Professional Documents
Culture Documents
F I N A L E X A M I N A T I O N
PREP
PR PAAR
RAT
TION
DOCU
UM
ME
ENNT
T
E2.1’S MAJOR PROJECT
LECTURERS
CHEA SATHYA
A (CSY),
GLOBAL STU
UDIES
SOU
U VISAL (SVS),
LITE
ERATURE STUDIES
S
OUK
K VIBOL (OVB),
W
WRITING SK
KILLS
‘
‘The Grea
atest Succe
ess Is The Success W
With Your Fellow Men.’
GLOBAL STUDIES 202
CHAPTER1
EDUCATION
---------------------------------------------------------- I N T R O D U C T I O N: W H A T I S E D U C A T I O N ?
Education: the process by which people acquire knowledge, skills, habits, values, or attitudes
Formal education: (the learning which results from) the organized instruction
Informal education: (the learning which results from) the less organized instruction
Advantages of education:
o Helping people acquire the skills they need for everyday activities
o Giving people the specialized training they need to prepare for a job or career
o Increasing people’s knowledge and understanding about the world
o Helping people understand social change and provide skills for adjusting to them
o Helping develop an appreciation of cultural heritage
------------------------------------------------------------------- U N I T 1: E D U C A T I O N I N C A M B O D I A
GENERAL VOCABULARY
Decentralization: moving the control of an organization or government from a single place to several smaller ones. OR the
giving of power to decide or do sth to the lower levels
School cluster: a group of schools located near each other that can provide mutual technical and material assistance to
make the teaching-learning process more effective
Vocational education: any organized, systematic, educational activity carried on outside the framework of the formal
system to provide selected types of learning to particular sub-groups in the population
Internal efficiency refers to the learning achievement of the education system including the promotion, repetition and
dropout
Multi-grade teaching method: is a way of teaching that students of different grades are taught in the same class by one
teacher
Objective of the Cambodian education system is to fully develop children in all aspects of qualities, mentally and
physically.
The responsibilities of schools in education system:
- Developing in the students the spirit of self-confidence, self-reliance, responsibility, solidarity, national, unity and
patriotism
- Instilling in their students positive attitudes of paying respect to the law and human rights
- Nurturing children to become good citizens, to live together peacefully, to be able to strengthen their
responsibilities towards their families’ happiness and to make a contribution to promoting social welfare
Objective of primary education is to focus on the development of children’s personalities by helping to upgrade their
mental and psychological abilities so that they will become capable of translating their basic knowledge to solve their
immediate problems, and to cherishing a love of learning and doing labor.
Aims of secondary education:
- Ensuring the development of students’ freedom of thought and expression
- Building students’ attitude of tolerance
- Developing their talents, individual qualities, creativity, social ethnics and skills in order to create a harmonious
society.
Four major policies of MoEYS:
- Making nine years of basic general education available throughout the country, and developing new opportunities
for functional literacy.
- Modernizing and improving the quality of the educational system through effective reforms.
- Linking education and training development with the socio-economic requirements and the labor market.
- Rehabilitating and developing the youth and sport sub-sectors in both formal and non-formal educational systems.
What the MoEYS does to implement the above-mentioned policies:
- Creating equal opportunities for all school-aged children to complete primary education and receive the full nine-
year basic education by:
encouraging the complete range of grades for primary level
applying the multi-grade teaching methods
Encouraging core schools within school clusters to expand themselves into lower secondary school.
- Increasing the internal efficiency of education system by:
retraining, increasing of learning hours,
providing adequate textbook and teacher’s guides,
applying modern teaching method,
forming inspector teams,
reforming methods to evaluate students’ achievements
motivating members of the local community to be more active in education development
- Restoring the physical infrastructure and build new schools
- Developing other important sub-sectors (upper-secondary education, non-formal education, education for
vulnerable groups, higher education, technical education and vocational training)
- Enhancing all levels of education administrative and management in order to increase efficiency and effectiveness
in education sector planning, administration, management, and inspection through the implementation of
development of human resources programs
- Organizing functional literacy classes and launching a campaign aimed at coordinating the activities of the literacy
commissions at provincial and district levels
- Rehabilitating and developing youth and sport in the formal system and non-formal system
Because of the poor communication links among the administration levels, the practice of MoEYS’s guidelines or
instructions varies in different places.
The MoEYS has four levels or horizontal lines:
- Ministry at central level
- The provincial/municipal level
- The district or ‘khan’ level
- The school
The reasons of school dropout:
- school is situated far away from home
- poverty
- shortage of labor in the family
- incomplete range of grades
- low level of education of the parents leads to the belief that education is not important for themselves and family
- no means of transportation
Curriculum reform:
- Before 1975 : (French-based education) required 13 years of education (6+4+2+1)
- After 1979 : required a 10 years education system (4+3+3)
- 1986-1996 : required 11 years.
- 1996 : 12-year education system (6+3+3)
The enrollment rate is relatively low, and internal efficiency of the education system is very low. This results in great loss
of resources in terms of finance, materials and equipment, and time to the country.
Non-formal education aims to increase the literacy rates.
Literacy person, defined in Cambodia, is a person who has the ability to read and write to a certain extent only.
The very high proportion of the resources for primary education in Cambodia comes from the local community because its
people have a strong desire to restore the education system after the destruction in the murderous regime.
International cooperation can be seen in the form of multilateral or bilateral aid and the aid channeled through non-
governmental organizations.
----------------------------------------------------------------- U N I T 2: E D U C A T I O N I N S I N G A P O R E
GENERAL VOCABULARY
Foundation Stage: is the first four-year stage of Singaporean primary education in which children are taught a firm
foundation in the English Language, the Mother Tongue, Mathematics and other subjects
Orientation Stage: is the second stage of Singaporean primary education of which curriculums gear students towards
secondary education in the course most suited for them
PSLE: is an examination taken by Singaporean students at the end of their primary 6 to determine which course they will
take in their secondary education.
GCE ‘O’ level examination: the examination taken by Singaporean students after they have completed their four-year
course (for students in Special and Express courses) or five-year course (for students in Normal course) in secondary
education.
GCE ‘N’ level examination: the examination taken by Singaporean students after they have completed their four-year
Normal course in secondary education.
GCE ‘A’ level examination: the examination usually taken by Singaporean students after they have completed their two-
year course in post-secondary education in Junior College
Co-curricular activities: academic or non-academic activities done by students outside of and in addition to course of
study, such as athletic teams, journalistic or library
Gifted Education Programme: a programme in Singaporean education system in which intellectual gifted students are
offered special enrichment programmes to cater their needs
Integrated Programme (through-train programme): a program in Singaporean education system which allows students to
skip GCE ‘O’ level examination and go straight to take GCE ‘A’ level examination after having spent 6 years
Junior college: post-secondary school in Singapore which provides 2-year course leading up to GCE ‘A’ level examination
Polytechnics: a type of educational institution in which 3-year diploma courses are provided to Singaporean students who
hold GCE ‘O’ level, GCE ‘A’ level, or ITE certificate
Centralized Institute: a type of educational institution in Singapore in which students holding GCE ‘O’ level certificate are
provided a 3-year course leading up to GCE ‘A’ level examination
Institute of Technical Education: a type of educational institution in Singapore in which students holding GCE ‘O’ or GCE
‘N’ level certificate are provided 2-year courses leading up to a locally recognized ‘National ITE Certificate’
GENERAL VOCABULARY
prefecture : an older student who is given some authority and helps to control the younger students
stipulated : to state exactly how something must be or must be done
prescribed : to tell someone what they must have or do; to give something as a rule
demonstrate : to show; to make clear: these figures clearly demonstrate the size of the economic problem
facing the country.
undergraduate : a student who is studying for their first degree at college or university.
Graduate school: a part of a college or university where you can study for a second or further degree, such as Master’s or
Doctorate
Research students: are non-degree students studying in a graduate school before they are admitted to their graduate
course
GENERAL VOCABULARY
Adult Matriculation: is the year 12 of Australian education which helps students prepare for their higher education
Junior Certificate (SSC): is the certificate which Australian students receive after having completed grade 10
Senior Certificate (HSC): is the certificate which Australian students receive after having completed grade 11 and 12
(senior college)
Co-education school: a school where boys and girls are taught together in the same buildings and classrooms
Same sex school: a school that teaches only boy or only girl students
Tertiary education: a term used for higher education or post secondary education by some scholars in comparative
education
GENERAL VOCABULARY
Legislature :(n) the group of people in a country or part of a country who have the power to make and change laws
Quantitative :(adj) relating to numbers or amounts
Aptitude :(n) natural ability
There is no national education system in the US because of the country’s history and cultural values.
Each of the 50 states has its own department of education.
Public colleges and universities receive founding from student tuition and the state.
The school board governs the school district and the school district controls control the school.
Students are not required to pay the tuition fee until grade 12.
The school districts are divided into 3 group:
o Elementary school ( students in kindergarten and grade 1 to grade 5 or 6)
o Middle school ( grade 6-8) or junior high school ( grade 7-9)
o High school ( grade 9-12 or 10-12)
All high school students are required to take English, math, science and social studies courses, and they graduate after they
have successfully passed all of the required courses.
The education is compulsory until the age of 16 or 17.
The admission to a college or university based on several factors:
o student’s high school courses,
o high school GPA,
o SAT scores,
o written essay
o and possibly a personal interview.
GPA is calculated by adding all points earned for each course and dividing the sum by the total number of courses.
There are four types of degree:
o Associate’s (completion of a program in a specific career field)
o Bachelor’s (conferred after completion of an undergraduate program)
o Mater’s (first graduate degree)
o Doctorate (second graduate degree and final degree)
Most courses are only one-semester or one-term long, and each course is assigned a number of credit hours. Most courses
are 3 or 4 credits, but some courses may be 1, 2 or 5 credits.
A final thesis is required for Master’s and Doctorate degrees.
Admission to a graduate school:
o students’ undergraduate course of study
o undergraduate GPA
o GRE score (for most schools)
Graduation requirements for Doctorate degree:
o first, students have to earn enough credit hours required
o then they are allowed to take a qualifying examination
o after passing the exam, students can start writing their thesis
o
The Differences between American and British Education Systems:
School age
o In the US, children must go to school from the age of 5 or 6 between the ages of 14 and 16, but their parents have
to pay them for nursery education.
o In the UK, children have to go to school from the age of 5 or 6 as well.
State and Private School
o In the US, Public School is known as the schools that provided by the government, but if the parents pay for their
children’s education is called Private School.
o In the UK, State School is the school that provided by the government, in contrast, Private School or sometimes
Public School is the school that parents pay for children’s education.
Subjects
o In the US, national, state and local government decide what subjects will be taught in the school.
o In the UK, the subjects taught in school are listed in the National Curriculum.
Examinations
o In the US, students don’t take national examination. They take exam at the end of each semester all the subjects.
Moreover, students who want to go to university must take the test called the SAT or another test called the ACT.
o In the UK, students who want to pursue their university’s degree take GSCE exam first, and then a year later they
can take HIGHERS exam, after which they can either go to university or spend another year at school and take the
Certificate of Sixth Year Studies.
Social Events and Ceremonies
o In the US, there is a formal ceremony for graduation. Also sports, dances, plays and musical events, which are
performed and organized by students, are very popular.
o In the UK, schools often have dances, plays and musical events as well, but in primary schools the Sports Day and
the School FETE are very important events.
Universities
o In the US, students usually study in college for 4 or 5 years, and they usually choose one main Major and one minor
subjects that related to their major. Some universities are partly paid by the state government, but they still need
to borrow money from a bank because they must spend a lot of money for their education.
o In the UK, students usually spend 3 or 4 years for their universities, and they typically study either one subject or
two subjects that are related. Students borrow money from a bank for their living cost.
--------------------------------------------------- U N I T 6: T H E B R I T I S H E D U C A T I O N S Y S T E M
GENERAL VOCABULARY
Primary or elementary education: the first years of formal, structured education that occurs during childhood
Adolescence: the period of time in a person's life when they are developing into an adult
K-12 education: the education from kindergarten to grade 12
One-teacher, one-class mold: a way of teaching in which students are taught by one teacher in every subject
Corporal punishment: punishment which is made to the body
Kindergarten refers to the first level of official education, according to the K-12 educational system
Reception: another equivalent term for kindergarten usually used in England and Wales
Preparatory grade/ grade prep/ prep: another equivalent term for kindergarten used in Australia
Secondary education: a period of education which follows directly after primary education, and followed by tertiary or
post secondary education
Grammar school: is a secondary school in the UK attended by pupils aged 11 to 18 who would be going on to higher
education and concentrated on the classics, science, etc.
Secondary modern (school): is a secondary school in the UK intended for children who would be going into a trade and
concentrated on the basics plus practical skills
Eleven plus: the examination taken by the children at the age of eleven before they are admitted to Grammar School
Comprehensive school: a single type of secondary school designed to give every child a complete education.
Higher education: education provided by universities and other institutions which award academic degrees, such as
university, colleges, etc
Graduate student: an individual who has completed a Bachelor’s degree and is pursuing further higher education
Two-tier system refers to the education system in which secondary schools are divided into Grammar Schools and
Secondary Modern Schools
England:
o The education in England, Wales and Northern Ireland emphasises on the depth and students have to sit a small
number of more advanced examinations.
o The education in Scottish emphasises on the breadth and students have to sit a large number of less advanced
examinations.
Primary education:
o Primary education generally begins at the age of 4 to 7.
o The major goals of primary education are achieving basic literacy and numeracy amongst all their students and
establishing foundations in science, geography, history and other social sciences.
o The practice of corporal punishment has been outlaw in the UK.
Kindergarten:
o Youngsters, usually aged 4-6 attend kindergarten to learn the finer points of meeting friends, professional
authority (teacher), playtime, naptime, drawing, music, sometimes the basics of reading and writing, and various
other activities.
o Kindergarten serves the purpose of training the children to be apart from their parents without anxiety.
o Kindergartens often last only for a half a day, though some are full-day kindergartens.
Elementary school: (!!!No interesting key ideas, besides some key terms!!!)
Secondary education:
o The purpose of a secondary education can be to prepare students for either higher education or vocational
training.
Grammar schools in the United Kingdom:
o The entry to Grammar school is controlled by means of an academically selective process consisting, largely and
exclusively, of a written examination.
o It was generally accepted that dividing the secondary school into Grammar school and Secondary Modern school
was the show of discrimination because students were not getting the education equally and the authorities
prioritized their budgets on the Grammar schools, damaging the education prospects of children attending
Secondary Moderns.
o Comprehensive school was created to give every child a complete education. However, some authorities still run
the old system of Secondary Moderns and Grammar schools.
Higher education: (!!!No interesting key ideas, besides some key terms!!!)
Degrees and Graduation:
o There are three-level hierarchy of degrees in the UK: Bachelor, Master, and Doctor.
o Admission:
Admission to research degree requires the sponsorship of a professor.
Admission to Master’s degree depends upon having an undergraduate degree obtained in a related
subject.
o Life:
very intensive work
o Funding:
There are a few scholarship for master’s courses
Most Master’s students are self-funded.
Funding is available for some PhD courses.
Costs:
o Primary and Secondary: No charge
o Higher education: around 1000 pounds
Public schools in the UK:
o A public school in the UK
is usually prestigious and historic,
charges fees,
doesn’t arbitrary restrict admissions,
is often boarding school
and is financed by private charitable trust other than the state.
o Today most public schools are highly selective on (this means that students are admitted to public school by):
academic grounds
financial grounds (ability to pay high fees)
social grounds ( a family connection to the school)
------------------------- U N I T 7: H O M E E D U C A T I O N – C O N C E P T S A N D O B J E C T I O N S
GENERAL VOCABULARY
hurdle : a problem that you have to deal with before you can make progress
bureaucratic : of a system for controlling or managing a country, company or organization that is operated by a large
number of officials who are employed to follow rules carefully
omnibus : bringing many different things together as a unit
cocoon : a safe quiet place
utopian : of (the idea of) a perfect society in which everyone works well with each other and is happy
disservice : an action which harms something or someone
counterpart : a person or thing which has the same purpose as another one in a different place or organization
sanction : approval or permission, especially formal or legal
majoritarian : resulting from or based on rule by the majority of any given group
idiosyncrasy : a strange or unusual habit, way of behaving or feature that someone or something has
conform : to behave according to the usual standards of behaviour which are expected by a group or society
premise : an idea or theory on which a statement or action is based
erroneous : wrong or false
dogmatic : If someone is dogmatic, they are certain that they are right and that everyone else is wrong.
creationism : belief that the world was made by God exactly as described in the Bible
bias : a tendency to support or oppose a particular person or thing in an unfair way by allowing personal
opinions to influence your judgment
disarray : the state of being confused and lacking in organization or of being untidy
Home-schooling: the process of teaching sb at home, or being taught at home rather than in the public school system
Socialization: the process of acquiring values, habits, norms, etc, through joining in social activities
Elitism: when things are organized for the benefit of a few people with special interests or abilities
Confirming behaviour: the usual standards of behaviour which are expected by a group or society
Etiquette: the set of rules or customs which control accepted behaviour in particular social groups or social situations
Norm: an accepted standard or a way of behaving or doing things that most people agree with
Code of conducts: a set of rules of accepted behaviour.
Credentials: proof of sb's abilities and experience
The concept ‘home education’ should be used instead of ‘home-schooling’ and ‘home-based education’ because:
o ‘Home education’ refers to when parents educate their own children by themselves. It is not the ordinary school
inside home.
o ‘Home-schooling’ and ‘home-based education’ associates with ordinary school inside home and the actors in these
education are internet-schools, not parents.
Objections to home-schooling:
o socialization:
The inability to cope:
Home-schooled children will not be able to cope with the harsh realities of life beyond their
family environment.
Home-schooled children will be unprepared for the harsh and competitive nature of the labour
market.
Home-schooled children do not receive the majoritarian filtering of norms provided by schools,
but are more likely to pick up their parents idiosyncratic understandings of the world.
Bias and narrow curricular content:
No parent, no matter how intelligent and dedicated, could possibly provide a sufficient broad
education for their children.
Some parents choose to teach their children an erroneous view of the world even though they
know full well about what the dominant social attitudes, beliefs and understandings are.
Lack of exposure to others:
Home-schooled children do not receive enough exposure to other people and their distinctive
ways of life because they are cooped up at home. They don’t learn the value of tolerance,
differences, novelty, and cooperation; an awareness of dominant culture; and broad perspective
of life.
o elitism:
Elite people home school their children because they think that the education in school is not good. When
they do like this, they are shirking from the duties because there will be no one fight for the
improvements of school education.
Home-schooling can only be done by the rich and middle class people who are so well-educated that they
can teach their children. Thus, those who are poor must rely on the education in the public school.
o higher education:
Home-schooled children find it hard to be accepted when they apply for college, trade school or
university because they don’t have any credentials such as high school diploma and so on. As a result,
some of them have to return to school to earn the credential.
o citizenship and choice in education:
This supporters of this argument mention that only common schools can provide and develop the best way
of ensuring a vibrant sense of citizenship among and future generation.
SETTLEMENTS
-------------------- U N I T 1: S E T T L E M E N T G R O W T H A N D R U R A L S E T T L E M E N T S
GENERAL VOCABULARY
confluence : the place where two rivers flow together and become one larger river
indentation (indent) : to make a space in the edge or on the surface of sth
defensible : able to be protected from attack, or able to be supported by argument
convergence (converge) : if lines, roads or paths converge, they move towards the same point where they join or meet.
spur : to encourage an activity or development or make it happen faster
proximity : the state of being near in space or time
deltaic plain (delta) : an area of low flat land, sometimes shaped approximately like a triangle, where a river divides
into several smaller rivers before flowing into the sea
scout : to go to look in various places for sth you want
disperse : to scatter or move away over a large area, or to make sth do this
farmstead : the house belonging to a farm and the buildings around it
rugged : (of land) uneven and wild; not easy to travel over
prone (be prone to sth/do sth): tending to suffer from an illness or show a particular negative characteristic
meandering : moving slowly in no particular direction or with no clear purpose
orchard : an area of land where fruit trees are grown
nucleated : to come together as a nucleus, or bring things together to form a nucleus
junction : a place where things, especially roads or railways, come together
inception : the establishment of an organization or official activity
hamlet : a small village, usually without a church
tillage : the ploughing or hallowing in preparation land for growing crops
oasis (pl oases) : a place in a desert where there is water and therefore plants and trees and sometimes a village
or town
fortify : to strengthen sth, especially in order to protect it.
fortress : a large strong building or group of buildings which can be defended from attack
hideout : a secret place where sb can go when they do not want to be found by other people
savanna : a large flat area of land covered with grass, usually with few trees, which is found in hot
countries, especially in Africa
loess : a fine-grained yellowish brown deposit of soil left by the wind
enclave : a part of a country that is surrounded by another country
marsh : ground near a lake, river or the sea, that tends to flood and is always wet
dwindle : to become smaller in size or amount, or fewer in number
predecessor : sb who had a job or a position before sb else, or sth which comes before
another thing in time or in a series
relic : an object, tradition or system from the past which continues to exist
croft : a very small farm around a house, or the house itself
estancias : a large landed estate, especially a cattle ranch, in South America
prairie : a wide area of flat land without trees in Canada and the northern US
inn : a pub where you can stay for the night, usually in the countryside
outlying : far away from main towns and cities, or far from the centre of a place
squatter : a person who lives in an empty building without permission
Settlement: a place where people live, work, and interact with other members in the community
Site: the actual piece of ground on which a settlement is built. It focuses more on the kind of landform
Satellite town: an area which is situated in the suburbs of a city or town and which is developed into a small town too
Confluence: the place where two rivers meet and then flow together as one river
Situation: the location of a settlement in relation to the nearby landforms or the rest of the region
Settlement pattern: the physical layout of a settlement which takes into consideration the arrangement of buildings—
shops, houses, offices, and other architectural structures
Dispersed settlements: a type of settlement pattern in which settlements are located far away from each other, isolated
by cultivated ground, roads or open spaces
Linear settlements: a type of settlement pattern in which settlements develop along the roads, rivers either on one side
or both sides in a straight line pattern
Ribbon settlements: another name for linear settlement referring to the settlements which are often found along a
meandering river either on one side of the river bank or both sides
Nucleated settlements: a type of settlement pattern in which lots of settlements are gathered together at, for example,
an intersection of a road or railway
Hierarchy of settlement: a structure that shows the types of settlements in the order of their ranks. It is determined by
the size of population and the function it performs
Sphere of influence: an amount of influence a particular place has in providing products and services
Isolated farmsteads: a lonely farm house which is located far away from the very next house
Hamlet: a form of rural settlement which is larger than the isolated farmstead but smaller than the village
Village: typical form of rural settlements whose population varies from a few dozen folks to several thousand people
Physical relief: refers to landform of a particular area
Population density: number of people per square kilometre of land
Rural resettlement: the moving of people to live in the rural area by the government with development reasons
Size of population
Hamlet Less than 100
Village Less than 10000
Town 10000-100000
City 100000-1 million
Metropolitan More than 1 million
Status of settlements:
o Temporary: nomadic camps…
o Semi-permanent: huts of shifting cultivators…
o Permanent: traditional houses in the village…
The factors influence the siting, pattern and growth of rural settlements:
o Physical relief:
The most ideal relief is level lowland such as river basins, valley and flood-free deltaic plain.
