Program Permata Gemilang Smkaks 2016

SEKOLAH MENENGAH KEBANGSAAN AGAMA KUALA SELANGOR
PROGRAM PERMATA GEMILANG SPM 2016

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SUBJECTS
Nouns Pronouns
Common Proper Personal Possessive Demonstrative Interrogative
boy Ali I Mine This Who
Abstract Collective You Yours These Whose (shirt)
happiness A bunch of We Ours That Which
flowers
Singular Plural They Theirs Those What
book books He His Whom
Countable Uncountable She Hers
desk sugar It Its
OBJECTS
Nouns Pronouns
Common Proper Personal Possessive Reflexive Demonstrative
boy Ali Me Mine Myself This
Abstract Collective You Yours Yourself These
happiness A bunch of Us Ours Ourselves That
flowers
Singular Plural Them Theirs Themselves Those
book books Him His Himself
Countable Uncountable Her Hers Herself
desk sugar It Its Itself
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VERBS
Auxiliary Verbs Action Verbs

Verb-to-be Modals Transitive Intransitive
Affirmative Negative Affirmative Negative Positive Negative Positive Negative
am am not must must not buy do not leave do not
buy leave
is is not can/could cannot buys does not leaves does not
could not buy leave
are are not shall/should shall not bought did not left did not
should not buy leave
was was not may/might may not Examples Examples
might not
were were not will/would will not cut borrow sleep stand
would not
am am not need to need not drive lend jump walk
does does not ought to ought not return offer laugh float
do do not has to/have has not/ tell chase run come
to have not
TENSES
Present Tense Past Tense Future Tense
Sim Cont Perfect Perfect Simp Cont Perfect Perfect Sim Cont Perfect Perfect
ple Cont. le Cont. ple Cont.
eat V2b + has/have has + been ate V2b + had + had + will will + will + will +
eats ing + Past + Past ing Past been + + eat be + ing have + have +
Participle Participle Particip Past Past been +
le Participle Participle ing
eat am/is/ has/have has/have ate was/w had had been will will be will have will have
eats are + eaten been ere eaten eating eat eating eaten been
eating eating eating eating
Present Tense Past Tense Future Tense

Simple Every day I eat dinner Yesterday I ate dinner at a Tomorrow I will eat dinner at the
at home. restaurant. restaurant again.
Conti- Right now I am eating At that time/At 8.00 p.m. last At 8.00 p.m. tonight, I will be
nuous dinner with my family. night, I was eating dinner with eating dinner with my family.
my family.
Perfect I have already eaten. Before you came, I had eaten By the time you arrive, I will
with my family. have eaten my dinner.
Perfect I have been eating for When she came to me last By the time you arrive, I will
Conti- fifteen minutes. night, I had been eating for have been eating for 15 minutes.
nuous fifteen minutes.
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ACTIVE VOICE
Subject + Verb (SV)

He slept.
Subject + Verb + Object (SVO)
She cuts her hair.
Subject + Verb + Complement (SVC)
He slept early.
Subject + Verb + Object + Complement (SVOC)
She cut her hair last week.
PASSIVE VOICE
Object Verb-to-be (+) Verb-to-be (-) Past Participle by Subject

An apple is/was is not/was not - eaten by Ali
The apples are/were are not/were not - eaten
Object verb-to-be verb-to-be being Past Participle by Subject
An apple is/was Is not/was not being eaten
The apples are/were Are not/were being eaten
not
Object has Has not been Past Participle by Subject
An apple has/had Has not/had not been eaten
The apples have/had Have not/had been eaten
not
Object will Will not be Past Participle by Subject
will/would Will not/would be eaten
not
Object can Can not be Past Participle by Subject
can/could Can not/could be eaten
not
Object shall Shall not be Past Participle by Subject
shall/should Shall not/should be eaten
not
Object may May not be Past Participle by Subject
may/might May not/might be eaten
not
Object must Must not be Past Participle by Subject
must Must not be eaten
Object ought to ought not be Past Participle by Subject
ought to ought not be eaten
Object needs to needs not be Past Participle by Subject
An apple needs to needs not be eaten
The apples need to need not be eaten
Object has to does not have be Past Participle by Subject
to
An apple has to/had to does not have to be eaten
The apples have to/had to do not have to be eaten
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Advanced Composition for Non-Native Speakers of English

http://eslbee.com
Sentences: Simple, Compound, and Complex
Experienced writers use a variety of sentences to make their writing interesting and
lively. Too many simple sentences, for example, will sound choppy and immature
while too many long sentences will be difficult to read and hard to understand.
This page contains definitions of simple, compound, and complex sentences with
many simple examples. The purpose of these examples is to help the ESL/EFL
learner to identify sentence basics including identification of sentences in the short
quizzes that follow. After that, it will be possible to analyze more complex
sentences varieties.
SIMPLE SENTENCE
A simple sentence, also called an independent clause, contains a subject and a verb,
and it expresses a complete thought. In the following simple sentences, subjects are
in yellow, and verbs are in green.
A. Some students like to study in the mornings.

B. Juan and Arturo play football every afternoon.
C. Alicia goes to the library and studies every day.
The three examples above are all simple sentences. Note that sentence B contains a
compound subject, and sentence C contains a compound verb. Simple sentences,
therefore, contain a subject and verb and express a complete thought, but they can
also contain a compound subjects or verbs.
COMPOUND SENTENCE
A compound sentence contains two independent clauses joined by a coordinator. The
coordinators are as follows: for, and, nor, but, or, yet, so. (Helpful hint: The first
letter of each of the coordinators spells FANBOYS.) Except for very short sentences,
coordinators are always preceded by a comma. In the following compound sentences,
subjects are in yellow, verbs are in green, and the coordinators and the commas that
precede them are in red.
A. I tried to speak Spanish, and my friend tried to speak English.

