PERFECT SCORE MODULE 2014

ENGLISH 1119

MODULE INSTRUCTIONS
& ANSWERS
PREPARED BY:
AIZAR BINTI MOHAMAD NOOR
SEKOLAH BERASRAMA PENUH INTEGRASI KUANTAN
SAIFUL ISLAM BIN AHMAD SUKRI
SEKOLAH MENENGAH SAINS HULU TERENGGANU
MOHD AZMI BIN ZAKARIA
SEKOLAH BERASRAMA PENUH INTEGRASI SELANDAR
IDA RUHIDIBA BINTI BAKHTIAR
SEKOLAH MENENGAH SAINS KEPALA BATAS
ANA SHIRIN BINTI RAZI RABI
SEKOLAH MENENGAH AGAMA PERSEKUTUAN KAJANG
WAN YUSNITA BT WAN JUSOH @ WAN YUSOFF
SEKOLAH MENENGAH SAINS KUALA TERENGGANU
MODULE 1 DIRECTED WRITING

GUIDANCE FOR THE TEACHERS

1. Introducing the allocation of format marks for Directed Writing to students.
- Article
- Formal Letter
- Informal Letter
- Report
- Speech
2. Alerting the students on the language criteria for Directed Writing
3. Doing the grammar practice mostly used in Directed Writing
- Sequence Connectors
- Active and Passive Voice
4. Guiding the students techniques and steps in tackling Directed Writing
question and sample answer
5. Helping the students to do Directed Writing practices
- Article
- Informal Letter
- Speech
- Formal Letter
- Report
SUGGESTED ANSWERS TO EXERCISES ON SEQUENCE CONNECTORS AND
PASSIVE VOICE
A)
1. furthermore
2. together with
3. in addition
4. and, as well as
5. either, or
6. or
7. neither, nor
8. or
9. even though
10. although
B) English food has a bad name abroad (although / because / if) foreigners
visiting England often meet it in the more 'popular' type of restaurant (which / it /
one) is the easiest to find. The food in (the / a / such) restaurants has to be
served quickly (and / as well as / in addition) being cheap. (Although /
Nevertheless / Together with) the food is often badly cooked (together with / as
well as / and) presented without any imagination. This is because some of the
restaurants do not pay enough attention to what their customers want. (Together
with / Moreover / Whereas) these restaurants do nothing for the reputation of

British food abroad, the foreigner who takes a little trouble and compares the
restaurants carefully, can eat well in Britain.
C
1.but
2. nevertheless
3. despite
4. when
5. because
6.yet
7..however
8.as
9. while
10. as soon as
PASSIVE
1. Healthy eating habits should be practised in our daily lives
2. The students are recommended to eat more fruits and vegetables
3. Drinking plenty of water is important as our body temperature will be
regulated and our skin will be moisturised
4. Gastritis is caused by skipping breakfast
5. A healthy lifestyle is contributed by having regular physical exercises
6. Dangerous toxins and sweat in our bodies will be excreted by exercising 2o
minutes a day
7. Our stress can be released by brisk walking.
8. Ascending and descending a flight of stairs is preferredas their daily
physical exercise
9. Bad habits should be refrained to lead a healthy lifestyle
10.Ones immune system is deteriorated by smoking.

MODULE 2 CONTINUOUS WRITING

General Guidelines for Descriptive Essay Part
1. Teachers need to follow the steps that have been set in this module.
2. Each exercise must be completed before the following exercises can be
started.
3. There are notes before each exercise. Teachers need to go through the notes
with the students.

