Topic 1 2 and 3 Waj 3103 Eng Lang Profi PPG

WAJ 3103 ENGLISH LANGUAGE PROFICIENCY 11
TOPIC 1 PARTS OF SPEECH / WORD CLASS

SYNOPSIS
This topic aims to enhance learners knowledge of the formal features of
the English language system. It provides an explanation to a selection of
language structures identified in the English Language Proficiency 11
syllaus for non! TE"L learners.
The exercises that follow the explanation should provided some
immediate practice applying the language rules learnt. Leraners are
re#uired to practice much more from pulications readily availale$ should
they wish to improve thier personal proficiency in the English language.
Learning o!"o#e$
%y the end of the topic$ you will e ale to&
1. understand the different types of language structures of word clasess
namely$ con'uctions$ prepositions and inter'ections.
(. apply the language structures appropriately through relevant exercises
3
TOPIC 1 PARTS OF SPEECH / WORD CLASS
1.) Parts of "peech
*ords are divided into nine different classes$ traditionally named as Parts
of "peech or word classes. These word classes are categorised
according to their use in a sentence. The main parts of speech in English
include nouns$ pronouns$ vers$ advers$ ad'ectives$ prepositions$
con'unctions and inter'ections.
1%1 Con&n"!ion$
+on'unctions are used to 'oin words$ phrases$ clauses or sentences to
express a partticular idea or ideas. "tudy the following examples.
,nne an' -amilla are coming to the
party.
The con'unction an' 'oins the words
.,nne. and. -amilla..
/ou can write the answer in ink or in
pencil
The con'unction or 'oins the phrases
.in ink. or .in pencil.
A(!)og) she is a famous and
successful writer$ she leads a simple
and frugal life.
The con'unction a(!)og) 'oins .she
is$ a famous and successful writer.
and .she leads a simple and frugal
life.
*o!) the girls an' their fathers are
scientists.
The con'unction +o!)%%%an' 'oins the
sentences .the girls are scientists.
and .their fathers are scientists.
*e can further discuss con'unctions in terms of their meanings or functions.
, con'unction usually performs one function$ ut some con'unctions perform
two different functions.
4
Con&n"!ion$ E,a#-(e$ Fn"!ion . $)o/$
a$ A$ he was walking down
the dark lane$ he heard a
strange noise ehind
him.
I did not want to go to the
movies a$ I did not have
enough money
time
cause and effect
$in"e I have not met my rother
$in"e the day I was orn.
Sin"e I studied hard for
the examination$ I passed
them with flying colours.
time
cause and effect
or .+offee or tea$ sir. asked
the waiter.
/ou had etter finish the
assingment fast$ or you
will not e ale to sumit
it on time.
choice
condition
/)i(e W)i(e I was walking
home$ it started to rian
heavily.
In the movie %eauty and
the %east$ the heroine is
ravishingly eautiful$
/)i(e the hero is 'ust the
opposite.
time
contrast
+on'unctions are analysed from three aspects$ which are form$ function and
position.
For#$
+on'unctions have three asic forms&
"ingle word
Example0 so$ for$ while$ since
5
+ompound
Example0 provided that$ as well as$ so that
+orrelative
+orrelative con'unctions always appear in parts. The most common
correlative con'unctions are& 0+o!)%%%an'.$ .ei!)er%%%or.$ .nei!)er%%%nor.
.no! on(1%%%+! a($o0$.$o%%%a$. and ./)e!)er%%%or..
Example0 *o!) my husand an' my father were orn in 1ovemer.
Fn"!ion$
+on'unctions have two asic functions
a2 Coor'ina!ing "on&n"!ion$ are used to 'oin two parts of a sentence that
are grammatically e#ual. The two parts may e single or clauses$ for
example0
1. Amariah an' Azham are getting married next month 3noun and noun2
(. They ran an' laughed together. 3ver and ver2
4. The water was warm$ +! I didnt go swimming. 3clause and clause2
2 "uordinating con'unctions are used to 'oin a suordinate dependent
clause to a main clause$ for example&
1. I went swimming a(!)og) it was cold.
Po$i!ion$
+on'uctions can e placed at the eginning or etween words or clauses.
Example&
1. Sin"e he is not there$ we should not enter.
(. W)en I am sick$ my father takes me to that clinic.
4. 5y mother cooked through the night !)og) she was not well.
6. They would not take any action n(e$$ the firm does not meet th'e
re#uirement.
6
E,er"i$e 1
7ill in the lanks with the appropriate con'unctions.
1. 888888888888888he tried hard$ he failed to get through the security.
(. *ait here88888888888 I tell you to move.
4. Take your umrella88888888888it is going to rain.
6. "a9ali is slow888888888888 smart.
:. 88888888888888he was ill$ he had to stay at home.
;. I shall not ride in his carriage888888888888invited.
<. %e kind 88888888888you will e rewarded.
=. 888888888888,9lan 88888888888his wife are attending the ceremony.
>. 888888888888soon 8888888888he is ready$ ring down the cake.
1). ?e is88888888888here8888888888there.
E,er"i$e 2
7ill in the lanks with +e"a$e$ $in"e$ $o and a$ (ong a$.
1. The house was in need of ma'or repairs88888888888888we decided not to
uy it.
(. 888888888888888888you are @IT5 students$ you must always aide y its
rules and regulations.
4. *e decided not to go out shopping 88888888888888we were tired.
6. /ou can play with your friends88888888888888you have finished your
homework.
:. 88888888888888the weather was ad$ we had to cancel the camping trip.
7
E,er"i$e 3
Aoin the sentences using +e3ore4 a3!er or /)i(e%
1. The children were sleeping on the second floor. The fire started in the
asement.
8888888888888888888888888888888888888888888888888888888888888888
(. It rained heavily. *e arrived at the camping site.
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4. The nomads set up the tent. They tied up the camels.
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6. The police rushed over the house. They received the emergency call.
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:. I withdrew some money from the ank. I went shopping.
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1%2 Pre-o$i!ion$
Prepositions are used !o $)o/ !)e re(a!ion$)i- or "onne"!ion of a word with
other words. They are used with nouns$ pronouns$ ad'ectives and vers to
introduce phrases which give more information aout a thing$ #uality or action.
They are used to indicate time$ direction and other functions.
Eg0 *e will go !o "aah on 5onday. *e will go +1 plane.
Prepositions are usually single words$ ut there are some prepositions which
have more than one word.
Eg0 *e walked in +e!/een the parked cars.
8
Types of prepositions
Ro(e$

Pre-o$i!ion$
Place in $ at$ around$ eyond
,ccompaniment along$ with
5anner in$ with$ like
Instrument with$ y
Time efore$ after$ at
BirectionCmovement out of$ toward$ from$ across
,gent y
"timulus of$ to$ y
Purpose to$ for
+ause$reason y$ from$ due to
"ource from
There are three types of prepositions$ which are prepositions of place$
prepositions of time and preposition of movement.
Pre-o$i!ion o3 P(a"e
In general$ there are some confusion regarding the use of prepositions Da!0$ Din.
and Don0
Dat D is used when referring to a point.
Din. is used when referring to an enclosed space.
Don. is used when referring to a surface.
a! 5-oin!6 in 5en"(o$e' $-a"e6 on 5$r3a"e6
at the park in %angsar on the swing
at 1). 4 In -uala Lumpur on Aalan %angsar
at the house in the edroom on the door
9
at the 'unction in the ookstore on the wall
E,a#-(e$7
1. 5ariana is waiting for you a! the park in %angsar. "he will e on the swing.
(. 5y house is a! 1o. 4 on Aalan %angsar in -uala Lumpur.
4. The oys are reading some ooks a! the English corner in the ookstore on
the 4
rd
floor.
E,er"i$e 1
7ill in the lanks with suitale prepositions
1. The picture is hanging 88888the door 88888the edroom 88888the house.
(. /ou cant find the plateE 5aye it is 8888the entrance of the kitchen or 888the
kitchen or hanging 8888the wall.
4. ,0 I see you 8888the 'unction.
%0 1o$ I am 8888the uilding 88888the ground floor.
6. Please go and get the leaflet 8888 the front desk 888the main office. It
is8888the chair.
:. Fwen is studying ,ccountancy 88888England.