B. Alejandro played football, so Maria went shopping.
C. Alejandro played football, for Maria went shopping.
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The above three sentences are compound sentences. Each sentence contains two
independent clauses, and they are joined by a coordinator with a comma preceding
it. Note how the conscious use of coordinators can change the relationship between
the clauses. Sentences B and C, for example, are identical except for the
coordinators. In sentence B, which action occurred first? Obviously, "Alejandro
played football" first, and as a consequence, "Maria went shopping. In sentence C,
"Maria went shopping" first. In sentence C, "Alejandro played football" because,
possibly, he didn't have anything else to do, for or because "Maria went shopping."
How can the use of other coordinators change the relationship between the two
clauses? What implications would the use of "yet" or "but" have on the meaning of
the sentence?
COMPLEX SENTENCE
A complex sentence has an independent clause joined by one or more dependent
clauses. A complex sentence always has a subordinator such as because, since, after,
although, or when or a relative pronoun such as that, who, or which. In the following
complex sentences, subjects are in yellow, verbs are in green, and the subordinators
and their commas (when required) are in red.
A. When he handed in his homework, he forgot to give the teacher the last
page.
B. The teacher returned the homework after she noticed the error.
C. The students are studying because they have a test tomorrow.
D. After they finished studying, Juan and Maria went to the movies.
E. Juan and Maria went to the movies after they finished studying.
When a complex sentence begins with a subordinator such as sentences A and D, a

comma is required at the end of the dependent clause. When the independent clause
begins the sentence with subordinators in the middle as in sentences B, C, and E, no
comma is required. If a comma is placed before the subordinators in sentences B, C,
and E, it is wrong.
Note that sentences D and E are the same except sentence D begins with the
dependent clause which is followed by a comma, and sentence E begins with the
independent clause which contains no comma. The comma after the dependent
clause in sentence D is required, and experienced listeners of English will often hear
a slight pause there. In sentence E, however, there will be no pause when the
independent clause begins the sentence.
COMPLEX SENTENCES / ADJECTIVE CLAUSES

Finally, sentences containing adjective clauses (or dependent clauses) are also
complex because they contain an independent clause and a dependent clause. The
subjects, verbs, and subordinators are marked the same as in the previous sentences,
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and in these sentences, the independent clauses are also underlined.
A. The woman who(m) my mom talked to sells cosmetics.

B. The book that Jonathan read is on the shelf.
C. The house which AbrahAM Lincoln was born in is still standing.
D. The town where I grew up is in the United States.
Adjective Clauses are studied in this site separately, but for now it is important to
know that sentences containing adjective clauses are complex.
CONCLUSION
Are sure you now know the differences between simple, compound, and complex
sentences? Click QUICK QUIZ to find out. This quiz is just six sentences. The key is
to look for the subjects and verbs first.
Another quiz, this one about Helen Keller contains ten sentences.
These quiz sentences based on the short story, The Americanization of Shadrach
Cohen, by Bruno Lessing.
Quick Quiz: Shadrach
After each quiz, click GRADE QUIZ to see your score immediately.
Remember that with the skill to write good simple, compound, and complex
sentences, you will have the flexibility to (1) convey your ideas precisely and (2)
entertain with sentence variety at the same time! Good luck with these exercises!
Sentence connectors
Sentence connectors are used to link ideas from one sentence to the next and to give paragraphs
coherence. Sentence connectors perform different functions and are placed at the beginning of a
sentence. They are used to introduce, order, contrast, sequence ideas, theory, data etc. The
following table lists useful connectors.
Logical / sequential order Order of importance
Firstly, secondly, thirdly etc Most / more importantly

Next, last, finally Most significantly
In addition Above all
Furthermore Primarily
Also It is essential / essentially
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At present / presently
Contrast Result
However As a result
On the other hand As a consequence
On the contrary Therefore
By (in) comparison Thus
In contrast Consequently
Hence
Comparison Reason
Similarily The cause of

Likewise The reason for
Also
Subordinators
Subordinators are linking words that are used to join clauses together. They are used at
the beginning or in the middle of a sentence. A clause is a group of words that must contain
a subject and predicate. There are two types of clauses
Comparison & Contrast Cause / effect Time
Although Since After

Though So that When
Even though Because Until
While Whenever
Whereas Before
Possibility Place & manner
if Wherever
as if Where
whether How
unless
Linking words and phrases
Although some of these words have already been mentioned as sentence connectors, they can
also be used to develop coherence within a paragraph, that is linking one idea / argument to
another.
Sequence Result Emphasis
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First / firstly, second / So Undoubtedly

secondly, third / thirdly etc As a result Indeed
Next, last, finally As a consequence Obviously
In addition, moreover (of) Generally
Further / furthermore Therefore Admittedly
Another Thus In fact
Also Consequently Particularly / in
In conclusion Hence particular
To summarise Due to Especially
Clearly
Importantly
Addition Reason Example
And For For example

In addition / Because For instance
additionally / an additional Since That is (ie)
Furthermore As Such as
Also Because of Including
Too Namely
As well as
Contrast Comparison
However Similarly
Nevertheless Likewise While
Nonetheless Also Whereas
Still Like On the other hand
On the contrary
Although / even though Just as
Not only...but also
Though Just like
But Similar to
Yet Same as
Despite / in spite of Compare
In contrast (to) / in compare(d) to / with
comparison
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SECTION A:
DIRECTED
WRITING
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CRITERIA FOR MARKING LANGUAGE

Question 1 : Directed Writing
Mark
Description of Criteria
Range
The language is entirely accurate apart from occasional first draft slips.
Sentence structure is varied and shows that the candidate is able to use sentence
length and type to achieve an intended effect.
A Vocabulary shows some sophistication and is used with precision.
19 -20 Punctuation is accurate and helpful to the reader.
Spelling is accurate across the full range of vocabulary used.
Paragraphs are well-planned, have unity and are appropriately linked.
The tone is appropriate to task.
The language is almost always accurate but there will be occasional minor errors or
first draft slips.
Sentence show some variation in length and type, including the use of complex
sentences.
B Vocabulary is wide enough to convey intended shades of meaning with some
16 - 18 precision.
Punctuation is almost always accurate and generally helpful to the reader.
Spelling is nearly always accurate.
Written in paragraphs which show some unity and are usually linked appropriately.
The tone is appropriate to task.
The language is largely accurate.
Simple structures are used without error; mistakes may occur when more
sophisticated structures are attempted.
Vocabulary is adequate to convey intended meaning although it may not be
sufficiently developed to achieve precision.
C Sentences show some variety of length and structure although there is a tendency
13 - 15 to use one type of structure, giving it a monotonous effect.
Punctuation is generally accurate although errors may occur in more complex uses.
Spelling is generally accurate for common vocabulary.
Written in paragraphs which show some unity, although links may be absent or
inappropriate.
The tone may be inconsistent.
D The language is sufficiently accurate.
10 -12 There will be patches of clarity particularly when simple structures are used.
Mistakes will occur when more complex sentences are attempted.
There may be some variety of sentence length and type but this may not be
successful in enhancing meaning or arousing interest.
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Vocabulary is adequate but lacks precision.

