UPSR TIPS: NARRATIVE WRITING GENERAL CLOSURE

Some of our pupils having difficulties in summing up or putting a closure in their essay. Here are some closure - in general, to help your pupils to end their story.

Stories about good, educational experience such as trip to the zoo,  museum, bird park or even picnic by the beach with pleasant story endings, these are some sample that they can memorize and use.

• It was an eye opening and memorable experience for him/her/them. (visiting museum, exhibition etc.) He/She/They wished to visit that place again in the future.
• It was a sweet and memorable experience for him/her/them that he/she/they could never ever forget.
• It was an interesting and memorable experience for him/her/them.
• It was an unforgettable incident/event/experience for him/her/them.

Stories about bad experiences, incident or accidents (saw or involved in an accident, incident in the kitchen etc.)

• He/She/They felt sorry for what had happened. It was a lesson well learnt for him/her/them and he/she/they will never forget about it.
• It was a lesson that taught him/her/them well. He/She/They will never again (cause of the event/accident/incident).

Tips taken from:

Victorious Chemplak 2017 Modules

TEACH FOUR SIMPLE TENSES AT A TIME: SOLUTION FOR YOUR LAST MINUTE GRAMMAR STUDY

Learning tenses wasn't as hard as it sounds. Here's a tip for teaching simple tenses (present, past, present continuous, past continuous) in one lesson.

Step 1

• Explain about the time line - past ( things that had happened ), present ( things that happens now ) and continuous ( on going actions in the past or at present time ).

Step 2

• Tenses only apply to verbs or action words such as walk, talk, run etc. and verbs to be (is, are, was, were, am ).

Step 3

• Explain that for past tense, verbs will be changed to 5 different form ( +d, +ed, +ied, changed and not changed )
• For present tense, +e, +es, +ies will be added
• As for continuous - all verbs in a sentences with verb to be ( am, is, are, was, were ) +ing will be added

Step 4

• List down the keywords ( signal words ) for past and present tense ( pls refer to the chart )

Step 5

• Give them 4 different sentences as samples - so that they get clearer picture.

Sample 1 ( Singular subject )

Syafiq walks at the park every morning.

Syafiq walked at the park yesterday.

Syafiq is walking at the park.

Syafiq was walking at the park last Friday.

Sample 2 ( Plural subject )

Syafiq and Mia walk at the park every morning.

Syafiq and Mia walked at the park yesterday.

Syafiq and Mia are walking at the park.

Syafiq and Mia were walking at the park last Friday.

• By now, your pupils should already understand the different tenses. Try asking them to find the keywords ( every and last ) in the sentences and underline the verbs.

Step 6

• Give a few verbs for your pupils and ask them to construct 4 different type of sentences in different form of verbs - like samples given.

Step 7

• Teach your pupils to answer objective questions - to reinforce their understanding. Remember to ask them to find the keywords and subject in the question.

Question:

Ahmad Amaluddin and Burn Hanizan _______________ to the movie last night.

A. go

B. goes

C. going

D. went

Sample analysis:

Ahmad Amaluddin and Burn Hanizan _______________ to the movie last night.

A. go - present (2) (I) (You)

B. goes - present (1) 

C. going - continuous ( is / are / was/ were )

D. went - past tense

Identify the keywords : last night

Identify the subjects : Ahmad Amaluddin and Burn Hanizan ( 2 person )

Now what is the correct answer?

Easy! D is the correct answer. Why? Because last night is past tense signal words ( the keyword ), so the answer ( verb ) must be in past tense form.

Extra Note!

When do I use Has, Have, Had, Do, Does, Did?

I, you, we, they => HAVE (present)

He, she, it => HAS (present)

I, you, we, they, he, she, it => HAD (past)

I, you, we, they => DO (present)

He, she, it => DOES (present)

I, you, we, they, he, she, it => DID (past)

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Now, that's the tips that I can share with you today. Hope you will score excellent marks in tenses questions in your exam. Good luck 6 Beta and 6 Alfa.

From Chemplak with love,

Fitrie Othman

MODUL PECUTAN AKHIR VICTORIOUS

Berikut adalah pautan untuk muat turun Modul Pecutan Akhir Victorious Bahasa Inggeris. Modul ini mengandungi :

1. Cadangan peruntukkan masa untuk setiap soalan. Latihan 'time-trial' diperlukan untuk melatih pelajar menjawab dalam masa yang ditetapkan.

