Synthesising ( look at
existing programs. cause effect Making both sides
inductions
of an isue
Identifying/
Cause Gathering/ and come to
Level 2 E.g. Drug addicts can become Arranging/Pr a decision)
Write to persuade, very moody & sometimes esenting
express emotions & violent. Info.
attitude to specific Making
audiences. Effect associations
Comparing &
Write reports/minutes. E.g. contrasting
Write formal letters -This can lead to break-up of Classifying/Gr
(application for a job, families. ouping/
letter of complaint) -One effect is that families break Categorising
Manipulate, import * Gathering
up. Info.
integrate graphics with -…as a result of which families Debating
text. sometimes break up. Giving
opinions
Identify
trends/patterns
/tendencies

rs/smsj/99/writing skills module

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

45
rs/smsj/99/writing skills module
LEARNING ILO VOCAB. ACTIVITIES MATS. REF CCTS GENRE

46
 AREAS
Lesson 1 Making
The Narrative - Introductory Act 1: True or False? predictions Exposition
paragraphs: a. T gives SS a list of Explaining (persuade
some statements about a narrative W.S 1(T) www.cod.ed Justifying by arguing
u/dept/kiesda Giving
approaches and SS tick against the W.S 1(SS) one side of
n/engl- reasons
statements that are true. Making
issue)
b. T discuss the statements 101/narrativ.
htm relations/con
with SS. nections bet. Response
c. T exposes SS to the ideas (respond to
principles and conventions Giving an artistic
of writing narrative essays. accurate work)
observations
Act. 2 : How do I Start? Giving info. Discussion
a. T explains that the intro. Synthesising ( look at
paragraph determines Making both sides
inductions
whether the reader is of an isue
Identifying/
interested to read on or not. Gathering/ and come to
It acts as a signpost at the Arranging/Pr a decision)
beginning of a trail. esenting
Bridge To
b. T shows the different W.S 2 Info.
Success
approaches to start an intro (T/SS) Making
paragraph: associations
Comparing &
- Begin with an episodic contrasting
narration. Start with one Classifying/Gr
event which is par t of a ouping/
series of events in a Categorising
story. ( Can use direct Gathering
Info.
speech) Debating
- Begin with a general Giving
statement opinions
- Begin with a definition Identify
trends/patterns
- Begin with a /tendencies
quotation/proverb/saying

rs/smsj/99/writing skills module

LEARNING ILO VOCAB. ACTIVITIES MATS. REF CCTS GENRE

47
 AREAS
Making
The Narrative - Introductory Act 3 : Now you Try predictions Exposition
paragraphs: Explaining (persuade
some a. SS tries writing an exer. bk Justifying by arguing
Giving
approaches introductory paragraph after one side of
reasons
going through the samples. Making
issue)
b. T writes the topics on board board relations/con
and allow students to choose nections bet. Response
one that they like: ideas (respond to
Giving an artistic
- Describe an occasion accurate work)
when you received an observations
unexpected gift. Giving info. Discussion
- Give an account of a Synthesising ( look at
visit you made to a sick Making both sides
inductions
friend in hospital. of an isue
Identifying/
Describe your feelings. Gathering/ and come to
- Write about the thrills of Arranging/Pr a decision)
a first experience. esenting
- Write a story: ‘But you Info.
agreed to take me!’ she Making
cried. “ I will never associations
Comparing &
believe you again.’ contrasting
- Write a story with the Classifying/Gr
ending: ‘…..We ouping/
promised to keep in Categorising
touch.’ Gathering
Info.
Debating
Giving
opinions
Identify
trends/patterns
/tendencies