4. For some of the notes, teacher can just go through them briefly as students
should have already learnt them in the previous lessons. This is to recall what
they have learnt before.
5. As for the notes that students might not be familiar with, for example
Compound-Complex Sentences, different types of introduction and others,
teacher can explain them in detail. Teacher can introduce more examples to
enhance students understanding.
6. As the final exercise, students need to write a descriptive essay after having
completed all the steps.
7. Please be reminded that this module is not stressing on grammar. It is focusing
on writing skill.
1. Task Requirement
Instruction: Teachers are required to go through the notes with the students.
Explain to them what is required from them in SPM.
2. A good quality essay notes.
Instruction: Teachers need to briefly explain to the students the notes. It is
important to go through them as students are going to use them in the following
exercises.
3. Practice 1
Instruction: For this activity, teachers are encouraged to do this in groups.
Students are required to choose a topic from the list given. But, teacher can
come up with other topic if deemed necessary.
Suggestion: The groups can be mixed abilities students so that the good ones can
assist the weak ones OR divide the students into groups of same ability so that
teacher can easily monitor their progress.
Students are required to brainstorm all the possible ideas related to the chosen
topic. At this stage it is not necessary to categorise the ideas into introduction,
body and closure. This will be done later.
This is individual work but they can sit in groups. It is advisable to use mind map
or i-think map. What we want is for the students to generate ideas.
4. Practice 2
Instruction: In this exercise, students are to use what they have written in
Practice 1 and arrange them in the correct manner i.e. Introduction, Body and
Closure. Students need to write down in the diagram provided so that the
students can see the flow of ideas. At this stage, students can arrange the points
for the Body accordingly. There will be notes on arranging the ideas for the body.
But if the students can properly arrange them at this stage, that would be better.
The suggestion is to list down the points in 5 paragraphs: 1 for introduction, 3 for
body and 1 for closure. But teachers can make changes if necessary.

5. Writing Stage: Introduction

Instruction: Teachers need to explain to the students on the types of introduction.

It is important for the students to see and understand that introduction is an
important element in attracting the examiners attention and interest. For each
type, there are only 2 examples provided. Feel free to add more examples to
enhance students understanding. Teachers also need to show the students the
importance of using the right words in setting the right tone for the introduction.
6. Practice 3
Instruction: For this exercise, students need to do this individually. They can still
sit in their respective groups. They need to refer to the notes to write the
introduction. Use the idea from Practice 2 to answer Practice 3.Teacher needs to
make sure the students write an interesting Introduction. Keep in mind that
grammar accuracy is important apart from the words chosen and sentence type.
Assist the students to come up with an interesting introduction. Once they are
done, select randomly a few examples to show to the rest of the students.
7. Body (notes)
Instruction: Explain to the students the following notes but make sure Practice 3
is done by the students. Students need to know the Dos and the Donts in writing
a descriptive essay. This would help the students to avoid from writing a
monotonous essay. Extra examples would be helpful. In this part, students are
shown how to arrange their main points, what is expected in descriptive writing
and things to avoid.
Students might need a dictionary as there is a list of adjectives and the students
might not know the meaning. There is also a list of synonymous words but some
students might still require a dictionary.
8. Practice 4a (Beginner)
Instruction: Students must choose any one content point from Practice 2 to write
in this exercise. At this level, students must know the type of sentences. Teachers
can recall by referring to the notes given earlier just to refresh the students. In
this exercise, students are only required to write Simple and Compound
sentences. Thats why it is important for the students to understand the types of
sentences. The reason for this activity is to develop students ability to write.
Teachers need to monitor students grammar i.e. the tenses and also subject-verb
agreement. The weak students might have a problem to create correct simple
and compound sentences whereby good students might do this easily but there
might be mistakes in grammar. Ask the students to make full use of the list of
adjectives given earlier. Once they have completed the task, teachers can choose
some examples from the students to show the correct Simple and Compound
sentences.
9. Practice 4b (Intermediate)
Instruction: In order to do this exercise, students must first complete Practice 4a.
Students should have known (if possible master) Simple Sentences. The following
task requires the students to use what they have written in Practice 4a. They
need to modify some of the sentences into Compound and Complex sentences.

