Mce Eltg Pri6 Chapter 3

English Language
Marshall
Cavendish
Teachers
Guide
6
Unit 3: Piracy
Scheme of Work
Lesson Plans
Resource Sheets
2
4
23
Dr Cheah Yin Mee Tan See Keen

Project Advisor: Dr Beverly Derewianka
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Scheme of Work
Unit 3: Piracy
Suggested No.
of Periods
Learning Objectives
References
Resource Sheets
Reading and Responding to

the Text (Visual Text
Comprehension)
Read and understand a
visual text at the literal and
inferential levels.
Use reading strategies to
make sense of a visual text.
Practice Sheet 1
pages 4649:
Visual Text
Comprehension
TG page 23:
Resource 3.1
Words to Express a
Viewpoint
Reading and Responding to

the Text (Comprehension)
Read and respond to an
exposition.
Know the different parts of an
exposition.
Read and understand an
exposition at the literal and
inferential levels.
Use reading strategies to
make sense of an exposition.
Practice Sheet 2
pages 5053:
Comprehension
TG Appendix 1E:
Writing Text Frames
The Exposition
Text Frame
Grammar
Show an understanding of
grammatical rules at the
word, phrase and sentence
levels.
Understand the use of present
and past tenses.
Edit a text for grammatical
and spelling errors.
Synthesise and transform
sentences.
Practice Sheet 3
page 54:
Comprehension Cloze
TG page 24:
Resource 3.2 Editing
Practice Sheet 4
pages 55 and 56:
Tenses
Practice Sheet 4 (A)
pages 56 and 57:
Editing
Practice Sheet 4 (B)
page 58:
Synthesis and
Transformation
Unit 3
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Suggested No.
of Periods
3
Learning Objectives
References
Situational Writing
Write a short email based on
a given situation.
Practice Sheet 5
pages 59 and 60:
Situational Writing
Continuous Writing
Write a composition based
on a given theme and a set of
pictures.
Practice Sheet 6
page 61:
Continuous Writing
Resource Sheets
TG Appendices 1A1E:
Writing Text Frames
TG Appendix 2:
Writing Checklist
TG Appendix 3:
Writing Rubrics
Self-Monitoring
Use a writing checklist to
monitor writing.
Use rubrics to review and
improve writing.
2
Listening
Listen and show an
understanding of seven texts
at the literal and inferential
levels.
Practice Sheet 7
pages 6266:
Listening
Comprehension
Oral
Read aloud a given passage.
Have a conversation based on
a given pictorial stimulus.
Practice Sheet 8
page 67:
Reading Aloud
Self-Monitoring
Use rubrics to review and
improve oral performance.
pages 7577:
Listening Script
Practice Sheet 9
page 68:
Stimulus-based
Conversation
TG Appendix 4:
Reading Aloud Rubrics
TG Appendix 5:
Rubrics for Stimulusbased Conversation
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READING AND RESPONDING TO THE TEXT (VISUAL TEXT COMPREHENSION)
Visual Text Summary: The online entry is a reflection of a blogger who discovered that pirates were actually
violent and not as charming as books and movies made them out to be.
Instructional Procedure:
(a) Before Reading

Ask pupils to scan the visual text and ask questions such as:
What type of visual text is this? (a blog entry)
What is it about? (an opinion about piracy)
Who is it targeting? (Internet users who are fans of pirate movies)
What is the purpose of the visual text? (to argue, using supporting visuals and illustrations, that pirates
are a group of dangerous robbers)
What does the picture suggest at first glance? (pirates behaving treacherously in battle, a picture which
supports the writers viewpoint)
Reading Strategy: Predict

Get pupils to predict what the
text is about by looking at the
title, subheading and the first
line of the text.
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(b) During Reading

Good readers use reading
strategies to make sense of
a text. As you read the blog
entry with pupils, model
the reading process. Practise
one or two strategies listed
below.
Date:
Visual Text Comprehension
Study this online blog carefully and then answer questions 1 to 8.
Debbies History Blog
R E F L E C T I O N S
Home
Ask pupils to guess the writers

stance by looking at the key
words (real pirates, treacherous
robbers).
Reading Strategy: Identify
Main Ideas
Get pupils to underline lead-in
statements (topic sentences)
that help them to trace the main
ideas. Examples:
Paragraph 1 I just watched a
documentary on pirates
Paragraph 2 There were so
many infamous pirates
who
H I S T O R Y
F A N
The Real Pirates of the Caribbean
About the Author
Posted on January 21 by Debbie Wong
Archives
2014
July
August
September
October
November
December
I just watched a documentary on pirates during English class