rs/smsj/99/writing skills module

LEARNING ILO VOCAB. ACTIVITIES MATS. REF CCTS GENRE

48
 AREAS
Lesson 2 Making
The Narrative Strategies in paragraph Act 1: Paragraph writing predictions Exposition
writing: Explaining (persuade
a. T introduces the words G.O 1(T) www.cod.ed Justifying by arguing
‘topic sentence’ on the board u/dept/kiesda Giving
- how to do board one side of
n/engl- reasons
parallel- and elicits responses from issue)
101/narrativ. Making
writing SS. relations/con
b. SS write the definition in htm
- how to exer. bk nections bet. Response
elaborate a their exer. books. ideas (respond to
topic sentence c. T elicits from SS the Giving an artistic
using 4 ways: different ways of accurate work)
a. definition elaborating/expanding a observations
b. Addition of topic sentence. Giving info. Discussion
facts. d. SS copy in exercise book. Synthesising ( look at
c. Use of reasons Making both sides
inductions
d. Use of of an isue
Identifying/
comparisons. Act. 2: Model Paragraphs and come to
Gathering/
Arranging/Pr a decision)
a. T shows some e.g.s of model Bridge To
W.S3 esenting
paragraphs on how to Success
(T/SS) Info.
elaborate a topic sentence. Making
associations
Act.3 : Parallel writing Comparing &
contrasting
Classifying/Gr
a. SS write parallel paragraphs exercise ouping/
based on the examples given book Categorising
in exercise books. Gathering
Info.
Debating
Giving
opinions
Identify
trends/patterns
/tendencies

rs/smsj/99/writing skills module

LEARNING ILO VOCAB. ACTIVITIES MATS. REF CCTS GENRE

49
 AREAS
Making
The Narrative Lesson 3 predictions Exposition
Act. 1: Short Story-A Sample Explaining (persuade
Justifying by arguing
a. T shows how a narrative is Giving
one side of
reasons
usually developed by using W.S4 (T) Bridge to issue)
Making
a diagram. (Diagram Success relations/con
b. SS copies diagram into their on p 38 ff nections bet. Response
exercise books. developmnt ideas (respond to
c. T goes through one sample of a Giving an artistic
of a narrative and show how narrative) accurate work)
the sample follows the observations
planning part. Giving info. Discussion
d. T highlights the notes in the Synthesising ( look at
margin of sample essay and WS5 (T/SS) Making both sides
draws SS to the elements of inductions
of an isue
Identifying/
a narrative previously and come to
Gathering/
learned. Arranging/Pr a decision)
esenting
Info.
Making
associations
Comparing &
contrasting
Classifying/Gr
ouping/
Categorising
Gathering
Info.
Debating
Giving
opinions
Identify
trends/patterns
/tendencies

rs/smsj/99/writing skills module

Narrative W.S 1(T)

50
TRUE OR FALSE?

Tick or cross the following statements about a narrative:

a. The purpose of the narrative is to tell a story. f. You must involve the reader when writing a narrative

b. You don’t need details in a narrative to support, explain & enhance your g. A narrative essay is usually written in the first person i.e. “I”
story.

c. You can also use the third person e.g. “he”, “she”, “it”. h. A narrative usually has five paragraphs.

d. The purpose of the narrative is also to inform, clarify, define, explain and i. In writing a narrative, you don’t need concrete, sensory details to
analyse. to convey the point.

e. A narrative include these story conventions : a plot, setting, characters, a climax

and an ending.

SO WHAT IS A NARRATIVE ESSAY?

A narrative essay has the following qualities:

______________________________________________________________ ____________________________________________________________

______________________________________________________________ ____________________________________________________________

______________________________________________________________ ____________________________________________________________

______________________________________________________________ ____________________________________________________________

rs/smsj/99/writing skills module

Narrative W.S 1(SS)

51
TRUE OR FALSE?

Tick or cross the following statements about a narrative:

a. The purpose of the narrative is to tell a story. f. You must involve the reader when writing a narrative

f. You don’t need details in a narrative to support, explain & enhance your g. A narrative essay is usually written in the first person i.e. “I”
story.

g. You can also use the third person e.g. “he”, “she”, “it”. h. A narrative usually has five paragraphs.

h. The purpose of the narrative is also to inform, clarify, define, explain and i. In writing a narrative, you don’t need concrete, sensory details to
analyse. to convey the point.

i. A narrative include these story conventions : a plot, setting, characters, a climax

and an ending.