Do not change all but leave behind a few Simple Sentences. This is to show that
students need to have a variety of sentences in writing an essay. That is why it is
important to complete the previous task before attempting this exercise.
Teachers need to monitor students grammar. In the end, take a few examples to
show to the rest of the students. Weak students might find this exercise quite
difficult. So, good students and teacher should assist them.
10.

Practice 4c (Advance)

Instruction: This exercise is suitable for good students. The weak ones would find
this out of their league. But do encourage them to try. It is okay if they make
mistakes. We just want them to know that in order to get high mark in CW (Band
C and above), they need to have a variety of sentences. As for the good one
students, they might find this difficult but if they can master this, they can aim to
get more than C band in CW. They have to know that having a good command of
grammar alone does not help them to get band C and above. They need to have
a good command of vocabulary, a good mixture of sentence type and
sophisticated vocabulary. So teachers have to make sure that the good students
manage to do this exercise. Students need to add or modify a few of the
sentences in Practice 4b to be Compound-Complex sentences.
11.

Closure (notes)

Instruction: Teachers need to explain to students what they need to write as

closure. Students need to know that closure is as important as the introduction
and body of the essay. Teacher can come up with more examples to help students
understand better.
12.

Practice 5

Instruction: Students need to write a closure for the topic that they have chosen.
They should write based on the topic chosen and Practice 2.
13.

Sample essay

Instruction: Teacher can go through the sample essay and show to the students
what a good descriptive essay looks like. Highlight to the students the elements
that they have learnt in the previous notes. Students need to make sure that they
have to include them in their descriptive essay. This can prevent them from
writing a monotonous essay which will cause them low mark. If students can
write all the elements learnt in their essay, theres a high chance they would get
high mark, given their command grammar is also good.
14.

Final Project

Instruction: As the students to complete their descriptive essay. They have

already written the introduction, a paragraph of the body and the closure in the
previous exercises.

General Guidelines for Narrative Essay Part

LET YOUR IMAGINATION RUN WILD!
This section consists of two parts. The first exercise of BUILDING A SNOWMAN is
for the usage of students at the Basic and Intermediate level while THE WORLD
CUP FEVER is for the Advanced level students.
Aim:
These two exercises are to help the students come up with the appropriate
adjectives to describe a situation using their senses.
Suggested activities:
For basic and intermediate level students, teachers can help the students come
up with the adjectives by teaching the words that can be associated with
building a snowman. An example is provided for all the senses. Students must
come up with the adjectives for all senses.
For advanced level students, teachers can go over with the students on the
figurative language in describing the World Cup Fever using the 5 senses. The
examples provided for each sense is a guide for the students to think of the
adjectives for all the senses.
TEAR YOUR HAIR OUT
In this exercise, teachers can ask the students to use different colour highlighters
to highlight the adjectives used to describe sounds, feelings, looks, tastes and
smells. Students then must write out the answers in the boxes provided.
Suggested activity:
Teachers can explain to the students on how adjectives are used to describe the
Sungei Buloh Wetland Reserve and the effects the words have on the reader. Do
take note that some of the adjectives are expressed figuratively. Teachers need to
explain to the students especially the low proficiency students of how these
words are used in that context.
SENTENCED FOR LIFE
PLAYING DRESS-UP
The exercise playing dress-up is a sentence expansion exercise. Teachers
explain to the students how the students can expand their sentences from a
mundane sentence to a more interesting sentence by inserting adjectives to
enhance the sentences.
The example given is written in a step-by-step method using the boxes. Teachers
are also encouraged to use own sentences to teach Advanced level students
using the same method.
WORK IT!

