easy spm summary writing steps
TRANSCRIPT
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Easy SPM Summary Writing Steps - Story Passage (SPM 2008)
Hi kind folks!
n SPM Englis E"amination Paper# summary $riting gi%es a total of &' marks &0 of te
marks go for ontents $ile ' for language t is atually fairly easy to sore at least &0marks in summary $riting pro%ided you kno$ te tips and teni*ues +on,t $orry# ,ll
sare $it you ' simple steps
efore tat# .ear in mind# altoug te *uestion gi%es &0 marks for ontent# tere are
usually more tan &0 points gi%en in te te"t suita.le for your summary So# you an
atually a%e more tan &0 points in your summary .ut te full mark for ontent $ill still
.e &0
Easy SPM Summary Writing Steps
/ead and understand te *uestion dentify te key $ords in te *uestion
ross out te unneessary te"ts of te passage gi%en
dentify te key points in te te"t related to te key$ord and underline tem
/ead and understand te key points oose te .est points related to te summary
*uestion
Write do$n your summary 1se linkers and omple" sentenes to sore marks in
language
kay# te points may seem *uite general (like $o don,t kno$ tat you need to identify
te key $ords# rigt3) So# $e $ill go troug a fe$ types of passage and try to
summarise te passage using te Easy SPM Summary Writing Steps
4e first one# 5 story passage
f you get a story passage ten it is pretty mu easier for you# yay! 4at,s .eause a
story $ill a%e araters and usually te summary is a.out te araters, ation
4us# ere,s $at $e sould do to takle a story passage summary $riting
4e story is a.out a professional unter of $ild animals .eing attaked .y a leopard
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6/S47 /ead and understand te *uestion dentify te key $ords in te *uestion
Piture &
5s you an see in Piture te *uestion as 2 Points 4e first is o$ te leopardattaked te $riter and te seond is $at e (te $riter) did to sa%e imself
Sine tis is a story passage# as mentioned earlier# $e need to identify te araters
5s igligted in orange# tere are 2 araters .eing &- te $riter and 2- te leopard
4e one igligted in yello$ are te points re*uired .y te *uestion $ile
te green olour is te neessary parts 6or no$ let us take a lookat reen and range
SE9+7 ross out te unneessary te"ts of te passage gi%en
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kay# read te information in reen t says use materials from lines &: to :; (6or
tose $o don,t kno$# te num.ers on your rigt are te lines and on your left are for
paragraps) So $at $e a%e to do is dra$ a line under line &: and a.o%e line :; 4en
$e ross out $at is not needed 4e result $ill look like tis
Piture 2
4ere you go 6rom a long passage# you are no$ left $it a sorter %ersion to fous on
and summarise Psyologially# tis $ill elp us tend to te task .etter as tere are
less $ords and it looks so mu easier
4H/+7 dentify te key points in te te"t related to te key$ord and underline tem
5fter $e kno$ $i part to fous on# te ne"t step is to identify te araters
(te orangekey $ords in te *uestion) a%e done tis as $ell .ut instead of
underlining# igligted te araters Here omes te kno$ledge of pronouns to .e
tested
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6or te $riter We an igligt te $ord ,, in te te"t (Sine te te"t uses ,, f te te"t
uses He or Se ten go for tat)
6or te leopard 4ere are a fe$ oies in te te"t su as ,4e leopard,# ,te reature,#,te animal, and ,it,
6or .eginners# tell tem to
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Here omes te more allenging part of summary $riting We a%e identified 5== te
key $ords in te te"t (in tis ase# te araters) 9o$# $e need to read te *uestions
again and identify te key points 5s igligted in yello$ in Piture te 2 key points
are7 &- Ho$ te leopard attaked and 2- Wat te $riter did to sa%e imself
/eading from tese points in te *uestion an elp us understand tat te points
in%ol%eations 5tions .y te leopard to attak and ations .y te $riter to sa%e
imself Hene# te fourt step for us is to identify# from 5== te key $ords $e a%e
igligted in orange# $i are suita.le to .e used as ontent points for te *uestion
Ho$ to kno$3 6irst is .y understanding te te"t or if it,s too ard#
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664H7 Write do$n your summary 1se linkers and omple" sentenes to sore marks
in language
4e last step is to $rite do$n your summary +on,t forget to use te &0 $ords gi%en in
te *uestion 5nd use linkers to sore at least : marks for language =inkers like
seondly# tirdly# ten# ne"t# furtermore# moreo%er# after tat and so on Ho$e%er#
please do not forget to ange te $ord ,, for te $riter $it ,He, $en you $rite te
summary
=et,s take te first fe$ points and $rite a simple ,opy paste, summary using suita.le
linkers
E"ample7 He realised he was being attacked by a leopard when the leopard leapt onto
its back. Secondly, the leopard claws at his back. Then, he still managed to gather
enough strength to roll over. Next, the creature had grabbed his right shoulder and
became more aggressive. Furthermore, it started shaking me vigorously... (and so on
/eading te e"ample# atually opy and pasted most of te $ords from te te"t .ut
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Hello appy people!
