PAPER 2 Section A * This section tests pupils ability to write sentences.

Pupils will be given a picture and they have to construct five sentences. Pupils may choose to construct the sentences without using the helping words. * Pupils need to construct a variety of sentences namely: Simple sentence Example: The boys are playing football. Compound sentence Example: The boys and their friends are playing football in the field. Complex sentence Example: Johan, who is wearing jersey number seven, is playing football in the field. * Do not make assumptions. Write sentences on what you see in the picture. If you want to use names, make sure that you describe clearly the person you are writing about. Example: Zul is sitting with his friends. (WRONG) Zul, who is the tallest among the boys, is holding a hockey stick. (CORRECT) * After you have completed all the five sentences, make sure you check the grammar, punctuation and spelling. Write clearly so as not to confuse the examiner. * Dont relate yourself to the picture. Example: My uncle and aunt are watching television in the living room. (WRONG) A man and a woman are watching television in the living room. (CORRECT)

Section B * This section contains two questions. Pupils need to transfer the information from the question into the table. Then, they have to make a choice based on the question given and state the reasons for the choice. * For information transfer pupils need to be aware of the spelling, punctuation and their writing. They need to write clearly and obey the punctuation rules. If the answer written is not legible, no marks will be awarded for the answer. Pick and choose the information based on what is required in the table. Do not copy in any particular sequence. * For the second part of the question, pupils need to make a choice and state the reasons for their choice. Before you start your answer, read the instruction. Make sure you write based on the choice made. Example: You and your family are going on a trip. Based on the information given, which type of tour would you suggest? Give reasons for your choice. * Dont only write statements. Support them with logical and suitable reasons. Give some elaboration on your reasons. Example: Section C * Pupils need to write creatively in this section based on the pictures and words given in the question. Pupils must read the instruction before writing their answer. Pupils may need to use all the words. Sometimes they may not need to

use all the words. This depends on the instruction. Therefore, it is crucial for pupils to read the instruction carefully. Example: 1. Write a story based on the pictures below. You may use the words given to help you. Write your answers in the space provided. OR 2. Write a story based on the pictures below. Use all the words given to help you. Write your answers in the space provided. * Pupils are free to name the characters in their answer. They can also name the places in the pictures. * Start your answer with an interesting introduction and end it with an interesting closure. Your introduction need not be too long. Two or three sentences will be sufficient. * Write at least four sentences for each picture. Make sure you describe the pictures well. You may use proverbs and similes to make your answer more interesting. * After completing the answer, read through the sentences. Check for any errors in grammar, punctuation and spelling. Section C * Pupils need to write creatively in this section based on the pictures and words given in the question. Pupils must read the instruction before writing their answer. Pupils may need to use all the words. Sometimes they may not need to use all the words. This depends on the instruction. Therefore, it is crucial for pupils to read the instruction carefully. Example: 1. Write a story based on the pictures below. You may use the words given to help you. Write your answers in the space provided. OR

2. Write a story based on the pictures below. Use all the words given to help you. Write your answers in the space provided. * Pupils are free to name the characters in their answer. They can also name the places in the pictures. * Start your answer with an interesting introduction and end it with an interesting closure. Your introduction need not be too long. Two or three sentences will be sufficient. * Write at least four sentences for each picture. Make sure you describe the pictures well. You may use proverbs and similes to make your answer more interesting. * After completing the answer, read through the sentences. Check for any errors in grammar, punctuation and spelling. I would choose Aerobus 380 because it can carry the most number of passengers. It is also the longest and the widest among the three planes. Thus, it will be more spacious and I will be able walk around in the plane especially since Im going to Paris. It is the fastest and does not need any refueling until its destination. It is powered by four jet engines. It will be able to reach the destination faster than the others. * After completing the answers, pupils must check the sentences for grammar, spelling or punctuation errors.

Section C * Pupils need to write creatively in this section based on the pictures and words given in the question. Pupils must read the instruction before writing their answer. Pupils may need to use all the words. Sometimes they may not need to use all the words. This depends on the instruction. Therefore, it is crucial for pupils to read the instruction carefully. Example: 1. Write a story based on the pictures below. You may use the words given to help you. Write your answers in the space provided. OR 2. Write a story based on the pictures below. Use all the words given to help you. Write your answers in the space provided. * Pupils are free to name the characters in their answer. They can also name the places in the pictures. * Start your answer with an interesting introduction and end it with an interesting closure. Your introduction need not be too long. Two or three sentences will be sufficient. * Write at least four sentences for each picture. Make sure you describe the pictures well. You may use proverbs and similes to make your answer more interesting. * After completing the answer, read through the sentences. Check for any errors in grammar, punctuation and spelling.

To answer this section well, you need to really know three things. Firstly, you are advised to write in the present continuous tense. Therefore, you must know the meaning of the present continuous tense.