today. I realised that books and movies made pirates out to
be jolly fellows who had pet parrots and went around looking
for adventure. However, this is so not true. Did you know that
the real pirates of the Caribbean were a bunch of treacherous
robbers?
Good Buys
Books
Music
Films
There were so many

infamous pirates
who lived during
The Golden Age of
Piracy from the 1600s
to 1700s Edward
Blackbeard Teach,
William Kidd and
Jack Rackham, just
to name a few. They
Captain Blackbeard in battle at Ocracoke Bay
stole from merchant
ships that sailed
across the Caribbean and off the coast of Africa and America.
They were totally violent. The worst was perhaps Blackbeard.
Women who were not willing to give their diamond rings to
him had their fingers hacked off!
Contact
Social Links
!-) myface
Doing this helps pupils anticipate

what comes next in the text.
Ask pupils where the writer
is leading them with these
statements.
O F
PIC me
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Reading Strategy: Understand Word Choice

Highlight to pupils that one feature of expositions is the use of emotive language to sway the opinion of
readers, e.g. treacherous, infamous, violent, worst, insane, etc. These words help to reinforce the writers
perspective.
Information Reports
Todays pirates are no different. They are as violent as pirates of the past. Read
more in archived articles in July. They use modern technology to attack ships.
They take over vessels, loot belongings, and some demand ransom for their
hostages. These are pirates who have even killed the hostages they captured.
This is so insane!
Ask pupils: What is the viewpoint

of this reader? Does this readers
viewpoint support or oppose the
main viewpoint?
I now know that real pirates have always been a danger to people. They are
certainly not a bunch of jolly thrill-seekers!
COMMENTS
(c) After Reading

Draw pupils attention to
the interactive elements
in a blog entry Good
Buys, Social Links, Leave
a comment box and
advertisements to visit
the museum, buy books
and watch a play. Discuss
these interactive elements
with pupils.
Ask pupils to craft their
personal viewpoint in the
Leave a comment box.
What would they write?
Whose viewpoint in the
text do they support?
Posted by: Justin Toh on January 21, 7:10 p.m.

What Debbie says is so true. Did you know that there have been reports of pirate attacks on
ships in the Straits of Malacca? One merchant ship was battling a pirate ship for many hours.
Fortunately, Singapore has increased its navy and police patrols in these waters.
Posted by: Rofina137 on January 21, 7:30 p.m.
I am glad there are patrols protecting our waters. I didnt know that real pirates were such a
terrible lot. *shudder*
Posted by: M.A.C on January 21, 7:39 p.m.
Not all pirates are that bad! There was a real pirate called Captain Jack Birdy who had
rescued thousands of Spanish Jews and Muslims in the 1600s. He was a good guy.
Posted by: Captain Hook on January 21, 8:41 p.m.
Youre absolutely right, M.A.C! Not all pirates are bad! There is a Pirates Fan Club meeting at 10
a.m. this Saturday at Youth Park. Come join us and meet some great pirate followers. Ahoy!
Posted by: Sandy on January 22, 9:23 a.m.
I admit that books and movies do fictionalise some aspects of pirate life, but by and large, they
present a truthful picture of pirates. We learn about the way they dressed, how they behaved,
just by reading books and watching movies. So dont forget to watch the next movie sequel to
Pirates of the Caribbean! LOL!
Leave a comment
Ads By The MiggleAds

The Pirate Museum
Visit the Pirate Museum to find out what real pirates are like.
www.piratemuseum.com
Reading Strategy:
Ask Questions
Encourage pupils to ask
questions about the text. Get
them to ask questions about
differing viewpoints in the
comments section.
Resource 3.1 Words to Express

a Viewpoint (page 23)
Give pupils practice in using
persuasive words to express a
viewpoint or opinion.
Pg, 1 , 2 , Latest
Only Books
Find good history books at reduced prices.
www.onlybooks.com
The Pirates of Singapore
Watch this historical play from 15 March at The Horizon Theatre.
www.thehorizontheatre.com
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Information Reports
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For each question from 1 to 8, choose the most appropriate option
(1, 2, 3 or 4) and write your answer in the brackets provided. (8 marks)
1.
(1)
(2)
(3)
(4)
Justin
M.A.C
Debbie Wong
Captain Hook
6. Which one of the following statements is true?

(1) All pirates are violent and treacherous.
(2) The Singapore navy is prepared for pirate attacks in the
Straits of Malacca.
(3) Pirates lived only during The Golden Age of Piracy from
the 1600s to 1700s.
(4) Pirates Fan Club members can meet real pirates at their upcoming
Saturday meeting.
(
7. Where are you likely to find past history articles written by the blogger?
(1) Archives
(2) Good Buys
(3) Social Links
(4) About the Author
(
8. What is the main purpose of the History Blog?