Pre-o$i!ion$ o3 Ti#e
The following examples illustrate the use of prepositions in time expressions0 a!4
in$ on
a! for a PGE+I"E TI5E
in for 5H1T?"$ /E,G"$ +E1T@GIE" and LH1F PEGIHB"
on for B,/" and B,TE"
A! / PRECISE TI8E IN/ 8ONTHS4 YEARS e!" ON/ DAYS4 DATES
at 6 oclock in Becemer on "unday
at lunchtime in spring Hn 6 Becemer
at sunset in 1>;4 Hn my irthday
at the moment in the past C future on 1ew /ears Bay
10
E,a#-(e$9
1. I am going shopping a! 11.))am with a friend.
(. 5y anniversary falls on 1: Becemer.
4. I forsee a lot of movement in the next month.
E,er"i$e 2
The following sentences have the prepositions a!$ in or on omitted. Gewrite each
sentence$ inserting the preposition a!4 in or on in the correct position.
1. *e can look for car accessories the new hypermarket ,mpang Aaya.
8888888888888888888888888888888888888888888888888888888888888888
(. People 5alaysia live peace and harmony.
8888888888888888888888888888888888888888888888888888888888888888
4. "andra works as a sales assistant an anti#ue shop Aonker "treet.
8888888888888888888888888888888888888888888888888888888888888888
6. The little child was trapped the ottom of the wall.
8888888888888888888888888888888888888888888888888888888888888888
:. The parcel that you have een waiting for is your study tale.
8888888888888888888888888888888888888888888888888888888888888888
;. 5os#uitoes reed clear stagnant water.
8888888888888888888888888888888888888888888888888888888888888888
<. Bo look the different models availale the market efore you decide which
icycle to uy.
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11
Pre-o$i!ion o3 8o:e#en!
;!o0 is used to express movement
E,a#-(e$7
1. They were going !o school together.
(. "he has gone !o the registrar office.
TowardCtowards are also used to express movement.
E,a#-(e$7
1. *e are moving toward the future.
(. This is a ig step towards the marriage
1o preposition is needed for these words0
?ome$ downtown$ uptown$ inside$ outside$ downstairs$ upstairs
Eg0 5y father went upstairs to look for my mother ut unfortunately she has gone
home.
1%3 In!er&e"!ion$
Inter'ections are short exclamations which show excitement and emotion. They
do not carry grammatical value and are normally used in speaking rather than
writing& extremely common in English to express strong emotion and in many
situations where speakers are lost for words.
,n inter'ection is followed y an exclamation mark 5 < 6
Inter'ections are usually one or two words that come at the eginning of a
sentence.
"ome examples of inter'ections and their functions
In!er&e"!ion$ Fn"!ion$ E,a#-(e$
,h to express pleasure
to express reali9ation
to express regret
D,h$ that sounds etter..
D,h$ now I see the future. D
D,h$ well$ this cannot e
avoided..
12
to express surprise D,hI *e have arrivedI.
,las to express relief$ grief
or pity
D,las$ it is over now..
Bear to express pity
to express surprise
DHh dearI Is she adly
hurtE.
DBear meI I never thought
she would e hereI.
Eh to reconfirm
to en#uire
to express suprise
to express invitation
,0 DThe concert starts now..
%0 DEhE.
,0 DI said the concert starts
now..
D*hat is your opinion on
that$ ehE.
DEhI Is that soE.
DLets move$ ehE.
Er to hesitate D"he is the wife
of...er...5a'or Lee..
?ey to call for attention
to express 'oy
D?eyI "top doing that..
D?eyI Thats a rilliant thing
to doI.

Hh to plead DHh$ please e there for
meI.
Huch to express pain DHuchI That hurtsI.
*ell to re'ect
to introduce a point
D*ell I wouldnt want thatI.
D*ell$ your next point isE.
13
E,er"i$e
+hoose a suitale text and identify the use of con'unctions$ prepositions and
inter'ections found in the text. "uggested materials& newspaper clippings$ short
texts$ excerpts from different text types$ comic strips or drama scripts.
/ou are to present the task to your respective lecturer during your tutorial
session.
Fr!)er -ra"!i"e
*rite a short passage inserting some form of con'unctions$ prepositions and
inter'ections.
Task to e sumitted to your lecturer during tutorial session.
S##ar1
In this topic some asic parts of speech in English especially con'unctions$
prepositions and inter'ections were presented. It gives you some practice in
identifying the different parts of speech and how they are used in the sentences.
This will help you to e more accurate in using the right parts of speech in your
daily conversations with your pupils and friends.
Re3eren"e$9
1. 1orha9ian 5at "apian and /ong Lee +hoo 3()112 Language Bescription 1.
Hxford 7a'ar "dn %hd. "hah ,lam$ "elangor.
(. ,9ar$ % and ,9ar$ B 3())62. 7undamentals of English Frammar "econd
Edition. Prentice ?all Inc. 5alaysia.
4. *ren and 5artin 3());2. ?igh "chool English0 Frammar J +omposition$ -uala
Lumpur0". +hand J +ompany Ltd.
14
Sgge$!e' An$/er$
TOPIC 17 Par!$ o3 S-ee")
E,er"i$e 1 . Con&n"!ion$
1. ,lthough
(. @ntil
4. ecause
6. ut
:. ,s
;. unless
<. and
=. %oth...and
>. ,s...as
1). 1iether...nor
E,er"i$e 2
1. so
(. as long as
4. ecause
6. as long as
:. since
E,er"i$e 3
1. The children were sleeping on the second floor /)i(e the fire started in the
asement.
(. It rained heavily +e3ore we arrived at the camping site.
4. The nomads set up the tent a3!er they tied up the camels.
6. The police rushed over the house a3!er they received the emergency call.
:. I withdrew some money from the ank +e3ore I went shopping.
E,er"i$e 1 . -re-o$i!ion$
1. on$ in$ at
(. at$ in$ on
4. at$ in on
6. at in$ on
:. in
15
E,er"i$e 2
1. *e can look for car accesories a! the new hypermarket in ,mpang Aaya.
(. People in 5alaysia live in peace and harmony.
4. "andra works as a sales assistant in an anti#ue shop on Aonker "treet.
6. The little child was trapped a! the ottom of the well.
:. The parcel that you have een waiting for is on your study tale.
;. 5os#uitoes reed in clear stgnant water.
<. Bo look a! the different models availale in the market efore you decide
which icycle to uy.
16
TOPIC 2 LISTENING AND SPEA=ING S=ILLS
"ynopsis
This unit enales you to ac#uire the skills in listening and speaking.
Listening is a skill$ which can e developed y knowing what it is and
ac#uiring some effective strategies and techni#ues of successful
listening. "peaking involves a numer of routines conducted
simultaneously y the speaker and the listener.
Learning Hutcomes
,t the end of this unit$ you should e ale to0
1. identify and use the skills in listening and use them appropriately.
(. listen for a variety of purposes and in different contexts.
4. respond to a variety of stimuli
6. express opinions and give personal responses
17
In!ro'"!ion
LISTENING
Listening is a very important skill that everyone should master ecause we spend
nearly ;)K of our working hours listening to a variety of things eing said to us
and around us. Listening is the aility to identify and understand what others are
saying. This involves understanding a speakers accent$ his grammar and
vocaulary$ and grasping his meaning. ,n ale listener is capale of doing these
four things simultaneously. , series of micro!skills are involved while one is
listening. They include the following0
Predicting what people are going to talk aout
Fuessing unknown words or phrases
@sing ones ackground knowledge of the su'ect
Identifying relevant points
Getaining relevant points 3note!making$ summari9ing2
Ge'ecting irrelevant points
Gecognising discourse markers 3e.g. well$ oh$ esides$ another
thing$ now$ etc2
Gecognising cohesive devices 3e.g. such as$ which$ however$ etc2
@nderstanding different intonation patterns and uses of stress
@nderstanding inferred information
Listening is an active process and has three asic steps. They are hearing$
understanding and 'udging.