Englis is a.out e*uipping oursel%es $it te four skills of reading# $riting# listening and
speaking 5s of $riting# it is one of te most important aspets to .e tested in
e"amination in Malaysia Writing arries te most marks in e"am
5part from e"am purposes# $riting an also .e a uni*ue and useful $ay to e"press
oneself 6or teaers# o$ do $e tea $riting effeti%ely3 6rom my little e"periene in
teaing Englis to seond or foreign language learner# find out tat teaing $riting is
a.out supplying te students $it step .y step guidane# *uestions and sentenes as
te ontents for teir essay
Many students find it ard to $rite in Englis t,s not someting odd atually Many
students find it ard e%en to $rite in teir moter tongue! Wat more a foreign language
like Englis# rigt3 So# in tis entry ,m going to sare one metod use to elp students$rite a desripti%e essay entitled ,My Sool,
efore# ere,s some .akground of my students 4ey $ant to $rite essay in Englis
.ut tey do not really kno$ $at to $rite ften# tey do not kno$ te $ords in Englis
Most of te time# tey are not sure of te orret grammatial struture 5nd if
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Easy +esripti%e Writing Steps
+eide o$ many paragrap you $ant in your essay and deide te key points for ea
of your paragrap 9ormally $e $rite in ' paragraps (ntrodution# ody ody 2#
ody : and onlusion)
1se WH-*uestioning metod to .rainstorm (Wo# Wy# Were# Wen# Wi# Ho$)
1se te sentene struture in te *uestion to onstrut proper sentenes (1seful for
students $it limited language)
A1se '-Senses metod to .rainstorm desripti%e style of $riting (Sigt# Sound# Smell#
4aste B 4ou)
AA5dd in pro%er.s# idioms# prasal %er.s for more %ariety in $riting
6/S47 +eide o$ many paragrap in te essay and deide te key points for ea
paragrap
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We deided on te normal ' paragraps approa 6or tis essay# suggested a fe$
key points 4en $e deided as a lass to fous on te follo$ing key points
ntrodution - %er%ie$ of te sool (i%e an o%er%ie$ of te sool)
ody & - 6riends (Write a.out teir friends at sool)
ody 2 - 4eaers (Write a.out teir teaers at sool)
ody : - Sool .uildings (Write a.out any sool .uilding)
onlusion - >our 6eelings (E"press teir feeling for .eing a student tere)
A>ou an a%e many more key points for te paragrap su as lu.s# Soieties#/epresenting te Sool# 4eaer,s +ay ele.ration# E"am +ay# 4e Happiest +ay#
4e +ay $ill not forget et et et (te list is atually endless!)