Punctuation is generally correct but does not enhance or clarify meaning.
Simple words are spelt correctly but errors may occur when unfamiliar words are
used.
Written in paragraphs but show lack of planning or unity.
The style may not be appropriate to task.
Meaning is never in doubt, but single word errors are sufficiently frequent and
serious to hamper precision and speed of reading.
Some simple structures will be accurate but accuracy is not sustained.
Vocabulary is limited and either too simple to convey precise meaning or are
E imperfectly understood.
7-9 Simple words will usually be spelt correctly but mistakes will occur when more
difficult words are used.
Paragraphs lack unity. Links are incorrectly used. There may be errors of sentence
separation and punctuation.
The tone may not be appropriate.
Meaning is fairly clear but the incidence of error is high and definitely impedes the
reading.
There will be many serious errors of various kinds throughout the script but they are
mainly of the single word type, i.e. they could be could be corrected without rewriting
the whole sentence.
U (i) A few simple structures are used accurately.
Vocabulary- only simple range of words that are inadequate to express intended
4-6
shades of meaning.
There may be frequent spelling errors.
Punctuation will sometimes be used correctly but sentence separation errors may
occur.
Paragraphs may not be used, or if used, show a lack of planning.
The tone and style is inappropriate.
Sense will be decipherable, but some of the errors will be multiple in nature, requiring
the reader to re-read and re-organise before meaning becomes clear.
U (ii)
Whole sections may make little or no sense. There are unlikely to be more than one
2-3
or two accurate sentences. The content is comprehensible, but its tone is hidden by
the density of errors.
Scripts in this category are almost entirely impossible to recognise as pieces of
English.
U (iii) Whole sections may make no sense at all or are copied from the task.
0-1 Award 1 mark if some sense can be obtained.
The mark 0 should only be awarded if the writing makes no sense at all from
beginning to end.
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STUDENTS VOLUME OF WORK
No. CONTENT DATE REMARKS
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FORMAL
LETTER
WRITING
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INTRODUCTION & CONCLUSION OF A FORMAL LETTER TO THE SCHOOL AUTHORITY
Abdul Karim Embong,

SMKA Sheikh Abdul Malek,
Jalan Budiman,
Kuala Terengganu.
The Principal,
Jalan Budiman,
Kuala Terengganu. 16 NOVEMBER 2013
Dear Sir,
TITLE OF LETTER E.G. CHANGES NEEDED FOR OUR SCHOOL
With reference to the above matter, I would like to bring your attention to the unpleasant condition of
our school which is in dire need of changes. In relation to this, on behalf of all the students of SMKA
Sheikh Abdul Malek, I am writing this letter to make a few suggestions on the ways to improve the
facilities in our school./lodge a report on ./make a complaint on..
2. For your information,
3. Other than that, .
4. Apart from the above-mentioned matters,
5. Finally,
It is my utmost hope that you will give the above-mentioned suggestions/problems/report/complaint

their/its due attention and consideration. It is also hoped that necessary actions could be taken as soon
as possible for the betterment of our school / the welfare of our students. I look forward to hearing
positive response from you. Your cooperation is highly appreciated.
Thank you.
Yours faithfully,
Signature
(ABDUL KARIM EMBONG,)
Post, (if any)
SMKA Sheikh Abdul Malek.
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Section A: Directed Writing

[35 marks]
[Time suggested : 45 minutes]
Your class would like to make a trip after the end-of-year examination. You are the
class monitor. You get a message from your teacher, who is away from school, asking
you to discuss with the students where they would like to go. You have been given the
following information on the two trips.
Write a formal letter to your teacher stating the choice made by your class and give
reasons for the choice.
Trip to the City Trip to the Seaside

DATE: 15 17 December DATE: 2 4 December
DURATION: 3 days and 2 nights DURATION: 3 days and 2 nights
ACCOMMODATION: Hotel ACCOMMODATION: Camps
COST PER PERSON: RM120.00 COST PER PERSON: RM80.00
Places of interest: Activities:
- Art gallery - Swimming
- Shopping complexes - Boat rides
- Parks and gardens - Games on the beach
- Zoos - Jungle trekking
- museums - Campfires
When writing the formal letter you should remember to:

- Make a choice of one trip
- Give reasons using all the information given on the trip of your choice
(SPM 2003/ 2013)
SAMPLE ANSWER OF A FORMAL LETTER TO THE SCHOOL AUTHORITY
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Abdul Karim Embong,