Hearing means listening enough to catch what the speaker is saying. 7or
instance$ if you were listening to a veral documentary on cats and the speaker
mentioned that many animals elong to the cat family. If you can repeat the fact$
then you have heard what has een said. Understanding happens when you
take what you have heard and understand it in your own way. Lets go ack to
the documentary on cats. *hen you hear that many animals elong to the cat
family$ think aout what that might mean. /ou may think$ D5aye this means that
animals having certain features and characteristics of a typical cat that we know$
elong to the cat family.. Judging occurs when you understand what the
18
speaker has said and think aout whether it makes sense. Bo you elieve what
you have heardE /ou might think. D?ow could animals which we call y different
names e all in the cat familyE %ut$ then again$ when we ring in our knowledge
of the world aout human eings for example$ we fall under one category called
Dhuman eings. and yet categorise ourselves as eing D5alay.$ D+hinese$
DIndian.$ and others$ according to our race. Thus$ the information in the
documentary we have 'ust listened to seems elievale.
STRATEGIES FOR LISTENING
Listening is a demanding process. In order to function efficiently in the English
language$ you must develop good listening strategies which will help you to
listen$ process and respond to information in oth academic and social contexts.
"ome good listening strategies that can help you to listen etter include the
following0
+oncentrate and focus on the listening textCspeech
Listen with a purpose. Becide what information you should listen for and
what you can ignore.
If you are going to hear it only once$ try to grasp the gist of the
textCspeech. Bo not worry aout understanding all the words you hear or
even trying to memorise every detail.
If you are going to hear it more than once$ try to grasp the general
meaning of the textCspeech the first time you listen to it. *hen you listen
to the text the second time$ concentrate on identifying specific details or
key words.
Fuess the meaning of unfamiliar words y paying attention to the context
in which they occur.
Learn to process information #uickly or in Lreal time ecause in real life
situation$ you often hear something said only once.
HOW TO *E A GOOD LISTENER
1. Five your full attention to the person who is speaking or to the text or
speech you are listening to.
(. 5ake sure your mind is focused.
4. Let the speaker finish efore you egin to talk.
6. Listen for main ideas. They are the most important points the speaker
wants to get across. They may e mentioned at the start or at the end of
the talk$ and repeated a numer of times.
19
:. Aot down some important points given y the speaker. 3If you are listening
to identify important points or to summarise the speech later2
;. Pay particular attention on the use of discourse markers and cohesive
devices y the speaker.
CRITICAL LISTENING
+ritical listening is a form of listening that involves analysis$ critical thinking and
'udgment. 5aking 'udgments during listening is often considered as a arrier to
understand a person$ and thereMs a lot of truth in that. ?owever$ critical listening
occurs when you still want to understand what the other person is saying$ ut
also have some reason or responsiility to evaluate what is eing said to you and
how it is eing said. 7or example$ if thereMs an upcoming election and you need
to decide who to vote for$ you proaly use some form of critical listening when
you watch a televised deate. /ou listen$ ,1B you evaluate. *hile experts on
learning and communication almost universally demean the importance and
value of critical listening$ when it comes to real life$ listening critically is used
every day. The key though$ is to try to understand the other person 7IG"T$
efore one evaluates
Li$!ening Te,! T1-e$
%elow are some of the listening texts that we often need to listen to critically0
For# N
, forum can e defined as a pulic meeting or a programme 3as on radio or
television2 involving discussion of a prolem usually y several authorities and
usually among experts. It is an open discussion involving audience participation.
Example 0 Money Matters
S-ee") N
, speech is a talk or pulic address. The est impromptu speeches are the ones
written well in advance. Fiving a speech is also an act of expressing or
descriing thoughts$ feelings or perceptions y the articulation of words.
Example 0 7ormal speeches given y ministers$ corporate leaders$ educationists
20
Do"#en!ar1 N
, documentary is a creative work of non!fiction. This includes documentary film$
television$ radio documentary and documentary photography.
Example 0 Animal Planet$ National Geographic
Ne/$ N
1ews is any information or information on current events which is presented y
print$ roadcast$ internet$ or word of mouth to a third party or mass audience.
1ews is also the reporting of current information on television and radio$ and in
the newspapers and maga9ines.
Examples 0 Business News$ BBC News$ CNN$ Channel News Asia
8(!i#e'ia Re$or"e$ .
5ultimedia is any comination of text$ graphic art$ sound$ animation and video
delivered to you y computer to other electronic means. 5ultimedia is not new. It
has een used in the classroom for the last decade in the form of overhead
pro'ectors$ slide shows$ filmstrips and coloured chalk.
E,er"i$e$
1. TELEOI"IH1 BH+@5E1T,G/
*atch and listen to a television documentary.
Identify the issueCs eing discussed and give your personal response.
6. 1E*" GEPHGT
Listen to the English news either on television or radio.
List three issues that made the headlines today.
1ews 10 88888888888888888888888888888888888888888888888888
1ews (0 88888888888888888888888888888888888888888888888888
1ews 40 888888888888888888888888888888888888888888888888888
21
Provide reasons why they made the headlines.
1ews 10 8888888888888888888888888888888888888888888888888888
1ews ( 88888888888888888888888888888888888888888888888888888
1ews 4 88888888888888888888888888888888888888888888888888888
:. 5@LTI5EBI, GE"H@G+E"
Listen to an English song.
Identify and analyse an issue reflected in the song that you have chosen.
A''i!iona( Ta$>
Listen to a forum either on the radio or television and identify its features as
follows 0
! chairperson
! speakers 3and their professions2
! topicCissues discussed
! opinion of each speaker
22
W)a! i$ $-o>en (angage?
D...the aility to speak a language is synonymous with knowing that language
since speech is the most asic means of human communication. 1evertheless$
speaking in a second or foreign language has often een viewed as the mosy
demanding of the four skill.
3%ailey and "avage$ 1>>62
Ora( Co##ni"a!ion is a vital component of the English language arts
curriculumn and provides ase for growth in reading$ writing and listening
ailities. Ora"1 consists of oth :er+a( and non@:er+a( communication is culture
specific and e aware of the differences that may exist across cultures when
students express themselves non!verally.
Hral comunication is a two way process etween speaker and listener and
involves productive skill of speaking and receptive skill of understanding 3or
listening with understanding2
Geceptive does not imply passive N oth in listening and reading$ language users
are actively involved in the process of interpreting and negotiating meanings.
Aer+a( Co##ni"a!ion involves articulatory organs that produce sounds which
compose of words and sentence structure. %y incorporating grammatical forms
and vocaulary$ speakers are ale to express the desired meaning.
Non@Aer+a( Co##ni"a!ion includes a variety of gestures$ expressions anmd
signalling devices 3stress and intonation2. Through face to face interaction$ a
speaker can use a whole range of facial expressions and general ody language
to help convey the message.
23
E,er"i$e 1
/our class is organi9ing a pro'ect for the following semester holidays. The
following are some of the suggestions made y the memers of the class for the
pro'ect0
1. Hrganise an educational trip to an Hrang ,sli settlement in +ameron
?ighlands.
(. Participate in a foster family programme with a group of 7ELB, settlers in
Aengka.
4. Fo on a study trip to %oroudur in Indonesia
6. +onduct free tuition classes for the underprivileged school children near
your campus.
Think of various ways of agreeing and disagreeing with each of the suggestions
aove. List them. "upport your opinion appropriately.
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8888888888888888888888888888888888888888888888888888888888888888
8888888888888888888888888888888888888888888888888888888888888888
8888888888888888888888888888888888888888888888888888888888888888
8888888888888888888888888888888888888888888888888888888888888888
8888888888888888888888888888888888888888888888888888888888888888
8888888888888888888888888888888888888888888888888888888888888888
8888888888888888888888888888888888888888888888888888888888888888
8888888888888888888888888888888888888888888888888888888888888888
8888888888888888888888888888888888888888888888888888888888888888
8888888888888888888888888888888888888888888888888888888888888888
8888888888888888888888888888888888888888888888888888888888888888
8888888888888888888888888888888888888888888888888888888888888888
8888888888888888888888888888888888888888888888888888888888888888
7ill in the dialogue with appropriate phrases.
24
"ituation 1 0 The waiter doesnt have what the customer wants.
/ou 0 +ould I have fried noodles$ pleaseE
*aiter 0 88888888888888888888888888888888888888888
/ou 0 *ell$ could I have a mushroom omeletteE
*aiter 0 88888888888888888888888888888888888888888888
/ou 0 Hh$ it doesnt matter then. Ill 'ust have a cup of coffee$
please.
