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    Easy SPM Summary Writing Steps - Story Passage (SPM 2008)

    Hi kind folks!

    n SPM Englis E"amination Paper# summary $riting gi%es a total of &' marks &0 of te

    marks go for ontents $ile ' for language t is atually fairly easy to sore at least &0marks in summary $riting pro%ided you kno$ te tips and teni*ues +on,t $orry# ,ll

    sare $it you ' simple steps

    efore tat# .ear in mind# altoug te *uestion gi%es &0 marks for ontent# tere are

    usually more tan &0 points gi%en in te te"t suita.le for your summary So# you an

    atually a%e more tan &0 points in your summary .ut te full mark for ontent $ill still

    .e &0

    Easy SPM Summary Writing Steps

    /ead and understand te *uestion dentify te key $ords in te *uestion

    ross out te unneessary te"ts of te passage gi%en

    dentify te key points in te te"t related to te key$ord and underline tem

    /ead and understand te key points oose te .est points related to te summary

    *uestion

    Write do$n your summary 1se linkers and omple" sentenes to sore marks in

    language

    kay# te points may seem *uite general (like $o don,t kno$ tat you need to identify

    te key $ords# rigt3) So# $e $ill go troug a fe$ types of passage and try to

    summarise te passage using te Easy SPM Summary Writing Steps

    4e first one# 5 story passage

    f you get a story passage ten it is pretty mu easier for you# yay! 4at,s .eause a

    story $ill a%e araters and usually te summary is a.out te araters, ation

    4us# ere,s $at $e sould do to takle a story passage summary $riting

    4e story is a.out a professional unter of $ild animals .eing attaked .y a leopard

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    6/S47 /ead and understand te *uestion dentify te key $ords in te *uestion

    Piture &

     5s you an see in Piture te *uestion as 2 Points 4e first is o$ te leopardattaked te $riter and te seond is $at e (te $riter) did to sa%e imself

    Sine tis is a story passage# as mentioned earlier# $e need to identify te araters

     5s igligted in orange# tere are 2 araters .eing &- te $riter and 2- te leopard

    4e one igligted in yello$ are te points re*uired .y te *uestion $ile

    te green olour is te neessary parts 6or no$ let us take a lookat reen and range

    SE9+7 ross out te unneessary te"ts of te passage gi%en

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    kay# read te information in reen t says use materials from lines &: to :; (6or

    tose $o don,t kno$# te num.ers on your rigt are te lines and on your left are for

    paragraps) So $at $e a%e to do is dra$ a line under line &: and a.o%e line :; 4en

    $e ross out $at is not needed 4e result $ill look like tis

    Piture 2

    4ere you go 6rom a long passage# you are no$ left $it a sorter %ersion to fous on

    and summarise Psyologially# tis $ill elp us tend to te task .etter as tere are

    less $ords and it looks so mu easier

    4H/+7  dentify te key points in te te"t related to te key$ord and underline tem

     5fter $e kno$ $i part to fous on# te ne"t step is to identify te araters

    (te orangekey $ords in te *uestion) a%e done tis as $ell .ut instead of

    underlining# igligted te araters Here omes te kno$ledge of pronouns to .e

    tested

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    6or te $riter We an igligt te $ord ,, in te te"t (Sine te te"t uses ,, f te te"t

    uses He or Se ten go for tat)

    6or te leopard 4ere are a fe$ oies in te te"t su as ,4e leopard,# ,te reature,#,te animal, and ,it,

    6or .eginners# tell tem to

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    Here omes te more allenging part of summary $riting We a%e identified 5== te

    key $ords in te te"t (in tis ase# te araters) 9o$# $e need to read te *uestions

    again and identify te key points 5s igligted in yello$ in Piture te 2 key points

    are7 &- Ho$ te leopard attaked and 2- Wat te $riter did to sa%e imself

    /eading from tese points in te *uestion an elp us understand tat te points

    in%ol%eations 5tions .y te leopard to attak and ations .y te $riter to sa%e

    imself Hene# te fourt step for us is to identify# from 5== te key $ords $e a%e

    igligted in orange# $i are suita.le to .e used as ontent points for te *uestion

    Ho$ to kno$3 6irst is .y understanding te te"t or if it,s too ard#

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    664H7  Write do$n your summary 1se linkers and omple" sentenes to sore marks

    in language

    4e last step is to $rite do$n your summary +on,t forget to use te &0 $ords gi%en in

    te *uestion 5nd use linkers to sore at least : marks for language =inkers like

    seondly# tirdly# ten# ne"t# furtermore# moreo%er# after tat and so on Ho$e%er#

    please do not forget to ange te $ord ,, for te $riter $it ,He, $en you $rite te

    summary

    =et,s take te first fe$ points and $rite a simple ,opy paste, summary using suita.le

    linkers

    E"ample7 He realised he was being attacked by a leopard when the leopard leapt onto

    its back. Secondly, the leopard claws at his back. Then, he still managed to gather

    enough strength to roll over. Next, the creature had grabbed his right shoulder and

    became more aggressive. Furthermore, it started shaking me vigorously... (and so on

    /eading te e"ample# atually opy and pasted most of te $ords from te te"t .ut

     

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    Hello appy people!