Jalan Budiman,
Kuala Terengganu.
Puan Kamaliah Ariff,

Jalan Budiman,
Kuala Terengganu. 16 NOVEMBER 2016
Dear Madam,
DECISION ON END-OF-YEAR TRIP
With reference to the above matter, I would like to bring your attention to the trip we have planned after the end-
of-year examination. In relation to this, on behalf of the students of Class 5 Bukhari, I am writing this letter to
inform you that after having a thorough discussion, we have decided to choose the trip to the seaside.
2. For your information, the trip to the seaside was decided because all of us considered that the date
proposed that is from 2 to 4 December is convenient as it is the beginning of the month and many of us will be able
to make it for the trip. Many of us will be going out for holidays with our family members around the end of the
month. Not only that, the cost for the trip, which is about RM80 per person, is cheaper and thus, affordable for
every student. Besides, the students feel that the idea of staying in camps is awesome, which will enable us to
enjoy ourselves during our stay at the seaside for 3 days and 2 nights.
3. Other than that, we think that the activities provided will be very enjoyable and offer a lot of benefits.
Besides being a fun activity, swimming will also keep our body healthy and fit. Moreover, we will have a lifetime
opportunity to enjoy the great view of the nearby islands through the boat rides served for the campers.
4. Apart from the above-mentioned, activities like games on the beach and jungle trekking will help to create
stronger ties among students. Through these activities, our true friendship as well as physical and mental strength
will be tested. Finally, campfires are the most awaited activity as many of us will have the chance to show their
hidden talents such as singing and story-telling.
It is our utmost hope that you will give the above-mentioned choice of trip its due attention and consideration. It is
also hoped that necessary arrangements for the trip could be taken as soon as you come back to school. We look
forward to hearing positive response from you. Your cooperation is highly appreciated.
Thank you.
Yours faithfully,
Signature
(ABDUL KARIM EMBONG,)
Monitor,
Class 5 Bukhari
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[35 marks]
You are advised to spend about 45 minutes on this section.
Question 1
Your school English Language Society is planning a visit to an orphanage. As the
secretary of the English Language Society, you are required to write a letter to the
orphanage asking permission to visit the place. Use the notes given below to write the
letter.
Details on the visit
Date: 9 August 2007

Time: 9.00 am - 4.00 pm
No of student : 25
No of teachers: 2
Proposed activities
Slide show on English Language Society activities

Cleaning the compound
Lunch picnic
Reading story books
Helping orphans with English homework
Language games
When writing your letter, you should remember to include the following:
Addresses
Salutation/greeting
Close
Use of proper format of a formal letter
All the notes given
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[35 marks]
Question 1
The students in your school have been showing indiscipline lately. As a concerned
student, you feel that the school should take immediate action to overcome the
problem. Write a letter to the principal expressing your concern about the matter. You
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should also include the serious disciplinary cases that happen in your school, the effects
of the indiscipline and the suggestions to overcome the problem.
Use the notes given below to write your letter.
Smoking
Serious Playing truant
disciplinary Being rude to teachers
cases Failing to do homework
Indiscipline Lesson affected

in school Effects Low academic achievement
Bad school reputation
Enforce school rules

Suggestions Organise more motivational
programmes
Hold meetings with parents
When writing your letter, remember:
- to address the letter to the principal

- to lay out the letter in the correct format
- to include all the notes given
- to add two other suggestions of your own
- that the letter is formal
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ARTICLE
WRITING
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INTRODUCTION & CONCLUSION OF AN ARTICLE
TITLE / TOPIC OF ARTICLE

Written by: Hamdan Noor
Dear readers,
The fact that you are reading this article is a good sign. It shows you understand the
importance of ____________________. / Actually, the issue of _____________ has been a
growing concern among parents/ students/ teachers. In relation to this, I take great
responsibility in writing this article to share something on ___________ with all of you. / In
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actuality, the issue of _______ has been the talk of the town among parents/ students/
teachers. In relation to this, I take great pleasure in writing this article to share something on
___________ with all of you. I sincerely hope you will find this article useful.
First, foremost and above all, let us look at ___________________. Firstly,

_______________.Secondly, _______________. Thirdly, ____________________. relevant
proverb/idiom
Next, let us sidetrack to the ________________. relevant proverb/idiom
Let us now turn our attention to __________________.Finally,_______________.

relevant proverb/idiom
In conclusion,/In a nutshell,/All in all,/In short, the main idea is/are significantly

/undeniably important in the life of a student / in our life. Therefore, we need to ___________/
we should always ________.My hope is that you have gained some valuable input from this
article. Remember, relevant idiom / proverb. Au revoir!

[35 marks]
You are advised to spend about 45 minutes on this section
Question 1
You find that many of your friends are under a lot of pressure. They spend most of
their time studying and appear to suffer from stress. Write an article for your school
newsletter on how to cope with stress. Include the following points:
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Regular exercise
Hobbies
Plan a timetable
Work in groups
Balanced meals
Enough sleep
Study skills
Make a check-list
Seek advice
Games
Talk to your family
Listen to music
When writing the article, you should remember:
- To give a title
- That your readers are mainly students
- To include all the points given
- To add two new points of your own
- To write in paragraphs
(SPM 2001)
SAMPLE ANSWER OF AN ARTICLE
TIPS ON COPING WITH STRESS FOR STUDENTS

Written by: Abdul Karim bin Embong
Dear readers,
The fact that you are reading this article is a good sign. It shows you understand the
importance of mental health. Actually, the issue of students being under stress has been a
growing concern among parents and teachers. However, there is no easy way out as stress has
become part and parcel of todays lifestyle. In relation to this, I take great responsibility in
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writing this article to share some tips on how to cope with stress with all of you. I sincerely hope
you will find this article useful.
Firstly, we must make time for regular exercise. Sitting and studying for hours can add
more stress so, going for walks or jogging will do us good. Secondly, having hobbies such as
stamp collecting or playing music will help to relax our tensed mind. However, for all these
activities, we need to have a timetable to manage our time well. Speaking of time management,
working in groups is a smart way to study as it not only helps us to study better but also saves
our time. After all, less is more.
Next, eating a balanced meal is essential to cope with stress. We need the nutrition and
energy to study. We must also have enough sleep. If we cut on our sleeping hours, studying too
late into the night and waking up early the next morning, we will be too tired to concentrate in
class. Other than that, we must practice good study skills. Making notes and mind-mapping are
good studying techniques. Make a checklist that helps to monitor how far we are with our
revision.
Apart from the above tips, we need to seek advice from our teachers or counselor if we
feel distressed. Outdoor games such as playing badminton or tennis can help us to get away
from books for a while and thus release our tension. Talking to our family members is also a
good idea to share our burden. Finally, listening to music is also good as it will make us feel light
and easy.
In a nutshell, knowing how to cope with stress is significantly important in the life of a
student. Therefore, we need to always watch our daily routines. My hope is that you have
gained some valuable input from this article. Remember, all work and no play makes Jack a dull
boy. Au revoir!
Section A : Directed Writing

[35 marks]
Question 1
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As the head of the school prefect board, you have been asked by your teacher to write
an article in the school newsletter, to advise other students on how to cope with
school bullies.
In your article, include the following points:

Inform teacher
See school counselor
Tell parent or family members
Do not appear scared or insecure
Do not be alone
Do not fight back
When writing the article, you should remember to:

Write a suitable title
Elaborate on each point given.
[35 marks]
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[35 marks]
Question 1
You have asked to write an article on healthy habits for you school magazine.
Use the notes below to write your article.
Regular physical exercise

Eight hours of sleep a day
Maintaining proper weight
Good breakfast
Not smoking cigarettes
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Not drinking alcohol
In your article, you must

provide a title
write in paragraphs
use all the information given
elaborate on the notes
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REPORT
WRITING
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INTRODUCTION & CONCLUSION OF A REPORT TO THE SCHOOL AUTHORITY
REPORT ON DISCIPLINE PROBLEMS IN SCHOOL
To : The Principal,
Jalan Budiman,
Kuala Terengganu.
The issue of discipline problems has been a growing concern among parents / teachers /
students. In relation to this, The Prefects Board has conducted a survey on the discipline
problems faced by our school. Therefore, I gives me great pleasure to bring to you the report on
___________ for your kind attention /. Therefore, I feel greatly responsible to bring to you the
report on ___________ for your kind attention. Hopefully, you will find this report useful for
your further action.
First, foremost and above all, let us look at ___________________./ First,

foremost and above all, the chief factor for __________ is __________..Secondly,
_______________. Thirdly, ____________________. relevant proverb/idiom
Next, let us sidetrack into the ________________. relevant proverb/idiom
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In conclusion, / In general, the main idea is/are such a significant matter that deserves
its due attention. It is hoped that you will act accordingly and see that the problem is
immediately addressed. We need to urgently take action to curb/prevent this matter from
getting worse. As the saying goes, relevant idiom / proverb. That is all for my report. Thank you.
Reported by,
NAME OF WRITER
Post (if any)
INTRODUCTION & CONCLUSION OF A CLUB / SOCIETY REPORT
REPORT ON THE VISIT TO PERKAYA ORPHANAGE
One of the values that the Interact Club of SMKA Sheikh Abdul Malek wants to instill in
its members is the sense of gratitude. In relation to this, recently, our club has organized a visit
to Perkaya Orphanage in Marang. Therefore, I gives me great pleasure to bring to you the report
on ___________ for your kind attention /. Therefore, I feel greatly responsible to bring to you
the report on ___________ for your kind attention. Hopefully, you will find this article useful.
For your information, date, time, transportation, number of participants. relevant

proverb/idiom
Next, let us look at the ________________. relevant proverb/idiom
Apart from the above-mentioned __________________.Finally,_______________.

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In conclusion, / In general, the main idea is such a success as it has successfully achieved
its objective. Hopefully all members of the Interact Club have gained benefits from the
programme / activity. It is also hoped that more activities of this kind will be planned for next
year. As the saying goes, relevant idiom / proverb. That is all for my report. Thank you.
Reported by,
NAME OF WRITER
Secretary,
The Interact Club,

[35 marks]
You are advised to spend about 45 minutes on this section
Question 1
There are a few matters in your school which could be improved. The schools Prefects
Board has had a meeting. The prefects have decided to write a report for the principal.
As the secretary to the board, you have been asked to write the report.
In your report, include the following:
The unsatisfactory service and high food prices in the school canteen
The urgent need to improve the cleanliness of the school
The request for a pedestrian or zebra crossing in front of the school
Do remember to:
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Give your report a title

Use all the points given
Provide two relevant details/example for each of the four points
Write in paragraphs
(SPM 2004)
SAMPLE ANSWER OF A REPORT
SUGGESTIONS FOR IMPROVING FACILITIES IN SMKA SHEIKH ABDUL MALEK
To : The Principal,
Jalan Budiman,
Kuala Terengganu.
The issue of the unpleasant condition of our school has been a growing concern among parents
and students and there have been numerous complaints about the matter. In relation to this, the
schools Prefects Board has had a meeting to discuss about a few matters in our school which could be
improved. Therefore, here we feel greatly responsible to bring to you / to present the detailed report of
the meeting for your kind attention. Hopefully, you will find this report useful for your further action and
consideration.
The first issue that was discussed was the unsatisfactory service and high food prices in the
school canteen. The canteen seems to be short of workers because there are only two people handling
the huge crowd of students during recess. Due to this, some students are not able to buy food on time.
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In addition, the prices of food seem rather high for our students. For example, a plate of fried rice is
RM3.00. This means, they are only able to buy light food like bread or buns because they need to buy
drinks as well.
Other than that, there is also an urgent need to improve the cleanliness of the school. For
instance, the condition of the school toilets is deplorable especially after recess. Therefore, the school
workers should make sure that the toilets are always clean. Furthermore, in the canteen, the food which
is split all over the floor is not cleaned well by the canteen workers, leaving behind stain and stench.
The next point of discussion was the safety of the students. Since the traffic is very heavy in front
of the school after school is over, there need to be a pedestrian crossing. Even a zebra crossing with a
traffic warden would be ideal for the time being. This is due to the fact that there have been minor
accidents in the past couple of months.
In general, the above-mentioned matters are such critical problems that deserve their due
attention. It is hoped that you will act accordingly and see that the problems are immediately addressed.
We need to urgently take action so that the students would have a safe, clean and comfortable
environment to study in. That is all for my report. Thank you.
Reported by,
Signature
(NAME OF REPORTER)
Secretary,
Schools Prefects Board,

[35 marks]
Question 1
After studying for the first half of the year in Form Four, you and your friends find a few
matters regarding your schools.counselling room and its services unsatisfactory. Based
on your observation to those matters, you have decided to write a report to the
principal to inform him/her about your dissatisfaction.
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In your report, include the following:

Location of the counseling room not strategic
Not enough counselors
Not much information about colleges and universities
Peers Club under Counselling Unit not active
Counseling room not well decorated and not attractive
Do remember to:
o Use a suitable format
o Use all the points given
o Provide relevant details/examples/elaboration for each of the points given
o Write in paragraphs
SOURCE:FORM FOUR MID YEAR EXAM 2005
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[35 marks]
Question 1
You are the sectary of your school Interact Club. You have to write a report on the
activities done for the whole year to be submitted to the club advisor teacher. Write
your report based on all the information in the table below.
Month Activity place
March Installation night-new members School Hall
May Visit to Old Folks Home Friendly Home, Ampang