(1) to invite responses
(2) to advertise products related to historical topics
(3) to promote the bloggers interest in books, music and films
(4) to share the bloggers knowledge and views on a historical topic
created this blog.
2. According to the blogger, what are real pirates like?

(1) They are a threat to people.
(2) They are a jolly bunch of fellows.
(3) They are adventure-loving people.
(4) They are portrayed realistically in books and films.
3. Which one of the following readers agrees with the bloggers views?
(1) Sandy
(2) M.A.C
(3) Rofina137
(4) Captain Hook
4. What does Rofina137 mean when she types *shudder*?

(1) angry
(2) worried
(3) helpless
(4) frightened
5. The exclamation mark used in M.A.Cs comment serves to

(1) draw readers attention to this blog
(2) highlight his support for the bloggers views
(3) emphasise his disagreement with the blogger
(4) express his appreciation for increased naval patrols
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Reading Strategy: Annotate

Get pupils to underline key words in each question
to find out its exact requirements. For example, ask
them what the following key words mean:
What / Which Look for something specific.
Who Identify someone.
Where Locate a place.
Why Give a reason.
How Describe the manner in which something
happens.
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READING AND RESPONDING TO THE TEXT (COMPREHENSION)
Text Summary: This exposition argues that female pirates of the 16th to 19th centuries were not weak like
many women of that era. They were as able and treacherous as male pirates.
(a) Before Reading

Text Type: An exposition is a text that presents one side of an argument. Ask pupils to share with the class
examples of expositions. Bring some examples to show pupils debate speeches, movie reviews etc.
(b) During Reading
Good readers use reading strategies to make sense of a text. As you read the text with pupils, model the
reading process. Practise one or two strategies listed below.
Reading Strategy: Find
the Organisational Pattern
Introduce to pupils how
information is organised in an
exposition. This will help them
understand how the ideas are
developed and hence, make
meaningful connections.
An introduction where the
author states his position
A counterargument against
the position taken
Arguments supporting the
position taken.
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Date:
Comprehension
Read this passage and answer the questions that follow. (20 marks)
Many people view women living in the 16th to 19th centuries as
relatively powerless. However, this is not entirely true. A group of female
pirates did things differently. Historical records show that female pirates
were not the weaker gender. They were, in fact, equally able and as brutal
as male pirates.
During that time, women were limited to mainly domestic roles.
Those from wealthy families would stay at home and devote their lives to
household affairs while the men worked. Women in the working classes
would do simple paid work within peoples homes, like cooking and
washing. However, women pirates did not adopt this housebound role.
One example was Grace OMalley of Ireland who lived around 1530. Her
father was chief of the seafaring OMaille Clan. Grace took over her fathers
role of collecting taxes from fishermen in their territory. She targeted ships
to demand cash or cargo in return for safe passage. Those who refused to
surrender to her demands met with violence and murder.
Many female pirates did not dress up like women of that time. They
did not strive to look refined and delicate. At a time when females were
still wearing long hooped dresses, women pirates dressed like men. In
this way, they could fool the pirate crew into thinking they were men. They
could then work on board the ships and take advantage of the privileges
given to men during that time. Irish pirate, Anne Bonny, dressed and acted
as a man. Another such pirate was Mary Read.
Men were the main leaders at home, at work, and in society during
this time. Yet, female pirates took command of ships and crew. Just like
the men, they displayed a fierce sense of leadership. Anne Bonny married
Jack Rackham and they stole a ship, the Revenge. Anne helped to raise a
new crew and captured many ships. An effective fighter, she held off British
troops while most of her crew members were too drunk to fight.
Reading Strategy: Understand

Word Choice
Get pupils to examine the
language of expositions:
Connectors that strengthen
the argument (However, in
fact)
Emotive words that reinforce
the writers point of view
(brutal, fierce sense of
leadership)
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15
20
25
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Reading Strategy: Find the Organisational Pattern

Introduce to pupils how information is organised in an exposition. This will help them understand how
the ideas are developed and hence, make meaningful connections.
Conclusion
Reading Strategy: Scan
(Parts of Speech)
Tell pupils that they can find a
word in the passage that has
the same function as the given
word. Examples:
largely (adverb) mainly
submit (verb) surrender
Information Reports
Ching Shih was a Chinese pirate in the 19th century. She took command
30
of the Red Flag Fleet. Her large fleet of over 300 junks and 40 000 men
threatened even the British naval fleet. The Chinese navy lost 63 ships to
her merciless pirate fleet, forcing the government to pardon the pirates
officially in 1810.
Appendix 1E: Writing Text