    Englis is a.out e*uipping oursel%es $it te four skills of reading# $riting# listening and

    speaking 5s of $riting# it is one of te most important aspets to .e tested in

    e"amination in Malaysia Writing arries te most marks in e"am

     5part from e"am purposes# $riting an also .e a uni*ue and useful $ay to e"press

    oneself 6or teaers# o$ do $e tea $riting effeti%ely3 6rom my little e"periene in

    teaing Englis to seond or foreign language learner# find out tat teaing $riting is

    a.out supplying te students $it step .y step guidane# *uestions and sentenes as

    te ontents for teir essay

    Many students find it ard to $rite in Englis t,s not someting odd atually Many

    students find it ard e%en to $rite in teir moter tongue! Wat more a foreign language

    like Englis# rigt3 So# in tis entry ,m going to sare one metod use to elp students$rite a desripti%e essay entitled ,My Sool,

    efore# ere,s some .akground of my students 4ey $ant to $rite essay in Englis

    .ut tey do not really kno$ $at to $rite ften# tey do not kno$ te $ords in Englis

    Most of te time# tey are not sure of te orret grammatial struture 5nd if

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    Easy +esripti%e Writing Steps

    +eide o$ many paragrap you $ant in your essay and deide te key points for ea

    of your paragrap 9ormally $e $rite in ' paragraps (ntrodution# ody ody 2#

    ody : and onlusion)

    1se WH-*uestioning metod to .rainstorm (Wo# Wy# Were# Wen# Wi# Ho$)

    1se te sentene struture in te *uestion to onstrut proper sentenes (1seful for

    students $it limited language)

    A1se '-Senses metod to .rainstorm desripti%e style of $riting (Sigt# Sound# Smell#

    4aste B 4ou)

    AA5dd in pro%er.s# idioms# prasal %er.s for more %ariety in $riting

    6/S47 +eide o$ many paragrap in te essay and deide te key points for ea

    paragrap

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    We deided on te normal ' paragraps approa 6or tis essay# suggested a fe$

    key points 4en $e deided as a lass to fous on te follo$ing key points

    ntrodution - %er%ie$ of te sool (i%e an o%er%ie$ of te sool)

    ody & - 6riends (Write a.out teir friends at sool)

    ody 2 - 4eaers (Write a.out teir teaers at sool)

    ody : - Sool .uildings (Write a.out any sool .uilding)

    onlusion - >our 6eelings (E"press teir feeling for .eing a student tere)

    A>ou an a%e many more key points for te paragrap su as lu.s# Soieties#/epresenting te Sool# 4eaer,s +ay ele.ration# E"am +ay# 4e Happiest +ay#

    4e +ay $ill not forget et et et (te list is atually endless!)

    SE9+7 1se WH-*uestioning metod to .rainstorm (Wo# Wy# Were# Wen#

    Wi# Ho$)

    4is is a %ery important strategy to .rainstorm We ask *uestions a.out $at $e $ant to$rite to tink of suita.le points 5s my students needed e"tra guidane# $e did a

    lassroom .rainstorming session and deided on suita.le *uestions7

    ntrodution - %er%ie$

    Wat is te name of your sool3

    Were is it loated3

    s it a .ig or small sool3

    Ho$ many years a%e you .een in te sool3

    Wat is te name of your lass3

    ody & - 6riends

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    Ho$ many .est friends do you a%e3