"ituation ( 0 Gahim arrives home.
?asnah 0 Bid you rememer to uy me some
88888888888888888E
Gahim 0 Hh 8888888888888888 I completely forgot.
?asnah 0 *ell$ I hope you rememered to post my letters.
Gahim 0 *hat lettersE
?asnah 0 The ones I gave you this morning.
Gahim 0 Hh 88888888888888They are still at the office.
"ituation 4 0 -ikin has 'ust won an essay competition.

-ikin 0 Papa$ Ive won the essay competitionI
Papa 0 88888888888888888888 /ou made itI
-ikin 0 888888888888 Papa$ for your support and guidance.
Papa 0 Hh well$ I know you are good like your papa.
-ikin 0 Hh yes$ like they say$ like father like daughter.
Papa 0 -ikin$ I am really 888888888888888888888888.
25
S##ar1
In this topic we have looked at listening and speaking skills$ and you have een
given appropriate exercises and tasks to further enhance your understanding of
the two skills.
26
TOPIC 3 READING S=ILLS
S1no-$i$
This unit aims to enhance learners knowledge of reading skills with
special emphasis on the %aretts taxonomy. The exercises that follow the
explanation should provide some immediate practice in ehnancing your
comprehension skills.
Learning O!"o#e$
,t the end of this unit$ you should e ale to0
1. understand %arretts taxonomy of reading comprehension
1. read for meaning and understanding of a variety of texts and give
personal response.
27
CRITICAL READING S=ILLS
+ritical reading means reading with the goal of finding deep
understanding of a material$ whether it is fiction or nonfiction. It is the act of
analy9ing and evaluating what you are reading as you progress$ or as you reflect
ack. +ritical reading skills involve your aility to analy9e$ evaluate$ and
synthesi9e what you read. It is the aility to see relationships of ideas and use
them as an aid in reading.
%arrett Taxonomy is a good guide to the levels at which we are trying to measure
comprehension for a written text. The taxonomy was introduced at a conference
in 1>;=. It is designed originally to assist classroom teachers in developing
comprehension #uestions and C or test #uestions for reading. It is especially
useful for classroom #uestioning in other content areas as well.
We /i(( no/ rea' an' (oo> "(o$e(1 a! *arre!! Ta,ono#1%
*arre!! Ta,ono#1 o3 Rea'ing Co#-re)en$ion

1%0 Li!era( Co#-re)en$ion
1.1 Gecognition
1.1.1 Gecognition of Betails
1.1.( Gecognition of 5ain Ideas
1.1.4 Gecognition of a "e#uence
1.1.6 Gecognition of +omparison
1.1.: Gecognition of +ause and Effect Gelationships
1.1.; Gecognition of +haracter Traits
1.( Gecall
1.(.1 Gecall of Betails
1.(.( Gecall of 5ain Ideas
1.(.4 Gecall of a "e#uence
1.(.6 Gecall of +omparison
1.(.: Gecall of +ause and Effect Gelationships
1.(.; Gecall of +haracter Traits

28
2%0 ReorganiBa!ion
(.1 +lassifying
(.( Hutlining
(.4 "ummari9ing
(.6 "ynthesi9ing
3%0 In3eren!ia( Co#-re)en$ion
4.1 Inferring "upporting Betails
4.( Inferring 5ain Ideas
4.4 Inferring "e#uence
4.6 Inferring +omparisons
4.: Inferring +ause and Effect Gelationships
4.; Inferring +haracter Traits
4.< Predicting Hutcomes
4.= Interpreting 7igurative Language
C%0 E:a(a!ion
6.1 Audgments of Geality or 7antasy
6.( Audgments of 7act or Hpinion
6.4 Audgments of ,de#uacy and Oalidity
6.6 Audgments of ,ppropriateness
6.: Audgments of *orth$ Besiraility and ,cceptaility
D%0 A--re"ia!ion
:.1 Emotional Gesponse to the +ontent
:.( Identification with +haracters or Incidents
:.4 Geactions to the ,uthors @se of Language
:.6 Imagery
29
5a6 READ FOR 8EANING AND UNDERSTANDING A AARIETY
OF TEETS
Geading for meaning focuses on five main areas namely
8ain i'ea
The main idea is the summary of essential points of the paragraph. The
main idea of a paragraph can often e sustituted with a topic sentence with
controlling ideas.
In3eren"e
Inferencing is a reading skill in which you use oservations$ prior knowledge
and experiences$ and details from the text to make connections and come up
with ideas.
SeFen"e
"e#uencing in reading is to e considered when there is an order of
incidents and actions in the selection. , se#uence will e constituted only
when order of occurrence is specifically re#uired.
Co#-are an' "on!ra$!
+omparing and contrasting is a reading skill where you can find the
similarities and differences etween items$ characters$ times and places that
is stated in the selection.
Ca$e an' e33e"!
The skill of looking at happenings or actions in the selection where you can
identify the causes of a prolem or issue and the effects in an orderly way.
No/ (e! $ (oo> a! /)a! !e,! i$ an' i!$ :arie!1%
Text is any piece of writing. This could e a letter$ an email$ a novel$ a poem$
a
recipe$ a note$ instructions for B.I./$ an article in a newspaper or maga9ine$
writing on a wepage or an advert. ,ll of these examples can e called texts.
*hen you are reading or writing any text$ think aout the -r-o$e of the text or
why it has een written.
W)a! #ig)! !)e -r-o$e o3 a !e,! +e?
,n advert might e trying to persuade you to uy something.
, letter from school might e to inform you aout something.
30
, novel might describe somewhere or someone to you.
, car manual might instruct you how to do something to your car.
Bepending on the -r-o$e of the text$ different methods will e used to get the
message across to the reader.
E,er"i$e
Rea' ea") o3 !)e 3o((o/ing -aragra-)$ "are3((1% Loo> - an1 n3a#i(iar
/or'$ i3 ne"e$$ar1% T)en ")oo$e !)e !i!(e !)a! +e$! 'e$"ri+e$ !)e #ain i'ea
o3 ea")%
1. @niversities are a microcosm of society. %ut they are more than a reflection or
mirror& they are a leading indicator. In universities$ an environment where
students live$ eat$ and study together$ racial and cultural differences come
together in the closest possile way. Hf all ,merican institutions$ perhaps only
the military rings people of such different ackgrounds into more intimate
contact. *ith coeducation now a reality in colleges$ and with the confident
emergence of homosexual groups$ the ,merican campus is now sexually
democrati9ed as well. @niversity leaders see it as a useful laoratory
experiment in training young people for a multicultural haitat. 5ichael
"overn$ president of +olumia$ oserves$ PI like to think that we are leading
society y grappling earnestly and creatively with the challenges posed y
diversity.P
!!Binesh BM"ou9a$ Illieral Education
1. The +e$! title for this paragraph is
,. PThe @niversity EnvironmentP
%. P"exual Bemocrati9ation on ,merican +ollege +ampusesP
+. PThe @niversity vs.the 5ilitaryP
B. PThe @niversity as a 5icrocosm of "ocietyP
(. 5arriage was not designed as a mechanism for providing friendship$ erotic
experience$ romantic love$ personal fulfillment$ continuous psychotherapy$ or
recreation. The *estern European family was not designed to carry a lifelong
load of highly emotional romantic freight. Fiven its present structure$ it simply
has to fail when asked to do so. The very idea of an irrevocale contract
oligating the parties concerned to a lifetime of romantic effort is utterly
asurd.