2. Tips dan analisis menjawab soalan objektif 'grammar' bagi soalan tatabahasa yang selalu menjadi masalah / soalan yang selalu salah

3. Format 'Directive Writing' dan ayat-ayat contoh yang pelajar boleh gunakan dan cara membuat isi bagi soalan ini.

4. Contoh dan panduan menjawab soalan esei menggunakan kaedah 3V1F

5. Doa-doa yang boleh diamalkan untuk menghadapi soalan UPSR.

Nota:

1. Modul ini tidak mengandungi sebarang set soalan. Set-set soalan boleh didapati dalam Modul Triumph dan Road To Triumph Workbook Series.

2. Modul ini hanya cadangan dan idea kepada guru-guru untuk membantu pelajar di saat-saat akhir menuju peperiksaan.

3. Tips dan teknik menjawab yang lengkap boleh didapati di bahagian muat turun RELP's Publication ( Ultimate Guide To UPSR 013 & 014 - secara percuma )

Muat turun Modul Pecutan Victorious di sini.

USEFUL TIPS FOR PECUTAN AKHIR UPSR BAHASA INGGERIS 013

C H A P T E R  2

TACKLING GRAMMAR QUESTIONS

TENSES

REMEMBER THIS!

 

Past Tense Keywords

·         Yesterday

·         Last night / last week / last weekend

·         A moment ago

·         Just now

·         Had (reverse : Dah (sudah)

·         Verbs in past tense form

(2) (I) (You) (1) – 1 and 2 represent singular (1) and Plural (2) subjects.

(Is) (Are) (Was) (Were) – Look for these verbs in the sentence, identify number of subjects, identify tenses’ keyword and choose correct answer.

Example:

Syafiq and his friends Mia __________ to the movie last night.

           

A	go	(2)( I) (You)
B	goes	(1)
C	went	Look for past tense keywords*
D	going	(Is) (Are) (Was) (Were)

Analysis

Keywords – Last night

Answer – C (went)

Example:

Yumie Aleia was ____________ the wall when Rania came.

A	paint	(2)( I) (You)
B	paints	(1)
C	painted	Look for past tense keywords*
D	painting	(Is) (Are) (Was) (Were)

Analysis

Keywords – was, came

Answer – D (painting)

Either ... Or / Neither ... Nor

REMEMBER THIS!

 

Correct pairing

Either with Or (1) – choose between two

Neither with Nor (X) – none chosen / things are not true

(1) – One subject / item chosen

(X) – no subject / item chosen

Example:

_____________ Sofea _______________ Kamilla brought the drawing kits today. Both of them were scolded by Madam Lim.

A	Either  ... or	(1)
B	Neither ... nor	(X)
C	Either ... nor	Wrong pairing
D	Neither ... or	Wrong pairing

Analysis

Sofea and Kamilla did not bring the drawing kits.

Both were scolded.

None of them brought (X)

Answer – B (neither ... nor)

Comparative Adjectives

REMEMBER THIS!

 

Than - ...er / The - ...est / Most – Root word

Taller – Than / The tallest / Most beautiful

Example

Ally is _____________ than Abu.

A	tall	(Root word)
B	taller	Then ... er
C	tallest	The ... est
D	most tallest	Wrong adjective – Most = Root word

Analysis

Keyword – Than

Answer – B (taller)

For more of tips and tricks, ask for -

VICTORIOUS CHEMPELAK : Modul Pecutan Akhir (Tips and Trick)

TIME ALLOCATION FOR ENGLISH PAPER 013 AND 014

This is suggestion for time allocation for each questions - taken from Modul Pecutan Akhir Victorious Chempelak (Jerit "Wuhi Wuhi Bang Bang" kuat2 dan send me your e-mail untuk dapatkan modul lengkap pecutan akhir ini)

C H A P T E R  1

Time Management

PAPER 1 013 TIME : 1 HOUR 15 MINUTES
SECTION	ALLOCATED TIME
Section A
Question 1 - 20	25 Minutes
Section B
Question 21 - Social Expression	10 Minutes
Question 22 - Comprehension	10 Minutes
Question 23 – Comprehension	10 Minutes
Question 24 – Comprehension	10 Minutes
Question 25 - Comprehension	10 Minutes
Total Time	75 Minutes ( 1 Hour 15 Minutes )