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June Public Speaking Workshop School Hall
July Cleanliness Campaign Anns Orphanage, Klang
October Charity Concert School Hall
When writing the report, you should remember:

To lay out the report correctly
To have a title and should be addressed to the advisor teacher
To use paragraphs
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INFORMAL
LETTER
WRITING
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INTRODUCTION & CONCLUSION OF AN INFORMAL LETTER
Kampung Muhibbah,
Jalan Batu Burok,
Kuala Terengganu.
23 SEPTEMBER 2012
Dear Izzat,
How are you? / How are you doing? / How are you getting on? I hope this letter finds
you in the pink. / I hope you are in the best of health. How is your family? / How is the weather
in Ipoh? It has been raining cats and dogs here. I received your letter last week but did not have
the time to reply any sooner than today due to the examination that was going on. /I received
your letter a couple of days ago but the tons of homework made it impossible for me to pen a
reply any sooner than today. Now that it is over, I am able to write to you.
---------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------
--------------------------------------------------------------------
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---------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------
------------------------------------------------------------------
Well, that is all for now. Please send my deepest regards to your family. Hope to see
you during New Year. I am looking forward to receiving your reply. /Please reply as soon as
possible. Till we meet again, bye! /Take care of yourself, bye! / Take care and do reply soon.
Yours sincerely,
Signature

[35 marks]
Your friend, who lives in another town, wants to know whether he/she should run for
the post of Head Prefect. Write a letter to your friend giving reasons why he/she would
make a good Head Prefect.
Use the notes given below to write your letter:
Personal Qualities:
Friendly
Responsible
Helpful
Academic Performance:
Intelligent student
Hardworking
Problem solver
Co-curricular Involvement:
Blue House Captain
Secretary of English Language Society
School debater
Other points:
Lives near school able to sacrifice time
Good study habits academic performance will
not be affected
Popular with students and teachers
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When writing your letter, you should remember to include the following:
Address
Salutation/greeting
Close
All the notes given
(SPM 2006)
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[35 marks]

Question 1
Your cousin who is sitting for the SPM examination is worried and asks your advice. You
read the following notes in an article. Write a letter to your cousin on how to prepare
for the examination. Use the notes given below to write out the letter.
Plan a timetable
Know the examination format
Talk to the teachers
Discuss with friends
Do past years papers
Get enough sleep
Know your examination timetable
When writing the informal letter, you should remember to:

Use all the points given
Elaborate on the notes given
Write in paragraphs
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[35 marks]
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Question 1
Your cousin has written to you saying that she is overweight. She wants your advice
and suggestions on how to overcome her problem. Write to her, advising on how to
control her eating habits.
Eat fresh fruits and vegetables every day

Have three balanced meals a day
Drink plenty of water
Consume less sugar and salt
Do exercise regularly
Have enough sleep
When writing the letter, you should remember to include the following:
address and date

salutation/greeting
signature
all the notes given
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TALKS
&
SPEECHES
INTRODUCTION & CONCLUSION OF A SPEECH/TALK
A very good morning to the honourable principal, respected teachers and my fellow
students. It is indeed a great honour for me to be given this golden opportunity to be standing
before all of you today. Most importantly, it gives me great pleasure to talk about
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_______________ /to share something on __________ with all of you. /Most importantly, I feel
greatly responsible to talk about __________/ to share something on _____________ with all of
you. First, I will talk about ___________. Then, I will move on to __________. Lastly, I will
proceed with ____________. I hope you will give me your fullest attention. / Hopefully, you will
be fully attentive to my speech./ It is my hope that you will lend me your ears.
Dear audience,/My dear friends,

To start off, let us look at ___________________. Firstly, _______________.Secondly,
Dear audience,/ My dear friends,

Let me proceed with more ways to keep our environment clean. ____________. relevant
proverb/idiom.

relevant proverb/idiom.
Allow me to move on to another ways to keep our environment clean. _____________.

Now, I would like to continue with__________ relevant proverb/idiom.

As my speech/talk draws to a conclusion, let me once again stress that the main idea
is/are significantly /undeniably important in the life of a student/ in our life. Therefore, we need
to ___________. As time constraints do not allow me to continue any further, let me end my
speech/talk here. But, before I step down, I would like to thank all of you for listening. I do hope
that you have gained some beneficial and valuable input from my speech/talk. Remember,
relevant proverb/idiom. Once again, thank you for your time and attention.
INTRODUCTION & CONCLUSION OF A SPEECH FOR PUBLIC SPEAKING

CONTESTS/COMPETITION
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To the honourable judges, respected teachers, ladies and gentlemen, members of the
floor, a very good morning I bid to all. It is indeed a great honour for me to be given this golden
opportunity to be standing before all of you today. Most importantly, it gives me great pleasure
to talk about _______________ / to share something on ________ with all of you. / Most
importantly, I feel greatly responsible to talk about __________/ to share something on
_____________ with all of you. First, I will talk about ___________. Then, I will move on to
__________. Lastly, I will proceed with ____________. I hope you will give me your fullest
attention/ Hopefully, you will be fully attentive to my speech / It is my hope that you will lend
me your ears.
Dear audience,/ Members of the floor,

To start off, let us look at ___________________. Firstly, _______________.Secondly,

Let me proceed with more ways to keep our environment clean. ____________. relevant
proverb/idiom.

Allow me to move on to another ways to keep our environment clean. _____________.

Now, I would like to continue with__________ relevant proverb/idiom.

As my speech draws to a conclusion, let me once again stress that the main idea
is/are significantly /undeniably important in the life of a student/ in our life as students.
Therefore, we need to ___________. As time constraints do not allow me to continue any
further, let me finish my speech here. But, before I step down, I would like to thank all of you for
listening. I do hope that you have gained some beneficial input from my speech. Remember,
relevant proverb/idiom. Once again, thank you for your time and attention.