31
!!5ervyn +adwallader$ P5arriage as a *retched Institution$P ,tlantic 5onthly
4. The +e$! title for this paragraph is
,. P@nrealistic Expectations in *estern 5arriagesP
%. PThe 7ailure of GomanceP
+. P*hy 5arriages ,re Boomed to 7ailureP
B. P5arriage and GomanceP
4. The ay mastering the skills that lead to estalishment of the upright
posture ehaves in the same way as the novice skier. ?e feels compelled to
repeat the activity hundreds of times until he has mastered the skill and
mastered his anxiety. ?e often reveals that he is having difficulty in
PunwindingP when we put him to ed for his nap or for the night$ and if you
peek into his room while he is settling down for sleep 3or unsettling down for
sleep2$ you may see him$ groggy and cross!eyed with fatigue$ still climing
and pulling himself upright$ collapsing momentarily with weariness$ then
exerting himself for another clim. ?e repeats this over and over until finally
he cannot lift himself even once more and succums to sleep. Hne set of
parents discovered their eight!month!old daughter climing in her sleep on
several occasions during this mastery period. ,t eleven or twelve at night they
could hear soft sounds in the ayMs room and upon entering would find the
ay standing in her cri$ da9ed and dimly conscious$ too sleepy to protest
when she was put down in her ed again. *hen the art of standing was
perfected$ the ay gave up practicing in her sleep.
!!"elma ?. 7raierg$ The 5agic /ears
The +e$! title for this paragraph is
,. P%aiesM 1ighttime ,ctivitiesP
%. P?ow a %ay 5asters the "kill of "tandingP
+. PThe "leep ?aits of %aiesP
B. PPractice 5akes PerfectP
32
5+6 USE CONTEETUAL4 SYNTACTIC AND SE8ANTIC CLUES TO DERIAE
8EANING
*hen reading a passage for the first time$ you have to make an effort to cope
with unfamiliar or difficult words that you come across. /ou should first try to
guess the meaning of the words rather than look them up in a dictionary. Hne
way to find out the meaning of unfamiliar words is through the use of contet.
LThe context in reading refers to the o!erall meaning of the tet. The context
also refers to the surrounding words in a sentence that gi!es us clues a"out the
words we read#
The syntactic clues give us the word order clues where the information implicit in
the grammatical structures of the language is utili9ed.
The semantic clues give us the meaning clues where the reader recalls his
own experiences and utili9es his own conceptual ackground in order to ring
meaning to hisCher reading.
E,a#-(e 17
Gead the two sentences.
3a2 The hungry spider 8888888888 the 'uicy fly.
Q *ith knowledge of spiders and flies$ 3that is context2 the reader would e
likely to predict that the missing word is Late.R
32 The loving mother 8888888888 the hungry ay.
Q *ith knowledge$ of mothers and aies 3that is context2 the reader would e
likely to predict that the missing word is Lfed.R
33
E,er"i$e
*rite the meaning for each of the nonsense words y reading the contexts.
1. %ultums
%ultums are useful to wear when the weather is cold.
"ome ultums are waterproof.
There are different types of ultums for different occasions.
"ome houses have a special cupoard near the front door where visitors
can hang their ultums
%ultum means0 8888888888888888888888888888888
(. -ester
5other gets kester when we are late home for dinner.
The teacher was very kester when a student roke the computer.
,s people get older$ they usually learn to control their kester moment.
, kester person does not think as clearly as a non!kester person
-ester means0 8888888888888888888888888888888
5"6 READ AND 8A=E INFERENCE
5aking Inferences is a tool that takes us eyond what is literally on the
page$ expanding it to open up new meanings and personal connections.
*hen we infer$ we take statements in the text and Dread etween the
lines. to figure out what an author is hinting at or to draw our own
conclusions.
7or instance$ if we are reading an article aout a hospital closing$ we
would proaly ask ourselves why. The reason might not e directly stated
in the article$ ut from other facts in the article as well as what we know
aout where it is located$ we might infer that the hospital was not getting
enough funding to stay open.
34
8ore !i-$ !o )e(- 1o !o in3er
S Tuestion the text$ argue with it$ or raise douts aout it.
S "how how to include your own ideas when you restate the text.
S 5ake an inference y connecting two or more details from different
places in the text.
S @se the text as your support to make an argument or try to persuade
someone.
S 5ake inferences as you reflect on the text after reading.
E,a#-(e 17
*hen "arah went on stage to receive the est actress award for her role
as Tun 7atimah in her Primary "chool play$ her mothers eyes were
rimming with tears.
The stated meaning contains the following information0
3a2 "arah received her est actress award on stage.
32 "he played the role of Tun 7atimah.
3c2 "he was still in Primary "chool.
3d2 ?er mother had tears in her eyes
The pieces of information that are not stated ut can e interpreted or
inferred are as follows0
3a2 "arah was rewarded for her fine acting.
32 "arah was still elow 14 years old.
3c2 "arahs mother witnessed her daughter receiving the award.
3d2 "he was proud of her.
3e2 ?er daughters achievement caused her to shed tears of 'oy.
35
5'6 DISTINGUISH FACT FRO8 OPINION
, fact is o'ective information that can e checked or proved to e true and not a
statement aout the future. ,n opinion is a statement that cannot e proven to e
true or false and is ones personal elief$ idea$ or feeling aout a su'ect.
+lues to help you identify facts and opinions.
7acts Hpinions
The use of dates and year The use of ad'ectives which show
your point of view or emotions
The use of statisticCfiguresCprecise
numers or #uantities
The use of comparison words
which show a comparison etween
two or more things
The use of definitions The use of other words which show
fre#uency$ possiility$ advisaility
and necessity
*hen stating a geographical or
scientific fact
The use of phrases which show a
elief$ a suggestion$ a feeling$ or an
opinion
Lets look at some examples.
These are facts ecause they are concrete.
1. The house was painted on 1ovemer 1=$ 1>>>.
(. Today is "aturday.
4. 5y son had a temperature of one hundred and two degrees this morning.
?owever$ these facts can e changed to opinions when we add a elief or view.
1. The house was painted recently on 1ovemer 1=$ 1>>>$ so it looks as good as
new.
(. Today is "aturday and 5ark always sleeps in on "aturdays$ so that is why
he is late for the game.
4. There was no way for me to go to school ecause my son had a
temperature of one hundred and two degrees this morning.
36
E,er"i$e
Gead the following statements. Betermine whether each statement is a fact or
opinion. *hat are some of the signal wordsE
No% S!a!e#en!$ Fa"! / O-inion
1 The cereral cortex or rain is characteri9ed y a
division into halves termed hemispheres which are
connected y tissue called the corpus callosum.
( I think it is more interesting to watch a movie than to
watch footall at the stadium.
4 The ma'ority of drug addicts are etween the ages 1(
N 4: years.
6 I elieve that kids skip school ecause teachers are
unsympathetic.
: ,s a matter of fact$ oil spills from factories have een
found to e related to the death of marine life.
; In my view$ men are etter at raising children than
women.
< It is a matter of opinion that all facts are scientific
facts.
= ,ccording to the national weather service$ there is a
>) per cent chance of rain today. Therefore$ it will
proaly rain today.
Ta$>
Gead an interview from a maga9ine or newspaper. Try to identify whether the
speakers are giving their opinions or factsE
37
5e6 IDENTIFY SHIFT IN ARGU8ENT
Transitions are words and phrases used y writers to indicate specific
relationships etween ideas and to create coherence or logical connection
etween ideas and to create a coherence or logical connection etween the
ideas in a passage.
The following paragraph shows how carefully chosen transitions 3+,PIT,LIUEB2
lead the reader smoothly from the introduction to the conclusion of the
paragraph.
I dont wish to deny that the flattened$ minuscule head of the large!odied
PstegosaurusP houses little rain from our su'ective$ top!heavy perspective$ %@T
I do wish to assert that we should not expect more of the east. 7IG"T H7 ,LL$
large animals have relatively smaller rains than related$ small animals. The
correlation of rain si9e with ody si9e among kindred animals 3all reptiles$ all
mammals$ 7HG EV,5PLE2 is remarkaly regular. ," we move from small to
large animals$ from mice to elephants or small li9ards to -omodo dragons$ rain
si9e increases$ %@T not so fast as ody si9e. I1 HT?EG *HGB"$ odies grow
faster than rains$ ,1B large animals have low ratios of rain weight to ody
weight. I1 7,+T$ rains grow only aout two!thirds as fast as odies. "I1+E we
have no reason to elieve that large animals are consistently stupider than their
smaller relatives$ we must conclude that large animals re#uire relatively less
rain to do as well as smaller animals. I7 we do not recogni9e this relationship$
we are likely to underestimate the mental power of very large animals$ dinosaurs
in particular.
"tephen Aay Fould$ D*ere Binosaurs BumE.