    Wat are te name of your .est friends3

    Were do tey li%e3

    Wy do you like tem3

    Ho$ a%e tey elped you .efore3

    ody 2 - 4eaers

    Wo are your fa%ourite teaers3

    Wat su.our feelings a.out .eing a student ere

    Ho$ do you feel no$3

    Ho$ do you tink you $ill feel $en you a%e left sool3

    Ho$ do you $ant to feel $en you ome to sool to get e"am result3

    4H/+7 1se te sentene struture in te *uestions to onstrut proper sentene

    like to so$ my students tat tey an lift sentene struture in a *uestion and use it

    as teir sentene gi%e many e"amples su as

    C& - ,Wat is te name of your sool3, an .e lifted and turned into ,4e name of my

    sool is,

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    C2 - ,Were do you normally ang out during reess, D , normally ang out at te

    anteen during reess,

    C: - ,Wy do you like tem, D , like tem .eause,

    C? - ,Ho$ a%e tey elped me .efore, D ,4ey a%e elped me .efore .y,

    4is is not a ,fit for all, model .ut figure tat $en learnt in ig sool# relating

    sentene struture from te *uestion and using it as te ans$er an make it easier for

    me to $rite te sentene orretly 4roug tis pratie# learnt to o.ser%e te patterns

    too and $it many praties# students may gain more onfidene in teir $riting a.ility

    4us# as a teaer# $e an al$ays guide tem .y gi%ing tem tese *uestions# not only

    to .rainstorm .ut also to .e used as teir o$n sentenes

    61/4H7 A1se '-Senses metod to .rainstorm desripti%e $riting style

    n a lassroom# te le%el of te students may %ary 6or $eaker students# te first : steps

    sould .e enoug as pratie for teir $riting 6or students $o $ant more# e"pose

    tem to te '-Senses metod 5sking temsel%es if tey an imagine any of te '

    senses (Sigt# Sound# Smell# 4aste and 4ou) in teir $riting

    n e"ample# in ody 2# tey an ask more *uestions related to te ' senses

    ody 2 - 4eaers

    Ho$ an you desri.e teir appearane3 (Sigt)

    Ho$ do tey smell3 Wat kind of smell from teir perfume3 (Smell)

    s teir %oie loud or lear enoug3 (Sound)

    6rom tis approa# students $o $ant to go .eyond te first : steps# tey an $ork on

    teir o$n using tis guide 4e teaer an ten go around te lass to failitate

    indi%idual students# supply %oa.ulary or elp tem .rainstorm

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    664H7 AA5dd in pro%er.s# idioms# prasal %er.s for more %ariety in $riting

    4is is also an e"tra step for te students 4eaer an gi%e e"amples of rele%ant

    pro%er.s# idioms or prasal %er.s su as7

    =augter is te .est mediine - Wen desri.ing $y tey like to laug $it teir

    friends

    =earning is a treasure tat $ill follo$ its o$ner any$ere - Wen talking a.out te

    importane of learning at sool

     5s easy as 5

    ook$orm

    rak a .ook

    ut lass

    Make te grade

    and so many more

    Wen taugt one or t$o pro%er.s# idioms or .om.asti $ords and te students use

    tem in later essay assignment# find it to .e torougly satisfying for me

    1sually# $ill use :0 - ?0 minutes for tis kind of lesson# to .rainstorm and prepare

    students for te $riting 4en# $ill eiter let tem $rite for anoter :0 - ?0 minutes in

    lass $it me failitating or gi%e it as ome$ork (Were tey get to do more resear

    and a%e more time to spend on te $riting)

     5dmittedly# $riting in a foreign language an .e a %ery demanding task >et# $en

    e"plained# prepared and di%ided te task in steps# te $riting $ill appear more

    aie%a.le 4at is te task of te teaer# to arry students troug te proess of

    $riting $ile e*uipping tem $it neessary %oa.ulary# sentene pattern and language

    to .e used in teir $riting

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    4ry to $rite tis essay and let me kno$ of any feed.ak! 5nd $ill sare some of te

    $riting from my students later on too

    4ill ten# Man @adda Wa

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    6irst part of te *uestion

    So tere are &0 *uestions from num.er &F-2' =et,s take a look at te first part $i is

    a diagram 4e artile is a.out 4e History of 4e lympis n te *uestion# students

    need to fill in ans$er (to .e taken from te te"t) on te differenes .et$een 5nient

    lympis andModern lympis (as underlined in red)

    ,%e igligted : key $ords in te *uestions .eing ompetitors# PriGe and Purpose of

    te ames

    SE9+7 /ead te te"t diagram gi%en and try to find mating key$ords

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    6irst part of te te"t

    6rom te underlined 5nient lympis and Modern lympis# a%e Goomed in te

    seond and tird part of te passage 4en e"amined te te"t to find te key$ords

    4e key$ords found for ompetitors is ompete and for PriGe is $inner Mean$ile for

    Purpose tere is no diret key$ord .ut students need to understand te meaning of

    purpose

    4H/EE7 4e ans$er is normally in te same sentene as te key$ord you found in te

    te"t diagram

    =et,s look at te setion 5nient lympis

    ompetitors - ompete $itout lotes (4e $ord ompete elps you find te ans$er

    $itout lotes)