The least ideal is a rugged terrain such as those in hilly uplands or mountainous districts.
o Water supply: water is vital for human life. People enjoy the advantages such as water for drinking, cooking
and washing, fish caught in the river or lake to supplement the diet, and water as the cheapest means of
transport. This is why settlements are often found near the water.
o Defence: settlements are also built in the place which can defend the folks from the intruders and wild
animals.
o Shelter:
Settlements are situated near the source of building materials which can be used to build the
shelters.
Settlers also build their settlements in a place where climate is favourable for living and cultivating
and a place with fewer risks of diseases and natural disasters.
o Mineral deposits:
The discovery of rich deposits attracts people.
The original mining settlement became ghost town when there is no rich deposit left.
o Historical influences: people move from place to place to follow their predecessors and settle down in the
same village or somewhere nearby for security and protection reasons.
Types of rural settlements:
o Isolated farmstead
o Hamlet
o Village
----------------------------------- U N I T 2: U R B A N I Z A T I O N A N D U R B A N S E T T L E M E N T S
GENERAL VOCABULARY
agrarian : describes a place or country that is dependent on farming rather than industry
wholesale : of or for the selling of goods in large amounts at low prices to shops and businesses, rather than the
selling of goods in shops to customers
retail : to sell goods to the public in shops or by post
predominance : when one person or group of people has more importance or power than others
outlet : a shop that is one of many owned by a particular company and that sells the goods which the company
has produced
cater : to provide, and sometimes serve, food
dilapidated : describes sth old and in poor condition
exorbitant : unreasonably high or large
bidder : a person who offers a particular amount of money for sth which is for sale and compete against
other people to buy it, especially at a public sale of goods or property
bungalow : a house that has only one storey
wander : to walk around slowly in a relaxed way or without any clear purpose or direction
vacant : not filled or occupied; available to be used
corrugated : (especially of sheets of iron or cardboard) having parallel rows of folds which look like a series of waves
when seen from the edge
haphazard : not having an obvious order or plan
ventilate : to cause fresh air to enter and move around an enclosed space
middleman : a person who buys goods from a producer and makes a profit by selling them to a shop or a user
vicious : describes people or actions that show an intention or desire to hurt sb or sth very badly
racket : a dishonest or illegal activity that makes money
sprawl : a large area of land with buildings which have been added at different times so that it looks untidy
cram : to force a lot of things into a small space, or to do many things in a short period of time
provision : when sth is provided
mall : a covered area with shops where vehicles are not allowed
dilute : to make a liquid weaker by mixing in sth else
inhale : to breathe air, smoke, or gas into your lungs
septic : infected by bacteria which produce pus
persistent : when sth continues to exist
migraine : severe continuous pain in the head, often with vomiting and difficulty in seeing
mete : to give or order a punishment or make sb receive cruel or unfair treatment
squad : a small group of people trained to work together as a unit
flush : if you flush a toilet, or if a toilet flushes, its contents empty and it fills with water again
aggravate : to make a bad situation worse
aquifer : a layer of permeable rock, sand, or gravel through which ground water flows, containing enough water
to supply wells and springs
aqueduct : a structure for carrying water across land, especially one that looks like a high bridge with many arches,
which carries pipes or a canal across a valley
polyester : a type of artificial cloth
The rate of urbanization in both developing and developed countries had greatly accelerated since the industrial revolution
in 1760
People moved into industrial cities because:
o There were many job opportunities in the cities
o Improved agricultural techniques reduced the demand for farm laborers
Almost three-quarters of the millionaire cities are located in the developing countries or the Third World.
Some cities have limit land size, and are crowded with millions of inhabitants, giving rise to an alarming high population
density. It is unhealthy and can be vulnerable to fire, diseases and ill health.
URBAN PROBLEMS:
1. Housing Problems:
People, even the middle and upper-income groups, cannot afford purchasing or renting house because of high cost.
Fresh immigrants to a city cannot afford even the cheapest resident because many of them are jobless or hold lowly paid
jobs. So, they end up sleeping along the streets, under the bridge, ruined buildings,, in train station
Poor people, who have been in the city for some years, form illegal squatter settlements in which they live in bad
conditions and are vulnerable to floods, landslides, fire, diseases, and other health hazards.
2. Traffic Problems:
Most cities experience traffic jams because of:
o Rapidly population growth which leads to uncontrollable traffic congestion
o Poor road conditions
o Frequent road repairs, unplanned roadwork for installing underground cables for telephone, electricity or water
supply
3. Pollution Problems:
Air pollution:
o Causes:
exhausted gas from transport vehicles,
burning of fossil fuels from the factories and thermal plants
o Consequences:
Causes acid rain which damages trees, contaminates fish and corrodes the buildings
Harms the human bodies, damages their respiratory and nervous systems—leading to headaches, nausea,
asthma, eye irritation, kidney failure, lung cancer and heart attack
Causes haze and smog which make the landing and taking off of the planes difficult.
Water pollution:
o Causes:
Toxic chemicals and wastes from the factories
Sewage from septic tanks and treatment plants
Garbage and solid waste thrown into the rivers by the city residents
The oil spills in the ports and along the sea coasts
o Consequences:
Kill fish and destroy the natural ecosystem of aquatic species in the rivers
Water becomes dangerous for drinking, cooking, washing, and bathing
People become ill when they eat the fish from the polluted water
Worsen the beaches and seas condition, which make swimming dangerous.
Noise pollution:
o Causes:
Ceaseless stream of motor vehicles
Endless noise from construction sites and machines from the factories and workshops
Other sources of distracting sound
o Consequences:
Permanent hearing loss
Persistent hearing in the ear (tinnitus)
Headaches, dizziness, drowsiness, insomnia, deafness, psychological stress and disorder.
Waste and garbage disposals:
o Causes:
Waste from house, office, factories
o Consequences:
Give out unpleasant smell
Source of health hazard
Contaminate the air
Spoil the city landscape
Cause land pollution
Solution to pollution problems:
The government:
o Legislate the clean air law and strictly control the emission of exhaust from motor vehicles, smoke from the
factories and open burning by city folks
o Penalize the factories which release toxic chemical and heated waste water into the rivers
o Devise effective system of garbage disposal by using:
Sanitary landfill
Incineration plants
Recycling
o Invest more in the research of new non-polluting energy resources
o Set up the enforcement squads in all parts of the city
o Government should work hand in hand with other non-governmental organizations to combat environmental
pollution and the conservation of natural resources.
Individuals:
o Set a good example to others
o Caution one’s neighbours and friends against wilful disposal of garbage in a haphazard manner
o Bring to the attention of the relevant authorities for instances of air, water, noise and land pollution
o Read widely and be familiar with the nature of all the environmental pollution in the cities
o Pass on to the media any useful and latest information relating environmental protection
FISHING
GENERAL VOCABULARY
Fishing : the catching of aquatic animals in seas, oceans, inland rivers and lakes
Ecosystem: all the living things in an area and the way they affect each other and the environment
Food chain: a series of living things which are connected because each group of things eats the group below it in the series
Angling: the sport of trying to catch fish with a rod, line and hook
Organic manure: excrement from animals, usually mixed with straw, used as fertilizer for soil
Aquarium: a glass container in which fish and other water animals can be kept OR a building, usually open to the public,
which holds many aquariums
Saltwater fish: a type of fish living in sea and ocean
Freshwater fish: a type of fish living in freshwater like in rivers, lakes, ponds, etc.
Maritime creature: water animal such as fish, shellfish, lobsters, etc.
Anadromous fish: fish such as salmon and shad that return from the sea to the rivers where they were born in order to
breed
Commercial sea harvest: the harvesting of various kinds of maritime creatures
Pelagic fish: a type of fish which swim only on the surface of ocean water and are usually found in large shoals
Demersal fish: a type of fish which swim at the bottom of oceans and are of great commercial value
Drifting: a kind of fishing method with various kinds of drift nets used mainly for catching surface-swimming fish
Trawling: the most efficient method of catching bottom-swimming fish by using trawl nets
Seining: a kind of fishing method used mainly for catching surface-swimming fish by using seine nets
Lining: a kind of fishing method, which uses line, used mainly for catching bottom-swimming fish in the sea where sea floor
is rugged and may damage the trawl nets
Inshore fishing: a type of fishing done close to the shore in shallow sheltered coastal waters, normally within 5 km from
the coast
Offshore fishing: a type of fishing done far from the coast from 5 km to more than 400 km at sea
Deep-sea and mid-ocean international fishing: a type of fishing done in the international waters beyond the 320-km
Exclusive Economic Zone by very large fishing nations
Freshwater fishing or inland fishing: a type of fishing done in the rivers, lakes, ponds, swamps and even padi fields
Overfishing: the activity of catching excessive amount of fish in a speed faster than the reproduction of fish, which leads
to the extinction of fish species
Indiscriminate fishing: the fishing of all fish regardless of species, size and age
The importance of fishing/fish:
o Fish keep balance of ecosystem.
o Fish keep balance the nature’s food chain.
o Fish provide valuable sources of protein and health food.
o Fish interior and wastes are grounded into fertilizers.
o Fish and other marine creatures are processed into medical products.
o Parts of fish and other marine creatures are processed into useful products such as perfume, cosmetics, ornamental
products etc.
o Fish provide fun.
Types of fish:
o Saltwater fish
pelagic fish
demersal fish
o Freshwater fish
The commercial fishing methods:
o Drifting: using various kinds of drift nets
o Trawling: mostly used to catch the demersal or bottom swimming fish
o Seining: used to catch plastic fish with haul seine
o Lining: used to catch demersal especially where the rugged sea floor is
The local fishing methods:
o Square lift net
o Beach seine or drag net
o Drift qill or floating net
o Trawl net
o Fishing stake
o Casting net
o Other various kinds of fishing traps
Types of fishing:
o Inshore fishing
o Offshore fishing
o Deep-sea and mid-ocean international fishing
o Freshwater fishing
The factors which influence the location of major fishing grounds:
o The physical and natural factors
1. Continental shelves
2. Ocean currents
3. Cold waters of the temperate latitudes
4. Offshore winds
5. Physical relief of the coastal regions
6. A viability of temperate timber
o The human and economic factors
1. Availability of labor
2. Demand for fish caught
3. Viability of ports
4. Capital and technology
5. Government policies and international operation
Problems of fishing
o Overfishing
o Water pollution
o Indiscriminate fishing
Fish conservation
o Restocking overfished water
o Artificial fertilization of eggs
o Forbiddance of indiscriminate fishing
o Protection from water pollution
o International agreement on the world’s fishing grounds
o Researchers in the world fisheries
o Increase fish production through aquaculture
CHAPTER4
INDUSTRIES
----------------------------------------------------- U N I T 1: T H E M A N U F A C T U R I N G I N D U S T R Y
GENERAL VOCABULARY
Industry: the work done by mankind in the fields, in the factories and anywhere where services from banks, shops, and
hotels are rendered. OR organized economic activity connected with the production, manufacture, or construction of a
particular product or service
Primary industry: a type of industry which involves the extraction of natural resources from the earth, most important of
which are farming, lumbering, mining and fishing
Secondary industry: a type of industry including processing industry which changes the state of raw materials and
manufacturing industry which is the assembly of component parts of various raw materials to form completely new
products
Tertiary industry or service industry: the type of industry which involves the rendering of services including trading,
tourism, transport, banking and many others
Input: money, technology, time, energy, etc., which are invested in hope of getting a particular outcomes in return
Output: the amount of sth which is produced by a person, machine, factory, a country, etc.
Plough-back: the activity of spending the earnings of a business or a factory to, for example, buy in more raw materials,
better machinery and for further extension of the factory building
Net/gross profit: gross profit minus all the costs incurred by a business
Capital: wealth, especially a large amount of money used for producing more wealth or for starting a new business
Raw material: a natural unprocessed material that is used in manufacturing process to produce a new product
Amenities: things which are considered to be necessary to live comfortably
Proprietor: a person who owns a particular type of business
Food-processing industry: a type of industry which produces food product
Commodity: product which can be bought or sold
Perishable goods: goods such as food that decays quickly
Labour-intensive industry: a kind of industry which requires lots of labour workers
Industrial estate: a special area on the edge of a town where there are a lot of factories and businesses
Green belt zone: a strip of countryside round a city or town where building is not allowed
Industry refers the work done by mankind in the fields, in the factories and anywhere where services from banks, shops,
and hotels are rendered.
Manufacturing industry refers to the activities of changing the state of raw materials into something more useful and more
valuable.
Industries are classified into three main categories:
o Primary industry
o Secondary industry
o Tertiary industry or service industry
All manufacturing industries perform as the systems with inputs, outputs and plough-back of earnings.
o Decision
o Capital
o Site (suitable place)
o Machinery
o Workers
o Electricity
o Raw materials
o Transport
o Net profit
o Plough-back
The factors influence the location of industry:
o Raw material
o Fuel or power
o Human resources:
Management staffs
Labor supply
Technology and research
o Transport
o Market
o Capital
o Government policies
o Other factors:
Availability of land
Political stability
Historical factors
Climate
Water supply
--------------------------------------------------------------------- U N I T 2: T H E T O U R I S T I N D U S T R Y
GENERAL VOCABULARY
heal(v) : to make or become well again, especially after a cut or other injury
gout(n) : a painful disease which makes the joints, especially the feet, knees and hands
therapeutic(adj) : causing someone to feel happier and more relaxed or to be more healthy
indulge(v) : to allow yourself or another person to have something enjoyable
frolic(v) : to behave in a happy and playful way
bestow(v) : to give something as an honor or present
conserve(v) : to keep and protect something from damage, change or waste
savanna(n) : a large flat area of land covered with grass
roaring(adj) : loud and powerful
poacher(n) : someone who catches and kills animals illegally
magnitude(n) : the large size or importance of something
far-reaching(adj) : something far-reaching has a great influence on many people or things
sphere(n) : an object shaped like a round ball
possess(v) : to have a particular quality
flourish(v) : to grow or develop successfully
flora(n) : all the plants of a particular place
fauna(n) : all the animals that live wild in a particular area
appeal(v) : to make a serious or formal request, especially to the public, for money or help
archaeology(n) : the study of the buildings, graves, tools and other objects which belonged to people who lived
in the past, in order to learn about their culture and society
ruin(v) : to cause a person or company to lose all their money or their reputation
convocation(n) : a large formal meeting, especially of church officials
implement(v) : to put a plan or system into operation
shrine(n) : a special place in which you remember and praise someone who has died, especially someone
famous
mosque(n) : a building for islamic religious activities and worship
itinerary(n) : a detailed plan or route of a journey
glorious(adj) : deserving great admiration, praise and honor
can-can(n) : a fast dance in which a row of women on a stage kick their legs high and lift their skirts
chalet(n) : a small wooden house found in mountainous areas
sophisticated(adj) : having a good understanding of the way people behave and/or a good knowledge of culture and
fashion
patronize(v) : to be a regular customer of a shop or restaurant, etc
hawker(n) : someone who makes money from hawking goods
hawk(v) : to sell goods informally in public places
deteriorate(v) : to become worse
trample(v) : to step heavily on something or someone, causing damage or injury
cordon off(pv) : put something around it in order to stop people from entering
batik(n) : a method of printing patterns on cloth
tarnish(v) : to make or (especially of metal) become less bright or a different color
scantily(adv) : wearing very little clothing
slump(v) : to fall suddenly in the price, value, sales, etc. of something
Tourism: the service such as transport, place to stay, foot to eat, entertainment etc. provided to people who are on
holiday
Going away: leaving one’s home in order to spend time somewhere else, usually for a holiday
Spa: a town where water comes out of the ground and people come to drink it or lie in it because they think it will improve
their health
Cruise: a journey on a large ship for pleasure
Saturnalia: is an ancient Rome feast of Saturn in December 19th when everyone enjoyed the religious feasting and other
frolic enjoyment
Affluence: the state of having an abundance of material wealth
Tourist boom: the dramatic rise in number of tourists
Vandalism: any activity that is considered to be damaging or destroying sth that was good
Price inflation: a general, continuous increase in price
Tourist slump: a period when tourism is in a bad state and there is a lot of unemployment
Convocation: a large formal assembly, e.g. of a college or university community
Itinerary: a detailed plan or route of a journey
Can-can dance: a fast dance, originally performed in France in the 19th century, in which a row of women on a stage kick
their legs high and lift their skirts
Infrastructure: the basic systems and services, such as transport and power supplies, that a country or organization uses in
order to work effectively
Accommodation facilities: a place such as hotel room where people can stay or live when they are traveling
Tranquillity: a state of being calm and peaceful and without noise, violence, anxiety, etc
Silent deterioration: the gradual worsening process
Mass production: the process of producing a lot of products cheaply by the machine in the factory
Eco-tourism: a form of tourism that strives to minimize ecological or other damage to areas visited for their natural or
cultural interest
DEVELOPMENT
-------------------- T H E D E V E L O P M E N T O F P H Y S I C A L A N D H U M A N R E S O U R C E S
GENERAL VOCABULARY
Development: the state of changing things around us to improve the way we live
Development indicators: statistics used to measure the differences in development
Life expectancy: the length of time that a living thing, especially a human being, is likely to live
GNP per capita: the average income per person per year
Cool temperate climate: the climate condition in which the weather is not very hot or very cold
Climatic hazard: danger caused by climate, for example, flood and drought
Physical barrier: natural obstacle such as desert, mountain, dense forest, etc. which hinder the development process
Capitalist country: a country whose economic, political and social system based on private ownership of property,
business and industry, and directed towards making the greatest possible profits for successful organizations and people
Automation: operation by machines or computers in the factory or office, which is used to reduce the amount of work
done by humans and the time taken to do the work
Public amenities refers to the public services such as medical facilities, electricity supply, etc. which are benefited by the
citizens and serve the investors and visitors
Depopulation: the state of having few people in an area or a country
Ageing population: refers to the population with large number of old people
Stalinization: the accumulation of salts in the top soils in the irrigated farm
Water-logging: the accumulation of dissolved salts on roots of plants when the water table is being raised
Sterilization: the process of having a medical operation to make it impossible to have children
Monogamy: when sb has a sexual relationship or marriage with only one other person at a time
Examples of a better lifestyle: bigger house; better-quality goods such as modern phones, cars and so on; better equipments
such as washing machine, vacuum cleaner, dishwasher, air-conditioner and so on.
The stages of development in a country:
o Subsistence economy:
raising just enough food for her(the country’s) people
simple shelters and home utilities
poor transportation with small bumpy roads
a large rural population and birth rate
a domestic economy with little foreign trade
simple lifestyle and no or few luxuries of any kind
o Secondary economy:
an increased amount of imported foodstuffs
better home and utilities
improved transport system in land, sea, and air travels
an increased urbanization and a low birth rate
a greater liberalization in trade with many foreign countries
a higher standard of living and a more affluent society
o Highly matured economy:
a high food intake (in terms of calories) per person per day
modern homes in high-rise flats and expensive houses and in highly urbanized cities
a complex system of transport with multi-lane highways, flyovers, overhead-bridges, sophisticated airports,
seaports, and underground trains
most people are engaged in industrial activities and a low birth rate
a wide range of manufactured goods and tertiary services and global trade
a high level of material, car ownership, a wide range of electric appliances, a reliable telephones, electricity
and safe-drinking water
How is development measured?
The development of a country may be grouped under two factors:
1. Economic development (measured in aspects such as GNP per capita, energy consumption per capita, the
percentage of population working in the farms, and the ratio of people per car and other material comfort)
2. Quality of life (measured in aspects such as health, literacy, and welfare)
What are the factors which influence the inequalities in development amongst countries?
1. Physical factors
The climate:
o Cool temperate climate is the most conductive for human activities.
o The steaming heat of the tropics, the deserts, heavy rain of the equatorial region, the
prolonged droughts, and the savanna make unfavorable condition of life.
The physical barriers:
o Sahara Desert in Africa, the Himalaya Ranges in Central Asia, the Amazon forest of
Brazil etc. hinder any form of the economic development because much effort and
huge capitals are needed to make it suitable for farming, mining or urban
development.
2. Political factor
Capitalist and democratic countries such as US, Canada, Australia and those of Western Europe are
economy developed countries because they undertake extensive investment and financing large
projects.
In Communism countries like Russia, China, North Korea and Vietnam, people are equally poor
because all development projects are undertaken by the government.