SE9+7 1se WH-*uestioning metod to .rainstorm (Wo# Wy# Were# Wen#
Wi# Ho$)
4is is a %ery important strategy to .rainstorm We ask *uestions a.out $at $e $ant to$rite to tink of suita.le points 5s my students needed e"tra guidane# $e did a
lassroom .rainstorming session and deided on suita.le *uestions7
ntrodution - %er%ie$
Wat is te name of your sool3
Were is it loated3
s it a .ig or small sool3
Ho$ many years a%e you .een in te sool3
Wat is te name of your lass3
ody & - 6riends
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Ho$ many .est friends do you a%e3
Wat are te name of your .est friends3
Were do tey li%e3
Wy do you like tem3
Ho$ a%e tey elped you .efore3
ody 2 - 4eaers
Wo are your fa%ourite teaers3
Wat su.our feelings a.out .eing a student ere
Ho$ do you feel no$3
Ho$ do you tink you $ill feel $en you a%e left sool3
Ho$ do you $ant to feel $en you ome to sool to get e"am result3
4H/+7 1se te sentene struture in te *uestions to onstrut proper sentene
like to so$ my students tat tey an lift sentene struture in a *uestion and use it
as teir sentene gi%e many e"amples su as
C& - ,Wat is te name of your sool3, an .e lifted and turned into ,4e name of my
sool is,
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C2 - ,Were do you normally ang out during reess, D , normally ang out at te
anteen during reess,
C: - ,Wy do you like tem, D , like tem .eause,
C? - ,Ho$ a%e tey elped me .efore, D ,4ey a%e elped me .efore .y,
4is is not a ,fit for all, model .ut figure tat $en learnt in ig sool# relating
sentene struture from te *uestion and using it as te ans$er an make it easier for
me to $rite te sentene orretly 4roug tis pratie# learnt to o.ser%e te patterns
too and $it many praties# students may gain more onfidene in teir $riting a.ility
4us# as a teaer# $e an al$ays guide tem .y gi%ing tem tese *uestions# not only
to .rainstorm .ut also to .e used as teir o$n sentenes
61/4H7 A1se '-Senses metod to .rainstorm desripti%e $riting style
n a lassroom# te le%el of te students may %ary 6or $eaker students# te first : steps
sould .e enoug as pratie for teir $riting 6or students $o $ant more# e"pose
tem to te '-Senses metod 5sking temsel%es if tey an imagine any of te '
senses (Sigt# Sound# Smell# 4aste and 4ou) in teir $riting
n e"ample# in ody 2# tey an ask more *uestions related to te ' senses
ody 2 - 4eaers
Ho$ an you desri.e teir appearane3 (Sigt)
Ho$ do tey smell3 Wat kind of smell from teir perfume3 (Smell)
s teir %oie loud or lear enoug3 (Sound)
6rom tis approa# students $o $ant to go .eyond te first : steps# tey an $ork on
teir o$n using tis guide 4e teaer an ten go around te lass to failitate
indi%idual students# supply %oa.ulary or elp tem .rainstorm
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664H7 AA5dd in pro%er.s# idioms# prasal %er.s for more %ariety in $riting
4is is also an e"tra step for te students 4eaer an gi%e e"amples of rele%ant
pro%er.s# idioms or prasal %er.s su as7
=augter is te .est mediine - Wen desri.ing $y tey like to laug $it teir
friends
=earning is a treasure tat $ill follo$ its o$ner any$ere - Wen talking a.out te
importane of learning at sool
5s easy as 5
ook$orm
rak a .ook
ut lass
Make te grade
and so many more
Wen taugt one or t$o pro%er.s# idioms or .om.asti $ords and te students use
tem in later essay assignment# find it to .e torougly satisfying for me
1sually# $ill use :0 - ?0 minutes for tis kind of lesson# to .rainstorm and prepare
students for te $riting 4en# $ill eiter let tem $rite for anoter :0 - ?0 minutes in
lass $it me failitating or gi%e it as ome$ork (Were tey get to do more resear
and a%e more time to spend on te $riting)
5dmittedly# $riting in a foreign language an .e a %ery demanding task >et# $en
e"plained# prepared and di%ided te task in steps# te $riting $ill appear more
aie%a.le 4at is te task of te teaer# to arry students troug te proess of
$riting $ile e*uipping tem $it neessary %oa.ulary# sentene pattern and language
to .e used in teir $riting
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4ry to $rite tis essay and let me kno$ of any feed.ak! 5nd $ill sare some of te
$riting from my students later on too
4ill ten# Man @adda Wa
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6irst part of te *uestion
So tere are &0 *uestions from num.er &F-2' =et,s take a look at te first part $i is
a diagram 4e artile is a.out 4e History of 4e lympis n te *uestion# students
need to fill in ans$er (to .e taken from te te"t) on te differenes .et$een 5nient
lympis andModern lympis (as underlined in red)
,%e igligted : key $ords in te *uestions .eing ompetitors# PriGe and Purpose of
te ames
SE9+7 /ead te te"t diagram gi%en and try to find mating key$ords
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6irst part of te te"t
6rom te underlined 5nient lympis and Modern lympis# a%e Goomed in te
seond and tird part of te passage 4en e"amined te te"t to find te key$ords
4e key$ords found for ompetitors is ompete and for PriGe is $inner Mean$ile for
Purpose tere is no diret key$ord .ut students need to understand te meaning of
purpose