SO WHAT IS A NARRATIVE ESSAY?

A narrative essay has the following qualities:

______________________________________________________________ ____________________________________________________________

______________________________________________________________ ____________________________________________________________

______________________________________________________________ ____________________________________________________________

______________________________________________________________ ____________________________________________________________

rs/smsj/99/writing skills module

Narrative W.S 2(T/SS)

52
HOW DO I START? (introductory paragraphs)
When starting a narrative, you can start n the following ways:
- Begin with an episodic narration. Start with one event which is par t of a series of events in a story. ( Can use direct speech)
- Begin with a general statement
- Begin with a definition
- Begin with a quotation/proverb/saying

Based on the above, which are most suitable for narrative writing?

Sample introductory paragraphs:

p 27-28 bridge

rs/smsj/99/writing skills module

Narrative G.O 1(SS)

53
PARAGRAPH-WRITING

A topic sentence is ….

How can I
elaborate/expand a
topic sentence?

rs/smsj/99/writing skills module

54
Narrative W.S 3(T/SS)
MODEL PARAGRAPHS

P 22-24 bridge

rs/smsj/99/writing skills module

Narrative W.S 4(T) (Diagram)

55
DEVELOPMENT OF A NARRATIVE

rs/smsj/99/writing skills module

Narrative W.S 5(T) Sample short story

56
SAMPLE SHORT STORY

p 39 bridge p40-41

LEARNING ILO VOCAB. ACTIVITIES MATS. REF CCTS GENRE

57
 AREAS
Making
Descriptive Lesson 1 predictions Exposition
Writing (Places) Act. 1: Describing a place Explaining (persuade
Justifying by arguing
a. T distributes a worksheet Giving
one side of
reasons
with a given topic-‘Describe issue)
Making
the place to which you relations/con
would like to go for a nections bet. Response
holiday’. ideas (respond to
b. T leads a class discussion on board Giving an artistic
what to include when accurate work)
writing a description of a observations
place: Giving info. Discussion
- location Synthesising ( look at
- places to visit/see Making both sides
- highlights(e.g. inductions
of an isue
Identifying/
food/unusual attractions) and come to
Gathering/
- things to do Arranging/Pr a decision)
- people Bridge to esenting
- accommodation Success p Info.
- weather 45 Making
c. T lists out on board. associations
d T focusses on the type of Comparing &
contrasting
language to use: Classifying/Gr
- Adjectives e.g ouping/
- panoramic view Categorising
- pollution-free water Gathering
Info.
- Adverbs e.g Debating
- roam freely Giving
- Pairs of words e.g. opinions
- hustle and bustle Identify
- Idiomatic expressions trends/patterns
/tendencies
e.g. in al weathers

rs/smsj/99/writing skills module

LEARNING ILO VOCAB. ACTIVITIES MATS. REF CCTS GENRE

58
 AREAS
Making
Descriptive Brainstorming on what Act. 2 : Writing out predictions Exposition
Writing (Places) aspects to be included Explaining (persuade
based on the task a. T shows an example of an W.S 6 Justifying by arguing
Giving
given. essay plan for the topic. (T/SS) one side of
reasons
b. Taking points from para. 3-7 Making
issue)
Planning the , SS are divided into groups relations/con
composition to discuss what suitable nections bet. Response
adjectives and adverbs that ideas (respond to
Writing a full-length can be used . Use W.S 6. Giving an artistic
composition based on c. SS are asked to write the accurate work)
the plan. composition in 350 words. observations
Giving info. Discussion
Act. 3: Compare and Contrast Synthesising ( look at
Making both sides
inductions
a. T distributes G.O 2 to the G.O 2 (T) of an isue
Identifying/
SS. G.O 2(SS) Gathering/ and come to
b. SS compare and contrast Arranging/Pr a decision)
between the narrative and esenting
the descriptive compositions Info.
using the criteria suggested. Making
c. Invite any other criteria SS associations
Comparing &
may come up with. contrasting
Classifying/Gr
ouping/
Categorising
Gathering
Info.
Debating
Giving
opinions
Identify
trends/patterns
/tendencies