This exercise is for the students to practise expanding the sentences using the
steps in playing dress-up. Students must follow the steps given. For Advanced
level students, teachers may tell the students to come up with another step after
step 4. Students may include an adverb or another adjective to further expand
the sentence.
PRACTICE
SCHOOL OF ROCK
In this exercise, teachers ask the students to come up with short notes and to
write the notes in the boxes provided. Here, teachers can relate to the first
exercise where students think of adjectives using their 5 senses. Teachers may
guide the students by explaining to them on what they should focus on in the
introduction, body and closure of the essay.
QUICK TIPS IN IMPROVING NARRATIVE ESSAY
A. PUT TIRED WORDS TO REST
Teachers go over the list of common adjectives and nouns with the
students and may point out how these common words affect a readers
interest. Teachers may also come up with your own list according to the
level of the students.
B. DIALOGUE
Teachers go over the sample dialogue and explain to the students the
impact a dialogue has on the characters enthusiasm and how we, the
readers are able to capture the excitement just by reading the dialogue.
Teachers may also point out the use of punctuation marks to make the
dialogue more lively and real.
C. STEREO-TYPICAL
In this section, teachers need to go over the clich ideas that students
tend to write for their narrative essay. Teachers need to encourage the
students to think of a more interesting plot other than the ones mentioned.
The sample essay can be used as a guideline to see how dialogues and adjectives
are used to deliver the story. In WRITE IT!, students write out the whole essay
based on the notes that they had come up with in the practice section SCHOOL
OF ROCK.

MODULE 3 LITERATURE COMPONENT

General Guidelines for Novel Response Part
1. Teachers are required to go through the assessment criteria for Content
and Language marks where it is important to explain the descriptions of
the relevant scores. Samples are provided to be discussed but teachers
can always use their personal experience and own samples.
2. The novel past years questions is given for teachers to discuss the trend
and focus of questions each year e.g. characters, themes or values.
3. Teachers to ask students to fill in the details of characters (minors /majors),
significant events and moral values learned from the novel studied as
refreshment of later activities.
4. Teachers and students to discuss suggested events and add other possible
events accordingly and continue to do the exercise for Memorising
Technique Using Keywords. A sample is given for The Curse and it is
advised for students to write down their answers in sequence of how the
words come up in the original text. It will be helpful for them to remember
the event chronologically. Characters involved are important to strengthen
the content of the answer and it is wise to ask students to instantly relate
the characters to the characteristics portrayed and values learned to link
the ideas.
5. After filling the Keywords, ask students to choose a particular event and
write it in a complete paragraph in detail using keywords listed.
6. Teacher can later go through the Basic Answer Structure by explaining to
students the importance of organization of ideas and the need to
understand the structure. Discuss the sample provided or any other to
highlight the use of a good structured answer.
7. Explaining all that, ask students to brainstorm and answer the final
practice using the question given where they first have to plan their
answers using the boxes given and write it using the basic answer
technique.
General Guidelines for Poems Part
1. Teachers to go through comprehension questions on themes and meaning
behind the lines for each poem.
2. Students are also required to answer LOTS and HOTS questions where
suggested answers are provided.
3. it is important for teachers to highlight the importance of thinking critically
and providing logical mature answers.

SUGGESTED ANSWERS
In The Midst of Hardship
Meaning Behind The Lines
Stanza 1
No
Meaning
1
early
2
ripped
3
hands
4
determined
Stanza 2
No
1
2
3
4
Stanza 3
No
1
2

Meaning
24
terrible
suffer
rare
Meaning
poverty
worries

Meaning in Context
No
Word
1
Soaky
2
Despair
3
Bloated
4
Carcasses
5
Sigh
SPM Level Questions- Lower Order Thinking Skills
1. despair
2. animals are killed/trees are destroyed/destruction/death
NOTE: tiny chips of tree barks and bloated carcasses may not be accepted as
answers because it does not fully capture the idea of destruction. Students need
to be reminded that certain answers need to be rephrased. One of the clues
would be when the question begins with- Based on Stanza 2 instead of In
Stanza 2
3. they were born amidst hardship
NOTE: ALWAYS ENSURE THAT STUDENTS WRITE THE LINES INSTEAD OF WRITING
THE STANZA AND LINE NUMBERS
4. approached the stove/making jokes/rolling cigarettes/went to the kitchen
NOTE: the phrase in the kitchen may not be accepted because it is lacking a
verb to demonstrate an action. Students need to be reminded that certain
answer may require them to add their own words.
5. looked for his buffalo (direct lifting is allowed: desperately looking for his sons
albino buffalo)
SPM Level Questions- Higher Order Thinking Skills