38
The following are also some of the words and phrases to indicate transitions in a
paragraph or passage.
To $)o/ a''i!ion7
again$ and$ also$ esides$ e#ually important$ first 3second$ etc.2$ further$
furthermore$ in addition$ in the first place$ moreover$ next$ too
To gi:e e,a#-(e$7
for example$ for instance$ in fact$ specifically$ that is$ to illustrate
To "o#-are7
also$ in the same manner$ likewise$ similarly
To "on!ra$!7
although$ and yet$ at the same time$ ut$ despite$ even though$ however$ in
contrast$ in spite of$ nevertheless$ on the contrary$ on the other hand$ still$
though$ yet
To $##ariBe or "on"('e7
all in all$ in conclusion$ in other words$ in short$ in summary$ on the whole$ that is$
therefore$ to sum up
To $)o/ !i#e7
after$ afterwards$ as$ as long as$ as soon as$ at last$ efore$ during$ earlier$ finally$
formerly$ immediately$ later$ meanwhile$ next$ since$ shortly$ suse#uently$ then$
thereafter$ until$ when$ while
To $)o/ -(a"e or 'ire"!ion7
aove$ elow$ eyond$ close$ elsewhere$ farther on$ here$ neary$ opposite$ to
the left 3north$ etc.2
To in'i"a!e (ogi"a( re(a!ion$)i-7
accordingly$ as a result$ ecause$ conse#uently$ for this reason$ hence$ if$
otherwise$ since$ so$ then$ therefore$ thus
3adapted from Biana ?acker$ A $riters %eference2
Ta$>
+hoose one argumentative essay and identify the shift in arguments or ideas in
the text.
39
E,er"i$e
,. Gead the following paragraph and circle the transition words that show time.
/ou can make your own cards to celerate special events. 7irst$ gather the
materials you need0 construction paper$ scissors$ crayons or markers$ and
glue. "econd$ fold a piece of construction paper to create a card that has a
front$ a ack$ and an inside. +ut out interesting shapes from more
construction paper$ and glue the shapes to the front and ack of your card.
/ou may also draw colorful pictures on the front and ack of the card. 7inally$
write a rief message inside the card$ and sign your name. 1ow youMre ready
to give your card to someone special.
%. Gead the sentences elow and circle the transition words that compare or
contrast.
1. I was anxious to leave. ?owever$ we had to wait until @ncle Pete arrived.
(. 5other told us to hurry onto the us. Htherwise$ we all would have een caught in
the rain.
4. I make my sandwich in the same way that "hawna does. *e oth use food
that is peanut free ecause of our food allergies.
6. I asked aout the homework$ ut neither Todd nor ,ntonio knew what had een
assigned.
:. Even though it was very cold$ 5ary %eth did not wear a 'acket.
+. Transition words have een left out in the following paragraph. "elect
appropriate words from the list elow$ and write them in the lanks. There
can e more than one word that fits in some lanks. "elect the one that you
think fits est.
meanwhile
as a result of
first
while
through
net
under
"eside
then
once upon a time
40
88312 88 there lived a family of ears in a lovely wooded area. Their home was
883(288 some trees 8834288 a small stream. Hne day 8836288 the ears were not
at home$ a little girl came to the house. 883:288$ she knocked on the door.
883;288$ even though no one answered her knock$ she entered the house.
883<288$ she ate some of the earsM food$ and she napped on one of their eds.
883=288$ the ears returned home. They were surprised to see their door open.
Their roars woke up the girl$ and she fearfully ran from the house$ 883>288 the
woods$ and ack to her own home. 8831)288 her experiences$ she never again
went into the woods alone.
536 IDENTIFY E8OTIONALLY@LADEN WORDS
,uthors often write not only to communicate ut also to arouse some emotion or
make readers respond to their ideas or suggestions. ,uthors select words for
their emotional$ suggestive meanings to create vivid images. +arefully chosen
words can e very effective in accomplishing these purposes$ and a careful
reader can recogni9e how words are used for certain effects.
These are words found in a text aout adoption. The writer is very careful to use
positive or neutral words so to sound politically correct and not offensive.
*ir!)-aren! not real parent
*io(ogi"a( -aren! not natural parent
*io(ogi"a( or +ir!) 3a!)er not real father
*ir!) ")i(' not own child
81 ")i(' not adopted child$ own child
*orn !o n#arrie' -aren!$ not illegitimate
Ter#ina!e -aren!a( rig)!$ not give up
8a>e a'o-!ion -(an not give away
Wai!ing ")i(' not ,doptale C availale child
8a>ing "on!a"! /i!) not reunion
Paren! not adoptive parent
Ta$>
*hat other words or phrases can you think of that are Lemotionally laden wordsE
List them down
5g6 IDENTIFY WRITERGS 8OOD4 TONE4 *IAS4 PURPOSE OR
POINT OF AIEW
*hile an authors purpose is closely related to the main idea and can often e
inferred from the main idea and the way in which the details are presented$ the
tone of a piece of writing is a little more illusive. The tone refers to the authors
attitude$ mood or feeling reflected in the writing. The tone also suggests the
authors purpose N to critici9e$ to persuade$ to sympathise and to appreciate.
*e(o/ i$ an e,a#-(e o3 )o/ 1o #a1 in3er a /ri!erH$ !one or a!!i!'e7
"###&ad the researchers spo'en to anyone who has witnessed the ra!ages of the
Green %e!olution( they would ha!e learned that their "asic premise was
dismissed as simplistic nonsense years ago#)
*an etract from %eware Hutreak of 5ad "cientist Bisease2
Tone an' A!!i!'e
The use of such a negative word like PravagesP suggests the writer is highly
critical of the usefulness of the Freen Gevolution$ and his dismissive tone as
exemplified y the use of the phrase Psimplistic nonsenseP indicates his low
opinion of the researchersM achievement.
(WAJ3103 ENGLISH LANGUAGE PROFICIENCY)
E,er"i$e
1. *hat is the writerMs attitude towards pure scientistsE 7ind 3i:e wordsCphrases
in this passage that indicate the writerMs attitude.
Pure scientists have y and large een dim!witted aout engineers and
applied science. They couldnMt recognise that many of the prolems were as
intellectually exacting as pure prolems$ and that many of the solutions were
as satisfying and eautiful. Their instinct !! perhaps sharpened in this country
y the passion to find a new snoism wherever possile$ and to invent one if
it doesnMt exist !! was take it for granted that applied science was an
occupation of second!rate minds.
(. *hat is tone of the excerpt elowE
*hat devices does he use to show his attitude to the government of
"ingapore$ caning and ,mericans who support the caningE
Boes he try to present his own inferences as factsE
*hat kind of person does he want to e seen asE
*hat kind of person do you infer him to eE
The ver PtortureP is defined in the *esterMs Tenth +ollegiate Bictionary as Pthe
infliction of intense pain 3as from urning$ crushing or wounding2 to punish$
coerce or afford sadistic pleasureP. The dictatorship of "ingapore has found an
,merican teenager guilty of spray!painting cars and sentenced him to four
months in prison$ a W($))) fine !! and torture. "ingaporeMs torture of choice is
flogging y rattan cane which elicits the screams satisfying to the torturer and
scars the torturee physically and mentally for life. Torture is an act of savagery as
old as civilisation. Bemosthenes descried it as the surest means of otaining
evidence. Tomas de Tor#uenada issued detailed instructions for its use in the
"panish In#uisitions.
%ut now civilised nations have a +ovenant on +ivil and Political Gights that
declares$ P1o one shall e su'ected to torture or to cruel$ inhuman or degrading
punishment.P The @nited 1ations has a P+onvention ,gainst TortureP. The
government of "ingapore stands aloof from the universal condemnation.
"ingaporeMs dictator is actually proud of his countryMs reputation for keeping order
y inflicting pain. 5oreover$ his diplomats in the @nited "tates report that many
,mericans endorse the lashing to e meted out to the young offender. That some
people in ,merica thoughtlessly espouse torture is undeniale. Hne sap on the
street in *ashington told a New +or' Times reporter0 If youMve ever had your
antenna ripped off your car$ you can sympathise with the government of
"ingapore. Lash him.P
I have had more than a few antennas ripped off my car$ and a few swastikas
sprayed on my house$ and have felt a surge of mindless fury at the perpetrators.