PRESENT CONTINUOUS TENSE When we talk about tenses, we are referring to the verbs. In the present continuous tense, the verbs look like this: (singular case) verb 'to be' is verb 'to be' are verb 'ing' talking verb 'ing' talking

(plural case)

Example: (singular case) (plural case)

A boy is talking to his friends. Two boys are talking to their friends.

Apart from the tense, you must know about adjectives. There are certain adjectives that you will commonly use when answering this section. ADJECTIVES An adjective describes or tells us more about a particular noun. It occurs before the noun and we can use more than one adjective to describe a noun. adjective handsome beautiful cute noun boy girl baby

Example: A handsome boy is talking to his friends. Two handsome boys are talking to their friends. Last but not least, to be able to score higher marks for this section you must know about the adverbs. ADVERBS Adverbs are words used to describe or tell us more about the verbs. We can either write an adverb immediately after the verb, or at the end of the sentence. verb is talking is playing adverb cheerfully happily

is reading

quietly

Example: A handsome boy is talking cheerfully to his friends. Two handsome boys are talking to their friends cheerfully.

Sentence Construction For Sentence Construction, I have drilled my pupils with some simple sentence patterns since January, in order to help them to have some ideas on how to construct sentences based on the picture given. I think most Year 6 teachers already know that the candidates do not have to use all the 10 words given. Because my pupils are very weak, I encourage them to concentrate on the picture instead of the words. My rationale? My pupils tend to use words that they do not know and so most of the time would come up with annoying sentences that do not have any meaning. My objective: to help my pupils to write sentences, however simple, that would at least make some sense. Heheh! Okay, so this is the method that I use. I give each and every pupil a card (I call it the 'SC' Card 1) that contains some guidelines for writing sentences, like this:

1. Place / Location / Event This is a (name of place / location / event). e.g. This is Royal Paris Circus. This is a school canteen. 2. People / Animals / Things / Plants There is a (singular noun). There are (plural noun). e.g. There is a lion on the stage. There are several pupils at the school canteen. 3. Activities (Singular subject) is (verb + ing). (Plural subject) are (verb + ing). e.g. The clown is holding the fire ring. The pupils are queuing at the counter. 4. Adjectives (Feelings / Look) (Singular subject) is (adjectives). (Plural subject) are (adjectives). e.g. The lion is brave. The canteen workers are busy.

My pupils would bring the card everywhere, and every time I give them the Sentence Construction exercises, I would encourage them to refer to the card as guidance. Some hardcore markers might complain that this is actually 'template writing', but I beg to differ. My pupils have very little if no basic in English whatsoever. I spend almost a year to teach these kids whatever I can manage on Singular and Plural Nouns, Verbs and Adjectives. A year ago I had to start with zero. Applying this method enable me to help my pupils to write grammatically correct simple sentences, and I am floating on air now. We have been doing this since January, and not only can the children write simple sentences on their own, in the process they acquire a lot of new vocabulary because in order to complete the Section A task, they need to identify the location and the activities in the picture, as well as the appropriate adjectives that are related to the picture given. After several months of doing this, I notice that a few of my pupils have the potential to do more. And so, I come up with another card (the SC Card 2):

1. Add adjectives e.g. This is a busy school canteen. This is a crowded circus. 2. Add adverbs: e.g. The clown is smiling happily. The lion is jumping bravely through the fire ring. 3. Write compound sentences e.g. There is a lion and a clown on the stage. There are many types of food and drinks at the canteen. 4. Write complex sentences (if you can) e.g. The boy, who is carrying a basket of fruits, is helping the old lady to cross the road. The pupils, who are queuing at the counter, are buying something to eat. Now look at Number 4. I attended PGSD Head meeting last year where one speaker who is also a UPSR marker announced that complex sentence is

actually not included in the KBSR syllabus. From the way she put it, I believe she did not recommend teachers to give our pupils a hard time by forcing them to do something that they are not supposed to learn yet. I agree with her with all my heart, but I went on and exposed my pupils to it anyway. To my pleasant surprise, at least two of my pupils are now able to write complex sentences almost perfectly. Well, for me, if they can do it, why limit their potential? Combining SC Card 1 and SC Card 2 has enabled me to provide a guidance for my pupils to write sentences that are grammatically correct. At first, my pupils would tend to write the same type of boring sentences that have the same structures, but after a lot (and I mean A LOT) of practise, the sentences that the pupils are able to give become more varied and more interesting.

Haji Marzuki owns restaurant Jitra big

TIME SUBJECT Haji Marzuki It

SUBJECT VERB owns

VERB

ADJECTIVE/OBJECT/PLACE TIME

ADJECTIVE/OBJECT/PLACE Sri Rampai Restaurant in Jitra. A very big restaurant.

Is