3. Social factors
Literacy skills:
o In most developed countries such as US, Canada and Europe, literacy rates are high,
which contributes to the rapid economic development.
o In contrast, developing countries such as those in Africa and Asia have a very low
literacy rate, which has greatly hampered the development.
Technology (machinery):
o In developed countries, machinery and automatic operations are installed in the
factories and are used greatly in the farm. Consequently, they receive maximum
output with good quality.
o In developing countries, much labor forces are still required and the practice of
subsistence farming still exists; this retards the economic development of those
countries.
In what ways can the developing countries improve their economic development and their quality of life?
1. Reduction of rapid population growth
Family planning or birth control
Sterilization
Monogamy
Late marriage
2. Greater development of the country’s natural resource
Importing technology
allowing greater foreign investment
3. Improvement in infrastructure
constructing more roads
improving the transport system
4. Political stability
stabilizing the peaceful political condition
assuring the foreign investors with security
5. Education
improving literacy rate
training the high educated citizens to be management staff, commercial entrepreneur
6. Technology
learning the technical know-how to benefit the imported technology
seeking financial aids and technical know-how from foreign developed countries
7. Public amenities
establishing certain essential public amenities such as:
- Medical facilities
- Safe-drinking water
- Telecommunication facilities
- Sanitary system
- Electricity supply
- Garbage disposal
What are the undesirable effects from development in developed and developing countries?
1. Decreasing population
2. Environmental deterioration
3. Depletion of the natural resources
How do we minimize the ill effects that come with development?
o Make prudent use of the natural resources
o Give careful planning to all the development project (e.g.: studying of the negative impacts on the
environment)
o Replace some natural resources (e.g.: reforestation in timber extraction)
o Conserve all natural resources
o Avoid wastage and recycle wastes if possible
o Find alternatives or substitutes
o Protect our forest
o Minimize soil erosion
o Search for new mineral deposit
LITERATURE STUDIES 202
CRY FREEDOM
BY JOHN BRILEY
----------------------------------------------------------------------------------------------------- T H E B E G I N N I N G
GENERAL VOCABULARY
SUMMARY
Chapter 1:
Donald Woods, a white man, is the editor of the Daily Dispatch, which is against South African Government. Mr. Woods does not
approve of discrimination. He accepts the laws that the black people should not allowed to vote and should live in separately from
the white. However, he does not approve with the brutality with black people, people who are suffered with their difficulties in
lives. He has put the picture of the police raid at Crossroad and written an editorial criticizing Stephen Biko, one of the black
leaders, and his black consciousness under the title BANTU STEPHEN BIKO—THE ULGY THREAT OF BLACK RACISM. After that he
received phones calls from the police threatening for his life. Most significantly, he was visited in the office by Dr. Mamphela
Ramphele, a black doctor who had been given a place at Natal Medical School, to tell him to visit Biko in order to find out the truth
about him.
Chapter 2:
Woods visited Biko in a church in King William’s Town, a white town. When he entered the church, two things surprised him. One
was the unexpected warmth and friendliness of Biko’s wife, Ntsiki and another was the group of black people working and learning
in the church. Finally, Woods was able to meet and talk to Biko face to face in Biko’s small office. During the talk, Woods told Biko
that he didn’t like Biko’s dangerous idea and that the black people would have done the same thing as the white do, if they had
been in the white’s situation right now. This idea made Biko laugh because he thought that it was impossible.
COMPREHENSION QUESTIONS
QUOTATION EXPLANATIONS
1. Woods said, “Well, Dr. Ramphele, I’ve written against white prejudice, and if you think I’m going to ignored black
prejudice, then you are complaining to the wrong man!”
Mr. Woods wanted to emphasize that he worked against both black and white prejudices, which he thought exist
in South Africa.
2. “From here. From South Africa.” Mamphela was still angry. “I was one of the two from my tribal area to be given a
place at Natal Medical School. I am an example of your white concern for the black people of these land.”
In this quote, “From here. From South Africa.” implies that Mamphela knew everything about South Africa and
Biko. “I am one of two from my tribal area to be given a place at Natal Medical School” implies that she was
educated enough to understand the situation in South Africa. “I am an example of your white concern for the
black people of this land” means that white people concerned that one day black people would fight against the
white government if they had high education.
3. I know you are not a fool, Mr. Woods, but you are uninformed. Steve Biko is one of a few people who can still save
South Africa.”
Here, Dr Memphela might have wanted to say that what Mr. Biko wrote about Mr. Woods in his editorial was
resulted from misunderstanding (confusing). In fact, Mr. Biko was a good man; he did not discriminate white
people and he was the only person who could save South Africa from apartheid. She also wanted Woods to see
Biko in order that he could find out the truth about Biko.
4. Woods nodded coolly, “I wonder what kind of liberal you would make, Mr. Biko, if you were the one who possessed
the house, the job, the Mercedes—and the whites lived in the townships.”
Here, Mr Woods wanted to mock at Biko and he meant that if Biko were in the same situation as white government
was, he would also do the same things.
DISCUSSION QUESTIONS
1. It was mentioned in Chapter 1 that The Daily Dispatch was against the South African Government. However, Woods
wrote an article in the editorial on Biko, BANTU STEPHEN BIKO—THE UGLY THREAT OF BLACK RACISM, which was
against the black. What do you think about this contrary?
Mr Woods worked against the racism both of white and black people. He was against the South African
Government because the white government prejudiced the black; and he wrote against the Mr Biko, a black
people, because he thought that black people also prejudiced the white people.
2. What are the exploitations of the white over the black that you learn from this chapter? Do you think it is justifiable
for the white to do such things over the illegal black?
The exploitation of the white over the black people was taking the low wage that the black earned from their
illegal works.
3. Why do you think Biko was banned to live in certain area in the white town?
Because he was accused of calling for violence against the government.
4. What are the different views of Biko and Woods towards the term ‘liberal’? Why did they have such differences, do
you think?
Biko referred “liberal” to Mr. Woods, whereas Mr. Woods referred “liberal” to all the white people. This resulted
from their misunderstanding.
5. At the end of chapter 2, it was mentioned that woods held out his own hand and took Biko’s. It was the beginning.
What was the beginning of?
It may be the beginning of education of a liberal (Mr. Woods), the beginning of Biko’s plan to persuade Woods to
be on his side to help him work against the white government…
WRITING
Supposed that you were Donald Woods, write an editorial on Steve Biko, under the title BANTU STEPHEN BIKO—THE UGLY
THREAT OF BLACK RACISM. (Make sure your writing is in the form of paragraphs in the newspaper).
The Daily Dispatch: Editorial
BANTU STEPHEN BIKO—THE UGLY THREAT OF BLACK RACISM.
Dear readers;
First, I would like to say thank you for your support for The Daily
Dispatch. Your support inspires us a lot to work harder and harder for the
betterment of our publications.
I think that his idea is dangerous, for it can bring South Africa violence
and confrontation resulted from black and white racisms. I strongly believe that
South Africa needs both black and white people to work together.
Editor,
Donald Woods
-------------------------------------------------------------------------------- E D U C A T I O N O F A L I B E R A L
GENERAL VOCABULARY
Splash : if a liquid splashes or if you splash a liquid, it falls on or hits something or someone.
Stretch : to cause something to reach, often as far as possible, in a particular direction
Stiffly : straight and not bending
Tribal : relating to a tribe. Tribal war
SUMMARY
Chapter 3
Later that morning Woods and Biko visit the clinic at Zanempilo. It was a clinic for black people, with black workers, and a black
doctor. Woods thought that it was a great achievement of Black Consciousness in creating their own organization though he believed
that South Africa needed organizations where black and white people could work together.
Biko tried to explain Woods that he did not discriminate white people and refused to work with them, but he just felt that there
was something wrong to be born black and he wanted the black people to believe that they could do what the white could do—
doctors or leaders. In other word, Biko wanted to build hope in black people.
At the last part of this chapter, Biko asked Woods to visit the black township to see how they live, and Woods agreed.
Chapter 4
Biko thought that showing how black people live to a white liberal like Woods was a duty, though he might have ended up in the
prison if he had got catch.
Woods and Biko took the black taxi with other seven men to the black township outside East London where people live with misery,
violence and insecurity. Biko also tried to tell Woods about the brutality and exploitation of the white people over the black. Woods
was amazed by what he saw in the township and what Biko told him. It seemed to him that he never understood about those things
at all.
Chapter 5
After visiting the black township, Woods was invited to have dinner with a black family. There was a serious argument between
Woods and the black people in that family, but Woods learned a lot from this. He was told what happened when white people first
came to South Africa. He understood the idea of black people toward the government and white people. He learned that Black
people also believe like him that South Africa was a place for both black and white people to live equally and in the way each
people prefer to. However, he thought that black people should not fight against the government, but to adapt themselves into the
present society.
COMPREHENSION QUESTIONS
QUOTATION EXPLANATIONS
1. “This is it.” Biko replied. “A clinic for black people, with black workers, and black doctor.”
- Black had their ability like the white.
- This is a black achievement.
- White discriminated black; they didn’t go to black clinic; they went to luxury one. ( Black didn’t discriminate the
White, but white didn’t want to cooperate with black).
2. “You see, we know how you live. We cooks your foods, clear your rubbish, cut your grass,” he said quietly. “Would
you like to see how we live?”
- Black didn’t discriminate the white.
- Black knew how the white lived.
- They could live with the white peacefully. They didn’t do something bad even it was very easy for them to do
something awful to the white as they lived with the white (servant).
3. Biko smiled. “The education of liberal? It is a duty.”
- It was his duty to educate Woods.
- Time for Biko to educate Woods about the suffering of black society.
- Time for persuade Woods to support black as Woods didn’t like unfairness.
- Time for change Woods concept about black, especially, about Biko
- One of his plan to get freedom by use white to fight white ( Diplomatic negotiation)
4. “ But if you do survive in the township and you get the education the white man gives you, then you go to work in
their city- you see that their houses, their street, their cars. And you begin to feel there is something not quite right
about you. Something to do with your blackness. Because no matter how stupid or how clever the white child is, he is
born into his white world. But you, the black child, clever or stupid, are born into this...and, clever or stupid; you will
die in it...”
Biko wanted Woods to imagine if he was black. If you were born in the black world, you had no opportunity. Black
started to feel unequal, why they suffered and the white enjoyed? Therefore, their solutions were:
- Those blacks who got high education and got out of township, they lived in the happy world and they didn’t want
to be black, so they started to feel that black was bad. In order to go away from township, they had to do
everything for white, work as informer, tell everything about black’s plans, and do everything as the white
demand.
- Or black can fight back and go against white.
5. “And even to stay in a legal township like this one, the white boss must sign your pass every month, the white
governments tell you which house to live in and what the rent is. You can never own land or pass everything on to
your children. The land belongs to the white man...and all you have got to give your children is this...”
- Biko wanted to show Woods that Black owned nothing, even in the township. They didn’t have any right.
- White totally controlled the black.
- Black can’t pass anything to their children; the only thing that they can pass was black skin which symbolised the
discriminated and suffering.
6. “Homelands are not home to us, and the land is no good; that’s why the government wanted us to live there.”
- Home: Physical and emotional: peaceful, good, romantic feeling
- House: Physical building: place to live, apartment
- Meaning: Their homeland was not comfortable for them. They lived in suffering condition. The land was not good.
They didn’t want to live in that place.
7. “We don’t want to be put into your society,” Biko said forcefully. “I am going to be me—as I am—and you can put me
into prison, or even kill me, but I am not going to be what you want me to be.”
- Biko didn’t want to involve with white.
- He wanted to create his own government.
- Biko and black have strong determination to deserve the black identity.
8. “But we want to march our own time.” Mapetla declared bitterly. “The best you want for us is to sit at your table
with your knives and forks; and if we learn to do it right, you will kindly let us stay. We want to wipe the table clean.
It is an African table. We are going to sit at it in our own right.
- The white wanted black to follow their cruel system. If they followed let they stayed. But black wanted to have
an equal right and live peacefully.
9. “ In your white world, everything white is normal – the way the world should be – and everything black is wrong, or
some kind of mistakes...And your real achievement is that for years you’ve convinced most of us of that idea, too”
White tried to show other in general that white is good, black is bad.
DISCUSSION QUESTIONS
1. Why do you think Biko took Woods to visit Zanempilo and asked him to visit the black township?
to change Woods perception
2. What can you infer from the story told by the black people and their use of language?
- Story: White tried to took the black land.
- Languages: They showed close relationship in the family and society.
3. What are the significant information do you think Woods learn from the trip?
He might feel that in fact he never realized the life of black.
4. In these chapters, there are illustration of the unfair aspects of law between the black and the white in South Afirca.
Discuss your findings and quote the details from the story to support your opinion.
- Black received serious punishment. ( if Biko got caught outside his banning area)
- Taxi: Black taxi was the old and carried many passengers as much as possible.
- Pass and properties law: sign black’s pass every month, the white governments tell you which house to live in and
what the rent is.
5. What might be changes in Woods’ attitude toward the black people?
- Woods might support Biko to fight back.
- Woods might share his idea to prepare a good plan.
- Woods might allow black people to work with him.
- Woods might write some good article about Biko.......
WRITING
Supposing that you are Donald Woods. During the eating with black family, Woods and Biko seriously disagreed with each other
on the issues between the black and the white.
Write the possible conversation between Biko and Woods.
Note: Make sure your writing includes their logical reasons to defend their position.
Woods: Look, I think South Africa would be a better place to live in if you let us liberals gradually fit you into our society.
Biko: But how will you fit us into your society, Mr. Woods?... By giving us a slightly education so that we can have a slightly-paid
job and you can easily cheat and convince us?... Listen, Mr. Woods, we are black people and this is South Africa, the
country for black people. We don’t want to be put into any society, but to live the way we are, the way we want to be in.
We don’t want you to give us everything; we want to have it by ourselves.
Woods: But we liberals can give you some advantages that you and your black world don’t have…if only you listen to us…For
example, we have a good health care system, you see, only few of our children died.
Biko: All you can say is that your society is better than other societies. But, why don’t you mention other inconveniences your
society has?...Guns, bombs, anxiety and conflicts and many else…But we are different from you; we don’t think life is an
endless competition. We believe that we can give something to the others too, by teaching them how to live together
peacefully.
Woods: You did have the tribal war in you society, didn’t you?
Biko: Yes, of course we have…But you don’t? What do you called WWI and WWII? Weren’t they caused by your white society?
Listen, Mr. Woods, our case is simple; we just want to be treated equally and be allowed to have our way of living.
Supposing that you are Donald Woods. After visiting many places with Biko, you decided to write down the information you
learnt into your diary.
Note: You should include as much as possible.
Biko was right. Black people know how we whites live, but we have no idea how black South Africans live.
When we went to the black township, there were nine of us in the taxi. I sat in the back, wearing
somebody’s hat to cover my hair. I was so squashed that I couldn’t even move my hands. We drove
around, watching the crowds of people until the evening rush was over. Then four of us went on foot
down side the streets. Most woman work as domestic servants, so they see their children only on Sundays.
Biko took me to eat with a black family—twelve people living in four rooms, with no electricity, and they
have to fetch water from an outside tap and heat it on the cooker. We sat and talked about the
differences between black and conditions, I tried to understand their feelings and their bitterness. I
realize now that I have never understood the feelings of the black community. . (Donald Woods)
-------------------------------------------------------------------------------------------------- C O N F R O N T A T I O N
GENERAL VOCABULARY
SUMMARY
Chapter 6
Six weeks later, one morning Donald Woods arrived late at the offices of the Daily Dispatch. Tenjy and Mapetla followed him.
People stopped to stare at them as they walked quickly through the newsroom. One journalist spilt coffee all over her desk. Ken
Robertson lifted his head to speak, stopped with his mouse open. After Woods presented Tenjy and Mapetla to Ken, he stared at
Woods and them. Woods asked Ann to meet two new reporters and Ken to teach them how to use cameras. Woods let them to work
in the large open office, the newsroom. Their roles are to cover black news- wedding, music, sport, crime. They’ll start writing
about Black Consciousness. After visiting the clinic at Zanempilo, Wendy becomes friends with Mamphetla, Ntsiki, and Biko. Not long
afterwards, Woods invited Ken to meet him out in the country one Sunday afternoon. They went to the black football match by a
black taxi with Mapetla in the back seat. As they walked towards the small stadium, three men stepped in front of them, ready to
prevent them from going in until John Qumza said Steve had asked them to come. Then Mzimbi, a black leader openly calling for
violent revolution was wanted by the securities police. Next, Biko said we’re going to change South Africa; the white man can be
defeated. Biko convinced the crowd not to kill someone but to kill the idea that one kind of man is better than another kind of man.
We have got to fill the black community with our own pride- something we make out of our own lives, and to teach our children
black history by telling them our black heroes and black society.
Chapter 7
Supporters of black revolution say if 3 black people meet together, one of them will be an informer for the government. There are
so many ways to bribe informers: a job, a work permit for a son or daughter. Then Biko was brought to the police station in King
William’s Town because he’s out of your banning area and talking to a crowd. Biko and De Wet got argued, and De Wet hit Biko on
his face. Instantly, Biko jumped up and hit him across the face with same force, but De Wet stopped the detective because Biko’s
going to be a witness at another trial. Biko felt very angry and wanted to hit De Wet by saying, ‘nothing to be afraid of, we just as
weak and human as you are’. De Wet, ‘we’re going to catch you one day, then we’ll see how human you are.’ It was different Steve
Biko entering the witness box two weeks later in a court in Pretoria, the capital of South Africa, 800 km north of King William Town,
was dressed in a suit, a tie, a white shirt. His intelligence was going to be tested by the State Prosecutor and Judge Regter. Two
years earlier, a group of Black Consciousness leaders were arrested and kept in jail without being charged. Biko said we believed
South Africa needs all parts of the community. The Prosecutor attempted to involve Biko in the terrorism, but Biko could reflex this
word to bad things the government did- about police beating people and shooting people, starving people in the townships. He
claimed to avoid using violence, and he just told the blacks people to stop accepting those problems, to confront them. The whole
point of black consciousness was hope for them and for the country-to build a sense of our own humanity, our proper place in the
world….
Chapter 8
The next Board meeting was not easy for Woods to print Biko’s words. Many newspapers had used Biko’s words, so the government
would not attack one particular newspaper. After the court, Dilima, the night guard at the old church in King William’s Town was
disturbed by noises outside the yard. Then the front door crashed open and Dilima saw three big men entering with iron bar and
covering their heads, faces. Everything was smashed. Biko asked Woods to come to the church with Wendy. Later Woods went to
meet Kruger at his home outside Pretoria on Saterday. They started to talk about Biko. Kruger showed starving women and children
to Woods. Kruger started to tell the white built this country, and the white weren’t going to give all this away. Then Kruger said he
knew more about Biko than Woods. Woods started to talk about the smashed church with Kruger, and told him the one did it. Kruger
said he shall pursue this matter. Finally, Woods was amused.
Chapter 9
On Sunday afternoon, Wendy was in the kitchen and Woods was reading in the living room, when someone banged on the front door.
Two men came to ask for witness from Woods by stating the law to push Woods to tell them. The orders came from the very top
one. Finally, Woods could know Kruger had betrayed him. After that, nothing happened for several weeks. Woods printed a long
article by Tenjy and Mapetla about the damage done to the church, and another flood of gifts poured in. Thursday afternoon, a
court official was waiting at the door and handed him an envelope from the court. Then Woods went to meet Biko and told him the
white wanted to break off our friendship. Woods aimed to prevent Dilima although whatever happens. Biko said a rotten policeman
was a rotten policeman. Later on at Biko’s house, about a week later, Biko was writing an article for Woods to be printed the Daily
Dispatch under anther name. According the banning order, he was not allowed to write anything, not even a letter. Someone
banged loudly on the front door. They were Lemick and his two regular minders. They had orders to search your house for dangerous
documents. Then Biko tried to suspend the time and made them annoyed. Nothing was found in the house.
COMPREHENSION QUESTIONS
1. How did the workers at the Daily Dispatch react when seeing Tenjy and Mapetla? Why do you think they had such
reaction?
The workers at Daily Dispatch felt very surprised and shocked when seeing Tenjy and Mapeltla; they stared at them,
and one journalist split coffee all over her desk, Ken Robertson wanted to speak, but stopped with his mouse open.
They had such reaction because it was amazing that black people entered the Daily Dispatch which was the white
place.
2. Who were the main speakers at the black stadium? What were the main points of their speech?
Mzimbi—black leader who was looking for by the police—and Biko.
The main points of their speech was to tell the black what the white government had done to them, to tell them not
to accept this suffering condition and to tell them to fight for freedom. But the speakers gave different ways of
fighting: Mzimbi encouraged people to fight for freedom in a violent way, while Biko encouraged people to fight for
freedom from the white government by using idea confrontation.
3. What happened to Biko after giving speech at the stadium?
He was brought to the police office in King William’s Town.
4. How did the State prosecutor attempt to trap Biko in the court? How did Biko respond?
The state Prosecutor attempt to trap Biko by asking from one question to another question in order that Biko accept
that he called for direct confrontation.
Biko responded that though he called for direct confrontation, he didn’t mean the violent confrontation, but the idea
confrontation without violent.
5. What was the main concept that Biko wanted to convince the participants in the court?
He wanted to convince/to tell the participants about the concepts of Black Consciousness in changing South Africa.
6. What happened to the church and Biko’s house after the court?
After the court, at the church, three big men smashed everything- windows, typewriters, chairs, children’s toys, and
telephone in Biko’s room on the desk.
Then, at Biko’s house, Lemick and two minders wanted to find out the papers Biko was working on.
7. Who did Woods seek for help concerning the smash-up at the church? What was the result?
For the smashed down there, Wood decided to seek for help from Mr. Kruger, minister police.