%ut I have also seen a -urdish patriot crippled for life y one of "addam
?usseinMs tortures$ and witnessed the misdirected self!loathing on the face of a
rape victim$ and I donMt think any person or government has any right to inflict any
physical pain on another human eing.
*,rom The 1ew /ork Times( -../ 0The Caning of Michael ,ay( "y $illiam
1afire2
5)6 UNDERSTAND THE USE OF FIGURATIAE LANGUAGE AND
ITS EFFECT ON 8EANING
*riters sometimes use figurative language to express a point or to clarify an idea
through imaginative comparisons or with words used in unusual$ suggestive or
symolic ways. 7igurative language often enhances meaning y representing
astract ideas in more concrete$ vivid images.
To understand figurative expressions$ you must first recogni9e words are eing
used figuratively and are not meant to e taken literally. /ou must infer what the
figurative expression means in the context of the sentence. There are many
types of figurative language used in writing$ ut the most fre#uently used are
similes$ metaphors$ hyperoles$ personification$ symolism and irony.
Si#i(e
, simile uses the words Dlike. or Das. to compare one o'ect or idea with another
to suggest they are alike.
Example0 usy as a ee
Per$oni3i"a!ion
, figure of speech in which human characteristics are given to an animal or an
o'ect.
Example0 5y teddy ear gave me a hug.
H1-er+o(e
,n exaggeration that is so dramatic that no one would elieve the statement is
true.
Tall tales are hyperoles.
Example0 ?e was so hungry$ he ate that whole cornfield for lunch$ stalks and all.
S1#+o(
, thing 3could e an o'ect$ person$ situation or action2 which stands for
something else more astract.
Example0 a flag is a symol of our country
Iron1
It is a figure of speech when an expression used is the opposite of the thought in
the speakerMs mind$ thus conveying a meaning that contradicts the literal
definition.
Example0 The Goad 1ot Taken0 Oeral irony ! the speaker knows he will tell the
old story Pwith a sighP of a choice that Pmade all the difference.P
E,er"i$e
Gead the lyrics elow and identify the figurati!e language#
*rea!) 52a#6
( ,5 and she calls me Mcause IMm still awake$
P+an you help me unravel my latest mistakeE
I donMt love him. *inter 'ust wasnMt my seasonP
/eah we walk through the doors$ so accusing their eyes
Like they have any right at all to critici9e$
?ypocrites. /ouMre all here for the very same reason
+horus0
M+ause you canMt 'ump the track$ weMre like cars on a cale
,nd lifeMs like an hourglass$ glued to the tale
1o one can find the rewind utton$ girl.
"o cradle your head in your hands
,nd reathe... 'ust reathe$
Hh reathe$ 'ust reathe
5ay he turned (1 on the ase at 7ort %liss
PAust a dayP he said down to the flask in his fist$
P,inMt een soer$ since maye Hctoer of last year.P
?ere in town you can tell heMs een down for a while$
%ut$ my Fod$ itMs so eautiful when the oy smiles$
*anna hold him. 5aye IMll 'ust sing aout it.
+horus
ThereMs a light at each end of this tunnel$
/ou shout Mcause youMre 'ust as far in as youMll ever e out
,nd these mistakes youMve made$ youMll 'ust make them again
If you only try turning around.
( ,5 and IMm still awake$ writing a song
If I get it all down on paper$ itMs no longer inside of me$
Threatening the life it elongs to
,nd I feel like IMm naked in front of the crowd
+ause these words are my diary$ screaming out loud
,nd I know that youMll use them$ however you want to
%ut you canMt 'ump the track$ weMre like cars on a cale$
,nd lifeMs like an hourglass$ glued to the tale
1o one can find the rewind utton now
"ing it if you understand.
and reathe$ 'ust reathe
woah reathe$ 'ust reathe$
Hh reathe$ 'ust reathe$
Hh reathe$ 'ust reathe.
5i6 IDENTIFY AND DIFFERENTIATE IDIO8ATIC EEPRESSIONS
AND 8ETAPHORS
I'io#a!i" E,-re$$ion$
Language is full of idiomatic expressions or idioms. They can e 'ust one
word or a group of words. If you try to understand an idiomatic expression
literally$ in most cases$ it will make very little sense. The o'ective of an idiom
is to try to develop a new meaning that goes eyond the literal significance.
Idiomatic expressions have different forms and structures. They can e short
with only one word or they can e long using cominations of words.
%ill has two hands$ a right hand and a left hand.
3literal sentence2
%ill is an old hand in the store.
3This means that %ill has a lot experience in the store. ,n Dold hand. refers
to a person with experience.2
Aohn is a nut.
3Aohn is cra9y.2
%o has the ull y the horns.
3%o has the situation under control.2
8e!a-)or
The metaphor states a fact or draws a veral picture y the use of
comparison.
, simile would say you are like something& a metaphor is more positive ! it
says you are something.
Example0 /ou are what you eat.
E,er"i$e
+hoose the correct meaning.
A# Animal Idioms
1. *owI ItMs raining cats and dogs todayI I wish IMd rought my umrella to
schoolI
a. I forgot my umrella today.
. ItMs raining heavily.
c. +ats and dogs are falling from the sky.
(. *hen I told my mom I would e home around ( am$ she had a cowI
a. 5y mom ought a ay cow.
. 5y mom is really strange.
c. 5y mom was really upset.
4. Aean0 ?ow did you know it was my irthday todayE
"usan0 Hh$ a little irdie told meI
a. Aean told "usan it was her irthday.
. ,n unnamed person told "usan aout AeanMs irthday.
c. "usan told Aean it was her irthday.
6. 7rank0 *hy didnMt your rother ride the roller coaster with usE
"am0 Hh$ heMs such a scaredy catI ?e wonMt get on any fast ride.
a. "amMs rother is afraid to ride the roller coaster.
. "amMs rother is a cat.
c. "amMs rother didnMt go to the roller coaster.
B# %ody Idiom
I'io# 8eaning
/ou did it. /ou )a:e !o 3a"e !)e
#$i"%
/ou have to memori9e it.
/es. /ou )i! !)e nai( on !)e )ea'% /ou have to accept the conse#uences of your
actions.
/ou two donMt $ee e1e !o e1e% /ouMre asolutely right.
/ou have to (earn i! +1 )ear!% /ou donMt agree with each other.
Ta$>
Fo online and try to collect more idioms.
http0CCwww.idiomconnection.com ()C1)C())>
http0CCknowgramming.comCmetaphorsCmetaphor8chaptersCexamples.htm
(<C1)C())>
5&6 READ CRITICALLY AND RESPOND TO TEET
+ritical reading is a skill which can e developed through practices$ such as0
a. Taking notes of the textMs main ideas and adding your own responsive
comments.
. Talking to others aout what you have read.
c. Gelating a given text to similar or contrasting themes.
d. Explaining what the text means and making it intelligile. This will help you to
see the
underlying$ unstated assumptions
e. ,sking yourself0 PIs it possile to disagree with any of thisEP
f. ,sking yourself0 M?ow can I convince my peers that I understand what this is
aoutEM
E,er"i$e
Rea' !)e 3o((o/ing -aragra-) an' an$/er !)e Fe$!ion$ !)a! 3o((o/%
In ancient times people elieved in the predictions and advice of astrologers
ecause astrology was part and parcel of their magical world view. They looked
upon celestial o'ects as aodes or omens of the Fods and$ thus$ intimately
connected with events here on earth& they had no concept of the vast distances
from the earth to the planets and stars. 1ow that these distances can and have
een calculated$ we can see how infinitesimally small are the gravitational and
other effects produced y the distant planets and the far more distant stars. It is
simply a mistake to imagine that the forces exerted y stars and planets at the
moment of irth can in any way shape our futures. 1either is it true that the
position of distant heavenly odies make certain days or periods more favorale
to particular kinds of action$ or that the sign under which one was orn
determines oneMs compatiility or incompatiility with other people.