PAPER 2 014 TIME : 1 HOUR 15 MINUTES
SECTION	ALLOCATED TIME
Section A
Information Transfer	10 Minutes
Section B (i)
Listing	5 Minutes
Section B (ii)
Giving Opinions / Ideas / Suggestions	25 Minutes
Section C
Narrative Writing	35 Minutes
Total Time	75 Minutes ( 1 Hour 15 Minutes )

Note:

• Make sure you practice your timing (time-trial) in answering the sections in the stipulated time.
• This table is a suggestion for your time management during your period of answering both questions paper.
• Some pupils ended up unable to complete the questions due to lack of time – poor time management that could result in losing valuable marks.

QUESTION FORMAT FOR ENGLISH 013 AND 014

PAPER 1 013
50 marks

SECTION A
20 Marks

Question 1 - 20
Grammatical Items / Part Of Speech / Comprehension

SECTION B
30 Marks

Question 21
Social Expression

• Dialogue Form / Telephone Conversation
• Situation or Problem Solving

Question 22a and 22b / 23a and 23b / 24a and 24b

Yes/No True/False / Tick Correct Answer (Comprehension)

Question 23c

Matching (Multi Form - Matching / Circle

PAPER 2 014

50 Marks

SECTION A

10 Marks

Information Transfer

Linear to Non Linear

Non Linear to Linear

Word and Phrase Level

Text

• Letters
• Notes
• E-mails
• Notices
• Postcards
• Messages
• Invitation Cards
• Brochures /Pamphlets / Ads / Flyers
• Tables
• Schedules
• Programmes
• Thinking Maps
• Lists
• Dialogues
• Passages
• Recipe / Menu 

SECTION B

15 Marks

Question B(i)

3 Marks

Listing 

Questions B(ii)

12 Marks

- Giving Opinions

- Guided Writing

- Paragraph Form

• E-mail*
• Speech*
• Postcard*
• Letter (Formal / Informal)*
• Notice*
• Message*
• Report*
• Blog*

*Not specified by the source / taklimat UPSR 

Opinions

• Suggestions
• Ideas
• Reasons
• Comments etc.

SECTION C

25 Marks

Narrative Writing / Essay

From,

Victorious Chempelak for RELP SK Felda Redong

SAMPLE SENTENCE STARTERS AND TVROS TABLE FOR WRITING NARRATIVE ESSAY

Here is a sample of how to write narrative essay using a 3V1F TVROS table. In this table, pupils can refer to it during writing practices. It helps the pupils to write a structurally correct sentences using basic Subject+Verb+Object table. You can refer to 3V1F technique in the ealier post. 3V1F (3 verbs 1 feeling) is a way for the pupils to write a paragraph foe each picture in the picture series. They must come up with 3 verbs and 1 feeling to sum up the whole paragraph. Like for instance:

asked (v)
walked (v)
tripped (v)
awful (f)

One Sunday afternoon, Ali's mother asked him to go the market not far from his house.
So he walked by himself to the market to buy the groceries.
On his was, he tripped over a rock.
He felt awful.
(39 words for first paragraph)

This technique will help the pupils to write around 30++ words for each picture.

I hope this help.

Download the table here : TVROS (3V1F)

XOXO
Fitrie Othman
SK LKTP Chempelak for SK Felda Redong Official Blog

EASY TRICK TO SCORE PAPER 2 QUESTION 2B (E-MAIL)

There are some tricks for your pupils to score this section (e-mail/letter) writing. How? By simply ask your pupils to memorize suggested opening (greetings) and closure. There are 3 suggestions for opening (greetings) and closure that you can ask your pupils to memorize. This way, you will not end up with the same opening and closure for the whole class.

As for the contents, first you can use the questions as your starter. Let's say, if the question require you to write an e-mail to your friend and tell him/her about the three advantages of eating fruits, then use the sentence in the question to start up your sentence.

 i.e. I'm writing this to tell you about the advantages of eating fruits.

Then, start your content writing with these sentence starter.