But the result was that Lemick came to threaten him to tell the name of the witness. (Kruger betrayed him)
QUOTATION EXPLANATIONS
WRITING
Suppose you were the journalist in the court in Pretoria. After hearing Biko’s speech, you decided to print his speech in the
news paper for tomorrow.
Produce an article about the event during the court in Pretoria.
The Daily Dispatch
TRUE BLACK CONSCIOUSNESS APPEARS IN THE COURT
Pretoria:
Yesterday morning, a trial was brought against Steve Biko, known as a
black leader of Black Consciousness, in the national court of Pretoria. The
situation during the trial was tense with serious questions from the State
Prosecutor. He tried to make Mr. Biko confess that he had accused the government
of being terrorist, and that he had called for violence from the two students’
organizations two years earlier. Standing tall and proud in the witness box, Mr.
Biko responded to the State Prosecutor with confidence that he did believe in
the existence of terrorism of the government. However, his terrorism referred to
the violence that the police do to the black people, the starvation in the
townships and the desperate and hopeless people. He also accepted that he did
call for confrontation—the idea confrontation, not the violent confrontation.
The participant in the court listened to him silently. ‘Black society has
lost hope in itself, it feels defeated…we believe that black people must not
give in; they must find ways—even in this situation—to develop hope…hope for
themselves, hope for the country,’ said Biko, ‘that’s the whole point of Black
Consciousness—to build within ourselves a sense of our humanity, our proper
place in the world.’ Listeners were filled with Biko’s humanity. It seems like
yesterday’s trial was the stage for Biko to send out the concept of Black
Consciousness to the public.
Suppose you were Donald Woods. After football match, the smash-up at the church, and the court in Pretoria, you decided to
write down the information you have learnt into your dairy.
The government often accused black leaders of being terrorists, but Biko thought that the government
itself was guilty of terrorism. I think he was right when he said the violence that the police have done to
black people; and the starvation, the despair, and hopelessness that black people encounter in the
townships contribute to the terrorism. Though the government tries to stop Biko in many ways—hot and
cool—, Biko still tries to find way to tell black people to confront the problem of the society and to build
sense of their own humanity. He wants to challenge face-to-face with the government by using ideas, not
violent action. He doesn’t believe that violence is the solution and he wants to influence the government
GENERAL VOCABULARY
pass : an official document or ticket which shows that you have the right to go somewhere
bantu : offensive word used to refer to individual black people
warrant : an official document, signed by a judge or other person in authority, which gives the police permission
to search someone home, arrest a person, or take some other action
hatred : an extremely strong feeling of dislike
inquest : an official process to discover the cause of someone death
roadblock : a temporary structure put across a road to stop traffic
corridor : a long passage in a building, esp with rooms on either side
march : to walk with regular steps keeping the body stiff, usually in a formal group of people who are all
walking in the same way
sympathy : understanding and care for someone else’ suffering
mortuary : a building 0r a room in a hospital where dead bodies are kept so that they can be examined before the
funeral
despair : lose or be without hope
coffin : a long box which a dead body is buried
stiffen : to become less relaxed and more formal
parcel : an object or collection of objects wrapped in paper, esp so that it can be sent by post
desperate : feeling that you have no hope
SUMMARY
Chapter 10
Woods faced six months in prison if he didn’t give the name of Dilima to the court. If after the six months, he still refused to give
the name, he would another six months in prison. However, under the work of Harold Levy, Woods was released on a legal point.
Later that evening Woods was in the living room telling the children about his trial. Suddenly, there were two policemen came to
inspect and question Evalina, the servant in Wood’s house, for her pass. Finally, by using the gun, Woods was able to protect Evalina
and his family. The the two policemen got back after checking Evalina’s pass. The next day the police took their revenge. Ken saw
it all, even got pictures of it. it happened in the middle of the morning. The police came to arrest Mapetla in front of the Dispatch
building. Later that night, Woods told Wendy what had happened, and they discussed the problem. Eventually, Woods decided not
to print the pictures due to remaining Mapetla’s safty. Suddenly, there was a loudly knock on the front door. It was Biko who
wantned to know about Mapetla. He told them that he wanted to have a word in the important meeting of black students before
they decide anything. For two days later, Woods didn’t print news of Mapetla’s arrest, and the police refuse to give him any
information about Mapetla. Woods hoped that the police would release him in a few days. In contrast, at 12 o’clock, when the
streets around the Dispatch were most busy, the police drove to the Dispatch to arrest another black person who was Tenjy Mtinso.
Ken began taking pictures as Woods tried to help Tenjy by asking for the charges in the warrant, but it was impossible for him. The
next day, Woods printed the photograph of Mapetla’s arrest, as well as those of Tenjy’s arrest, on the front page of the Daily
Dispatch. Then late one evening Ken went to say goodnight to Woods and to announce the death of Mapetla. Biko, despite his
sorrow, was able to demand an inquest and Wifred Cooper agreed to represent Mapetla’s family and Biko. The main witness at the
inquest was Tenjy. This inquest has been called to determine the reason for the death of , Mapetla Mohapi who was found hanged in
prison. According to the example shown by Tenjy in court, it appeared to Woods that the death of Mapetla was resulted from the
brutality of the security officer, Captain Schoeman, and his colleague.
Chapter 11
One night Biko and his closest friend, Peter Jone drove to Cape Town in order to hand the writhen document and posters of
Mapetla’s arrest as well as to join the black students’ meeting. Then after driving back more than half-way home to King William’s
Town, they were stopped by the police at road-block outside Port Elizabeth. The police inspected their car and questioned their
identity. Finally, Biko was arrested. Six days later, a police car with guard dogs and a doctor drove through the forest trees to the
Walmer police station in Port Elizabeth. The doctor was led by the chief police officer to treat a naked figure lying on the bare
floor. It was Biko who was deeply unconscious as he was badly attacked. At that time the doctor said with fear but with as much
determination as he could manage to the police officer that the prisoner was in serious condition. He should be sent to a hospital in
Port Elizabeth, 4km away. However, the police thought that he was pretending and he refused to send him to the hospital
recommended by the doctor since he thought that Biko could escape, so he decided to take him to the police hospital in Pretoria
which was a thousand km away as he was in the purpose of leaving Biko died.
Chapter 12
In the night Woods knew that Biko was dead in custody. This was on the front page of the Daily Dispatch the next morning. The
news was taken up by every newspaper in the country and Woods also called his friends outside South Africa so that the story was
printed in almost every country in the world. In the black townships, black crowds attacked police station, and in crossroads, there
were thousands marched in a procession that went on for a whole day and night, with drums and wild singing. The minister of
police, Mr. kruger, denied police responsibility for Biko’s death. He said that Biko died because he starved to death in the prison.
Kruger’s smiling face drove Woods into action. The next day Woods and Ken drove to King William’s Town to meet Nstiki( Biko’s
wife) in order to tell her to demand an inquest. At the mortuary, Woods could see that Biko had been seriously attacked, and Ken
took photograph of the bruised body. The funeral was held two days later.
Chapter 13
Two days after Biko’s funeral Woods flew north to Pretoria for a national meeting of editors. On the day, Wendy was alone in the
house with children, watching the news on television in her bedroom. Suddenly, they heard the sound of a car outside. Then, there
were two men running from the car to garden wall, and they started to fire the gun thrice toward their house. For Woods when
leaving Pretoria, he phoned Cape Town to ask Bruce Mccullough, one of his Australian oldest friends, and Farther Kani to come to
his house that evening to discuss about his plan of releasing the truth of Biko’s death. Woods booked his flight to Boston through
New York. The day before he left he printed the pictures of Biko’s body with an editorial demanding an inquest. Then he flew to
Johannesburg, the largest city in South Africa, using a false a name, to catch the evening plane to New York. Bruce met him at the
airport in Johannesburg. Bruce told him that he had sent copies of the photograph to England and America. Unfortunately, while
walking down the hall to the security desk, Woods was caught by the security desk, Woods was caught by the security police. Then,
he was declared a banned person. He was forbidden to meet with more than one person at a time, except for members of his
family. Also, he was forbidden to write anything, either privately or printed. Furthermore, he was forbidden to enter any printing
offices of any kind, and he was to stay within the district of East London for a period of 5 years.
Chapter 14
The second he was home Woods started writing about Biko, using the typewriter. A few minutes later, the police burst into the
house. That is how Woods learned that the house was bugged. Therefore, Woods dare to type only when Jane was at home and
reading his study. After three months, Woods finished writing. Then he invited Father Kani to the house and showed him the
manuscript. Farther Kani took it away with him, secretly, to read. Three days later he came back, and said that he liked it, but
because of caring about Woods’ securtiy, he suggested him to destroy what he had written or leave South Africa with it. Finally,
Woods decided to call Bruce and asked him to come and visit him. Bruce agreed with Kani, but instead of telling Woods to destroy
the manuscript, he contacted a friend in London who promised to publish it if it reached London. A few days later, Woods and
Wendy took the children to one of many beaches on the East London coast. At that time, Woods told Wendy that they must leave
South Africa so that the book on Biko could be published in England. However, Wendy strongly disagreed with his idea. More than
ten days later, there was a parcel sent for Duncan and Mary. It consisted of a T-shirt printed a picture of Biko on the front, and a
very small shirt. Unfornately, the shirts contained the chemical substance which burnt the both kids’ skin. Wendy, knowing that
South Africa was not safe for her anymore, decided to follow Woods’ words.
COMPREHENSION QUESTIONS
1. What happened to Woods’ house after his trial was. Describe the situation.
Two policemen went to his house to check Evalina’s pass.
There were an argument between Woods and the two policemen.
2. What happened to Mapetla and Tenjy?
They were both arrested, and Mapetla died in prison.
3. What happened to Biko after returning from the meeting of the black students?
He was caught outside his banning area.
4. Describe how seriously injured Biko was when the doctor examined him. Which hospital did they take Biko to?
His hands were tied behind his back, and one leg tied to the bars of the wall.
He was breathing heavily.
His body was covered with bruises.
His forehead and his eyes were seriously injured.
There were cuts on his chest and lips.
He was deeply unconscious.
His reflex indicated possible brain damage.
They took him to the police hospital in Pretoria which was a thousand km away.
5. What are the reactions of the black after Biko died and? What was the reason for Biko’s death provided by the police?
Black crowds attacked police stations. Huge fire was lit in the township every evening until the funeral. In
crossroad, thousands marched in a procession that went on for the whole day and into the night, with drums and
wild singing.
Police said that, once in custody, Mr Biko had refused to eat. He starved himself to death.
6. What did Woods attempt to do to Biko’s death?
Asked Ntsiki to demand an inquest in order to find the truth of Biko’s death.
He attempted to spread the news of Biko’s death.
7. What are the possible reasons that Woods was arrested?
He cooperated with the black to fight back the white.
He allowed the black to work with him
He wanted to publish the reality of Biko’s death.
8. What happened to him during the banning?
He was forbidden to meet with more with more than one person at a time, except for members of his family.
He was forbidden to write anything.
He must stay within the district of East London for a period of five years.
Day and night, two security policemen sat across the road at his house.
A T-shirt printed Biko’s picture on the front and a very small shirt sent to his house burning his children’s skin.
DISCUSSION QUESTIONS
1. ‘She is a woman not a female Bantu!’ Woods shouted, pointing the gun to the white policemen. Why do you think
Woods had such a reaction to the police?
They threatened Evalina by using the bad words as if she was an animal.
Woods hated the police because Kruger betrayed him
2. What are the possible reasons that the police arrested Mapetla and Tenjy?
They were the black, but they worked with the white. They broke the constitution law.
The white were afraid of confrontation
The white wanted to reduce the black’s agents by separating the black and the white. (threaten the black)
3. Why did Biko try to join the meeting of the black students, despite the dangerous situation of being caught?
He wanted them to hear what he had to say before they decide something.
He didn’t want them to use violence.
He wanted to deal in peaceful way with the white government.
4. Why didn’t the police send Biko to the nearest hospital?
He wanted to let Biko died.
He is a prisoner, so if police didn’t send him to the police hospital in Pretoria and sent him to the hospital in Port
Elizabeth, there maybe black people who came to help him.
They wanted to hide the reality of Biko’s injury.
5. Describe Woods’ attempt to spread the news of Biko’s death.
Printed the photo of Biko’s body and demanded an inquest before going to USA (but he couldn’t go).
Wrote a manuscript about Biko and his death
Left South Africa to publish the book
-------------------------------------------------------------------------- E S C A P E F R O M S O U T H A F R I C A
SUMMARY
Chapter 15
Bruce McCullough and Father Kani helped Woods to plan his escape. One day in December, Woods went secretly to meet Bruce
who would tell him about the plan for Woods to escape.
On 31st December, the day that everyone will be having a parties and drinking, and the police won’t be careful, was the best day for
escape. Woods has to change himself into Father David Curren, an Irish priest and hitch-hikes to north of Queenstown, where
Father Kani waits. Then Kani will drive Woods to Lesotho border. Woods will cross the river Telle into Lesotho at night where Bruce
will be waiting him and driving him to Maseru (the capital of Lesotho). Woods can fly from Maseru to Botswana.
Five day later, Woods met father Kani to know about the plan for his wife and children to escape.
On 1st January, Wendy would pretend to go to the beach, but in fact, she has to drive to Umtata, her parents’ house and waits until
Woods phones her at 10 o’clock. After, she would drive on to the Lesotho border.
31st December was a warm and sunny day. Woods changed himself into Father Curren, took the manuscript, and left with sorrow.
Wendy drove Woods to the main road north to King William’s town and stopped at the long line of hitch-hikers. It began to rain and
Woods hitch-hiked to Queenstown where he can meet Kani and continue his journey. As it was raining and the road was climbing
higher and higher, it was very difficult for a little car to drive. However, they still can reach river Telle. Woods tried to cross the
river, but the water was moving so fast, so he decided to come back to the edge of the river at 6.05 a.m.
Chapter 16
Twenty minute after, Woods had found the village and met Tami Vundla, the black elderly man, so he tried to tell his story. Tami
drove Woods to the Telle Bridge by his very old car. Then, he arrived at the bridge and met Moses who had given him a ride to
Maseru, but they had to pass through the Lesotho.
Meanwhile, Wendy was on the road to Umtata with the children. They met some difficulty as the road damaged.
Chapter 17
In Lesotho, Woods finally met Bruce and they went to Maseru. After arrival, they went to the British High Commission in order to
meet the High Commissioner, but they were in London, so he met the Acting High Commissioner, James Moffat. Woods demanded
to use the phone urgently because he had to call to his wife.
In Umtata, Wendy arrived just at the moment that Woods called, and she picked up the phone and Woods told her to go quickly to
Maseru as much as possible. Then, Wendy’s parents drove her and the children to the Telle Bridge.
Chapter 18
James Moffat acted quickly as soon as he understood what Woods’ problem was. Chief Jonathan, Prime Minister of Lesotho, wanted
to help Woods too, but his country was dependent on South Africa. Therefore, Moffat contacted, John Monyane, who would be
sympathetic to a liberal white South African. Monyane listened to Moffat’s description and read the manuscript. Then, Woods said
that he had hoped to fly to Botswana. Monyane said that in order to fly anywhere out of Lesotho, Woods had to fly 500km over
South Africa and South African Government demanded that all planes Lesotho must land in South Africa before going on. Woods felt
trapped, but at least he had to get his family somewhere safe, so Moffat sent someone to meet them and bring them to meet Woods
safely.
It was heavily raining at Telle Bridge. Talk about Wendy and the children, they ran through the rain to the passport building after
they arrived at the Bridge. Wendy told the passport official that she was taking her children to the holiday. As they looked ahead to
the Lesotho side of the Bridge, they could saw a Lesotho Government Land Rover and they drove them to meet Woods.
The next morning, Bruce, Woods, Wendy, and the children went to the airport and met Mr McElrea, a Canadian, who was the boss
of the three planes that flow out of Lesotho. He said that he would risk one plane, if its pilot was willing to fly out without landing
in South Africa. Richie De Montauk, a pilot from New Zealand, was called into the office. Without a moment’s hesitation, he agreed
to make the flight. They had decided to fly south-west of Johannesburg and then into the Gaberone, the Capital of Botswana.
Suddenly, Moffat and McElrea went to meet Woods and told that the South African Government knows about the flight; they have
refused to allow the plane to fly over South Africa. If you do, they will force the plane down. Then, Moyane came and told that
“Chief Jonathan has arranged United Nations passports for all of you, and he has decided that I should accompany you to
Botswana.” Then, they flight to Botswana.
COMPREHENSION QUESTIONS
6. Do you think it is right that woods risked his whole family’s life to escape from South Africa to get his book published?
It is good idea because he can publish book. He gets his right and can do everything. He can complete Biko’s wishes. He can
ask for help from other country to fight against the white government. He wouldn’t survive after 5 years if he stays in
South Africa.
WILLIAM WILSON
BY EDGAR ALLAN POE
--------------------------------------- T H E L I F E A N D W R I T I N G S O F E D G A R A L L A N P O E
It is important that you understand and remember about Poe’s life and his writing, because in some case you might be asked
to compare between the life of the EDGAR ALLAN POE and WILLIAM WILSON. Therefore, open your course book and note down
the important events in Poe’s life.
-------------------------------------------------------------------------------------------------- W I L L I A M W I L S O N
SUMMARY
The narrator introduces himself with what he reveals to be a fake name, “William Wilson.” His real name is such an object of scorn
that he doesn’t want to dirty the page with it. He calls himself an outcast and asks if he is forever dead to the world.
Men, he explains, usually become evil by degrees. But he became evil all at once. Now that death is approaching, he’s going to tell
you his story.
William asks that you look for a degree of fatality in this story, in order to find some degree of sympathy for his character. Man has
never been tempted, never suffered the way that he himself has, he claims. Before beginning his tale, he asks if he has been living
in a dream…
To begin, William established that his family has always been people of overactive imagination and ungovernable passions. His
parents tried to keep him in line, but gave up pretty quickly, and he was left to his own devices at a rather small age.
He recalls his childhood in a Gothic-looking town in England. He’s going to reveal all the details he can; though they seem trivial,
they are actually the early signs of his ultimate fate.
His schoolhouse is old and irregular, with extensive grounds, and is surrounded by a tall brick wall that made it look like a prison.
His school principal was also the pastor of his Church, and he finds this to be an unfathomable paradox (the principal was Draconian
or excessively severe while the pastor was benign or harmless).
Wilson recalls the spiked, intimidating gate at the corner of the wall, as well as the playground. Mostly he remembers the dormitory
building he lived in with other young boys. It is enormous and confusing, such that he never knows how many rooms there are or
where exactly his is located in the grand scheme of the edifice.
Wilson was at school here between the ages of 10 and 15 with about 20 other boys. He remembers enjoying himself immensely, and
remarks that his memory is vivid even though these events are so far back in his childhood.
He recalls that his energy and demeanour gave him mastery over most of the other boys at the school – except for one boy in
particular, who, by some bizarre coincidence, shares the exact same name! Since he’s using the name “William Wilson,” for the
purposes of this story, this other boy is also named “William Wilson.” Anyway, this other William is stiff competition both on the
playground and in the classroom.
Secretly, William is afraid of this other boy. He fears that, if the other William can so easily match him, he must be secretly better
than him. And yet, amazingly, none of the other boys seem to notice their rivalry! The second William doesn’t even have any
motivation to do well, other than to compete with our narrator William. Oddly enough, William sometimes perceives an affection on
the part of the second boy for him.
Another strange coincidence is that this second William Wilson entered school the same day as our William Wilson, and, amazingly,
was also born on the same day.
Still, William finds that he cannot hate this other boy completely. Perhaps, if they hadn’t had this competition, they would have
been friends. Even as it stands, they are essentially inseparable.
He would describe their antagonism as more of the practical joke variety rather than the open hostility type. But this second
William hates to be laughed at. He has a deficiency about which he is sensitive: he cannot raise his voice above a whisper.
The narrator pauses to reflect on his real name (remember that “William Wilson” is a made-up name for the purposes of this story).
He hates his real name. He finds it to be commonplace. As such, he resents this other boy for doubling the frequency with which he
has to hear his own name.
As if that were not annoying enough, the second William has taken to imitating the first William in appearance, dress, and
mannerism. Though, strangely enough, the narrator seems to be the only one to notice this.
The second William also has a habit of interfering with the first William’s activities. He has a strong moral sense and often imposes
it on our narrator in the form of advice.
At first, William maintains some affection for this other boy, but over the years his feelings grow to hatred. One night, after fighting
physically with the other boy, he has the strangest feeling that he has known this boy some time very long ago, in his early years.
Shortly after, in his fifth year at the school, he decides to play a practical joke on the second William. The boarding house, as he
has already mentioned, is full of nooks and crannies and odd little rooms. The second William Wilson, our narrator’s foe, lives in a
very tiny room that is basically the size of a closet. The narrator creeps to his nemesis’s room and approaches him as he sleeps.
Except, as he peers at the sleeping face of his foe, William is suddenly possessed by horror. Is it really William Wilson at whom he
stared? The face seems so very similar to his own. He trembles at the thought that this boy looks like him, was born on the same
day, has the same name…
And so William Wilson leaves the academy, never to return again.
Sometime later, he finds himself at Eton. With no second William Wilson around to gum up the works, he engages in vice to his
heart’s delight. One night, while drunk and carousing at a friend’s place, a guy comes to the door and asks to see William Wilson.
The visitor turns out to be exactly William’s height and wearing exactly the same clothes. He whispers “William Wilson!” in our
narrator’s ear before departing (29).
For the next few weeks, William tries to figure out where this guy comes from, or what he wants, or really who he is. He finds no
answer, though he does discover that the second William Wilson left their school the same day he himself did.
Soon enough William moves on from Eton to Oxford, where he gets to engage in vice with all of his privileged classmates. He takes
up gambling as a way of increasing his own pocketbook at the expense of his friends.