10

1. Yes because I love my family/I do not want them to be in hardship/I want to

make their lives easier
No because I might die in the flood/I am not capable to spend a whole day in
the flood
NOTE: ALWAYS ENCOURAGE STUDENTS TO CHOOSE A POSITIVE VALUE
2. building bigger drains/cleaning up clogged up drains/building surge
barriers/building dams/widening rivers/always have a gotong royong
3.
Problem
Solution
Break up with boyfriend
Cry for a few days/find a new boyfriend
Facing a tough examination
Study hard
(Accept any reasonable answers)
4. It is a source of food/It works on their farm/It is a pet or companion to their
son/They love their son

5.
Attitude
Grateful

Reason
They do not complain about their
hardships
They do not try to improve their lives

Complacent
(Accept any reasonable answers)
6. Report the loss to police/Seek help from other villagers/use a boat in the
flood/wait until the flood has subsided/take rests or breaks in between
search/take turns to search for the buffalo
(accept any reasonable answer)
7.
Lesson
Application
We must be grateful
I will not complain when I do not get
what I want
We must be determined
I will not give up whenever I face any
problem
8. died/drowned/went to safety at higher ground/lost/stolen by another villager
(accept any reasonable answers)
9.
Reaction
Reason
Pray to God (action)
God Almighty gives us all the help we
need
Move to a higher ground (action)
To ensure safety of family
Be patient (feeling)
To ensure that I can face any challenges
that may arise
Note: Answers can be in actions or in terms of feelings
10.
Feeling
Reason
Loved
My parents really care for my feelings
Grateful
Because my parents really care for my
lost pet
HE HAD SUCH QUIET EYES
Meaning Behind The Lines

11

Stanza 1
No
1
2
3
4

Word
Blinded
Lies
Harmless
pleading

Stanza 2
No
1
2
3

Listened
Enjoy
Regretting

Stanza 3
No
1
2
3

Background
Risky
heart

Word

Word

Meaning In Context
No
Word
Meaning
1
Render
Surrender, give in, submit
2
Pleasure-seeking
Always wants fun
3
Hows and whys
Regretful
4
Losing at dice
Become broken hearted
5
Lose heart
Fall in love
NOTE: For pleasure-seeking: do not accept playboy or casanova as it does not
reflect the intended meaning. Playboy and Casanova are acceptable only when
the question is on pleasure-seeking guys
Themes & Issues
No Theme
Evidence
1
Deceit
She did not realise
They were two pools of lies
2
Dignity
Never to compromise
With pleasure-seeking guys
3
Listening To
If only shed been wise
Advice
And had listened to the advice
NOTE: ALWAYS ENSURE THAT STUDENTS WRITE THE LINES INSTEAD OF WRITING
THE STANZA AND LINE NUMBERS
SPM Level Questions- Lower Order Thinking Skills
1. He had such quiet eyes
2. pleading
3. never to compromise with pleasure-seeking guys
4. Then youll never be losing at dice
NOTE: ALWAYS ENSURE THAT STUDENTS WRITE THE LINES INSTEAD OF WRITING
THE STANZA AND LINE NUMBERS
5. fall in love a few times
SPM Level Questions- Higher Order Thinking
1. We must listen to this advice when we must check the background of a person
before we befriend them