First, Secondly, Next, Finally and/or Lastly - follow by your reasons/ideas/suggestions. To get the 'content', study the stimulus carefully as the contents are in there. Just copy the pointers and write your own reasons/ideas/suggestions.

i.e. First, fruits will give you vitamins. (taken from the pointers in the stimulus). Vitamins are good for your health. (your reasons/ideas/suggestions). **this of course for weaker students**

Then, end your e-mail with the suggested closure. That's all.

Download the suggested opening (greetings) and closure here... E-MAIL FORMAT BY MIA

Download soalan percubaan Bahasa Inggeris 013 dan 014 dari Victorious Chempelak di sini : TRIAL UPSR DALAMAN BAHASA INGGERIS

XOXO,
Fitrie Othman
SK LKTP Chempelak for SK Felda Redong Official Blog

NOTA POKET: TIPS FORMULA BAHASA INGGERIS PART 1

UPSR TIPS In My Pocket, merupakan salah satu lagi usaha RELP untuk membantu pelajar-pelajar dalam menguasai beberapa aspek Grammar. Nota poket ini sesuai untuk pelajar kerana ianya boleh dibawa kemana-mana dan boleh dijadikan bahan rujukan untuk menjawab soalan grammar - tenses. 

Nota ini hanya memerlukan sehelai kertas A4 dan di cetak dengan setting borderless. Kemudian gunakan teknik lipatan seperti gambar dibawah untuk menghasilkannya dalam bentuk buku kecil seperti gambar diatas.

Ini ialah pautan untuk muat turun Nota Poket ini.

TRIUMPH BULLETIN MARCH ISSUE

Triumph Bulletin March. Theme for this issue is animals. In this issue you will learn fun facts about Giant Panda, word maze and puzzle about animals and learn something about proverbs.

Download your copy here : 

ULTIMATE DOWNLOAD: ALL RELP's PUBLICATION

Here is a download link to download all of RELP's Publications that we have published. These are the contents of the zipped files.

Some of the publications - printed and binded

RELP's PEDAGOGY FOR TEACHERS SERIES

• 12 Classroom Strategies
• Question - Answer Relationship (QAR) Strategy
• Reading Processes
• Writing Processes

ROAD TO TRIUMPH SERIES

ROAD TO TRIUMPH X-TIVITY

• Road To Triumph X-tivity Section A Practice
• Road To Triumph X-tivity Section B Practice Q21 
• Road To Triumph X-tivity Section B Practice Q23
• Road To Triumph Narrative Writing Practice Module

ROAD TO TRIUMPH MODULES

• Triumph Redong Module Vol 1
• Triumph Redong Module Vol 2
• Triumph Redong Module Vol 3

ROAD TO TRIUMPH UPSR TIPS

• Tips UPSR English 013 Section A (.pdf)
• Tips UPSR English 013 Section B (.pdf)
• Tips UPSR English 013 Section A (.ppt)
• Tips UPSR English 013 Section B (.ppt)
• Ultimate Guide to UPSR English Papers 013 & 014 (update - one missing page is inserted in the updated version)

RELP's PUBLICATIONS

• WH-Questions 
• HoliWork
• My Little Idiom Book
• My Journal Book - Girl
• My Journal Book - Boy
• Proverb Practice
• The Writing Monkey
• The Reading Robot - Writing Comprehension Tips
• Tenses Notes
• Study Tips

Download these materials in a single .zip file here.

Doakan kejayaan anak-anak SK Felda Redong untuk UPSR ini. Terima kasih.

By,

Zalman Fitrie Bin Othman

Head of Redong English Language Panel

ULTIMATE GUIDE TO ENGLISH UPSR PAPERS 013 & 014 - DOWNLOAD

RELP has been working for this guide for few days now, and now it is finally completed. This Ultimate Guide to English Language Papers 013 & 014 – Road to Triumph Module Series, is another initiative to help our pupils and teachers alike, to prepare them for the new UPSR English Language papers format. This e-book is a compilation of many techniques, used and perfected over the years, to tackle some grammatical item questions and as a guide on how to teach grammar and writing with a different approach and methodology. Some of the techniques have been used since 2008 as part of my Action Research project and had develop and expanded through the course of my years of teaching. Some techniques may be unsuitable for others, but some might. Therefore, I just hope that this e-book will benefits not only to prepare our pupils for UPSR but as part of our teaching method and strategies as well.