Two years into this vice-fest, William makes the acquaintance of an extremely wealthy young nobleman named Glendinning. He
gradually befriends Glendinning and earns his trust. William even lets Glendinning win at cards a few times so he’ll start to feel
comfortable with gambling.
Then comes the sting: William gets the nobleman alone at a card table, surrounded by spectators, drunk, and eager to bet all of his
fortune, which William gladly wins. At first he thinks, no big deal, this kid’s pockets are deep enough to cover it, but he soon finds
out that he has utterly ruined the young nobleman, who is now completely broke.
At this moment, the doors to the apartment in which they were gambling are thrown open, and there stands a man in a cloak –
exactly the same cloak that William Wilson was wearing that night. This mysterious fellow steps forward and tells the men in the
room to examine the inner lining of William’s left sleeve.
The young men do, and of course find the treasure trove of cheating paraphernalia that William has been using for years to ensure
his victory at cards.
The young men hand William Wilson his cloak and ask him to leave – the party, Oxford, and their friendship.
William Wilson flees. He travels all over the world trying to lose his double, but he is never able to do so. He tries to figure out what
this man wants, but all he concludes is that this second William Wilson interferes with him every time he gets up to some mischief.
The second William Wilson never lets our narrator see the details of his face. But Wilson is sure that he is the same boy from his
childhood days at school.
For a long time William is left with no option but to submit to his double’s will and stop doing mischief. But as time goes by, he
begins to resist, to rebel.
In Rome, William is at a masquerade and attempting to meet up with a married woman for the purposes of an affair. He’s busy
looking for her in the crowd when he hears a whisper in his ear. Wheeling around, William sees his double, the second William
Wilson, wearing a costume exactly identical to his own, but with his face concealed. William drags his double into a small room and
shuts the door behind him.
Now he’s really angry. William demands that his double draw his sword, and then runs him through with his own weapon. He turns
around to lock the door, lest anyone come in, but when he turns back around finds that the scene has changed. Rather than face
the second William Wilson, he now faces a large mirror.
As he steps forward to the mirror, he sees his nemesis or enemy William Wilson reflected in it, pale and bloodied and rather about
to die. The reflection begins speaking, but not in a whisper as he usually does. The narrator fancies that he himself was speaking, in
fact, as his nemesis spoke.
“You have conquered,” the reflection tells Wilson, “and I yield” (54). But he explains that William is now also dead, since he only
existed through his double. “Thou hast murdered thyself,” he concludes (54).
(from www.shmoop.com ) I THINK THIS ONE MAKES YOU UNDERSTAND MORE EASILY, THOUGH IT IS A BIT LONG.
COMPREHENSION QUESTIONS
YOUR TASKS
1. What were the important points contributing to the wrong doing of the narrator in the story William Wilson? Explain each
point with example.
2. Describe the connection between his wrongdoings, his busy mind, and his hatred of his name William Wilson.
3. How did William Wilson lead his life when he let his desire control him?
4. ‘William Wilson is the man who is battling against his conscience.’ Explain this statement.
5. What are the similarity between William Wilson and Edgar Allan Poe?
6. ‘Men usually go wrong by degrees. From me, in a moment, all goodness fell, as if I had dropped a coat. From small acts of
darkness I passed, in a great step, into the blackest evil ever known.’
7. Analyse the characteristic of the narrator and the head-teacher.
8. ‘I have lost. Yet from now on are you also dead—dead to the World, to Heaven and to Hope! In me you lived—and in my
death, see by this face, which is your own, how wholly, how completely, you have murdered yourself.’ Explain literally and
metaphorically.
ANIMAL FARM
BY GEORGE ORWELL
--------- C H A P T E R 1 : T H E O V E R T H R O W O F M R . J O N E S O F M A N O R F A R M
GENERAL VOCABULARY
lurch : to move in an irregular way, especially making sudden movements backwards or forwards or from side
to side
boar : a male pig kept for breeding on a farm, or a type of wild pig
barn : a large building on a farm in which hay and grain are kept
exhibit : to show sth publicly
ensconced : positioned safely or comfortably somewhere
stout : (especially of older people) quite fat and solid-looking
benevolent : kind and helpful
perch : to sit on or near the edge of sth
conceal : to prevent sth from being seen or known about; to hide sth
tremendous : very great in amount or level, or extremely good
tread : to put your foot on sth or to press sth down with your foot
purr : to make a quiet continuous soft sound
slaughter : to kill an animal for meat
hideous : extremely ugly or bad
dwell : to live a place or in a particular way
abolish : to end an activity or custom officially
grumble : to complain about sb or sth in an annoyed way
foxhound : a type of small dog with ears that hang down and short smooth usually black, white and light brown fur
falter : to lose strength or purpose and stop, or almost stop
astray : away from the correct path or correct way of doing sth
enmity : a feeling of hate
vice : moral fault or weakness in sb’s character
preliminary : coming before a more important action or event, especially introducing or preparing for it
in unison : together; at the same time
SUMMARY
One night, Mr. Jones, who was the owner of the Manor Farm, was too drunk to remember to do his work on the farm. According to
the strange dream of Old Major who was the middle white boar, all animals were required to join the meeting in the big barn at
that night as soon as Mr. Jones was safely out of the way. When all animals had found the comfort seats already, Old Major started
talking to them. First, he told about the nature of animals’ lives. Then, he said that man is the real enemy they have because only
man who controlled them and made them live in miserable condition. In addition, he also told them how the man got advantages
from animals and how the animals got suffered. Therefore, Old Major gave them a message of Rebellion. He asked all the animals to
pass this message to the future generations until the rebellion is victorious. He added that all the habits of man were evil and all
animals were equal. Next, he started telling the animals about the strange dream of last night. It was the song Beasts of England.
He sang it with the hoarse voice but well enough. Not for long, all animals could sing it five times in delighted succession.
Unfortunately, this song woke Mr. Jones up and he shot the gun because he thought that there was a fox in the yard. All animals
immediately ran in messy ways toward their own places. Finally, the whole farm became quiet in a moment.
COMPREHENSION QUESTIONS
1. Who is Mr. Jones? Describe his responsibilities in the farm. And from this description, how can you evaluate his as a
leader of the farm?
Mr. Jones is the owner of the Manor farm.
His responsibilities in the farm:
o Manage the farm
o Feed the animals
o Protect the animals from the fox
o Order and divide the works for the animals as a labor
o Punish the animals when they did not complete a good job
As a leader of the farm, I can evaluate that Mr. Jones is:
o Careless because he forgot to feed the animals.
o Cruel and violent because he shot the gun and he killed the animals.
o Guttery because he liked eating more than requirement.
o Self-absorption because he did nothing and just stand to command and get the advantages from the
animals.
2. Who are the animals in the farm? Briefly list all of them and the adjectives used to describe them. From this
description, what can you tell about their personalities?
a. Old Major: majestic-looking, stout, wise, and old
b. Clover: stout motherly, sympathetic
c. Boxer: strong but dim witted (stupid)
d. Benjamin: oldest, worst tempered, cynical, and pessimistic
e. Mollie: foolish, childish, and vain (selfish).
3. Describe the movement of the animals in the farm who came to listen to Old Major. Why do you think it was such a
mess?
The movement of the animals in the farm:
o First came the three dogs, Bluebell, Jessie, and Pincher
o And then the pigs, who settled down in the straw immediately in front of the platform.
o The hens perched themselves on the window-sills, the pigeons fluttered up to the rafters
o The sheep and cows lay down behind the pigs and began to chew the cud.
o The two cart-horses, Boxer and Clover, came in together, walking very slowly and setting down their vast
hairy hoofs with great care lest there should be some small animals concealed in the straw.
o After the horses came Muriel, the white goat, and Benjamin, the donkey.
o The two horses had just lain down when a brood of ducklings flied into the barn, cheeping feebly and
wandering from side to side to find some places where they would not be trodden on.
o At the last moment Mollie came mincing daintily in, chewing at a lump of sugar. She took a place near the
front and began flirting her white mane, hoping to draw attention to the red ribbons it was plaited with.
o Last of all came the cat, who looked round for the warmest place and finally squeezed herself in between
Boxer and Clover, there she purred contentedly throughout Major’s speech without listening to a word of
what he was saying.
o While Major was speaking, four large rats had crept out of their holes and were sitting on their
hindquarters, listening him. The dogs had suddenly caught sight of them.
It was such a mess because of the nature of the animals:
o They are unorganized. They were uneducated and they did not know where to sit during the meeting.
o They need the supervision and correction from human beings.
4. What can you understand from Old Major speech to the animals in the farm? How would you compare it to the social
ideologies in use nowadays?
The Old Major’s speech in the farm refers to the fact of life of the animals. If we compare to the social ideologies in
use nowadays, it means that the animals live in slavery, misery, and can survive for only short time.
5. In his speech to the animals in the farm, Old Major used lots of rhetorical words to influence the animals. Read his
speech again and underline the rhetorical words you can find. Discuss how it can influence the animals.
The Italic phrases describe how Old Major’s rhetorical words can influence the animals:
o Miserable, laborious, and short
o The last atom of our strength
o Slaughtered with hideous cruelty
o The life of an animal is misery and slavery
The fact of life of the animals
o Food in abundance
o Support a dozen horses, twenty cows, hundreds of sheep
o Comfort and a dignity that are now almost beyond our imagining
o Stolen from us by human beings
o Man is the only real enemy we have
o Remove Man from the scene, and the root cause of hunger and overwork is abolished forever.
Cause of animals’ suffering (Man)
Man’s activities
o Miserable lives
o Reach their natural plan
o No animals escapes the cruel knife in the end
o Scream your lives out at the block
o Cut your throat and boil you down
o Ties a brick round their necks and drowns them in the nearest pond
How animals died
Resolution to animals’ suffering (call for Rebellion)
Solidarity among the animals
Warning.
6. Study the song used by Old Major, especially the images and the symbols in the song. What can tell about the song?
The images and the symbols in the songs:
o Every animal listen to him about their golden future.
o The future place that they are going to live is where there are animals and no human beings.
o Animals will be free.
o Abundance of food
o Happiness
o Struggle for freedom.
The song tells about the rebellion of the animals against human beings.
7. What is the appropriate theme of Chapter 1? Explain it with reasons and support from the story.
The appropriate theme of Chapter 1 is power of language. ( speech of old major, Squealer, Snowball)
---------- C H A P T E R 2 : T H E R E V O L U T I O N A N D T A K E – O V E R O F T H E F A R M
GENERAL VOCABULARY
SUMMARY
Three nights later, Old Major died peacefully in his sleep. There were three intelligent pigs: Snowball, Napoleon, and Squealer.
Following by Major’s speech, they formed the secret activity during the next three months. The pigs are the cleverest of the
animals. They gave the name of Animalism. However, the other animals were much stupidity and apathy. They did not understand
the spirit of Animalism. What they thought was contrary to this. The stupidest questions were asked by Mollie. Then, she agreed
with Snowball’s speech; but she wasn’t very convinced.
After, Moses had lied about the Sugarcandy Mountain, the place to which animals went when they died. The pigs argued very hard
to persuade the animals who believe in Sugarcandy Mountain that there was no such place.
June came, Mr. Jones got so drunk at the Red Lion. He forgot to feed the animals for two days. All animals could stand it no longer.
So, a cow broke in the door of the store-shed. It was just then Mr. Jones woke up. He and his four men came to the store-shed with
whips in their hand. The hungry animals started butting and kicking those men from all sides. In the end, Mr. Jones and his men
were pursued by the animals to the main road outside the farm. Mrs. Jones saw this situation; she slipped out of the farm by
another way.
All animals were so happy with their successful rebellion without any plan beforehand. They burned the cloths. It means that all
animals should go naked. They made a tour of inspection of the whole farm. They entered the farmhouse and considered it as a
museum. After all, Snowball had painted out the name of MANOR FARM and changed into ANIMAL FARM. They also set the seven
commandments due to the principles of Animalism. They are:
1. Whatever goes upon two legs is an enemy.
2. Whatever goes upon four legs, or has wings, is a friend.
3. No animals shall wear clothes.
4. No animals shall sleep in a bed.
5. No animals shall drink alcohol.
6. No animals shall kill any other animal.
7. All animals are equal.
All animals tried to learn these commandments by heart. Then, they started to work in the harvest. They milked the cows fairly
successfully. However, the milk had disappeared then when they came back from the hayfield.
COMPREHENSION QUESTIONS
1. After Major died, who were to be responsible for educating the other animals? Briefly compare and contrast between
Snowball, Napoleon, and Squealer.
- The pigs were responsible for educating the other animals because they are cleverer than the others.
- Compare and contrast between:
Snowball: vivacious, quicker in speech, more inventive
Napoleon: fierce-looking, not much of a talker, getting his own way (selfish)
Squealer: shrill voice, brilliant talker, had a way of skipping from side to side (move around), persuasive, could turn black
into white.
2. What is “Animalism”? How did the pigs try to convince the other animals of Rebellion through Animalism?
- Animalism refers to the belief that the animals should fight to get freedom from human and live peacefully.
- The pigs tried to convince the other animals of Rebellion through Animalism by telling them the difficulties they met under
the control of human beings. The pigs did not want the animals in the farm to be afraid of death.
3. What told of the Sugarcandy Mountain? What was this belief about?
Moses told it to the animals in the farm. He told that Sugarcandy Mountain was situated somewhere up in the sky, a little
distance beyond the clouds. This belief was that the animals would go to this place when they died.
4. This chapter tells more about Mr. Jones. What can you learn from the description of Mr. Jones?
From the description of Mr. Jones, I can learn that he like drinking because he always got drunk. He is careless, forgetful,
and he did not happen to think of the others’ need.
5. How did the Rebellion start? What was the result?
It was started because the animals had no food to eat. Then, they accord t fight the farm’s owner. The result was ecstasy.
6. Describe what the animals did after winning in the battle. What does this image represent?
- Gallop in a body right round the farm
- Race back to the farm building
- All Jones’ materials were thrown to rubbish fire.
This image represents anger and victory.
7. The next morning came. What did the animals do in the farm and farmhouse?
- In the farm: they make a tour of inspection.
- In the farmhouse: they looked around the properties there. And then, they all agreed to put the farmhouse as a museum.
8. After breakfast, their main tasks were to change the name of the Manor Farm to Animal Farm and print the seven
commandments on the wall. Why do you think they painted the commandments, and how would they carry them out
later?
They painted the commandments because:
- They wanted to make all animals remember these commandments.
- They wanted to show that all animals are equal.
- They wanted to punish the one who breaks these seven commandments.
They carry them out by trying to remember by heart.
9. The animals noticed that before the harvest there were buckets of milk, but they came back, the milk was gone. What
do you think happen to the milk? How might this disappearance influence their relationship?
The milk might have drunk by one animal. This disappearance might make their relationship become bad because this animal
had betrayed the commandments.
----------------------- C H A P T E R 3 : P R I N C I P L E S A N D P R A C T I C E O F A N I M A L I S M
GENERAL VOCABULARY
SUMMARY
Since then, they work so hard in the farm. And the harvest was bigger success than they had hoped. With their works, they face
many difficulties; however, they still tried to complete the works. Through that summer, the work of the farm went like clockwork.
All animals were happy and they had enough food to eat. On Sundays, there was no work. There was a ceremony in this day.
Snowball had created a flag from an old green tablecloth and it was painted on a hoof and a horn. So, the first of the ceremony
came the hoisting of the flag. After that, they had a meeting in the big barn, debating about the resolution. During this talking,
Snowball and Napoleon were never in agreement. In the end of the meeting, they always sang the song of Beasts of England.
Every day, all animals learn to read the alphabets and some of them could read better, but some could the seven commandments
only. Whereas the sheep, hens, and, ducks were unable to learn these commandments at all. That was why Snowball reduced it into
“Four legs good, two legs bad” instead.
Besides this, Napoleon was not interested in Snowball’s committee. He took nine puppies to feed and kept them far from the
others.
Not for long, the disappearance of the milk and apples was cleared up. It was drunk and eaten by the pigs. Squealer told the other
animals that in fact, the pigs did not like the milk and apples. Everything is just to strengthen their health only. Therefore, Mr.
Jones couldn’t come back. Finally, other animals had no more to say and they agreed to reserve the milk and apples for the pigs
alone.
COMPREHENSION QUESTIONS
1. Describe the animals’ difficulties in carrying out the tasks in the farm.
Every animal down to the humblest worked at turning the hay and gathering it. The ducks and hens toiled to and
fro all day in the sun, carrying tiny wisps of hay in their beaks. When they harvested the corns, they had to tread it
out in the ancient style and blow away the chaff with their breath, since the farm possessed no threshing machine.
2. Describe the significance of the pigs and the horse in the work. What might you learn from this scene?
Pigs: so clever, supervised the others, work by using brain.
Horse: the most hard-working, use energy, worked longer than others, and did volunteer work.
3. Describe the animal flag. What do you think I symbolizes?
The flag was made of old green tablecloth and there was a paint of a hoof and a horn on it.
Green: green field of England
The hoof and horn: future republic of animals without human beings.
4. Do snowball and napoleon usually agree on the issues brought up in the animal farm? Why? Outline the different
things/attempts that Snowball and Napoleon did in the farm to bring improvement in the farm.
No, they both always disagreed because of their opposite ideas.
Snowball organized animals to animal committee.
Napoleon thought teaching the young animals was more important.
5. Did Snowball succeed in establishing the Animal Committee? Discuss his aims and, if any causes of his failure.
No, it was failure. His aim was to try to change the nature of the animals through education and division
separately the tasks to the animals. The causes of this failure were the nature of animals and the naïve in his
ambition.
6. The truth of the milk and apples was revealed in this chapter. What do you think other animals felt about this issue?
How did the pigs solve this problem? Discuss the rhetorical use of language by Squealer in persuading the animals to
believe him.
The others felt that it was unfair. The pigs solved this problem by sending Squealer to convince other animals.
Squealer explained that it was just for the sake of the animal farm. In fact, pig did not like the milk and apples.
7. This chapter also provides deeper insight into some characters in the story. Discuss the actions, behaviors, and
perceptions on the animal farm of the following characters:
Napoleon: reasonable, sensible
Snowball: clever, creative, naïve of his ambition
Boxer: admired, hard-working
Mollie: lazy, think only her beauty
Old Benjamin: unchanged, never shirking and never volunteering.
--------------------------------------------- C H A P T E R 4 : T H E B A T T L E O F T H E C O W S H E D
GENERAL VOCABULARY
SUMMARY
By late summer after the practice of animalism, the yields which they collected from the farm are more than the yields of doing
farming activities which were conquered by Mr. Jones. They were so happy at that time and they also sent out flights of pigeon to
neighbouring farm in order to tell another animal about the story of rebellion and the tune the Beast of England. Mr. Jones was at
the Red Lion pub drinking the whiskey and the other farmers seemed sympathy in principal but they did nothing to help Mr. Jones.
After that the other farmers were also frightened by the rebellion of the animals in their farms. Then, they were so angry that they
called all farmers to attack the animal farm. However, they were defeated by all animals in the farm because snowball who was the
most intelligent one had planned the strategy which he had learnt form the book in order to fight against the human being. Boxer
which was the energetic animal was upset because he unintentionally killed a man who came to invade animal farm, but snowball
convinced that it was the war so we must do like that and then he released with everything he had done. Afterward, they
celebrated their victory for that Battle which was called “the Battle of the cowshed”.
COMPREHENSION QUESTIONS
1. How did snowball and Napoleon spread the news of the rebellion to the other farm? Why do you think they did so?
They sent out pigeon to mingle animals on neighbouring farm to tell the story of rebellion and teach them the tune
of Beast of England. They did so because they need cooperation and rebellion against human being for golden
future.
2. What did Jones do after he lost his control over the farm? Describe how the other listeners felt about Jones’
misfortune. What can you reflect on this scene?
He spent time sitting in the taproom (pub) at Willington, complain about injustice he had suffered. Others felt
sympathized in principal but not help because they want to take advantages from Jones misfortune.
We can see from the scene that all people take advantages from each other, they are self-centered or self-
absorbed.
3. What did Frederick and Pilkington say about the Animal farm (a) at first? And (b) later? In their description of the
Animal farm, Frederick and Pilkington mentioned the word ‘law of nature’. What do you think the word ‘law of
nature’ refers to in this context?
First they think that animals can’t live without human being, and they will be starving. Farm will go bankrupt.
Later they change their mind. Animals became immoral; this was what came of rebelling against the law of
nature.
‘Law of nature’ is the world where animal are under control of human being and human get benefit (material gain)
from them.
4. As the news of the rebellion spread with incredible speed, Jones attempted to take back what was his property by the
help from the neighbouring farm. Describe their battle with the animal. Who won in the battle? What do you think the
scene symbolize?
Jones and all his men, with half a dozen others from Foxwood and Pinchfield had entered the five-barred gate and
were coming up the cart-track that led to the farm. They were all carrying sticks, except Jones, who was
marching ahead with gun in his hand. Obviously they were going to attempt the recapture of the farm.
Animals won.
The scene symbolize is the battle of cowshed or material gain.
5. After the battle, Boxer seemed to concern over lying boy while Snowball did not seem to care much about that. What
can you learn about the difference between Boxer and Snowball’s character in this scene?
Snowball: strong in emotion, he wants to won the human and he didn’t care who will die. He is a strong leader, he
said war is war.
Boxer: simple in emotion, he wants to win human but he didn’t want to kill anyone. He cares about the dead
sheep.
6. After the wining in the battle, the animals made three important decisions for the farm. What are they? Briefly
describe each one, and think of how each of them signifies.
The three decisions are:
o create a military decoration
o naming the battle of cowshed
o decision to fire the gun twice a year
The signification is that they want to build strong military (absolute power). The farm changes from agrarian
society to military society.