4H/EE7 4e ans$er is normally in te same sentene as te key$ord you found in te
te"t diagram
=et,s look at te setion 5nient lympis
ompetitors - ompete $itout lotes (4e $ord ompete elps you find te ans$er
$itout lotes)
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PriGe - $inner a ro$n of oli%e lea%es (6rom te $ord $inner# student an find te
ans$er $i is a ro$n of oli%e lea%es as te priGe)
Purpose of te ames - to onour ods in reek mytology (4o get tis ans$er#
student must understand te meaning of purpose)
9o$# look at te setion Modern lympis
ompetitors - $omen to ompete along $it men (4e ans$er is in te same sentene
as te key$ord ompete)
PriGe - $inners Medals old Medals Sil%er Medals ronGe Medals (6rom te $ord
$inner# student an find te ans$er $i is medals as te priGe)
Purpose of te ames - unites te $orld (4o get tis ans$er# student must understand
te meaning of purpose)
kay# $e a%e found te ans$ers for *uestion &F to 2& 9e"t# let us a%e a look at te
seond part of te *uestion# 22 - 2'
Seond part of te *uestion
/igt# again# a%e identified ? key$ords from te ? *uestions $i are7
=ogo
6i%e olours represent
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Meaning lympi motto
4raditional ustom /emains
Seond part of te te"t
f you o.ser%e te te"t# all of te key$ords $e a%e identified an .e found in te last
part of te passage So# from te key$ord# students sould .e a.le to identify te
ans$ers as te follo$ing7
=ogo - 4e lympi /ings
6i%e olours /epresents - 4e unity of fi%e ontinents
lympi motto Meaning - s$ifter# iger# stronger
4raditional ustom /emains - te ligting of te lympi flame
4us teaers# te only ting left for us to train our students is o$ to find te key$ords
and mat tem appropriately nly some *uestions may de%iate and need furterunderstanding of $ords or te"t .ut most of tem $ill gi%e diret ans$ers
6or %ery $eak students# tey may not kno$ $i part of te te"t to selet altoug
tey a%e found te key$ords =et tem opy te entire sentene if it is not too long
(less tan ' $ords)
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4ere you go# tis guide atually so$s o$ easy it is to sore in nformation 4ransfer
Setion Students $o read Englis materials onstantly sould .e a.le to sore a &0
n te oter and# $eak students if tey kno$ o$ to spell and mat te key$ords#
tey sould .e a.le to get at least F marks
6ootnote7
A4is *uestion is taken from te real SPM 2008 Paper 2 under Setion
A4is is not te real ans$er seme
Easy SPM /eading ompreension Steps (SPM 2008)
5loa!
t feels great to $rite anoter entry on o$ to easily ans$er SPM /eading
ompreension *uestions! 5s $e kno$# ompreension *uestions in Setion - Paper
2 of SPM gi%es a total of &0 marks Many students may find te te"t intimidating or
$orry tey lak enoug time to really understand te te"t
Well# for students $it limited language skills# ere,s o$ you sould takle te
ompreension *uestions f you do it orretly# you may find it easy to loate teans$ers Wy3 Simply .eause te ans$ers are all in te te"t! (May.e only & or 2
*uestions $i may ask for your opinion# in tis kind of *uestion# you a%e to gi%e your
o$n ans$er)
Easy SPM /eading ompreension Steps
/ead te *uestion first! 5nd identify te key $ords in te *uestion
Mat te *uestion $it te paragrap
=oate similar key $ords in te paragrap# te ans$er is normally in te same
sentene# ne"t to or .efore it
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=et,s gi%e it a try on te same te"t $i $e did our summary earlier (I--- lik to read
a$esome SPM summary tips!) taken from SPM E"amination Paper 2008 - Paper 2 -
Setion (/eading ompreension) and o.ser%e o$ $e find te ans$er from similar
key $ords
6/S47 /ead te *uestion first! 5nd identify te key $ords in te *uestion
My ad%ie for students $o find it diffiult to read *uikly and understand te $ole te"t
is tonot attempt to read te entire te"t .efore reading te *uestions nstead# you an try
reading te *uestion first and identify te key $ords in te te"t 6or e"ample (We $ill
use some *uestions from real SPM E"amination Paper 2008)7
2F 6rom paragrap $ere does te $riter unt3 J& markK
n te *uestion a.o%e# a%e igligted te key $ords found $i are ,$ere, and
,unt, 4e part igligted in green is %ery important as it so$s $i area of te te"t
you need to fous on to get te ans$er
SE9+7 Mat te *uestion $it te paragrap
4e *uestion says ,6rom paragrap &,# so to find ans$er to tis *uestion# look at
paragrap & Pretty straigt for$ard# rigt3
4H/+7 =oate similar key $ords in te paragrap# te ans$er is normally in te same
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4en it appened 4e leopard leapt onto my .ak eard noting $en it it me as it
appened %ery fast 4e impat $as enoug to set me off .alane 6or a moment felt
diGGy# as it te surroundings $ere spinning ould not make sense of te tings around
me 4ey seemed to .e .lurring efore realised it# slumped onto te ground $it te
leopard la$ing at my .ak ould faintly ear te grunting from te leopard 5ltoug
ould feel sarp pain all o%er my .ak# still managed to gater enoug strengt to roll
o%er My sudden ation took te reature .y surprise - ad aused it to let go of me
and $as free for a sort time (Paragrap ?)