rs/smsj/99/writing skills module

LEARNING ILO VOCAB. ACTIVITIES MATS. REF CCTS GENRE

59
 AREAS
Making
Descriptive Brainstorming on what Act. 1 : Planning Out predictions Exposition
Writing (Person) aspects to be included Explaining (persuade
based on the task a. T gives a worksheet with an W.S 7 (T) Bridge to Justifying by arguing
Giving
given. incomplete plan of a W.S 7 (SS) Success one side of
reasons
descriptive essay entitled ‘ p.48ff Making
issue)
Planning the My favourite Aunt’ relations/con
composition. b. SS complete the W.S with nections bet. Response
supporting details. ideas (respond to
Giving supporting c. T elicits SS work in a class Giving an artistic
details. discussion. accurate work)
d SS write out composition observations
Writing a full-length using the plan given in 350 Giving info. Discussion
composition based on words. Synthesising ( look at
the plan. Making both sides
inductions
of an isue
Identifying/
Act. 2: The 5-para essay Gathering/ and come to
Arranging/Pr a decision)
a. T introduces another www. esenting
alternative to essay planning. members. Info.
b. SS are give a sample W.S 8 tripod.com Making
outline/plan of a 5-para (T/SS) associations
Comparing &
essay to study. contrasting
c. T gets SS to point out Classifying/Gr
verbally the differences bet. ouping/
this alternative to the ones Categorising
they have just learned. Gathering
Info.
d. SS are given a sample of a 5- W.S 9 Debating
para essay entitled ‘The (T/SS) Giving
Hazards of Movie-going’. opinions
e. SS read the model and W.S10(SS) Identify
trends/patterns
complete the essay /tendencies
plan/outline.

rs/smsj/99/writing skills module

Descriptive Writing W.S 6 (T/SS)

60
WRITING OUT

Essay Plan: P. 45 SUITABLE ADJECTIVES AND ADVERBS

P3: Beaches

P4: Botanical Gardens

P5: Butterfly farm

P6: Variety of food

P7: Ideal getaway

rs/smsj/99/writing skills module

Descriptive Writing G.O 2 (T)

61
COMPARE AND CONTRAST

TAKE FROM BESTARI –HANDWRITE CAEGORIES

rs/smsj/99/writing skills module

Descriptive Writing G.O 2 (SS)

62
COMPARE AND CONTRAST

THE SAME BUT LEAVE BLANK

rs/smsj/99/writing skills module

Descriptive Writing W.S 7 (T)

63
PLANNING OUT

COMPLETE PLAN P 49bridge

rs/smsj/99/writing skills module

Descriptive Writing W.S 7 (SS)

64
PLANNING OUT

rs/smsj/99/writing skills module

Descriptive Writing W.S 8 (T/SS) (Sample Outline)

65
THE 5-PARA ESSAY

paste outline from p21

rs/smsj/99/writing skills module

Descriptive Writing W.S 9 (T) (Sample essay)

66
THE 5-PARA ESSAY

paste essay from internet

rs/smsj/99/writing skills module

Descriptive Writing W.S 10 (T) (Outline/Plan)