----------------------------------------------------------- C H A P T E R 5 : T H E R I S E O F N A P O L E O N
GENERAL VOCABULARY
hedge : a line of bushes or small trees planted very close together, especially along the edge of a
garden, field or road
prance : to walk in an energetic way and with more movement than necessary
whereabout : the place where a person or thing is
publican : the manager of a pub
canvass : to try to get political support or votes, especially by visiting all the houses in an area
liable : responsible for sth or sb
knoll : a small low hill with a rounded top
dynamo : a devise which changes energy of movement into electrical energy
conjure : to make a picture or idea appear in sb’s mind
closet : to put yourself in a place, especially a closed space, and stay there
aloof : not interested or involved, usually because you do not approve of what is happening
quarry : to dig stone, etc. from a hole
faction : a group within a larger group
reinstate : to give sb back their previous job or position, or to cause sth to exist again
procure : to get sth, especially after an effort
glowing : praising with enthusiasm
whisk : to take sth or sb somewhere else suddenly and quickly
creep : to move slowly, quietly and carefully, usually in order to avoid being noticed
mount : to go up or onto
preside : to be in charge of a formal meeting or ceremony
expulsion : forcing sb, or being forced, to leave a school, organization or country
dismay : a feeling of unhappiness and disappointment
articulate : able to express thoughts and feelings easily and clearly, showing this quality
disinter : to find and use sth that has not been used for a long time
reverent : showing great respect and admiration
SUMMARY
In January there came bitterly hard and the pig occupied themselves the work of coming season. Then, snowball was voted to be
the majority in the animal farm but only Napoleon who was disapproval with this election. In the name of the majority, snowball
taught other animals with not only the agricultural sector but also the educational sector. Unfortunately, other animals could not
catch what snowball taught except the sheep that could talk the slogan “4 legs good, 2 legs bad”. Surprisingly, not only the other
animals were learning but also snowball was doing the research on the “windmill” for the long life of animal farm with comfortable
feeling. After the research was completed, snowball showed it with the detail explanation to other animals. During the windmill
construction plan was put to vote by the committee of type of animal, Napoleon called his nine dogs which he taken from Mr.
Jones’s house in order to force snowball out of the animal farm.
COMPREHENSION QUESTIONS
1. What kind of work did Mollie do in the farm? What was the suspicious that the animals had on her?
She has contacted with man at Foxwood. Later, she disappeared from farm to outside public house (bar). She is
self-interest (follow her dream).
2. Who decided all questions of farm policy? Did Snowball and Napoleon usually on the topics or matters in the debate?
Why or why not? Describe their personal style in winning argument.
Pigs decide policy on the farm. They always argue with each other on the same topic because they want to have
power and fame.
Snowball often won over the majority by his brilliant speeches (logic and rhetorical speech to control animals).
Napoleon was better at interruption by disturbing “4 legs good 2 legs bed” from sheep, using violence (dogs), and
using food to control animals.
3. Snowball consulted with many useful sources to bring improvement to the farm. List the things that he introduced to
the farm, and what was the most important of all?
Field drams, silage, basic slag, complicated scheme, windmill.
The most important is windmill.
4. List 2 important disagreements that Napoleon had with Snowball. Briefly describes each one and the reasons they
used to defend themselves in the debate.
Windmill:
o Snowball: labour saving device, electricity (think about future)
o Napoleon: waste time to produce food that leads to starvation (think only present time, just eating and
eating)
Defence of the farm:
o Snowball: sent out pigeon and stir up rebellion to animals on other farms.
o Napoleon: procure firearms and train animals in using gun.
5. Based on the points mentioned in question 4, what do you think the windmill symbolizes? And differentiate the
leadership style of Snowball and Napoleon.
Snowball: too ambitious, think about the future
Napoleon: think about the present first (dictatorship)
Windmill symbolized “technology”. It is the source of power because technological process cause animal became
self-sufficient.
6. However Snowball and Napoleon argued, Benjamin did not seem to fall in favour of any side. Why do you think he did
not endorse any of them?
Because he believes in the nature of animal, no matter how you change them, in the end, they will return in the
bad condition as before.
7. How did Napoleon get the power to control the farm? Briefly describe the changes that occurred in his leadership.
By let his dogs to chase Snowball form the farm
By creating propaganda (4 legs good 2 legs bad)
By sculling of old major (extract old major’s skeleton to show his respect to him as well as respect animalism)
The changes are:
o No more Sunday morning meeting
o Didn’t sit all together
o No more debate
o No question or object to his command
o Threat of violence to those who try to against him
8. Since previous chapters, Squealer was noticed with his skill of talking and turning black into white. Study how
Squealer used his rhetorical skills to deal with the matters in the animal.
Leadership is not a pleasure and Napoleon takes over to a sacrifice. He tries to pain Napoleon martyr (kind of
person who think about other benefit).
Rewrite history
------------------------------------------- C H A P T E R 6 : T H E C O N S O L I D A T I O N O F P O W E R
GENERAL VOCABULARY
grudge : to not want to spend time or money on sb or sth, or to not want to give sth to sb
topple : to (cause to) lose balance and fall down
superintendence : supervision
strain : to become stretched or to experience pressure, or to make sth do or experience this
arable : describes farming and farm land that is used for, or is suitable for, growing crops
intermediary : sb who carries messages between people who are unwilling or unable to meet
reconcile : to find a way in which two situations or beliefs that are opposed to each other can agree and
exist together
symptom : any single problem which is caused by and shows a more serious and general problem
repose : when sb is resting or lying down
plod : to walk taking slow steps, as if your feet are heavy
imposing : having an appearance which looks important or causes admiration
gale : a very strong wind
SUMMARY
After on, Napoleon declared himself to be the majority in the farm. However, it has a disagreement from the other animals.
Unfortunately, it did not work because Napoleon had used the dictatorship by using his fearful dogs to threaten other animals in the
farm. Renewably, Napoleon announced that the windmill was to be built. Then, the other animals could not speak out so they had
to work hard under the communist regime of Napoleon. Even though they work hard as slaves but they seemed happy with their
works because they thought that it would paid off with benefits after it was already built. Unlucky again, the animal farm faced the
problems of both lacking of the foods and materials for constructing the windmill. Therefore, Napoleon decided to enter a definite
agreement with human being who were Mr. Pilkington of Foxwood farm and Mr. Frederick of Pinchfield farm in order to fill the
need. All animal started disagreeing because it against the rule of animal farm. November, they stopped to build the windmill for a
while because there was strong wind so that it was not affordable to build. One night came; the windmill was destroyed by the
storm but Napoleon blame it on snowball and all animals were surprised by his speech and they wonder that how snowball could do
such a thing. Afterward, Napoleon forced them to rebuild the windmill for second time.
COMPREHENSION QUESTIONS
1. Describe the work of the animals throughout the spring and summer. Also, Napoleon declared that the animals
voluntarily work on Sunday. What do you think about his promoting sense of volunteerism?
They work like slave, 60 hours per week, for the voluntary work. It was strictly voluntary, but any animal who
absented himself from it would have his rations reduce by half.
2. What were the difficulties the animals faced in building the windmill? Lists all the difficulties and mention who were
the most significant in solving these problems.
‐ Lash rope round huge boulders
‐ Drag rope with slowness up the slope to the top of the quarry
‐ Drag the blocks
3. What were the products that were in shortage and could not be produced? How would they be getting them, do you
think?
They need paraffin oil, nails, string, dog biscuits, iron for horse shoes, seeds and artificial manners, and machinery
for windmill.
Napoleon started new policy by engage in trade by selling stack of hay, wheat crop, and eggs to buy material.
4. What did Napoleon do in order to bring improvement later in the farm? What did other animals think about this
decision?
Napoleon would give Mr. Whymper to act as intermediary between animal farms and outside world, and would
visit the farm every Monday morning.
5. Describe how Squealer convinced the animal to accept the new decision- the engagement of trade with human being.
‐ He use animal ignorance to cheat animals
‐ He try to rewrite the history about using money and engaging in trade with human being
6. What does the word “bed” refer to, as defined by the pigs? What rational did the pigs use in order to argue against
their act of sleeping in the farm house and on the beds?
Bed means place to sleep. Pig said the rule was against sheet, which are human invention, but they have removed
it from bed.
7. How was the windmill destroyed? Who did Napoleon accuse of destroying the windmill? Why? And what was his
decision towards the windmill?
Windmill was destroyed because of the violent wind. Napoleon blames it on Snowball because snowball is
scapegoat for the farm misfortune.
He decided to rebuild the windmill through winter, rain or shine.
--------------------------------------- C H A P T E R 7 : N A P O L E O N , T H E S U P R E M E L E A D E R
GENERAL VOCABULARY
SUMMARY
It was a bitter winter. The stormy weather followed by sleet and snow, but all animals carried on their work to complete the
windmill project on time in order to show to human being that they can do it. In January food fell short and animals seem starving,
but Napoleon plan not human being knew about this problem. So he cheated Mr.whymper and continued to report to outside world
that there was no shortage of food in animal farm. On Sunday morning Squealer announced that the hens need to lay 4 hundred eggs
a week for contract, but hens rebel against him. As a result, they were punished not to give food to them. After a while, it was said
that snowball was in Frederick farm and Pinchfield farm as an agency of human. All night he came to animal farm did bad things. At
that time, animals seem not believe, but then they were persuaded by Squealer. From time to time, Napoleon use cruel punishment
on animals, and each time they always sing the Beast of England. Soon, it was no longer use by order of Napoleon through Squealer,
and it was replaced by “Comrade Napoleon”.
COMPREHENSION QUESTIONS
1. Did the animal have a good day in rebuilding the windmill? Describe the difficulties they faced in rebuilding it.
They didn’t have good day in rebuilding the windmill.
They had shortage of food such as maize, potato;
-experienced the coldness and hunger;
-worked in dried weather;
-had to move larger and bigger stone than before.
2. What was the problem that the animal farm faced? What did the human beings tell about the fact in animal farm? How
did Napoleon solve this problem?
problem: shortage of food
human: all animal were dying of famine and diseases. All animals fight themselves and they practices cannibalism
and infanticide.
Napoleon solves this problem by creating movie (video clip). The director is Napoleon, animal are actors. Mr.
Wymper is an audience; when Mr. Whymper passes the farm, the sheep said “our food increase, so we enjoy
more”. He feels this is no shortages of food in the animal farm.
3. The coming of the end of January was the hard time for the animal farm as they needed to procure some more grain
from elsewhere. How did Napoleon behave in this situation?
He rarely appear in public, but spent all time in farmhouse, which was guarded at each door by dogs. Frequently
he did not even appear on Sunday mornings, but issued his orders through one the other pigs, usually Squealer.
4. What solution did Napoleon give to the animal on the Sunday morning meeting? How did the animals react? And what
was the solution to it?
He had accepted a contract with Whymper for 4 hundred eggs a week and the price of there would pay for enough
grain and meal to keep the farm going till summer came on and condition were easier.
Hens rebel against Napoleon by flying up to the rafters and lay their egg which smash to piece on the floor.
Napoleon orders all animals not give more food to hen; otherwise, they will be killed.
5. What was the fortune that Napoleon could have for the animal farm? Did he succeed in doing so?
Napoleon could have for animal farm was selling a pile of timber.
He did not succeed because of the price.
6. There was rumor about Snowball in this chapter. What did people say or believe about snowball? Describe each of
their views.
It was said, he is at one of the 2 farms, and all night he went to animal farm perform all kind of mischief.
(Napoleon use snowball as a scapegoat for the farm misfortune)
7. Napoleon sent Squealer to convince the animals of the strange presence of snowball in the farm. Study the
conversation between them, and state the points that Squealer and other animals made about snowball’s invisible
presence.
Squealer said that snowball is Mr. Jones secret’s agency because they have found some document which snowball
left behind him but Squealer did not show this document to animal and said he could show this to them if all
animals are able to read it. However, at the first time, Boxer did not believe it, but then he said that it must be
right if comrade Napoleon said.
8. What was the strange happening at the meeting on Sunday afternoon? What did the animals feel about this happening?
And what is your feeling about it?
Animals confess their crime to Napoleon, because they commit wrong doing, and hope for slightly punishment. But
as a result they were slaughter. Animals feel terror, shock, and pain.
9. After the confession and execution, the animals assembled on the knoll. Describe each of their feeling at that time.
Boxer: shock, surprise, put all blame on animals, so he will work harder.
Clover: speechless but inside her mind she is thinking about what happen in the farm. She understands more about
nature of animal farm, but she did not express herself.
10. What happen to the song ‘Beast of England’? What song did the animals sing in the farm?
The song “Beast of England” (ask for rebellion) was no longer use. The song the animals sing in the farm now is
“comrade Napoleon” (ask for not against Napoleon).
----------------------------------------------- C H A P T E R 8: A L C O H O L I S M O N A N I M A L F A R M
GENERAL VOCABULARY
SUMMARY
In chapter 7 we learned that some animals had been killed, and that was against the commandment. However, a few days later, the
commandment was edited to “No animal shall kill any other animal without cause”. Because of their poor memory, the animals did
not know if the commandment had been edited, yet they agreed that the commandment was not violated.
In this chapter we learned that the animals worked harder and harder but they were fed less and less, which was not much different
from Mr. Jones’s day.
Talking about Napoleon, he had become more and more powerful and respected. It had become usual to give Napoleon the credit
for every successful achievement and every stroke of good fortune. And a song was especially composed for Napoleon, entitled
Comrade Napoleon.
As it was mentioned in chapter 7, the Animal Farm was considering the timber trade with either Foxwood of Mr. Pilkington or
Pinchfield of Mr. Frederick. But, it seemed like the relation between Animal Farm and Foxwood had become better and better after
the rumour that said Mr. Frederick was in relation with Snowball and other men to attack the Animal farm and that he had done
many cruelties towards the animals in his farm. However, two days after the work of windmill was finished, it was announced that
the Animal farm would do the trade with Mr. Frederick and that the rumour of attacking Animal farm was untrue. But the rumour
became true. A few days after giving the forged-five-pound note to Animal farm for the price of the timbers, Mr. Frederick had led
the attack toward Animal farm. But at last, the animals had driven off their enemies. And it was called Victory, though the windmill
was destroyed with blasting powder and many animals were killed and wounded including Boxer, the strongest animal in the farm.
This battle was called the Battle of the Windmill.
At the end of this chapter, we’ve seen that the pigs, particularly Napoleon had broken the fifth commandment which initially stated
that No animal shall drink alcohol. And the same as the commandment about killing animal, this commandment was changed to “NO
ANIMAL SHALL DRINK ALCOHOL IN EXCESS” and the paddock beyond the orchard was intended to grow barley.
COMPREHENSION QUESTIONS
1. At the beginning of the chapter, Clover reminded herself of the Sixth Commandment, but when Muriel read it to her,
it seemed different from what she remembered. What do you think might happen to the Sixth Commandment?
There had been a change in the Sixth Commandment from “No animal shall kill any other animals” to “No animal
shall kill any other animals without causes” which means animals can be killed as long as there is reason.
2. Describe the work of the animals in this chapter. Compare their conditions under Napoleon and those under Jones.
Which do you think is better?
They worked much harder and fed no better than in Jones’s day; moreover they were exploited by Napoleon. I
think the condition in Napoleon’s day is better because animals had more freedom and they were not slaves under
the human control.
3. As Napoleon was in total and undisputed control of the Animal Farm, he became a paranoid egomaniac. Describe how
he behaved and the other animals spoke of him.
He vanished from the public
He lived in a separate room from the other pigs
He ate from the Crown Derby dinner service
He ordered the gun to be fired on this birthday
The other animals must address him in a formal way like ‘Our leader, Comrade Napoleon’
He had his profile inscribed on the wall
He had Pinkeye to taste all his food
He named the finished windmill Napoleon Mill
4. Study the poem, by Minimus, to express the general feeling on the farm. What do you think the poem expressed?
Compare and contrast between the song Beast of England and the poem Comrade Napoleon.
The song Comrade Napoleon praised Napoleon and showed Napoleon’s power. When the animals sang this song
they would like Napoleon more and more; in contrast, the song Beast of England encouraged rebellion and if the
animals sang this song, one day they would rebel against Napoleon, that’s why this song was replaced by the song
Comrade Napoleon.
5. Between Frederick and Pilkington, which did Napoleon gain more friendly relationship? What do you think this scene
signifies?
Napoleon gained more friendly relationship from Pilkington. This scene shows the intelligence of Napoleon in
increasing the price of the timber.
6. What was the rumour about Frederick towards Animal Farm? Briefly describe it. What did Napoleon do to it?
They said that Snowball was hiding in Pinchfield, Frederick was planning an attack to Animal Farm, and that
Frederick did many cruelties towards the animals in his farm. Napoleon said that he would never at any time
contemplated selling the pile of timber to Frederick and he sent pigeons to drop the slogan ‘Death to Frederick’ in
the Pinchfield.
7. What did the Animals now think of Snowball?
They thought that Snowball had never received the order of ‘Animal Hero, First Class’
8. The windmill was completed in autumn. What did the animals feel about the windmill?
The feelings animals towards the finished windmill
o They felt proud despite their hardworking
o They hoped that they would work less and lived in good condition as described by Snowball
9. What did Napoleon do to the windmill? What do you think it signifies?
Napoleon named the windmill Napoleon Mill. This signifies the political image of Napoleon; that is, he wanted the
other people/animal to think of him as the one who had built the windmill, while in fact it was the work of all
animals.
10. After a while, Napoleon announced his secret agreement with Frederick over the selling of timber. What did the
animals feel about it? How was the Animal Farm’s relationship with Pilkington’s? What was the actual reason beyond
this event?
The animals were stuck dumb with surprise. All relations with Foxwood had been broken off; insulting messages
had been sent to Pilkington, and even the pigeon changed their slogan from ‘Death to Frederick’ to ‘Death to
Pilkington.’ The actual reason beyond this event was to increase the price of the timber.
11. The truth reveals that Frederick played trick on Napoleon over the trade on timber. What did Napoleon do to this
matter? Describe the attack on the Animal Farm by Frederick and his men.
Napoleon wanted to revenge; he wanted to kill Frederick. However, when he was about to revenge, Frederick and
his men arrived and attacked the Animal Farm. In the fight, the windmill was destroyed and many animals were
injured and died, even Napoleon and Boxer were injured.
12. The windmill was destroyed in the Battle of the Windmill. What do you think it symbolizes?
It symbolizes the collapse of everything or the disappointment of animals in building the windmill. No matter how
hard they worked and how long hour they worked, finally they got nothing. They had to live in bad condition and
work harder and harder forever as what was said by Benjamin that windmill, no windmill, nothing is going to
change.
13. The chapter ends with Napoleon’s decision to use the paddock as place to harvest barley instead of the old-age home.
Why do you think Napoleon decided to do so?
He wanted to get money from the sale of barley, which meant that he valued money than the animals in the farm.
------------------------------------------- C H A P T E R 9 : T H E R E P U B L I C O F A N I M A L F A R M
GENERAL VOCABULARY
SUMMARY
Boxer, despite the wound he had and his friends’ advice, worked harder because he wanted the windmill finished before he reached
the age of retirement which was due the following year.
Life was hard. The animal suffered not only from the cold but also the shortage of food and their ration were reduced. Squealer, as
usual, tried to convince the animals to believe that the condition today was better than that in Jones’s day because in those days
they had been slaves and now they were free and that made all the differences.
Thirty-one young pigs were born into the farm. It was announced that later, when bricks and timber had been purchased, a
schoolroom would be built in the farmhouse garden. About this time, there had been a rule mentioning that when a pig and any
other animal met on the path, the other animal must stand aside; and also that all pigs were to have the privilege of wearing green
ribbons on their tails on Sundays.
There were more songs, more speeches, and more processions. Napoleon commanded that once a week there should be held
something called a Spontaneous Demonstration, the object of which was to celebrate the struggles and triumphs of Animal Farm. By
and large, the animals enjoyed this celebration. They found it comforting to be reminded that, after all, they were truly their own
masters and that the work they did was for their own benefit.
Animal Farm was proclaimed a Republic, and Napoleon was elected unanimously as President. Moreover, fresh documents were
discovered which revealed Snowball’s complicity with Mr. Jones. It appeared that Snowball was fighting on Mr. Jones’s side in the
Battle of Cowsheds and that the wound on Snowball’s back was inflicted by Napoleon’s teeth.
In the middle of the summer, Moses the raven reappeared on the farm telling the animals about the Sugarcandy Mountain and not
doing work. The pigs declared that what Moses said was lie, yet they allowed him to stay in the farm.
One evening, when Boxer was working on the Windmill, he had fallen; his neck stretched out; his eyes were gazed; his sides matted
with sweat and a thin stream of blood had trickled out of his mouth. The animals were worried about him, especially Clover and
Benjamin. Squealer told the animals that Napoleon had decided to send Boxer to the hospital; while in fact he was sold to the horse
slaughterer. This was found out later by the animals when they saw the van with the mark ‘Horse Slaughterer’. However, Squealer
tried to explain them that Boxer died in the hospital in Willingdon after the receiving the every attention and that the van was
previously the property of the knackers, and had been bought by the veterinary surgeon.
The money from selling the timbers was used to buy the wine which was delivered by the grocer’s van from Willingdon in the day
appointed for the memorable banquet in Boxer’s honour.
------------------------------------------------------ C H A P T E R 10 : A N I M A L S E V E N — Y E A R S O N
GENERAL VOCABULARY
SUMMARY
This chapter tells about animal farm seven years later. It seemed like everything changed. Old animals were dead and new
generation was born. The farm became more prosperous, better organized and grew richer and richer. However, the animals,
except the pigs and the dogs, were still poor and worked harder and harder. But all animals did not lose hope. They were proud of
what they had right now compared to other farms in England which were owned by human, and to the old days they had in Mr.