12

NOTE: Award one mark for listening to the advice and one mark for checking the
background
2. to check the background of a new friend/to be guarded against strangers/to
always maintain ones chastity/to not spend time alone with the opposite gender
(accept any reasonable answer)
3. the girl might be depressed/the girl might stop befriending guys/the girl might
have a low self-esteem/the girl might become stronger/the girl will not
compromise with any guys anymore
(accept any reasonable answer)
4. carry out a research/google any new friends/interview the friends family
members and(or) friends/ask their family members
NOTE: stalking might be a popular answer, do highlight that this is an inapt
word to be used and is not accepted.
5. family institution might be disrupted/girls may not want to get married/there
might be children born out of wedlock/the society might face a moral decline/premarital sex/baby dumping
NOTE: illegal sex is an unacceptable answer because the meaning is
ambiguous and unclear.
(accept any reasonable answer)
6.
Action
Reason
Advise him
Because he deserves a second chance
Question him
Because I want to know why he
cheated that girl
Avoid him
Because I do not want to see his face
NOTE: ALWAYS ENCOURAGE STUDENTS TO CHOOSE A POSITIVE VALUE
(accept reasonable answers)
7.
Person
Reason
The Girl
Because she did not listen to the advice given
The Man (with quiet eyes)
Because he took advantage of the girls
weakness/Because he cheated the girl
The persona
Because she/he did not try harder to stop the
girl from falling victim to the man
The girls family
Because the girl was not instilled with moral
values
(accept any reasonable answer)
8. find her another boyfriend/give her advice/hug her when she needs it/be her
crying shoulder/refer her to a counsellor (accept any reasonable answer)
9.
Action
Reason
Report to the police
He would not be cheating other girls
Search for him everywhere
He must be brought to justice
(accept any reasonable answer)
10. she feels she knows the man better/she feels people are jealous of her/she is
confident she will not be cheated/she trusts the man completely/the man does
not seem able to cheat her/she was madly in love/she was stubborn. (accept
reasonable answers)
Nature
Themes
No
Theme
Elaboration
1
Celebrating Nature
The vibrant colours and fragrant smell described in
the poem enable me to celebrate the beauty of

13

nature.
Each country is unique in its own regards and its
citizens should appreciate all the wonderful (and
bad) things about the country. Patriotism can be
instilled and the economy can be boosted when we
can promote our countrys uniqueness
3
Cycle of life
There will always be change in our life as the
ferocious weather may become calm on other days
as well as the blossoming of flower will eventually
result in fading of leaves and flower
NOTE: Teacher should check the students answers to gauge their understanding
of the themes. The students may or may not use the suggested answers to write
their elaboration. The suggested answers may be given to students after they
have completed the task.
Meaning of Words
1. sway
2. gone
3. lie
4. shivers
5. struggling
6. comes
7. beats
8. paved
9. fade
10. shines
NOTE: This exercise may be carried out outside of the classroom (pre-class work)
as it may take up more time.
2

Appreciating Ones
Country

SPM Level Questions- Lower Order Thinking Skills

1. We have neither Summer nor Winter/neither Autumn nor Spring/ We have
neither Summer nor Winter neither Autumn nor Spring
2. blossom
3. i) rains like bullets on the roofs
ii) swish of water in the gullies
iii) sound of bees
4. because the sugarcane has been harvested/reaped
5. because there is (light) wind
SPM Level Questions- Higher Order Thinking Skills
1. Jamaica has a different weather(climate)/Jamaica has bright sunny
days/Jamaica has sugarcanes/Jamaica has a beautiful scenery (accept any
reasonable answer)
2. get to know other people/get to see places/get to experience different
weathers/learn new cultures/learn to appreciate Gods creation (accept any
reasonable answer)
3. control timber logging/no illegal logging/no plucking of flowers/enforce stricter
laws/establish more forest reserves/appoint more knowledgeable forest
rangers/enhance the biodiversity (accept any reasonable answer)
4.
Word
Reason
Hot
Because they have bright sun
Beautiful
Because they have many green trees that are full of flowers
and fruits
5.