Frames The Exposition
Text Frame
Get pupils to use the
text frame to help them
understand what they are
reading.
Female pirates were as brutal as male pirates. Many male pirates were
violent and merciless. They struck terror in the hearts of merchant seamen 35
in the Caribbean. However, Christina Anna Skytte of Sweden showed
that she was no timid pirate. In 1663, she and her crew attacked a Dutch
merchant ship, killing its crew and stealing its cargo. Ching Shih, on the
other hand, terrorised the China Sea. She even nailed an enemy to the deck
40
and then beat him senseless.
People tended to view women to be weaker than men. However, these
feisty female pirates showed that this was certainly not true.
1. Wealthy and working class women living in the 16th to 19th centuries
were largely limited to the home. State the kinds of roles they played. Use
information from the passage. (2m)
Wealthy women
Working class women
2. Choose words from paragraph 2 which have similar meanings as the words
below. (2m)
largely
submit
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Information Reports
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3. Why did women pirates like Anne Bonny and Mary Read have to dress
themselves as men? (2m)
6. Explain why Christina Anna Skytte was no timid pirate. (2m)
7. Give two examples that showed Ching Shih was as ruthless as male pirates.
(2m)
4. State whether each statement in the table below is true or false. Give one
reason based on what you have read. (3m)
True / False
(i)
Reason
(ii)
All women during the

16th to 19th centuries
were helpless.
8. Who does the word they in line 35 refer to? (1m)

Grace OMalley
decided to kill some
people from the ships
she targeted.
9. Female pirates were as capable as male pirates. Support your answer with
two reasons from the passage. (2m)
Anne Bonny was a

good fighter.
10. What is the writers main point of view in this passage? (2m)
5. Explain in your own words how Ching Shihs fleet was a threat to the Chinese
and British navies. (2m)
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Reading Strategy: Annotate

Get pupils to underline key words in each question
to find out its exact requirements. For example, ask
them what the following key words mean:
What / Which Look for something specific.
Who Identify someone.
Where Locate a place.
Why Give a reason.
How Describe the manner in which something
happens.
10/14/14 1:12 PM
Reading Strategy: Respond to the Text

Get pupils to discuss two points of view based on this
question (proposition and opposition). Both groups
should substantiate the discussion with evidence
from the passage. Write both groups contributions
on the board. This strategy helps pupils to expand
their understanding of the text by listening to the
ideas and opinions of others.
(c) After Reading
Reading Strategy: Synthesise
Get pupils to draw conclusions:
What was the position stated in the end?
Is it the same as the position stated in the
beginning?
What is your position on this topic? Are female
pirates weaker than male pirates?
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COMPREHENSION CLOZE
For comprehension cloze, here is what pupils can do:

Read the whole text first to predict the gaps in the text.
Then reread to fill in the missing words.
Suggest that pupils come up with more than one word for each blank, if possible, and then choose the most
suitable answer.
Reread the whole text aloud after the task. This is a good way to check that the words they have filled in
make sense.
Discuss and justify their choices at the end.
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Reading Strategy: Predict

Get pupils to underline key
words in the first two or
three sentences to help them
predict what the text is going to
be about.
Examples:
pirate activity, Gulf of Aden,
threatening group of robbers
Date:
Comprehension Cloze
Fill in each blank with a suitable word. (15 marks)

Today, a lot of pirate activity takes place in the Gulf of Aden1 because
Reading Strategy: Identify

Contextual Clues
Get pupils to underline key
words before and after the
blanks to identify contextual
clues that can help them
establish the answer. Teaching
pupils the grammar structure
and parts of speech will be a
helpful tool.
of Somali pirates. Many people see Somali pirates as a threatening group

of robbers who make the gulf a very
place to travel
(1)
in. However, if you look into the heart
the matter,
(2)
Somali pirates are to be pitied. Most of them became pirates due to

outside their control.
(3)
First, Somalia is a war-torn

country fight
. Different groups in the
(4)
each other. Somalia does not have a strong
(5)
government to battle crime, either on land or at
Example:
Suggest to pupils that blank (1)
is likely to be an adjective as it
follows the modifiers a very
and precedes a noun place.
a very _______ place
Modifier -> adjective -> noun
Second, the livelihood of the
(7)
(6)
living along the Somali
coast has been threatened by outsiders. Foreign ships over-fish in Somali

waters. They also
severely
the waters with toxic waste. This
(8)
the livelihood of local fishermen. The fishermen
(9)
have to form armed groups to
(10)
eventually turn to hijacking ships to demand
these foreign ships. They