67
THE 5-PARA ESSAY

paste plan from movie essay

rs/smsj/99/writing skills module

Descriptive Writing W.S 10 (SS) Outline/Plan

68
THE 5-PARA ESSAY

-INCOMPLETE PLAN

rs/smsj/99/writing skills module

LEARNING ILO VOCAB. ACTIVITIES MATS. REF CCTS GENRE

69
 AREAS
Argumentative/ Making
Persuasive Getting to know Lesson 1 predictions Exposition
Writing argumentative writing. Act. 1 : Which is which? Explaining (persuade
Justifying by arguing
Giving
Writing conventions. a. T gives a list of essay titles W.S 1 (T) Bridge to one side of
reasons
and ask SS in pairs to W.S 1 (SS) Success Making
issue)
Topic vocabulary classify them into categories: p.51 relations/con
- narrative nections bet. Response
Discourse markers and - descriptive and ideas (respond to
signals. - argumentative Giving an artistic
b. T elicits responses from SS accurate work)
on their categories. observations
c. T leads discussion on what Giving info. Discussion
argumentative compositions Synthesising ( look at
are and their characteristics Making both sides
inductions
& ways to tackle them. of an isue
Identifying/
d. T lists out on board the board Gathering/ and come to
following criteria: Arranging/Pr a decision)
esenting
Argumentative Writing Info.
may require you to do one of Making
the following: associations
Comparing &
-To present a viewpoint (i.e. contrasting
to argue for or against a Classifying/Gr
topic OR to argue in such a ouping/
way so as to persuade the Categorising
reader to agree wit you) Gathering
Info.
- To discuss the pros and Debating
cons of the topic Giving
-To try to solve a given opinions
problem Identify
trends/patterns
/tendencies

rs/smsj/99/writing skills module

70
 LEARNING ILO VOCAB. ACTIVITIES MATS. REF CCTS GENRE
AREAS
Making
Argumentative/ Strategies to use: predictions Exposition
Persuasive Intro. para- state your stand on Explaining (persuade
Writing the topic Justifying by arguing
Giving
Supporting paragraphs one side of
reasons
- present the facts clearly and Making
issue)
forcefully relations/con
- give accurate facts nections bet. Response
- use specific examples & ideas (respond to
illustrations to support your Giving an artistic
argument accurate work)
Conclusion observations
- reiterate your stand Giving info. Discussion
Synthesising ( look at
Act.2: Topic Vocabulary Making both sides
inductions
of an isue
Identifying/
a. T gives out a worksheet on W.S 2 (T) Bridge to and come to
Gathering/
topic vocabulary needed for W.S 2(SS) success Arranging/Pr a decision)
argumentative writing. p. 52 esenting
b. SS in groups/pairs complete Info.
the list. Making
c. Class discussion. associations
Comparing &
contrasting
Act. 3 : Transition Words www. Classifying/Gr
english.tamu/ ouping/
a. SS are given a list of W.S 3 wcenter/argu Categorising
transition words & phrases/ (T/SS) mentative.ht Gathering
ml Info.
discourse markers needed in Debating
essay-writing. Giving
b. T goes through list with opinions
them the importance of Identify
discourse markers and trends/patterns
/tendencies
compares with BM.
rs/smsj/99/writing skills module

71
 LEARNING ILO VOCAB. ACTIVITIES MATS. REF CCTS GENRE
AREAS
Argumentative/ Making
Persuasive Lesson 2 predictions Exposition
Writing Act. 1 : Pros and cons Explaining (persuade
Justifying by arguing
a. T gives out G.O on the topic Giving
one side of
reasons
‘What are the advantages issue)
Making
and disadvantages of relations/con
students participating in nections bet. Response
sports? ideas (respond to
b. SS in groups think of some G.O 1 (T) Bridge p 53 Giving an artistic
advantages and G.O 1 (SS) accurate work)
disadvantages and complete observations
the g.o. Giving info. Discussion
c. SS attempt the composition Synthesising ( look at
in about 350 words. Making both sides
inductions
of an isue
Identifying/
Gathering/ and come to
Arranging/Pr a decision)
esenting
Info.
Making
associations
Comparing &
contrasting
Classifying/Gr
ouping/
Categorising
Gathering
Info.
Debating
Giving
opinions
Identify
trends/patterns
/tendencies

rs/smsj/99/writing skills module

72
Argumentative W.S 1 (T)
WHICH IS WHICH?

The following are jumbled up essay titles. Can you sort them out into the following categories?