!!%art A. %ok$ PH'ections to ,strology$P The ?umanist
1. This paragraph is a 8888888888888.
,. narration
%. description
+. exposition
B. persuasion
(. *hich of the following can we accurately inferE ,strology developed in the
ancient world largely ecause
,. people elieved that the stars and planets were deities
%. it was part of their traditional mythology
+. they had a desire to explain what they didnMt understand
B. they were scientifically ignorant
4. The authorMs attitude toward astrology can e "est descried as
,. unelieving
%. angry
+. sympathetic
B. laudatory
Sgge$!e' An$/er$
5a6 READ FOR 8EANING AND UNDERSTANDING OF A AARIETY OF
TEET
Exercise
1. + (. , 4. %
5+6 USE CONTEETUAL4 SYNTACTIC AND SE8ANTIC CLUES TO DERIAE
8EANING
Exercise
1. 'acket (. Temperamental
5"6 DISTINGUISH FACTS FRO8 OPINION
Exercise
1. 7act (. Hpinion 4. 7act 6. Hpinion
:. 7act ;. Hpinion <. Hpinion =. Hpinion
5'6 IDENTIFY SHIFT IN ARGU8ENT
,. Gead the following paragraph carefully. Then$ locate and circle each
transition word that shows time.
/ou can make your own cards to celerate special events. 7irst$ gather
the materials you need0 construction paper$ scissors$ crayons or markers$
and glue. "econd$ fold a piece of construction paper to create a card that
has a front$ a ack$ and an inside. +ut out interesting shapes from more
construction paper$ and glue the shapes to the front and ack of your card.
/ou may also draw colorful pictures on the front and ack of the card.
7inally$ write a rief message inside the card$ and sign your name. 1ow
youMre ready to give your card to someone special.
%. Gead the following sentences carefully. Then$ locate and circle each
transition word that compares or contrasts.
1. ?owever
(. Htherwise
4. that is
6. ut
:. Even though.
1. Hnce upon a time
(. under
4. eside
6. while
:. 7irst
;. Then
<. 1ext
=. 5eanwhile
>. through
1). ,s a result of
5e6 IDENTIFY WRITERGS 8OOD4 TONE4 *IAS4 PURPOSE OR POINT OF
AIEW
1. Pure scientists have y and large een dim!witted aout engineers and
applied science. They couldnMt recognise that many of the prolems were as
intellectually exacting as pure prolems$ and that many of the solutions were
as satisfying and eautiful. Their instinct !! perhaps sharpened in this country
y the passion to find a new snoism wherever possile$ and to invent one
if it doesnMt exist !! was take it for granted that applied science was an
occupation of second!rate minds.
3The writers attitude is very sarcastic$ arrogant and condemning. /es$ the
writer is trying to convince his readers through wit.2
(. The ver PtortureP is defined in the *esterMs Tenth +ollegiate Bictionary as
Pthe infliction of intense pain 3as from urning$ crushing or wounding2 to
punish$ coerce or afford sadistic pleasureP. The dictatorship of "ingapore has
found an ,merican teenager guilty of spray!painting cars and sentenced him
to four months in prison$ a W($))) fine !! and torture. "ingaporeMs torture of
choice is flogging y rattan cane which elicits the screams satisfying to the
torturer and scars the torturee physically and mentally for life. Torture is an
act of savagery as old as civilisation. Bemosthenes descried it as the surest
means of otaining evidence. Tomas de Tor#uenada issued detailed
instructions for its use in the "panish In#uisitions.
%ut now civilised nations have a +ovenant on +ivil and Political Gights that
declares$ P1o one shall e su'ected to torture or to cruel$ inhuman or
degrading punishment.P The @nited 1ations has a P+onvention ,gainst
TortureP. The government of "ingapore stands aloof from the universal
condemnation. "ingaporeMs dictator is actually proud of his countryMs
reputation for keeping order y inflicting pain. 5oreover$ his diplomats in the
@nited "tates report that many ,mericans endorse the lashing to e meted
out to the young offender. That some people in ,merica thoughtlessly
espouse torture is undeniale. Hne sap on the street in *ashington told a
New +or' Times reporter0 If youMve ever had your antenna ripped off your car$
you can sympathise with the government of "ingapore. Lash him.P
I have had more than a few antennas ripped off my car$ and a few swastikas
sprayed on my house$ and have felt a surge of mindless fury at the
perpetrators. %ut I have also seen a -urdish patriot crippled for life y one of
"addam ?usseinMs tortures$ and witnessed the misdirected self!loathing on
the face of a rape victim$ and I donMt think any person or government has any
right to inflict any physical pain on another human eing.
*,rom The 1ew /ork Times( -../ 0The Caning of Michael ,ay( "y $illiam
1afire2
3The writer does not agree with caning. ?e includes concrete evidence and
personal experience to convince the readers. ?e is trying to infer himself as
a person who is against cruelty.2
536 UNDERSTAND THE USE OF FIGURATIAE LANGUAGE AND ITS
EFFECT ON 8EANING
+horus0
M+ause you canMt 'ump the track$ weMre like cars on a cale ! simile
,nd lifeMs like an hourglass$ glued to the tale N personification C simile
1o one can find the rewind utton$ girl.
"o cradle your head in your hands ! personification
,nd reathe... 'ust reathe$
Hh reathe$ 'ust reathe
+horus
ThereMs a light at each end of this tunnel$ ! metaphor
/ou shout Mcause youMre 'ust as far in as youMll ever e out ! simile
,nd these mistakes youMve made$ youMll 'ust make them again
If you only try turning around.
( ,5 and IMm still awake$ writing a song
If I get it all down on paper$ itMs no longer inside of me$
Threatening the life it elongs to
,nd I feel like IMm naked in front of the crowd ! simile
+ause these words are my diary$ screaming out loud ! personification
,nd I know that youMll use them$ however you want to
5g6 IDENTIFY AND DIFFERENTIATE IDIO8ATIC EEPRESSIONS AND
8ETAPHORS
Exercise
,. ,nimal Idioms
1. % (. + 4. % 6. ,
%. %ody Idioms
I'io# 8eaning
/ou did it. /ou )a:e !o 3a"e !)e
#$i"%
/ou have to memori9e it.
/es. /ou )i! !)e nai( on !)e )ea'% /ou have to accept the conse#uences
of your actions.
/ou two donMt $ee e1e !o e1e% /ouMre asolutely right.
/ou have to (earn i! +1 )ear!% /ou donMt agree with each other.
5)6 READ CRITICALLY AND RESPOND TO TEET
Exercise
1. + (. % 4. ,
TOPIC C WRITING FOR DIFFERENT TEET TYPES
"ynopsis
Food writers are not orn ut developed. /ou too can e a good writer if you follow
some golden rules of writing$ *hat you write have to e organised and clearly
expressed so that your thoughts can e conveyed to the reader.
This unit deals with the asic principles of report writing$ summary writing and letter
writing.
Learning outcomes
,t the end of this unit. you should e ale to&
1. write reports for academic purposes
(. write summaries for academic purposes
4. write letters for different purposes and audience
Re-or! Wri!ing
Geports are compositions that give information. /ou usually write a report for
someone in authority$ for example a teacher or a principal. *e also write reports
for the police if we witness an accident or a crime.
Gi'e(ine$9
12 *rite the title and date of your report at the top left hand corner of the paper.
(2 If you are writing a report for someody 3e.g. the school principal$ a teacher2
write at the top whom the report is addressed to.
42 If you are writing a report for a newspaper$ include as many facts as possile.
*rite the day and the place when the incident happened.
62 *rite in clear$ precise language. If you are descriing an event$ write a
summary of the events. Bo not give lengthy explanations.
:2 Gememer to allocate one idea for ane paragraph.
;2 ,t the end of the report$ write your name in lock capitals and sign the report.
Example
/ou witnessed an accident in the science laoratory and have een asked to
write a report to your principal. In the report you should explain the events
leading to the accident$ the accident itself and the outcome.
The Principal
"ekolah 5enengah "eri ,ndalas
-lang
"elangor.
1( 5ay ()1)
, Geport on a laoratory acident in 7orm 4-
TOPIC D WRITING ACADE8IC PAPERS
TOPIC I WRITING REFLECTIONS

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WAJ 3103 ENGLISH LANGUAGE PROFICIENCY 11

TOPIC 1 PARTS OF SPEECH / WORD CLASS

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