(11)
and other
valuables. This becomes another source of income for them. The pirates
believe that they are acting as coast guards. They are
(12)
their fishing grounds. They are demanding justice for the marine resources
that have been taken
(13)
them.
For the reasons above, you can say that Somali pirates have been forced
(14)
(15)
1
piracy. They are victims of their circumstances. They

our pity. We should seek to understand their situation better.
Gulf of Aden: A part of the eastern Arabian Sea lying between the south coast of Yemen and the Horn of Africa
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Information Reports
Date:
Grammar
B. Past Tense
There are three different kinds of past tense.
(i) Simple Past
We use the simple past tense to talk about actions that happened in
the past.
There were so many infamous pirates who lived during The Golden
Age of Piracy from the 1600s to 1700s.
Tenses
A. Present Tense
There are three different kinds of present tense.
(i) Simple Present
We generally use the simple present to talk about an action that happens
regularly.
I now know that real pirates have always been a danger to people.
(ii) Past Continuous

We use the past continuous for actions that were going on at some time
in the past.
One merchant ship was battling a pirate ship for many hours.
The simple present can also be used to talk about a timeless truth.
Todays pirates are no different. They are as violent as pirates of the
past.
(iii) Past Perfect

We use the simple past to talk about a past action and the past perfect to
refer to an even earlier past action.
There was a real pirate called Captain Jack Birdy who had rescued
thousands of Spanish Jews and Muslims in the 1600s.
We can also use the simple present to talk about a future action.
There is a Pirates Fan Club meeting at 10 a.m. this Saturday at Youth
Park.
A. Editing
(ii) Present Continuous

We use the present continuous to talk about an action that is taking place
as we speak.
I am glad there are patrols protecting our waters.
Each of the underlined words contains either a spelling or grammatical

error. Write the correct word in each of the boxes. (12 marks)
Dear Minister of Defence,
(iii) Present Perfect

We use the present perfect to talk about an event in the past that leads up
to the present.
Fortunately, Singapore has increased its navy and police patrols in
these waters.
(1)
I wish to appeal for your support in curbing piracy. I was writing on

behalf of my father who has been a fisherman all his life in the Straits of
Malacca, North Sumatra.
(2)
Recently, his safty has been under threat. Sea piracy has reportedly
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Tell pupils that tenses are a very important part of

grammar. Review the different kinds of tenses with
pupils whenever they read whole texts or before
they embark on a writing task.
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Resource 3.2 Editing

(page 24)
Give pupils further practice in
editing tenses.
In expositions, for example, verbs are often used in

the timeless present tense as they deal with ideas
and facts that are general and are not tied to any
particular time.
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Spelling
Tell pupils that many common
spelling errors are found in the
following areas:
Words with double letters
blank (11) community
Ask pupils to think of other
similar kinds of spelling errors.
Examples: accommodation,
embarrassment
Words with ious or eous
blank (12) vicious
Ask pupils to think of other
similar kinds of spelling errors.
Examples: conscientious,
hideous
Grammar
Check that the tenses in the
passage are suitably used. In
expositions, the simple present
tense is likely to be the main
tense used. For example, the
following answers should be in
the present tense.
blank (7) do
blank (9) is
Information Reports
(3)
been on the rise, causing destress among my father and his fellow
(4)
fishermen. Last week, four fishermen from Langkat are abducted by

(5)
armed pirates in the area. The fate of these fishermen remain unclear.
We do not know whether they are still alive or not, because we have yet
(6)
to ricieve any information on the condition of the abducted fishermen.

The pirates have demanded Rp 100 million (US$10 600) to release
(7)
them. Their families did not have money to pay the ransom. I know the
(8)
authorities were finding new ways to combat piracy. But the North
(9)
Sumatra Water Police Unit are equipped only with small vessels with
(10)
limited capasity to reach the open sea, so it is difficult for them to

monitor criminal activity there.
(11)
Today, our fishing comunity lives in fear of these mercenary and

ruthless pirates. So we appeal to you to deploy the navy, a larger and
(12)
stronger force, to stop these viceous acts of crime. Please act before it
is too late.
Yours faithfully,
S Khaidir
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rts
Tell pupils that they can combine

two or more sentences into
one by using connectors for
questions (3) and (4).
it
B. Synthesis and Transformation
Writers use connectors to express