This e-book is another RELP initiative under Road to Triumph Module Series. Now, the Road to Triumph Series is completed. Yeay.

Link to download : 

PREVIEW TEKNIK MENJAWAB SOALAN TENSES PAPER 013

Berikut ialah preview dari e-book yang sedang kami hasilkan. Ini adalah antara pelbagai teknik inovasi kami untuk menolong pelajar-pelajar menjawab soalan-soalan tatabahasa (grammar) - Tenses dengan mudah. Untuk mendapatkan e-book terbaru kami, nantikan pengumuman dan pelancaran e-book ini tidak lama lagi. Diharapkan e-book Road To Triumph - The Ultimate Guide ini dapat membantu guru-guru sekolah SK Felda Redong dan guru-guru bahasa Inggeris amnya untuk sama-sama membantu pelajar kita untuk menghadapi UPSR 2016 ini. InsyaAllah.

Kami juga telah menghasilkan e-book Tips Menjawab Soalan UPSR Bahasa Inggeris Kertas 1 013 Section A, Tips Menjawab Soalan UPSR Bahasa Inggeris Kertas 1 013 Section B dan beberapa lagi tips untuk membantu pelajar-pelajar. Anda boleh muat turun tips-tips tersebut diruangan muat turun RELP's Publications.

Artikel ini disediakan oleh:

Cikgu Zalman Fitrie Bin Othman

Head of RELP 2016

untuk

SK (Felda) Redong, Segamat

PROJEK INOVASI PANITIA BAHASA INGGERIS: THE FINGTERS

New research published in the July issue of Cognition indicates that using gestures while studying can dramatically improve learning and memory. The study, done by Susan Wagner Cook at the University of Rochester, showed that kids asked to physically gesture at math problems were almost three times more likely than non-gesturers to remember what they learned. Cook suggests that gestures represent "an additional and potent avenue for taking in information". In the study, students were asked to learn algebraic concepts. When using speech only to learn, 33% of students remembered the lesson. When using gestures, however, 90% of students retained the lesson.

http://www.smart-kit.com/s756/improve-learning-and-memory-with-gestures/

The FINGTERS of Finger Pointers is another innovation to teach demonstrative pronouns (this that these those). This technique enable the pupils to understand the quantity and distance of things. This is a part of Action Research Project carried out years ago and had won Seminar Kajian Tindakan Daerah Segamat in 2010 and represented Segamat to state level. The researcher had won Anugerah Guru Inovatif Daerah Segamat in 2010.

Abstract of this research

This research was carried out to overcome pupils’ problem to memorize and improve their memory to remember all key words of the demonstrative pronouns and perhaps minimize their mistakes that they made when referring the position of things and objects. 28 pupils of 1 Putra Cekal ( KIA2M ), a lower achiever group, and 2 English teachers were involved in this research. Early research showed that, not many of the pupils were able to tell the demonstrative pronouns ( this, that, these and those ) of the object shown during the lesson, even though some of the pupils have already memorized the key words. It indicated that the pupils were only able to solely remember the key words, not the meaning nor the position of the objects shown. According to my previous experience, when I taught this topic to advance and intermediate students, they were able to remember the keywords and used it correctly in conversations and in writing i.e. test and exam. But, it made me worried when the same questions asked orally and in writing, there were quite a number, who still made mistakes on that particular topic. That made me to explore another easiest way to enable the pupils, not only the lower achiever pupils, but all year 1 pupils in general, to remember the key words, know the meaning of the key words, use the key words correctly and in the same time, enjoying the lesson. So this research focuses on how to make the pupils to remember, know the meaning, use them correctly and make the lesson more enjoyable. From the FINGTERS Technique that I created, and used it in the classroom during the T&L for less than a week, it showed remarkably feedback. Unlike before the usage of the techniques, it took more than a week to make them remembered the key words and the functions, and yet, more of them confused with the meaning and some did not remember the words. From the topical test that I carried out after I completed the lesson using the HSP technique, it indicated that there were much improvement to be proud of. Plus, from the oral feedback from the pupils, they did enjoy the lesson and it is easier to remember the words and the meaning using the technique that I taught. And from where I stand, this research did serve it purpose.