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    PriGe - $inner a ro$n of oli%e lea%es (6rom te $ord $inner# student an find te

    ans$er $i is a ro$n of oli%e lea%es as te priGe)

    Purpose of te ames - to onour ods in reek mytology (4o get tis ans$er#

    student must understand te meaning of purpose)

    9o$# look at te setion Modern lympis

    ompetitors - $omen to ompete along $it men (4e ans$er is in te same sentene

    as te key$ord ompete)

    PriGe - $inners Medals old Medals Sil%er Medals ronGe Medals (6rom te $ord

    $inner# student an find te ans$er $i is medals as te priGe)

    Purpose of te ames - unites te $orld (4o get tis ans$er# student must understand

    te meaning of purpose)

    kay# $e a%e found te ans$ers for *uestion &F to 2& 9e"t# let us a%e a look at te

    seond part of te *uestion# 22 - 2'

    Seond part of te *uestion

    /igt# again# a%e identified ? key$ords from te ? *uestions $i are7

    =ogo

    6i%e olours represent

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    Meaning lympi motto

    4raditional ustom /emains

    Seond part of te te"t

    f you o.ser%e te te"t# all of te key$ords $e a%e identified an .e found in te last

    part of te passage So# from te key$ord# students sould .e a.le to identify te

    ans$ers as te follo$ing7

    =ogo - 4e lympi /ings

    6i%e olours /epresents - 4e unity of fi%e ontinents

    lympi motto Meaning - s$ifter# iger# stronger

    4raditional ustom /emains - te ligting of te lympi flame

    4us teaers# te only ting left for us to train our students is o$ to find te key$ords

    and mat tem appropriately nly some *uestions may de%iate and need furterunderstanding of $ords or te"t .ut most of tem $ill gi%e diret ans$ers

    6or %ery $eak students# tey may not kno$ $i part of te te"t to selet altoug

    tey a%e found te key$ords =et tem opy te entire sentene if it is not too long

    (less tan ' $ords)

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    4ere you go# tis guide atually so$s o$ easy it is to sore in nformation 4ransfer

    Setion Students $o read Englis materials onstantly sould .e a.le to sore a &0

    n te oter and# $eak students if tey kno$ o$ to spell and mat te key$ords#

    tey sould .e a.le to get at least F marks

    6ootnote7

    A4is *uestion is taken from te real SPM 2008 Paper 2 under Setion

    A4is is not te real ans$er seme

    Easy SPM /eading ompreension Steps (SPM 2008)

     5loa!

    t feels great to $rite anoter entry on o$ to easily ans$er SPM /eading

    ompreension *uestions! 5s $e kno$# ompreension *uestions in Setion - Paper

    2 of SPM gi%es a total of &0 marks Many students may find te te"t intimidating or

    $orry tey lak enoug time to really understand te te"t

    Well# for students $it limited language skills# ere,s o$ you sould takle te

    ompreension *uestions f you do it orretly# you may find it easy to loate teans$ers Wy3 Simply .eause te ans$ers are all in te te"t! (May.e only & or 2

    *uestions $i may ask for your opinion# in tis kind of *uestion# you a%e to gi%e your 

    o$n ans$er)

    Easy SPM /eading ompreension Steps

    /ead te *uestion first! 5nd identify te key $ords in te *uestion

    Mat te *uestion $it te paragrap

    =oate similar key $ords in te paragrap# te ans$er is normally in te same

    sentene# ne"t to or .efore it

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    =et,s gi%e it a try on te same te"t $i $e did our summary earlier  (I--- lik to read

    a$esome SPM summary tips!) taken from SPM E"amination Paper 2008 - Paper 2 -

    Setion (/eading ompreension) and o.ser%e o$ $e find te ans$er from similar

    key $ords

    6/S47 /ead te *uestion first! 5nd identify te key $ords in te *uestion

    My ad%ie for students $o find it diffiult to read *uikly and understand te $ole te"t

    is tonot attempt to read te entire te"t .efore reading te *uestions nstead# you an try

    reading te *uestion first and identify te key $ords in te te"t 6or e"ample (We $ill

    use some *uestions from real SPM E"amination Paper 2008)7

    2F 6rom paragrap $ere does te $riter unt3 J& markK

    n te *uestion a.o%e# a%e igligted te key $ords found $i are ,$ere, and

    ,unt, 4e part igligted in green is %ery important as it so$s $i area of te te"t

    you need to fous on to get te ans$er

    SE9+7  Mat te *uestion $it te paragrap

    4e *uestion says ,6rom paragrap &,# so to find ans$er to tis *uestion# look at

    paragrap & Pretty straigt for$ard# rigt3

    4H/+7  =oate similar key $ords in te paragrap# te ans$er is normally in te same

    http://endless-english.blogspot.com/2014/09/easy-spm-summary-writing-steps-story.htmlhttp://endless-english.blogspot.com/2014/09/easy-spm-summary-writing-steps-story.html