relationships between groups of
words for these reasons:
addition (e.g. and, as well as)
sequence (e.g then, while,
before)
contrast (e.g but, however,
although, even though, in
spite of)
reason (e.g. because, as, for)
place (e.g. where, wherever)
condition (e.g. if, unless)
choice (e.g. either or ,
neither nor )
For each of the following questions, rewrite the sentence(s) using the
word(s) provided. Your answer must be in one sentence. The meaning
of your sentence must be the same as the meaning of the given
sentence(s). (10 marks)
1. I cant wait to watch the sequel to that pirate movie! Tony exclaimed.
Tony exclaimed
.
2. Sally prefers reading Treasure Island to watching a movie.
Sally would rather
.
3. Crowds came to support the anti-piracy protests even though there were many
policemen on patrol.
in spite of
.
4. Jack Birdy was a pirate. Jack Birdy rescued thousands of Spanish Jews and
Muslims.
Even though
.
5. We feel safe because the coast guard has increased its patrols of the coast,
the fisherman said.
The fisherman said
.
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SITUATIONAL WRITING
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Information Reports
Date:
Situational Writing
Your Task
You read about the tour you can take at The Maritime Museum.
The pamphlet below features an event on pirates at a museum.

Read the pamphlet and complete the writing task. (15 marks)
Write an email to your cousin to persuade him to go with you to the

museum for a tour.
Adventures of Pirates in the East

@
You are to refer to the information in the pamphlet on the previous page for
your email.
The Maritime Museum
In your email, include the following key information:
when and where the tour will be held

how to book a tour
two reasons why your cousin might find the tour interesting
why both of you should go for the tour together
You may reorder the points. Remember to write in complete sentences.

Relive the famous battles between Asias fearless Pirates and Pirate Hunters!
See how pirates lived, robbed and met their end in this family-friendly adventure.
A Chinese pirate, Cai Qian, will be your guide and host as you sail through the
fascinating world of pirates. Educational yet entertaining, this state-of-the-art
interactive tour is a journey not to be missed!
Contact us or visit our website today to book a tour!
Purchase two tickets before
1 October and get a special
10% discount!
What:
Set sail back in time at The Maritime Museum
When:
10 November to 31 December
Where:
The Maritime Museum, Exploration World
Cai Qian,
the great Chinese pirate
For more information, go to www.explorationworld.com.
59
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(a) Before Writing

Get pupils to read the situational writing task
and understand its requirements. Ask pupils to
establish the following:
What is the purpose of the task? (to persuade
ones cousin to go to the museum)
(b) Planning
Then get pupils to plan their writing using
the acronym RAFT as a guide: Role, Audience,
Format, Tone:
Role of the Writer: Who or what are you
as the writer? (A student or a product
advertiser?)
Audience: To whom are you writing?
(A friend? Your teacher? Readers of a
newspaper?)
Format: In what format are you writing? (An
email? A letter? A poem? A speech?) What are
the main features of this text?
Tone: What tone will you use? (A formal tone?
A casual and friendly tone?)
60
10/14/14 1:12 PM
(c) During Writing

Ask pupils to extract the relevant content from
the given stimulus to answer the prompts given.
Remind pupils to use the correct tense and
appropriate vocabulary.
Highlight to pupils that they can use modal verbs
to influence their readers views in persuasive
texts. Modality helps the writer to take a position
in relation to the topic.
Low modality might (You might wish to
come with me for the tour.)
Medium modality may, should (You may
wish to come with me for the tour.)
High modality must (You must come with
me for the tour.)
Modality can be found in:
verbs must, shall, has to, will, should,
ought to
adjectives obvious, definite, sure, required,
necessary, probable
adverbs totally, completely, entirely, always,
extremely, probably, rarely
nouns certainty, requirement, probability,
possibility
(d) After Writing
Get pupils to edit their work for organisation,
accuracy and fluency.
14
Unit 3
11/20/14 11:57 AM
CONTINUOUS WRITING
Here are some writing strategies pupils can use in continuous writing.
(a) Before Writing
Begin by getting pupils to understand the theme of the question: What is a difficult decision? What can be
the consequences of making such a decision?
Modelling
Get pupils to review the pictures. Studying the pictures is an important part of writing. Direct pupils to
each picture and discuss what dilemma a person can possibly face in each picture. This might require some
inference. Then get pupils to decide what kind of texts they wish to write based on the topic. For example,
pupils may choose to write one of the following texts based on their interest and language ability:
A narrative is interesting because of the characters involved, the problem presented and the dramatic nature
of the topic. Get pupils to identify the problem. They can then use the narrative text frame to make a plan
for their story.
c
ra
Date:
tice Shee
Information Reports
Continuous Writing
Write a composition of at least 150 words

about a difficult decision. (40 marks)
A recount is simple and easy

to write where pupils can
recount a series of events
that happened leading up to
the difficult decision. The text
can be a personal recount
or a factual recount like a
newspaper article.
An explanation can provide
more information on what
people can do when they face
difficult decisions.
The pictures are provided to help you think

about this topic. Your composition should be
based on one or more of these pictures.
Consider the following points when you plan
your composition:
An information report can

begin with a definition of the
topic, for example, decisionmaking. The report can give
more information on the
different types of decisions
people have to make.
What was the difficult decision?