[35 marks]
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Question 1
You have been asked by your teacher to give a talk on a reference book that is useful
for secondary students. You have decided to talk about a science book.
Use the following notes about the book to write your talk.
Reasons why the book is

Details of the book
useful
Title: - Attractive
Science Made Simple presentation
- Clear explanations
Author: - Helpful diagrams
Sharifah Shazana - Variety of exercises
- Sample answers
Publisher: - Practice question
Bunga Publications papers
- Useful tips
When writing the talk, you should remember:
- To use an appropriate greeting and closing

- To state the purpose of the talk
- To use all the notes given
- To give two other reasons of your own
- That the talk is for school students
(SPM 2007)
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[35 marks]
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Question 1
As the President of the School Safety Club, you have been asked to give a talk during
your school assembly on Personal Safety To, From and In School. In your talk,
include the following points:
Safety tips to and from school:

Move around in pairs or groups
Report suspicious strangers to school authorities
Return home immediately after school
Inform parents of any change of plans
Safety tips in school:

Request teachers permission to leave classroom
Follow school rules and regulations
Avoid empty classrooms and dark corners
Wait for transport at guardhouse
When writing the talk, you should remember to:

Address your audience
State the purpose of your talk
Use all the notes given
Elaborate on some of the points given
Close your talk appropriately
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[35 marks]
Question 1
You are taking part in a Public Speaking contest in your school. You have decided to
speak on how students can help create a conducive environment in school. Write out
your speech.
In your speech, include the following:

Show respect
Keep classrooms clean and beautiful
Avoid making unnecessary noise
Use toilets with care
Queue up while buying food
Avoid fights
Do remember:
- to use a suitable format
- to include the aim of your speech
- to use all the points given
- to provide relevant details or examples for each of the six points
- that your audience include teachers and students
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SECTION B:
CONTINUOUS
WRITING
CATEGORY DESCRIPTIONS FOR THE ASSESSMENT OF

CONTINUOUS WRITING
Question 2: Continuous Writing
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Mark Description of Criteria

Range
The language is entirely accurate apart from occasional first draft slips.
Sentence structure is varied and sophisticated shows that the candidate is
able to use various type of sentence to achieve a particular effect.
A Vocabulary is wide and use with precision.
44 - 50 Punctuation is accurate and helpful to the reader.
Spelling is accurate across the full range of vocabulary used.
Paragraphs are well-planned, have unity and are linked.
The topic is addressed with consistent relevance.
The interest of the reader is aroused and sustained throughout the writing.
The language is accurate; occasional errors are either minor or first draft slips.
Sentence show some variation in length and type, including some complex
sentences.
Vocabulary is wide enough to convey intended shades of meaning with some
B precision.
38 - 43 Punctuation is almost always accurate and generally helpful.
Spelling is nearly always accurate.
Paragraphs show some evidence of planning, have unity and are usually
appropriately linked.
The piece of writing is relevant to the topic and the interest of the reader is
aroused and sustained through most of the composition.
The language is largely accurate.
Simple structures are used without errors; mistakes may occur when more
sophisticated structures are attempted.
Sentences may show some variety of structure and length but there is a
tendency to use one type of structure, giving it a monotonous effect.
Vocabulary is wide enough to convey intended meaning but may lack precision.
C
Punctuation of simple structures is accurate on the whole but errors may occur
32 - 37
in more complex uses.
Simple words will be spelt correctly but errors may occur when more
sophisticated words are used.
The composition is written in paragraphs which may show some unity, although
links may be absent or inappropriate.
The writing is relevant but may lack originality and planning. Some interest is
aroused but not sustained.
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Mark Description of Criteria

Range
The language is sufficiently accurate to communicate meaning clearly to the reader.
There will be patches of clear, accurate language, particularly when simple
vocabulary and structures are used.
There is some variety of sentence type and length but the purpose is not clearly
D seen. Punctuation is generally correct but does not clarify meaning.
26 - 31 Vocabulary is usually adequate to show intended meaning but this is not developed
to show precision.
Simple words are spelt correctly but more spelling errors will occur.
Paragraphs are used but show lack of planning or unity.
The topic is addressed with some relevance but the reader may find composition at
this level lacking in liveliness and interest value.
Meaning is never in doubt, but errors are sufficiently frequent and serious to hamper
reading.
Some simple structures may be accurate, but a script at this level is unlikely to
sustain accuracy for long.
Vocabulary is limited - either too simple to convey precise meaning or more
E ambitious but imperfectly understood.
20 - 25 Simple words may be spelt correctly but frequent mistakes in spelling and
punctuation make reading the script difficult.
Paragraphs lack unity or are haphazardly arranged.
The subject matter will show some relevance to the topic but only a partial treatment
is given.
The high incidence of linguistic errors is likely to distract the reader from any merits
of content that the composition may have.
Meaning is fairly clear but the high incidence of error throughout the writing will
definitely impede the reading.
There will be many serious errors of various kinds throughout the script but they are
mainly of the single word type, i.e. they could be could be corrected without rewriting
U (i) the whole sentence.
14 - 19 A script at this level will have very few accurate sentences.
Although communication is established, the frequent errors may cause blurring.
Sentences will be simple and very often repetitive.
Punctuation will sometimes be used correctly but sentence separation errors may
occur.
Paragraphs lack unity or there may not be any paragraphs at all.
Mark
Description of Criteria
Range
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The reader is able to get some sense out of the script but errors are multiple in
nature, requiring the reader to read and re-read before being able to understand.
U (ii) At this level, there may be only a few accurate but simple sentences.
8 - 13
The content may be comprehensible, but the incidence of linguistic error is so high
as to make meaning blur.
This type of script may also be far short of the required number of words.
Scripts in this category are mostly entirely impossible to read.
U (iii) Whole sections may make little or no sense at all.
0-7 Where occasional patches of clarity occur, marks should be awarded.
The mark 0 should only be given if the script makes no sense at all, from beginning
to end.
MARKING SYMBOLS
Merit
Serious error (single word error)
Minor error (single word error)
Errors which are multiple in nature

(Parallel lines in the right-hand margin)
^ Omission
R Repetition
Paragraphing
FE Factual Error
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Section B: Continuous Writing

[50 marks]
[Time suggested : One hour]
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Write a composition of about 350 words on one of the following topics.
1. How do you think the media has influenced you and your family?
2. Some people think that the legal age for driving should be increased from 17 to 19.
What do you think?
3. Describe how you spent a free day when the weather was very bad.
4. Large families make happy families.
5. Write a story of an old man returning to his home he left many years ago.
(SPM 2001)
Write a composition of about 350 words on one of the following topics:
1. Describe a favourite teacher who has had a great influence on you.
2. Good results at school do not guarantee success in the future. What is your opinion?
3. How can I help to make the world a better place to live in?
4. Colours.
5. Write a story beginning with:
Is that really you? Where have you been all these years?
(SPM 2002)

[50 marks]
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1.A day you wished had never happened
2.You have been given a chance to visit a country of your choice.