4e key $ord off .alane elp us to find te ans$er $i is te impat Students an
also opy te entire sentene as ans$er (pro%ided te sentene is not too long)
Mean$ile# 28(.)# you $ill need %oa.ulary kno$ledge or try to guess $i is te most
suita.le $ord 4e ans$er ere is ,slumped,# $it te prase ,onto te ground, indiates
someting falling on te ground
2L 6rom paragrap ;#
(a) $at made te young man rus to te sene3 J & markK
(.) $y did te young man esitate to soot3 J& markK
5 young man# $o $as a mem.er of te unting group# $as souting te area
Suddenly# e eard a loud gro$l Sensing someone in danger# e rusedto$ards te
sene He stood esitatingly a.out tree metres a$ay from te leopard# not kno$ing
$eter e ould soot aurately 6rantially# yelled at im to mo%e nearer ang!
4e first sot $ent off target 4en te seond sot it te leopard in te spine 4is
time e did it 4ere $as a loud gro$l .efore it $ent limp Seeing te lifeless animal
ne"t tome me# $as o%erome $it relief (Paragrap ;)
4e key $ords ,rus to te sene, elp students find te ans$er ,sensing someone in
danger, $i is in te same sentene 4e key $ord ,esitate, is anged to
,esitatingly, .ut it still elp students find te ans$er ,not kno$ing $eter e ould
soot aurately, for te *uestion
:0 n your o$n $ords# gi%e t$o reasons $y do you tink te $riter felt sorry for te
leopard J 2 marksK
6or *uestions like num.er :0# it asks for your o$n opinion# .asially# any rele%ant and
suita.le ans$er $ill .e aepted ere So# do not lea%e tis empty instead try to $rite
suita.le ans$ers su as ,te leopard is also a li%ing ting,# ,te leopard is ungry,# ,te
$riter is kind-earted, and so on .ased on te key $ords from te *uestion
n onlusion# tis reading ompreension leads us to fe$ important notes!
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4e key $ords in te *uestion is usually mentioned in te paragrap eiter using te
same $ord# or $it different grammatial struture or synonymous $ord (li%estok -
li%estok unt - unting off te .alane - off .alane esitate - esitatingly)
+o not lea%e any *uestion unans$ered 4e ans$er is kind of e"pliit one you kno$
o$ to identify suita.le key $ords
4e ans$er is normally in te same sentene $it te key $ord found in te paragrap
f you are not sure $i part of te sentene to oose as te ans$er# opy te $ole
sentene as ans$er (Pro%ided te sentene is not too long - +o not opy more tan &
sentene!)
=et,s ount using tis *uestion as e"ample# e%en if te students simply identify key
$ords and opy te sentene $it key $ords as ans$er# tey $ill get tese *uestions
orret7
2F
2; (a)
2; (.) (i)
28 (a)
2L (a)
2L (.)
5dd all togeter# tis setion $ill gi%e te student ($o only find key $ords and opy te
sentene $it te key $ords as ans$er) a total of F out of &0 5 .etter student $ill a%e
no pro.lem to sore at least 8
ne more ting# if you notie in tis artile# $e only look at ? paragraps (para para
2# para ? and para ;) .ut $e an still find ans$ers to all te *uestions 4ere are
atually 8 paragraps altogeter 4erefore# it is also a good $ay to sa%e time .y using
tese Easy SPM /eading ompreension Steps# read *uestions first - identify key$ords in *uestions - mat key $ords in paragrap - find te ans$er
1ntil ten# Man @adda Wa
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