Why was the decision a difficult one?
You may use the points in any order and
include other relevant points as well.
An exposition can argue for a

position or stance on the topic
related to the theme.
en
Getting pupils to come up with a

working title first helps with the
thinking, for example:
A Difficult Decision (narrative)
My Difficult Journey (recount)
What Can We Do When We
Face Difficult Decisions?
(explanation)
Decision-making (information
report)
Decision-making is an Easy
Process (exposition)
ter
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Piracy
15
11/20/14 11:57 AM
(b) During Writing

Joint Construction
Jointly write out the text with low progress pupils. On the board or a large sheet of butcher paper, write the
text features in the left margin:
Narrative: Orientation, Problem, Resolution and Ending
Recount: Orientation, Events and Conclusion
Explanation: Introduction, Explanation and Conclusion
Information report: Introduction, Sub-topics and Conclusion
Exposition: Authors Position, Arguments to support that position and Conclusion
For low progress pupils, you may wish to focus on writing narratives or recounts.
Elicit ideas from pupils for each part of the text type. Write the sentences, using the correct tense and adding
appropriate vocabulary.
When writing, highlight to pupils

that they can use a variety of
sentences in their compositions.
Examples:
Simple sentence Tony faced
a dilemma.
Compound sentence You
may need to find out more
about the problem or you
may need to seek advice
from a trusted adult.
Complex sentence When we
are young, adults make most
of the decisions for us.
Independent Writing
High progress pupils may write
the text on their own. Pupils
may also write a text using
mixed text types, for example,
incorporating elements of the
procedural text type into an
explanation text.
Ask pupils the type of tenses they will use for different text types.
Narrative: mostly past tense
Recount: mostly past tense
Explanation: mostly present
tense
Information report: mostly
present tense, timeless verbs
Exposition: mostly present
tense
ctice Shee
ra
Information Reports
Date:
Continuous Writing

your composition:
en
ter
(c) After Writing

Editing
After the class has done their
writing draft, get them to
work in pairs and check for the
following. Have they:
linked the theme with the
pictures?
used a variety of sentences?
used suitable tenses?
used appropriate vocabulary?
used suitable paragraphing?
61
16
Unit 3
10/14/14 1:13 PM
20/11/14 3:19 PM
(E)MCEPP
Appendices 1A1E: Writing Text Frames

Get pupils to write a plan using one of the following writing frames:
Narrative
Recount
Explanation
Information Report
Exposition
Appendix 2: Writing Checklist
Pupils can monitor their writing using a checklist to review their ideas, organisation, word choice, sentence
fluency, conventions and voice.
Appendix 3: Writing Rubrics
Use the writing rubrics to help assess pupils writing together with them. You can use the rubrics as a:
1. pre-writing tool to help pupils be familiar with the qualities of good writing.
2. during-writing tool to have pupils monitor their writing and make the necessary revisions.
3. post-writing tool after marking the compositions to help pupils review their own writing.
Information Reports
c
ra
Date:
tice Shee
rts
Continuous Writing

your composition:
en
ter
61
/14 1:13 PM
61
10/14/14 1:13 PM
Piracy
17
11/20/14 11:57 AM
LISTENING
9. What is the main reason why pirates food had to be pickled?

(1) to make the food saltier
(2) to make the food tastier
(3) to make the food last longer
10. The children are served fruit punch and water because they
(1) like cold drinks
(2) are too young to drink rum
(3) prefer popular pirate drinks
it
3 Piracy
Un
Information Reports
Text 6
(
)
.
16. What can you add on to the pirate costume to make it look more attractive?
(1) a red headscarf
(2) a striped tee-shirt
(3) a pair of old boots
(
(1) Find a striped tee-shirt.

Make a pirate eyepatch.
Cut up a pair of tracksuit pants.
Text 4
11. What were the pirates about to do?
(1) take revenge
(2) take over a ship
(3) take cover from armed men
12. How did the Young Pirate feel about attacking the ship?
(1) excited
(2) helpless
(3) frightened
13. What quality did the Old Pirate think a pirate should have?
(1) honesty
(2) empathy
(3) ruthlessness

Add a red headscarf to the costume.