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Weather
Reason
Winter
Because we can play with snow
Rainy
Because we can stay in the house and read books
6. write a blog/share pictures with friends/use social networks/through word of
mouth/through radio stations (accept reasonable answer)
7. go to karaoke centres/read books/sleep/listening to the radio (accept
reasonable answer)
8. writing a poem/not littering everywhere/controlling carbon
emission/reduce,reuse,recycle/organizing an awareness campaign (accept any
reasonable answer)
9.
Place
Reason
My House
Korea
Cameron
Highland
10.
Attraction
People
Food

Because I have my own room

Because they have the Everland/Nami Island
Because my boyfriend lives there

Reason
Because there are many ethnics/Because they are friendly
Because they are delicious

Are You Still Playing Your Flute?

Themes
No
Theme
1
Change

Elaboration
Are you still playing your flute
when there is hardly time for our love
2
Love the Arts
The melody concealed in the slim hollow of the
bamboo
Uncovered by the breath of an artist
Composed by his fingers
NOTE: ALWAYS ENSURE THAT STUDENTS WRITE THE LINES INSTEAD OF WRITING
THE STANZA AND LINE NUMBERS
Meaning In Context
#longing: missing
#concealed: hidden
#depth: the deepest part
#deserted: empty, languid
#gazing: staring, deep look
#fragrance: sweet, pleasant smell
#conscience: inner feelings, heart
#hazard: danger, risk
#disunited: divided
#slaughtered: being killed, sacrificed

15

Meaning Behind The Lines

No
Lines
1
Are You Still Playing Your
Flute?

Meaning
Are you still enjoying yourself with the arts?

Longing for your song

I miss being able to enjoy the arts

In the village so quiet and

deserted

there are not many people left at the

countryside

Amidst the sick rice field

A luxury to spend time

watching the rain

There are not much agricultural activities

carried out so (because) the land is barren
Have no more time to enjoy the pleasures of
life (the arts)

in the hazard of you

my younger brothers
unemployed and desperate

in the danger of being lost in the

arts/pleasures of life
the young generation have to fight for
survival

the world is too old and

bleeding

the world needs my attention to be

developed

NOTE: There is no instruction on the worksheet for Meaning in Context and

Meaning Behind the Lines of Are You Still Playing Your Flute. Teachers are
expected to instruct students to fill in the lower left column with synonyms of the
given word and the right column with Meaning Behind The Lines. The hashtags
(#) are indications of important notes for the students.

SPM Level Questions- Lower Order Thinking Skills

1. to be longing for your song
2. concealed
3. in the village so quiet and deserted
4. spend the time watching the rain/gazing at the evening rays/collecting dew
drops/enjoying the fragrance of flowers
5. it disturbs my conscience
SPM Level Questions- Higher Order Thinking Skills
1. There are less people in the village as a lot of them moved to town
2. preserve nature/stop illegal logging/stop open burning/volunteer in charity
organisations (accept any reasonable answer)
3.
Choice
City
Village

Reason
There are a lot of facilities/there are vast developments
There is serenity and calmness/ I can work at farms

4. watching movies/go shopping/reading books/visit parks (accept reasonable

answers)

16

5. we must adapt to changes/we must find time to relax/we must find a balance
in life (accept reasonable answer)
6.
Word
Contented
Selfish

Reason
Because he is very satisfied living in the village
Because he does not want to contribute to the development
of country
Complacent
Because he does not do much at the village
(accept any reasonable answer)
7. go back to the village/look at photos of the village/write about village in diary
or blog (accept reasonable answers)
8. establish more factories in the village, build more shopping complexes, create
more public amenities, build more facilities, provide training to develop the
village
9.
Luxury
Smartphones
Time

Reason
Because it is very expensive
Because I have limited time to study

10. provide free land/provide subsidies/provide fertilisers/provide sufficient

knowledge (or training)
(accept reasonable answers)

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