Jones’s day. They still believed that the Republic of Animal which Old Major had foretold would become true in one day though it
might not be soon, but one day.
One day, the surprising thing happened. The animals saw the pigs walking on their hind legs. They wanted to protest this but they
were interrupted by the bleating of the sheep, ‘Four legs good, two legs better.’
After this, all commandments were erased except a commandment which said ALL ANIMALS ARE EQUAL BUT SOME ANIMALS ARE
MORE EQUAL THAN OTHERS.
A week later, in the afternoon, a deputation of neighbouring farmers had been invited to make a tour of inspection. They expressed
a great admiration for everything they seen in the farm. The animals worked diligently, hardly raising their faces from the ground,
and not knowing whether to be more frightened of the pigs or of the human visitors.
In that evening, there was an assembly among the pigs and the farmers which made a loud noise and attracted the other animals’
attention that they came to see through the window. In the meeting, Mr. Pilkington made a speech. He said that after he and other
farmers had inspected the farm, the mistrust and misunderstanding came to an end. He saw not only the up-to-date methods, but a
discipline and an orderliness which should be an example to all farmers elsewhere.
He ended his remark by emphasizing once again the friendly feelings that subsisted and ought to subsist, between Animal Farm and
its neighbours. Between pigs and human beings there was not, and there need not be, any clash of interests whatever. Their
struggles and their difficulties were one.
After Mr. Pilkington’s speech, Napoleon also made a short speech. In his speech, there were many significant points, the most of
which was the change of ‘Animal Farm’ to the ‘Manor Farm’, which he believed was correct and original name.
The animal watched the scene, and it seemed to them that strange thing was happening. Then, when the applause having come to
an end, the pigs and the farmers took up their cards and continued the game that had been interrupted, and the animals crept
silently away. However, uproar of voices was coming from the farm house after they had gone just twenty yards. The animal came
back and saw the quarrel between men and pigs because of the game of card. They looked from pig to man and from man to pig,
but already it was impossible to say which was which.
CORE ENGLISH 202
----------------------------------------------------------------------- U N I T 7: G E T T I N G O N T O G E T H E R
GENERAL VOCABULARY
get at sb : criticize sb
get at sth : (a) reach or get access to sth
(b) discover
be getting at sth : suggest sth indirectly
get away : (a) escape
(b) have a holiday
get into sth : (a) cause oneself to be in a difficult situation
(b) develop a habit
(c) become interested in sth
(d) start sth
(e) start a career in sth
get (sb) off : (cause sb to) leave a place or start a journey
get (sb) off (with sth) : (cause sb to) escape with little or no punishment
get on (with sth) : (a) make progress
(b) continue
be getting on : (a) be elderly
(b) be late
get out : (a) to escape
(b) become known
get out of sth/doing sth : avoid doing sth that one ought to do
get over sth : (a) recover from sth
(b) overcome
get sth over (to sb) : make sth clear to sb
get sth over (with) : finish sth unpleasant
get round sth : avoid obeying a rule, etc but without breaking it
get round to sth/doing sth: do sth, usually after a delay
get through : use up
get through (sth) : be successful in (an exam, etc)
get through (to sb) : contact sb, esp by telephone
get (sth) through to sb : succeed in making sb understand
get up to sth : (a) reach
(b) do sth naughty, unexpected
Related Verbs
You shouldn’t… = if I were you… You should… = it is always a good idea to…
May I… = is it ok if I…? You will… = you’re bound to…
You can… = you’re allowed to… You mustn’t… = you’re not permitted to…
I can… = I am able to… I couldn’t… = I didn’t manage to…
You must… = you are required to… I won’t… = I refuse to…
Modal Auxiliary Verbs of Probability, Present and Future
The use of will/won’t, must and can’t, should, may and might, could:
Will/Won’t:
‐ Will and won’t are used to predict a future action. The truth or certainty of what is asserted is more or less taken for
granted.
‐ Will and won’t are also used to express what we believe or guess to be true about the present.
Should:
‐ Should expresses what may reasonably be expected to happen.
Ex: This sentence shouldn’t take you too long to understand.
‐ Should expresses what we want to happen.
Ex: You should pass the exam. You’ve worked hard.
Could:
‐ Could has a similar meaning to might.
‐ Negative of could we use might not because couldn’t is not use to express a future possibility.
‐ Couldn’t has a similar meaning to can’t above, only slightly weaker.
Lack of necessity: doesn’t need to/ doesn’t have to/ needn’t do s.th
Ex: He needn’t go to his class too early.
Ability: can/ could/ be able to / we use managed to or was able to instead of could if we talk about one particular occasion in the
past.
Ex: She can carry the big pail of water.
GENERAL VOCABULARY
taxi : (of an aircraft) move along the ground before or after flying
sumptuous : rich, lavish, costly
terminal (building) : building for passengers or goods, esp. at an airport or port
stable : building in which horses are kept
aptly : suitable
cockpit : place for pilot
airborne : transported by air
nostril : either of the two openings of the nose
profuse : lavish, extravagant, plentiful
wash : (of a river or sea) touch
straddle : (a) stand or sit across a thing with the legs spread
(b) be situated at both sides of
(c) part one’s legs widely
reindeer : sub-arctic deer with large antlers
vodka : strong Russian alcoholic drink
fortune : great wealth
adorn : add beauty to, decorate
walrus : large amphibious long-tusked arctic mammal
tusk : long pointed tooth, esp. protruding from a closed mouth, as in the elephant
downpour : heavy rain
screw-drive : tool with a tip that fits into the head of the screw to turn it
LANGUAGE WORK
ADVERB COLLOCATION
RELATIVE CLAUSE
PARTICIPLES
‐ Present participles (-ing) are used like adjectives or adverbs, they are active in meaning.
Ex: Pour boiling water onto the pasta.
‐ Past participles (-ed) are used like adjectives or adverbs, they are passive in meaning.
Ex: I’m interested in modern art.
‐ Participles after a noun define and identify in the same way as relative clauses.
Ex: I met a woman riding a donkey. (=who was riding…)
--------------------------------------------------------------------------------- U N I T 9: F O R E V E R F R I E N D S
GENERAL VOCABULARY
hippie : person rejecting convention, typically in long hair, jeans, beads, etc and taking
hallucinogenic drugs
big-head : a person with to high opinion of him/herself
bloke : (slang) man or fellow
sitcom : situation comedy
soap opera : a broadcast serial with domestic themes
microcosm : sth that represents a large system on a small scale
cappuccino : frothy milky coffee
surge : sudden increase in price or activity, etc
whine : complain
flaw : imperfection
dense : (of people) slow in understanding
eccentric : odd in behaviour or appearance
masseur/masseuse : person who give massage for a living
aura : quality or feeling that seems to be produced by a person or place
sip : drink in small mouthful
witty : showing esp. verbal intelligence
disdain : treat with the feeling that sb/sth is not good enough to deserve respect
ADJECTIVE INTENSIFIERS
HOMONYMS are words with the same spelling and more than one meaning.
bank : borrow money from the bank
the bank of a river
cool : slightly cold, ex. cool breeze
cool guy
date : November 2, 1989
an appointment with a loving partner
set : to put sth in a particular place
chess set
fit : healthy
suit in size
bear : tolerate
teddy bear
wave : to wave a hand to sb
huge wave in the sea
suit : a set of cloth
fit
fan : electrical appliance
football fan
miss : miss the train
miss my family
type : types of animals
type a letter by computer
point : point to the board
small point
train : train station
training program
right : right hand
right decision
mind : don’t mind me
your mind
fair : fair hair
fair decision
trade fair
HOMOPHONES are words with the same pronunciation, but different spellings and different meanings.
EXPRESSING HABITS
Will and would express typical behaviour. They describe both pleasant and unpleasant habits.
Ex.:
He will sit on in his chair for hours on end.
She would spend all day long gossiping with the neighbours.
Will and would, when decontracted and stressed, express an annoying habit.
Ex.:
He will come into the house with his muddy boot on.
She would make us wash in ice-cold water.
Used to + Infinitive
It is used to express an action that was difficult, strange, or unusual before, but is no longer so.
Ex.: I am getting used to the climate.
--------------------------------------------------------------------------- U N I T 1 0: G O I N G T O E X T R E M E
GENERAL VOCABULARY
SYNONYMS
less pleasant person
2. If alcohol goes to your head, it makes you feel slightly drunk
pull sb's leg : to try to persuade sb to believe sth which is not true as a joke
find my feet : to become familiar with and confident in a new situation
have a sharp tongue (ALSO be sharp-tongued) : to be sb who often speaks in a severe and critical way
should have done expresses advice and criticism about a past event. Sometimes, it is used for comic effect as well.
could have done expresses:
o an unrealized past ability. Someone was able to do sth, but didn’t do it:
I could have gone to the university, but I didn’t want.
o a past possibility that didn’t happen:
Lucky you! You could have died by entering the lion’s cage.
o criticism to people for not doing things:
You could have told me that there was no class this morning so that I didn’t have to get up early.
might have done:
o is used as should have done
o might have known/guessed that…introduce a typical action of someone or sth:
I might have known that Peter would be late. He’s always late.
needn’t have done expresses an action that was done, but it wasn’t necessary. It was the waste of time:
You needn’t have come to school. There is no class today.
--------------------------------------------------------------------------------- U N I T 1 1: I N Y O U R D R E A M S
GENERAL VOCABULARY
W O R D P A I R S or B I N O M I A L S
HYPOTHESIZING
IF-Condition
If-clause Inversion
If you should need more information, please phone our Should you need more information, please telephone our
headquarters. headquarters.
It would be a serious setback, if the talks were to fail. It would be a serious setback, were the talks to fail.
If Dara had asked, I would have been able to help. Had Dara asked, I would have been able to help.
WHETHER OR NOT and EVEN IF; IN CASE and IN THE EVENT THAT
Whether or not expresses the idea that neither this condition nor that condition matters; the result will be the same.
Ex: I am going to give all of you this handout on Monday whether or not it is finished.
Sentences with even if are close in meaning to those with whether or not. Even if gives the idea that a particular condition
does not matter. The result will not change.
Ex: I have decided to go to school on Monday. Even if it rains, I am going to go to school.
In case and in the event that express the idea that something probably will not happen, but it might. They mean "if by
chance this should happen." However, in the event that is more formal than in case.
Ex: I have to put helmet on my head in case I would be fined.
Ex: In the event that I would be fined, I have to put helmet on my head.
WISH
IF ONLY
Past to talk about the present Would + base form refers to the future Past perfect refers to the past
If only I knew more people. If only it would stop raining, we could go If only she hadn't told the police, everything
out. would have been all right.
If only I was better-looking. If only somebody would smile!
----------------------------------------------------------------------- U N I T 1 2: I T ’ S N E V E R T O O L A T E
GENERAL VOCABULARY
not on your life : said as a way of strongly refusing sb's suggestion or request
take your time : said to mean that you can spend as much time as you need in doing sth, or that you should slow
down
get a life : sth you say to a boring person when you want them to do more exciting things
kill time : to do sth that keeps you busy while you are waiting for sth else to happen
third time lucky : literal meaning
no time to lose : If you say there is or that you have no time to lose, it means that you must do quickly
whatever it is that you want to do
that’s life : said after sth bad or unlucky has happened, to express your feeling that such events will
sometimes happen and have to be accepted
not before time : said when sb does sth or sth happens that you think should have been done or have happened
much sooner
any old time : any time you want
a cushy time : easy and undemanding time
you can bet your life : used to say that you are completely certain that sth is true or will happen
better luck next time : said to tell sb that you hope they will succeed when they try again
get a new lease of life : to become more energetic and active than before
it’s high time : if it is about time/high time that sb did sth, it should have been done sooner or a long time
ago
for the time being : for a limited period
stand the test of life : If sth stands the test of time, it is still popular, strong, etc. after a long time
see life : to experience many different and often unexpected things
in the nick of time : at the last possible moment
dead on time : happening or done at the particular moment that it was expected to happen or be done
anything for a quiet life : anything to make life safe, easy and quiet
Articles
We use an before words that begin with a vowel sound: an orange, an Italian, an umbrella, and so on.
We use an with words that begin with a silent letter 'h': an hour, an honest child, an honour, and an heir.
We can use a/an before singular countable nouns, and sometimes we can use either a/an or one:
o I will be in Japan for one (or a) year.
We use the when we expect the listener or reader to be able to identify the thing or person we are talking about, and we
use a/an when we don't.
o Narong's just bought a house in Battambang province.
o Narong's just bought the house in Battambang province. (= the house for sale we had previously talked about.
We also use the when it is clear from the situation which person or thing we mean.
o What do you think of the table? (=the table we are looking at)
Quantifiers
Expression of quantity Used with count nouns Used with non-count nouns
One One apple
Each Each apple
Every Every apple
Both Both apples
A couple of A couple of apples
A few A few apples
Several Several apples
Many Many apples
A number of A number of apples
A little A little rice
Much Much rice
A great deal of A great deal of rice
No No apples No rice
Some/any Some/any apples Some/any rice
A lot of/lots of A lot of/lots of apples A lot/lots of rice
Plenty of Plenty of apples Plenty of rice
Most Most apples Most rice
All All apples All rice
3. Other
With count nouns With non-count nouns
An + other + singular noun (one more)
another pencil = one more pencil
The other + singular noun ( last of the set)
the other pencil = the last pencil present
Other + plural noun (more of the set) Other + non-count nouns (more of the set)
other pencils = some more pencils other water = some more water
The other + plural noun (the rest of the set) The other + non-count noun (all the rest)
the other pencils = all remaining pencils the other water = the remaining water
WRITING SKILLS 202
ESSAY WRITING
Most students think that writing an essay is a piece of cake and that it is something to do more with contents or ideas, which means
as long as they have ideas about the topic, they can start writing an essay. However, good contents or ideas cover only 40% or so of
the total marks. There are many more factors to contributing to a good essay, one of which is the format of your essay. Therefore,
it is also indispensable that you are familiar with the parts of different types of essay and the proper place in the essay to put your
ideas.
-------------------------------------------------------------------------------------------- P A R T S O F A N E S S A Y
INTRODUCTORY PARAGRAPH
1. The hook: is the opening statements of an essay which is used to catch’s readers’ attention. A good hook makes the
readers want to read the rest of your essay, and to write a good hook requires a great deal of thought and practice.
There are many different ways of writing a hook:
a. asking question to the readers, which makes them want to find out the answer in your essay:
How many people out there on the road are driving uninsured vehicles?
b. beginning the essay with interesting observation:
Asian economists are not sleeping well these days.
c. beginning the essay with a unique scenario to catch readers’ attention:
Travelling at more than one hundred miles an hour, he feels as though he is not moving. He is engulfed in
complete silence. For a moment, it is as if he has entered another dimension.
d. using a famous quote as a hook:
‘Ask not what your country can do for you—ask what you can do for your country,’ said former US
President John F. Kennedy.
2. Connecting information: is the background information about the topic which helps connect the reader and the topic.
3. The thesis statement: is usually the last one or two sentences of the introductory paragraph which tells the readers
what to expect in the essay. There are two types of thesis statement, first of which is called Direct Thesis Statement
which states clearly the specific parts of the paper. Second type is called Indirect Thesis Statement, in which the
writer does not list down the main ideas of each body paragraph of the essay.
o Direct thesis statement: Cambodia celebrities are the poor role models because of the ways they dress, talk
and behave.
o Indirect thesis statement: With revenue it has given to the country, tourism also leaves many social problems
for Cambodia to solve.
A thesis statement must:
- have a topic and controlling idea,
- be a statement, not a question,
- be a complete sentence,
- be an opinion, not the a simple statement of fact,
- have only one controlling idea.
BODY PARAGRAPHS
Each body paragraph tells what has been mentioned in the thesis statement. In each body paragraph, the main idea is
supported by facts, figures, reasons and so on.
Sometimes, you may not need topic sentence and concluding sentence for your body paragraph. But it may also be better
to have at least a topic sentence since it might help the readers understand your idea.
The outline of the body paragraphs is as following:
Body paragraph1:
Topic sentence (optional): ___________________________________________________________________
Major support 1: ________________________________________________________________________________
Minor support 1: __________________________________________________________________________
Minor support 2: __________________________________________________________________________
Major support 2: ________________________________________________________________________________
Minor support 1: __________________________________________________________________________
Minor support 2: __________________________________________________________________________
Body paragraph2:
Topic sentence (optional): ___________________________________________________________________
Major support 1: ________________________________________________________________________________
Minor support 1: __________________________________________________________________________
Minor support 2: __________________________________________________________________________
Major support 2: ________________________________________________________________________________
Minor support 1: __________________________________________________________________________
Minor support 2: __________________________________________________________________________
Body paragraph3:
Topic sentence (optional): ___________________________________________________________________
Major support 1: ________________________________________________________________________________
Minor support 1: __________________________________________________________________________
Minor support 2: __________________________________________________________________________
Major support 2: ________________________________________________________________________________
Minor support 1: __________________________________________________________________________
Minor support 2: __________________________________________________________________________
CONCLUDING PARAGRAPH
Concluding paragraph is the last part of your essay. It summaries or restates what you have written in the body paragraphs
so that the readers can leave with a clear understanding. Though you can leave a final thought in this part, make sure that
your final thought is not a new information about the topic of the essay.
When people talk about educational differences between South Korea and Canada and the United States, they often
focus on obvious differences such as school uniforms, hours of study, society’s attitude toward education, and
scholarships. Despite these differences, the educational systems in all three countries continue to produce thousands
of successful college graduates each year.
--------------------------------------------------------------------------------------------------- PROCESS ESSAY
WHAT IS IT?
The process essay either tells the reader how to do or make something or describes the process of something. Information
supporting the essay is always arranged chronologically.
GUIDELINES
1. Introduction:
o You should give basic information about or the true meaning of the process.
o Thesis statement tells how many steps involve in the process, or sometimes it is just an indirect thesis statement
which does not tell exactly how many.
2. Body:
o Usually the amount of body paragraphs depends on the number of process stages; however, the process can be
written in a long body paragraph as well.
o Each stage or step should have its specific purpose and details the readers need to understand.
3. Conclusion:
The conclusion summary the significance of the procedure and reveals the result of the process.
Introductory Paragraph
Thesis statement: Cooking an excellent steak is easy if you follow these five steps.
Concluding Paragraph
Essay conclusion
Body Paragraph 1
Ingredients and equipment
Body Paragraph 2
Mixing candy
Body Paragraph 3
What to do after you have cooked the candy
Concluding Paragraph
Essay conclusion
USEFUL WORDS
Conjunction
Transition Preposition
Subordinate Coordinate
After a few hours,
In the end,
Afterward, At last,
In the future, After,
At the same time,
In the meantime, Before,
Before, Currently, After,
Last, lastly, While,
During, And, Before,
Last but not least, When,
Eventually, Finally, Or Since,
Later, Next, Since,
First, second, etc In addition to,
Meanwhile, Until
First of all, Prior to,
Soon after,
Initially,
Previously,
Immediately following
Simultaneously
SAMPLE ESSAY
Having pulled out a blank paper, a student started to write an essay assigned by his lecturer, but he was stuck after writing
the first two sentences because he did not know what to write and how to write. Writing a good essay is not an easy task, especially
if you and other students do not prepare well for it. However, if by knowing what to do before writing, while writing and after
writing, you will find writing an essay assignment a lot easier than before.
Before you start your writing, you need to know what your topic is and what you are going to write about it. Thus, what
you have to do first is to narrow down your topic into a writeable specific one. Then you have to find the relevant information about
your topic. For some topics, you may be asked to write down your opinion, so more researches may not be required because mostly
you use your own knowledge about that topic. However, for some topics, they are related to facts; therefore, you are supposed to
do more researches about those facts. After having all the relevant information, what you have to do next is to brainstorm your
idea. Brainstorming is the time when you can choose the important information among your collection to include in your essay.
There are many ways to brainstorm your idea. It can be clustering, listing, and free-writing and so on. You can choose whichever
you are convenient with. Brainstorming is not the last thing you need to do before you write, but outlining is. Outlining is the time
when you group your brainstormed ideas in an order you are going to write. In other words, it helps you to know what to write first
and next. So, these are the things you need to prepare before starting your writing.
If you have done what I have written above, this is the time to start your writing. You should start it by writing the first
draft by referring to your outline. After writing the first draft, you need to edit it carefully by yourself or you might ask your friends
to edit it for you. You or your friends should check for the grammatical mistakes, such as punctuation, verb tenses, subject and verb
agreement and so on; the spelling; the format of your essay and so on. Just find as many mistakes as you can. Then correct your
mistakes and write another draft. Ask the other friends to check it for you again. You can repeat writing the drafts and have them
edited as many times as you want. When you are sure that your essay is good enough to be submitted, you can write or type it into
the final draft. In short, what you have to do in this while-writing step is to write and edit again and again until you get the
satisfying work.
You may be a bit relieve after having a satisfying essay, but it cannot guarantee that you will have satisfying marks from
your lecturer. You have to make sure that you have all the required documents for your lecturer. Some lecturers may ask you to
submit all the drafts you have made and also the references you have collected. So, make sure that they are together when you
submit your work. The most important thing you have to avoid is handing the work late. You have to know when the deadline is, or
your mark will be deducted despite the fact that you have a good essay. Therefore the post-writing step is also important for you.
In summary, preparing a good essay assignment requires a long time and hard work. However, if you really put all your
efforts into it and follow the aforesaid steps above, you are bound to get a satisfactory score from your lecturer.
------------------------------------------------------------------------------------- C L A S S I F I C A T I O N E S S A Y
WHAT IS IT?
Classification essay is an essay written to divide objects, people, or ideas into group or categories. For example, we classify
transportation into water transportation, land transportation, and air transportation.