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    4en it appened 4e leopard leapt onto my .ak eard noting $en it it me as it

    appened %ery fast 4e impat $as enoug to set me off .alane 6or a moment felt

    diGGy# as it te surroundings $ere spinning ould not make sense of te tings around

    me 4ey seemed to .e .lurring efore realised it# slumped onto te ground $it te

    leopard la$ing at my .ak ould faintly ear te grunting from te leopard 5ltoug

    ould feel sarp pain all o%er my .ak# still managed to gater enoug strengt to roll

    o%er My sudden ation took te reature .y surprise - ad aused it to let go of me

    and $as free for a sort time (Paragrap ?)

    4e key $ord off .alane elp us to find te ans$er $i is te impat Students an

    also opy te entire sentene as ans$er (pro%ided te sentene is not too long)

    Mean$ile# 28(.)# you $ill need %oa.ulary kno$ledge or try to guess $i is te most

    suita.le $ord 4e ans$er ere is ,slumped,# $it te prase ,onto te ground, indiates

    someting falling on te ground

    2L 6rom paragrap ;#

    (a) $at made te young man rus to te sene3 J & markK

    (.) $y did te young man esitate to soot3 J& markK

     5 young man# $o $as a mem.er of te unting group# $as souting te area

    Suddenly# e eard a loud gro$l Sensing someone in danger# e rusedto$ards te

    sene He stood esitatingly a.out tree metres a$ay from te leopard# not kno$ing

    $eter e ould soot aurately 6rantially# yelled at im to mo%e nearer ang!

    4e first sot $ent off target 4en te seond sot it te leopard in te spine 4is

    time e did it 4ere $as a loud gro$l .efore it $ent limp Seeing te lifeless animal

    ne"t tome me# $as o%erome $it relief (Paragrap ;)

    4e key $ords ,rus to te sene, elp students find te ans$er ,sensing someone in

    danger, $i is in te same sentene 4e key $ord ,esitate, is anged to

    ,esitatingly, .ut it still elp students find te ans$er ,not kno$ing $eter e ould

    soot aurately, for te *uestion

    :0 n your o$n $ords# gi%e t$o reasons $y do you tink te $riter felt sorry for te

    leopard J 2 marksK

    6or *uestions like num.er :0# it asks for your o$n opinion# .asially# any rele%ant and

    suita.le ans$er $ill .e aepted ere So# do not lea%e tis empty instead try to $rite

    suita.le ans$ers su as ,te leopard is also a li%ing ting,# ,te leopard is ungry,# ,te

    $riter is kind-earted, and so on .ased on te key $ords from te *uestion

    n onlusion# tis reading ompreension leads us to fe$ important notes!

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    4e key $ords in te *uestion is usually mentioned in te paragrap eiter using te

    same $ord# or $it different grammatial struture or synonymous $ord (li%estok -

    li%estok unt - unting off te .alane - off .alane esitate - esitatingly)

    +o not lea%e any *uestion unans$ered 4e ans$er is kind of e"pliit one you kno$

    o$ to identify suita.le key $ords

    4e ans$er is normally in te same sentene $it te key $ord found in te paragrap

    f you are not sure $i part of te sentene to oose as te ans$er# opy te $ole

    sentene as ans$er (Pro%ided te sentene is not too long - +o not opy more tan &

    sentene!)

    =et,s ount using tis *uestion as e"ample# e%en if te students simply identify key

    $ords and opy te sentene $it key $ords as ans$er# tey $ill get tese *uestions

    orret7

    2F

    2; (a)

    2; (.) (i)

    28 (a)

    2L (a)

    2L (.)

     5dd all togeter# tis setion $ill gi%e te student ($o only find key $ords and opy te

    sentene $it te key $ords as ans$er) a total of F out of &0 5 .etter student $ill a%e

    no pro.lem to sore at least 8

    ne more ting# if you notie in tis artile# $e only look at ? paragraps (para para

    2# para ? and para ;) .ut $e an still find ans$ers to all te *uestions 4ere are

    atually 8 paragraps altogeter 4erefore# it is also a good $ay to sa%e time .y using

    tese Easy SPM /eading ompreension Steps# read *uestions first - identify key$ords in *uestions - mat key $ords in paragrap - find te ans$er

    1ntil ten# Man @adda Wa

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