Someone in my family deserves an award The day I felt very proud My next door neighbour The day I lost my temper

My dream car Shopping Homework Describe how you spent last weekend My perfect home Boys should learn to cook My mother

It is said that travel broadens the mind. What is your opinion? Write a story about an unexpected failure. A lucky escape

Small families are happier families. Do you agree? Write a story that ends: “….we looked at each other and smiled” Do money and possessions bring
happiness?

NARRATIVE ARGUMENTATIVE DESCRIPTIVE

rs/smsj/99/writing skills module

73
Argumentative W.S 1 (SS)
WHICH IS WHICH?

The following are jumbled up essay titles. Can you sort them out into the following categories?

Someone in my family deserves an award The day I felt very proud My nex t door neighbour The day I lost my temper

My dream car Shopping Homework Describe how you spent last weekend My perfect home Boys should learn to cook My mother

It is said that travel broadens the mind. What is your opinion? Write a story about an unexpected failure. A lucky escape

Small families are happier families. Do you agree? Write a story that ends: “….we looked at each other and smiled” Do money and possessions bring
happiness?

NARRATIVE ARGUMENTATIVE DESCRIPTIVE

rs/smsj/99/writing skills module

74
Argumentative W.S 2 (T)
TOPIC VOCABULARY

paste p52-REARRANG THEN DELETE NO.D & SUBTOPICS

rs/smsj/99/writing skills module

75
Argumentative W.S 2 (SS)
TOPIC VOCABULARY

1. To introduce the list of advantages and disadvantages/viewpoints 2. To continue your argument(s)

Furthermore, In addition
Firstly/ In the first place/ The first advantage or disadvantage is that…

3. To emphasise 4. To give examples to support your arguments

Without question/ Unquestionably/ Undoubtedly/ Undeniably For example

5. To give an opposing point or opinion 6. To make conclusions

On the other hand Therefore/ As a result

rs/smsj/99/writing skills module

Argumentative W.S 3 (T/SS)-1

76
TRANSITION WORDS

The following are transition words that you will need in writing your compositions:

paste internetmats.

rs/smsj/99/writing skills module

Argumentative W.S 3 (T/SS)-2

77
TRANSITION WORDS

The following are transition words that you will need in writing your compositions:

paste internetmats.

rs/smsj/99/writing skills module

Argumentative G.O 1 (T)

78
PROS AND CONS

Complete the following graphic organiser:

What are the advantages and disadvantages of students participating in sports?

Paragraph 1 : Pro Topic Sentence

Specific Support

Specific Support

Paragraph 2 : Pro Topic Sentence

Specific Support

Specific Support

rs/smsj/99/writing skills module

79
Argumentative G.O 1 (T)
PROS AND CONS
Paragraph 3 : Con Topic Sentence

Specific Support

Specific Support

Paragraph 4 : Con Topic Sentence

Specific Support

Specific Support

Concluding Paragraph Reword thesis

rs/smsj/99/writing skills module

80
Argumentative G.O 1 (SS)
PROS AND CONS

Complete the following graphic organiser:

What are the advantages and disadvantages of students participating in sports?

Paragraph 1 : Pro Topic Sentence

Specific Support

Specific Support

Paragraph 2 : Pro Topic Sentence

Specific Support

Specific Support

rs/smsj/99/writing skills module

81
Argumentative G.O 1 (SS)
PROS AND CONS
Paragraph 3 : Con Topic Sentence

Specific Support

Specific Support

Paragraph 4 : Con Topic Sentence

Specific Support

Specific Support

Concluding Paragraph Reword thesis

rs/smsj/99/writing skills module

82
 THE END
COPYRIGHT CONTROLLED
Rahmah Hj Sayuti

83