GUIDELINES
1. Introduction:
o Provide background information about the topic to be classified
o Describe how you are going to divide the topic into groups
o Give the number of groups and a name for each one
o Explain the purpose of the classification
2. Body:
o Identify and describe one category in each body paragraph
o Explain the common characteristics of the members of each category
o Give examples of items in each category
3. Conclusion:
o Restate the method of classification
o Summarize the categories.
USEFUL WORDS
Two kinds
1. There are three types of _________
a few classes
several
There are three kinds of energy: nuclear, hydraulic, and solar.
divide parts:
2. We can classify ___________ into three groups: _____________ .
group types:
categorize kinds:
We can divide the students in my class into three groups: Asian, European, and South American.
three parts:
classified two groups:
3. ____________ can be grouped into three types: _____________ .
divided kinds:
categorized categorizes:
News articles can be divided into three categories: local, national, and international.
For example
Some of my friends are introspective and quite people. For example, Ching and Hirofumi never say much when we are
with other people.
For instance
People who live in the country are quite different from people who live in the city. My uncle, who is a farmer, is never
in a hurry. Once, for instance, he spent the whole day sharpening all the knives in the house, a task that an impatient
city person would have taken care of in an hour.
Such as
Some service providers, such as doctors, lawyers, and professors, have great amount of money.
SAMPLE ESSAY
TYPES OF POLLUTION
People have been making a lot of effects to the environment. The ways they make the environment become worse and
worse from its initial state is called pollution. Focusing on the place where the pollution happens or the place which is affected by
the pollution, we can categorize pollution into three types: air pollution, water pollution, and land pollution.
Air pollution refers to the worsening of the quality of air. Air pollution occurs when the harmful substances, especially
toxic gases, are released into the air. Nowadays, we all agree that the main cause of air pollution is the increasing number of
vehicles circulating in the streets. However, harmful substances can also be released from factory and human’s activities such as
the use of spray, the use of cooling agents, the burning of toxic wastes and the use of pesticides and so on. These harmful gases
somehow evolve into other substances which can give even more serious effects to the environment such as the depletion of ozone
layer, the increase in heat around the Earth’s surface, the rapid melting of ice cap and most importantly the acid rain.
A second type of pollution which affects the quality of water is called water pollution. Water can be contaminated in many
ways. Let’s talk about the case of Cambodia. Harmful substances are released into the water body by the factories which are
located near the water and by the local people who live near or on the water. Another cause of water pollution is the carelessness
of the farmers in disposing wastes. Some farmers throw the used bottle of the pesticides into the water, and consequently,
chemical substances in the pesticides pollute the water. The effect of water pollution is severe. It can make people who use the
polluted water die or heavily sick. It also kills the aquatic life which people partly count on.
Last, but not least, another form of pollution is called land pollution. This is the pollution which affects the quality of soil.
Mining, excessive use of fertilizer, over-farming which does not allow the land rest to gain it fertility, and the excessive cutting
down of trees which results in soil erosion are the causes of land pollution. Being polluted, land cannot be used to serve the
purposes of human anymore. Also, some polluted land can turn into the desert which is unfavorable for living.
In nutshells, pollution can be classified into three types based on the place where the pollution occurs and affects. These
three types of pollution, water pollution, air pollution and land pollution, affect the environment greatly. Actions are needed to be
taken if we want to prevent more serious problems resulted from these pollutions.
-------------------------------------------------------------------------------- C A U S E A N D E F F E C T E S S A Y
WHAT IS IT?
It is concerned with why things happen (cause) and what happen as a result (effect). Cause and effect is a common method of
organizing and discussing ideas. For example, you are out of gas (cause) and your car won’t start (effect).
GUIDELINES
1. Introduction:
o Provide background information about the situation you are analysing.
o Describe situation.
o Identify its main causes or effects.
2. Body:
o Explain one cause or effect in each supporting paragraph.
o If there are many causes or effects, group them into several main categories.
o Organize the causes or effects, using time order or order of importance.
3. Conclusion:
o Summarize the main causes or effects.
o Draw a conclusion or make a prediction.
Body paragraph 1
Cause 1: the child is eager to have pet.
Cause 2: the parents want to make their children happy.
Cause 3: the parents want to teach their child about responsibility.
Body paragraph 2
Effect 1: the child matures by accepting the responsibility of caring for a pet.
Effect 2: the child learns to get comfort from a non-parental source.
Effect 3: the child develops a feeling of compassion for a living creature other than himself or
herself.
Concluding Paragraph
Essay conclusion
Introductory Paragraph
Thesis statement: Parents get a pet for their child for many reasons.
Body paragraph 1
Cause 1: the child is eager to have pet.
Body Paragraph 2
Cause 2: the parents want to make their children happy.
Body Paragraph 3
Cause 3: the parents want to teach their child about responsibility.
Concluding Paragraph
Essay conclusion
Effect Essay Organizer III: Having Pet
Introductory Paragraph
Thesis statement: There are many beneficial effects of a child having a pet.
Body Paragraph 1
Effect 1: the child matures by accepting the responsibility of caring for a pet.
Body Paragraph 2
Effect 2: the child learns to get comfort from a non-parental source.
Body paragraph 3
Effect 3: the child develops a feeling of compassion for a living creature other than himself or
herself.
Concluding Paragraph
Essay conclusion
USEFUL WORDS
Conjunction
Transition Preposition
subordinating Coordinating
Because For Because of
Since Due to
Cause
As
Now that
As a result So
Consequently
Therefore
Effect As a consequence
For this reason
Hence
Thus
As a result/consequence
The relationships between parents and children vary from one culture to another. As a result, parents’
expectations of how their children will treat them when they get older vary as well.
Consequently
More and more people who live alone adopt a pet for company. Consequently, the pet services industry has
expanded greatly.
WHY GO TO UNIVERSITY?
I strongly believe that everyone should attend university. Entering university is at the same time a so many promising steps into a
world of opportunities as long as it is accompanied by a strong will and desire for distinction. The quality and diversity of
opportunities and the spread spectrum of choices higher education can provide us is the core motive for everyone intending to
attend university. I will try to examine below the specific reasons for entering university according to which I think are the most
common viewpoints nowadays.
First let us look at what a person can typically gain from a successfully study at a university. It is a diploma and/or a degree. This is
by default leading to a more distinct, respected, well-paid profession. Nowadays unemployment crisis is troubling not only the poor
countries but the developed western countries as well, so that the ease of finding a job may play an important role in the decisions
people are making.
Another important reason is that people want to get more education. University provides a higher level of education and has all
these resources and facilities for people who crave knowledge. Learning is the key to everything that we want to improve.
Therefore, higher education helps us widen our understanding and increase our intellectual ability.
Apart from the points I made above there is also a well-known fashion all over the world that is called career preparation. Many
people attend university in order to seek either a career in science and technology or a career in business. It is believed that the
ideas, opportunities, qualifications, in-depth knowledge and expertise in science areas often make attending university imperative.
Many times a four-year study at a university may only be the beginning of a sequence of moves someone can make in order to
accomplish what he thinks best for his career.
Finally, I cannot oversee the fact that many times studying at a university also means living in a city far from home. New
responsibilities always appear but they do not become serious drawbacks. In contrast, the new sense of freedom and independence
a young man can experience or thinks he will is thought of as something of great importance. One thing is for sure though, there is
chance for everyone in the community of a university to meet people, make new friends and know individuals of great importance.
Last but not least I wish to say that the purpose of university is to harvest knowledge and to being educated, so it is obvious that
everyone can find a reason for attending university.
------------------------------------------------------------------- C O M P A R E A N D C O N T R A S T ESSAY
WHAT IS IT?
Compare and contrast essay tells the similarities and differences between two things or situations. There are two basic patterns for
writing a comparison/contrast essay: the block method and the point-by-point method.
GUIDELINES
Block method:
1. Introduction:
o Provide background information about the topic.
o Identify the two things being compared and contrasted.
o State the purpose of making the comparison and/or contrast.
2. Body:
o In the first paragraph(s), discuss the similarities.
o In the second paragraph(s), discuss the differences.
3. Conclusion:
o Restate the purpose for comparison and/or contrast in different words.
o Summarize the main similarities and differences.
o Draw a conclusion.
Point-by-point method:
1. Introduction:
o Provide background information about the topic.
o Identify the two things being compared and contrasted.
o State the purpose of making the comparison and/or contrast.
o Identify the points to be compared and contrasted.
2. Body:
o In the first paragraph, compare and/or contrast the two things according to the first point.
o In the second paragraph, compare and/or contrast the two things according to the second point.
o In the third and subsequent paragraphs, do the same thing.
3. Conclusion:
o Restate the purpose for comparison and/or contrast in different words.
o Summarize the main similarities and differences.
o Draw a conclusion.
USEFUL WORDS
Conjunction
Transition Preposition
subordinating Coordinating
However But In contrast to
Contrast In contrast Yet Instead of
Different from
On the other hand Whereas But Unlike
Direct contrast
However While Yet
Likewise Both…and Like
Similarly Neither…nor Similar to
Similarity
In the same way Not only…but
also
SAMPLE ESSAY
Block Method
Last week when I received acceptances from my top two choices for college, Stage and Greenwell, I knew I had a difficult
decision to make. Although I had talked to friends and relatives who had attended both schools and had visited both campuses many
times, I couldn’t make up my mind. It was only after I analyzed the similarities and differences between the two schools that I
finally came to my decision to begin classes at Greenwell in the fall.
At first glance, it seems that State and Greenwell have a lot in common. First of all, both universities are located in
Pennsylvania, where I am from. The tuition is also exactly the same at both schools—$20,000 per year. In addition, the basketball
team State is just as good as the one at Greenwell, and I would love to play for either one. Most importantly, both schools have
large libraries, excellent academic reputations, and first-class engineering departments.
It was when I looked at the differences between the two schools that I made my final decision. In terms of location, State
is more attractive. Its setting in a safe suburb was definitely more appealing than Greenwell’s location in a dangerous city
neighborhood. I also like State’s old campus with its beautiful buildings and trees more than Greenwell’s new campus, which looks
like an office block. But I realized that these should not be the most important factors in my decision. I had to pay a lot of attention
to the financial component. Although the tuition is the same at both schools, Greenwell offered me a $3,000 scholarship, whereas
State couldn’t give me any financial aid. In addition, if I go to Greenwell, I can live at home and save money on room and board.
Since Greenwell is much closer to home, I won’t have to spend as much on transportation home during vacation breaks. The most
important factor in making my decision was the difference in class size between the two universities. State has large classes and an
impersonal feeling. On the other hand, Greenwell has small classes, and students get a lot of personal attention.
In conclusion after taking everything into consideration, I think I made the right decision. Since small classes, personal
attention from my professors and saving money are all very important to me, I will probably be happier at Greenwell.
Point-By-Point Method
Last week when I received acceptances from my top two choices for college, Stage and Greenwell, I knew I had a difficult
decision to make. Although I had talked to friends and relatives who had attended both schools and had visited both campuses many
times, I couldn’t make up my mind. It was only after I compared the location, cost, and quality of education of the two schools
that I finally came to my decision to begin classes at Greenwell in the fall.
The first thing I considered was the location. First of all, both universities are located in Pennsylvania, where I am from.
But that is where the similarities end. State’s setting in a safe suburb was definitely more appealing than Greenwell’s location in a
dangerous city neighborhood. I also like State’s old campus with its beautiful buildings and trees more than Greenwell’s new
campus, which looks like an office block.
In addition to location, I had to pay a lot of attention to the financial component. The tuition is that same at both schools—
$20,000 per year. However, Greenwell offered me a $3,000 scholarship, but State couldn’t give me any money. Also, if I go to
Greenwell, I can live at home and save money on room and board. Finally, since Greenwell is much closer to home, I won’t have to
spend as much on transportation home during vacation breaks.
The quality of education at the two universities had the most influence on my decision. In many ways, State and Greenwell
have similar standards of education. Both schools have large libraries and excellent academic reputations. Also, State has a first-
class engineering department, and so does Greenwell. So I had to look at other things. What it came down to was the differences in
class size between the two universities. State has large classes and impersonal feeling. On the other hand, Greenwell has small
classes, and students get a lot of personal attention.
In conclusion, after taking everything into consideration, I think I made the right decision. Since small classes and personal
attention from my professors are very important to me, I will probably be happier at Greenwell.
--------------------------------------------------- D E S C R I P T I V E E S S A Y : D e s c r i b i n g P e o p l e
WHAT IS IT?
It tells a person’s physical appearance, personality/behavior, manner/mannerism and/or detail of the life and life style
(hobbies, interests, everyday activities, etc)
In a descriptive essay of a person, you may also be asked to explain why this person is successful/admirable/unusual, etc,
why he/she made such a strong impression on you, how he/she has influenced you, etc
GUIDELINES
1. Introduction:
o Tell who the person is/when/how you first met/saw him/her
2. Body:
Paragraph 1: Physical appearance
Paragraph 2: Personality/behavior (with justification example)
Paragraph 3: Life/lifestyle/belief
3. Conclusion:
o Comment/feelings about person
To describe physical appearance, you should give detail of the person’s height/build, age facial, feature, hair, clothing,
etc, moving from the most general aspects to the most specific details.
Ex: Bill, who is in his early twenties, is quite tall and well-built, with thick black hair and piercing blue eyes. He is usually
dressed in jean and a T-shirt.
To describe personality and behaviour, you can support your description with example of manner and mannerism.
Ex: Bill is rather unsociable, usually sitting silently in a corner observing others from a distance.
To describe life, lifestyle and other beliefs, you should talk about the person’s habits, interest, profession, daily routine,
opinions, etc.
Ex: Being both a university student and a part-time assistant in a supermarket, Janet has little free time to go out in the
evenings.
If the instruction for the writing task asks you to describe s.o related to the present. e.g. “Describe a person who is
unusual…” you will describe the person using Present tense. If related to the past, so who is no longer alive, or sb whom
you met some time ago…e.g. “Describe a famous person you met who was not as you expected”… you will describe in the
person using Past tenses.
USEFUL WORDS
Writing which contains a series of short sentences or the same simple linking words such as “and” soon become boring and
repetitive. To avoid this, u should use a wide range of linking words and structure:
With
She is tall and striking, with long blonde hair.
Relative Clauses :
My neighbour, who is slightly eccentric, has dozen of filthy cats.
He is a scruffy child whose clothes are torn and dirty
Addition: in addition to, as well as/besides, moreover, furthermore, not only… but also, etc
He is very tall, in addition to being very thing.
My grandmother has deep wrinkles, as well as thin grey hair
WHAT IS IT?
It gives general and specific details about the place/building usually moving from the general features to specific ones.
GUIDELINES
1. Introduction:
o give brief information about the name and location of the place/building
o state the reason for choosing to write about it (what it is famous for, what makes it so special, etc.)
2. Body:
o give both general and specific details about the place/building usually moving from the general features to
specific ones.
o when you describe a place you should give the overall impression by referring to landscape, building, landmarks,
etc, and particular details (sight to see, place to go, thing to do).
o when you describe a building, you should write about its surroundings (situated in Oxford Street…), then give a
detailed description of its exterior and interior.
3. Conclusion:
o express your feeling or opinion concerning the subject or give a recommendation.
Descriptions of places/buildings may include: factual information such as age, size, color, materials, etc (e.g. the temple,
with 10-metre tall marble columns, was built in 800 BC.), details relating to the senses ( sight, hearing, smell, touch,
taste) to suggest mood and atmosphere (e.g. Visitors’ footsteps on the worn stone floors echo through the cool, dark
corridors, disturbing the tranquil silence.), opinion/impressions of the place or building (e.g. Tourist are fascinated by its
air of mystery.)
Each aspect of the description should be presented in a separate paragraph beginning with a clear topic sentence.
Present tenses are normally used when describing a place for a tourist brochure or a magazine article. Past tenses are
normally used when describing a visit to a place/building.
First and second conditionals (will/would) can be used when you describe your ideal city/house, etc. But, when you give
factual information about a place or building this is normally given using Present tenses. (e.g. I flew to Madrid last
Monday. Madrid is situated in the central point of the lberian peninsula with a population of about 3,000,000.)
USEFUL WORDS
WHAT IS IT?
The writer of an argumentative essay wants to persuade the reader of an opinion about something. He argues his points, gives
reasons to support it, and tries to convince the readers.
GUIDELINES
1. Introduction:
o give brief information about the topic
o state which side you support
2. Body:
o Paragraph 1: give first argument with strong supporting ideas.
o Paragraph 2: give second argument with strong supporting ideas.
o Paragraph 3: give third argument with strong supporting ideas.
o Paragraph 4: state the counter-argument and give refutation to that argument.
3. Conclusion:
o Restate the thesis statement using different words
o Give opinion
USEFUL WORDS
Personal Opinion:
In my opinion, / In my view, / To my mind, / To my way of thinking, / Personally I believe that / It strikes me
that / I feel very strongly that / I am inclined to believe that / It seems to me that / As far as I am concerned, / I
think that the world would be a much better place without nuclear power.
To refer to other sources:
With reference to/ According to the article in yesterday’s The Cambodia daily, the unemployment rate in Cambodia
is decreasing.
To express reality:
It is a fact that/ In effect, / In fact, / As a matter of fact, / The fact of the matter is that/ Actually, / In practice,
/ Indeed / To tell you the truth, a crash helmet would be quite useless in the event of a serious motorcycle accident.
To state other people’s opinion:
It is popularly believed that / People often claim that / It is often alleged that / Some people argue that / Many
argue that / A lot of people think that / A lot of people believe that the earth is the only planet in our solar system
that has ever supported life.
Contrary to popular belief, the earth is not the only planet in our solar system that has ever supported life.
SAMPLE ESSAY
Different people give different answers when they are asked to evaluate the learning by oneself and the learning with a
teacher. Some people say that learning by themselves is better, while some choose learning with the guidance of a teacher and say
that they would never make it without a teacher. For me, I have a strong tendency to believe that learning in class with a
teacher is better than learning by oneself.
For one thing, teachers can help students manage their time effectively. Let me take this as an example; a student wants
to know about Geometry, and he wants to learn it by himself. What he has to do first is to find the course notes and the exercises to
read and practice. This will surely be the waste of time compared to learning with teacher. By teacher, the course notes, handouts,
and exercises are automatically provided; what the student needs to do is just to read and to practice them. Thus, he can save his
time to do something else. In addition, when studying by themselves, most students find it very hard to prevent themselves from
distractions, especially television and peer-pressure. On the other hand, when learning with teacher, students are made to do what
they are told to do. Therefore, want it or not, they must concentrate on their studies.
That teachers can provide students supplementary knowledge in addition to that of the books is another reason to prove
that learning with teacher is better than self-learning. Of course, different people have different ideas about the same thing. When
students read a book of an author, they are reading about that author’s ideas based on the fact he saw when he was writing that
book. However, the teacher can tell different thing about what the author of the book wrote, and he opposes it by basing on what
he has experienced and seen recently in his life. Therefore, it is obvious that the idea of the teacher is more practical and helpful
than that in the book due to the changes in time. Moreover, the explanation of teachers can help students understand better than
when they just read the books. For instance, a student wants to know about the life in Khmer Rouge regime; it may be hard for him
to imagine how it was actually like by just reading the books. But if he studies with a teacher who has an experience of living in the
regime, he will be able to understand the situation easily, since his teacher is surely able to explain it in such a lively manner that
the student can depict the pictures in his mind.
Now, let’s think about these questions. As a student, have you ever had any problems when you study by yourself? How did
you find the answers of those problems? How could you know that they were the correct answers to your problems? Needless to say;
everyone has problems during their studies, and the best solution to their problems is teachers. Only teachers can give reliable
answers with detailed explanation to the students, and only teachers can show the students their mistakes in their studies.
Therefore, teachers help students in many ways.
Those who support the belief that studying by oneself is better than studying with teacher might say that by self-learning,
students can learn two or three times more than when they learn with their teacher in the class. Those people say that it is because
before moving on to every new point of the lesson, the teacher has to make sure that every student in the class understands the
previous point. He has to respond to the doubts of the students, so it may take time of those who have already understood the
lesson. However, I am strongly against this. Remember that quality is better than quantity. Although the process of studying in the
class with the teacher is late, it can guarantee the good quality of the study. Moreover, waiting for their teacher to move on to
another point of the lesson, students will hear many questions and answers from their classmates and teacher, which can help them
understand the lesson more clearly.
In short, I strongly believe that learning with teacher is better than learning by ourselves alone because of the fact that
teacher can help us manage the time, that he can share us the experiences which books cannot do, and that he can help us to deal
with the problems in our studies. I also reckon that teachers are irreplaceable, despite the belief of some people that someday, due
to the advances in technology, there will be no need of teachers but computer software which allows the students to learn by
themselves.
GRAPH INTERPRETATION
ORGANIZATION AND TIPS
The task is to describe a graph in a report, which is intended for university lecturer, so the language you use should be appropriate.
Also, no matter what figure you are describing, you should not break these rules:
Report must be at least 150 words written in about 30 to 35 minutes;
You shouldn’t write your opinion or copy words from the graph or topic—paraphrase and use synonyms ( or other methods)
instead;
Never use bullets;
Write as if you were writing an essay or a letter.
INTRODUCTION:
Your introduction should be composed of two parts:
The first part/sentence should define what the graph is about: the date, location, what is described in the graph, etc.
The second part/sentence should sum up the overall trend.
BODY:
Your body should describe the most important trends, while all the information is summarized to avoid unnecessary details.
Remember that summarizing doesn’t mean throwing away information; but compressing it. The secret here is to select what is
important, organize it, compare and contrast.
CONCLUDION:
The conclusion should sum up the overall trends shown in the graph and compare them if possible. Sometimes, it provides a
prediction on future development of the topic based on the trends illustrated.
USEFUL WORDS
SAMPLE TASKS
Bar Chart
Process Diagram
Pie Chart
Tables