Which country would you choose and why?
3.An invention you cannot live without.
4.Friends.
5.Write a story that ends with:

If only I had listened to his/her advice.
(SPM 2003)
1. Describe a festival celebrated in your area.
2. Write a story ending with:
We had never laughed so much in our lives.
3. My ideal school
4. How can we help promote tourism in Malaysia?
5. Clothes
(SPM 2004)

[50 marks]
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1. Describe the biggest challenge in your life.
2. Write a story with the title: An Unexpected Visitor
3. How to keep oneself healthy
4. If you were given a chance to be anybody, who would you want to be and why?
5. Music
(SPM 2005)
1. Describe an enjoyable weekend you have experienced.

If only I had been more careful, that wouldnt have happened.
3. What changes you would like to see in your life in the next ten years?
4. How can television help students in their studies?
5. Food
(SPM 2006)

[50 marks]
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1. Describe an embarrassing experience in your life.
2. Teenagers today are only interested in entertainment.

Do you agree? Support your opinion.
3. My early years.
Kim was nervous when the door opened.
5. Tomorrow
(SPM 2007)
1. Write about a person who has worked hard to succeed in life.
2. Examinations good or bad?
3. My perfect future husband or wife.
4. Write a story ending with:..Now I realize the value of a true friend.
5. Stars
(SPM 2008)

[50 marks]
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1. Describe an unforgettable incident that you saw on your way home from school.
2. School children should not have long holidays. Do you agree?
3. My favourite day of the week.

We said our goodbyes and went our separate ways.
5. Beauty
(SPM 2009)
1. Describe the most popular student in your school.

2. The Internet is mostly a good thing. Do you agree? Support your opinion.
3. What can we do to save the environment?
It had been raining all day
5. Home
(SPM 2010)

[50 marks]
1. A famous person you admire
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2. Should school students have part-time jobs?
3. The best things in life are free.
4. Write a story that ends with:

.They looked at each other and smiled meaningfully.
5. Peace.
(SPM 2011)

[50 marks]
1. Describe an outing with your friends
2. Should parents give children more freedom? Discuss
3. Saving money for the future

The teacher walked into the classroom. It was the first period.
5. Cleanliness
(SPM 2012)
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Program Permata Gemilang Smkaks 2016

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SEKOLAH MENENGAH KEBANGSAAN AGAMA KUALA SELANGOR

PROGRAM PERMATA GEMILANG SPM 2016

Auxiliary Verbs Action Verbs

Present Tense Past Tense Future Tense

Subject + Verb (SV)

Object Verb-to-be (+) Verb-to-be (-) Past Participle by Subject

Advanced Composition for Non-Native Speakers of English

Sentences: Simple, Compound, and Complex

A. Some students like to study in the mornings.

A. I tried to speak Spanish, and my friend tried to speak English.

When a complex sentence begins with a subordinator such as sentences A and D, a

COMPLEX SENTENCES / ADJECTIVE CLAUSES

and in these sentences, the independent clauses are also underlined.

A. The woman who(m) my mom talked to sells cosmetics.

Logical / sequential order Order of importance

Firstly, secondly, thirdly etc Most / more importantly

Similarily The cause of

Comparison & Contrast Cause / effect Time

Although Since After

Linking words and phrases

Sequence Result Emphasis

First / firstly, second / So Undoubtedly

And For For example

CRITERIA FOR MARKING LANGUAGE

Vocabulary is adequate but lacks precision.

STUDENTS VOLUME OF WORK

No. CONTENT DATE REMARKS

STUDENTS VOLUME OF WORK

No. CONTENT DATE REMARKS

INTRODUCTION & CONCLUSION OF A FORMAL LETTER TO THE SCHOOL AUTHORITY

Abdul Karim Embong,

TITLE OF LETTER E.G. CHANGES NEEDED FOR OUR SCHOOL

2. For your information,

3. Other than that, .

4. Apart from the above-mentioned matters,

It is my utmost hope that you will give the above-mentioned suggestions/problems/report/complaint

Section A: Directed Writing

[Time suggested : 45 minutes]

Trip to the City Trip to the Seaside

When writing the formal letter you should remember to:

(SPM 2003/ 2013)

SAMPLE ANSWER OF A FORMAL LETTER TO THE SCHOOL AUTHORITY

Abdul Karim Embong,

Puan Kamaliah Ariff,

DECISION ON END-OF-YEAR TRIP

Section A: Directed Writing

Details on the visit

Date: 9 August 2007

Slide show on English Language Society activities

Section A: Directed Writing

Use the notes given below to write your letter.

Indiscipline Lesson affected

Enforce school rules

When writing your letter, remember:

- to address the letter to the principal

INTRODUCTION & CONCLUSION OF AN ARTICLE

TITLE / TOPIC OF ARTICLE

First, foremost and above all, let us look at ___________________. Firstly,

Next, let us sidetrack to the ________________. relevant proverb/idiom

Let us now turn our attention to __________________.Finally,_______________.

In conclusion,/In a nutshell,/All in all,/In short, the main idea is/are significantly

Section A: Directed Writing

You are advised to spend about 45 minutes on this section

Let us now turn our attention to ____.Finally,_.

Let us now turn our attention to ____.Finally,_.

Apart from the above-mentioned ____.Finally,_.