Make a pirate eyepatch.
(
Text 5
14. According to Tina, why should Casey pay the record company for the album
he downloaded?
(1) The company can sell more albums.
(2) The company can earn millions of dollars.
(3) The company can use the money to pay their staff.
(
15. According to Tina, which of the following actions is legal?

(1) making copies of songs without paying for them
(2) downloading a song from the Internet and paying for it
(3) uploading songs onto the Internet for others to download for free (
65
17. What order of steps did the writer suggest for assembling the main part of the
pirates costume?
10/14/14 1:13 PM
18. What irresponsible behaviour have some young people shown?

(1) playing with poison
(2) wearing scary eyepatches and tattoos
(3) frightening people with fake swords and knives
19. What could have happened to the speakers nephew?

(1) He could have spilt the laundry detergent on himself.
(2) He could have cleaned himself with the laundry detergent.
(3) He could have poisoned himself with the laundry detergent.
20. What is the speaker asking the authorities to do about the latest pirate
obsession?
(1) arrest the troublemakers
(2) raise awareness of the dangers involved
(3) highlight the risks related to the skull and crossbones symbol
(
Text 7
66
10/14/14 1:13 PM
Get pupils to listen to the questions carefully as

they are being read. Have them answer as many
of the questions as they can during the first
listening.
(a) Before Listening

Listening Strategy: Predict
Get pupils to read the instructions carefully. Get them
to scan questions in the practice sheet and predict
quickly what each text is about.
(c) After Listening

Play the audio file once more for pupils to check
their answers.
Like reading, tell pupils that good listeners use

listening strategies to make sense of a text. Review
the strategies of predicting and connecting.
(b) During Listening

Listening Strategy: Connect
Use a focus text, for example, Text 7, to model
the listening strategy of making meaningful
connections.
Play the audio file and pause at the first line.
Ask pupils what kind of text they think it is.
(The opening statement I am worried about
the pirate craze seems to suggest a position
on a topic. Therefore, the text is likely to be an
exposition.)
Ask pupils for other information on what they
would expect to hear in the text (arguments for
this position supported by evidence).
Play the rest of the audio file. Ask pupils if their
predictions helped them with their understanding
of the text. What arguments and evidence does
the speaker provide to support her position on the
topic? What conclusion does the speaker arrive at?
Does the speaker call for some kind of action to
be taken?
18
Unit 3
11/20/14 11:57 AM
Information Reports
it
ra
Date:
ctice Shee
Un
3 Piracy
3. Why were the pirates unable to get any loot?
Listening Comprehension
Listen carefully to the text that is read to you and answer the following
questions. Write 1, 2 or 3 in the brackets provided. (20 marks)
Text 1
1. Where did the pirates find the ship?
3 (
3 (
3 (
Text 2
4. What did Jake pull out of his pocket?
3 (
2. What did the pirates use to get on board the ship?

1
5. What did Jake and Judy have to be wary of being near Skull Cave??
3 (
)
1
62
65
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10/14/14 1:13 PM
11/13/14 9:53 AM
it
Un
3 Piracy
Northern
Cross
3 Skull Cave
Fern
Forest
Burns Beach
MAP OF
TREASURE
ISLAND
6. Which of the three lines on the map above shows the route that Jake and Judy
will take to reach the treasure?
(1)
(2)
(3)
(
)
7. Based on the map above, where will Jake and Judy take a rest?
(1) 1
(2) 2
(3) 3
Text 3
8. Which one of the following is a Pirates Day activity?
(1) reading a book on pirates
(2) sketching portraits of pirates
(3) taking part in a fancy dress parade
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10/14/14 1:13 PM
Piracy
19
11/20/14 11:57 AM
Unit 3
Text 3 (for Questions 810)
Piracy
A teacher speaks to her class about a Pirates Day event.

Children, welcome to Pirates Day! There will be lots of activities in store for you in school today. First, we
will do some face painting, and get you looking like pirates. Next, you can all get into your pirate costumes
we have more than enough hats, eyepatches, swords and even peg legs to go round the class! Then,
we will have a class fashion parade. After this, we will have a tasty tea break, and eat what pirates are
used to eating. You will notice that the vegetables and meat have been pickled or salted. This prevents
pirates food from going bad as there was no refrigeration on board the ships in the old days. You will be
served fruit punch and water since you are not old enough to drink rum, a popular pirates drink. To end
the day, we will watch a segment from Treasure Island based on Robert Louis Stevensons book, and talk
about the movie after that.
Listen carefully to the text that is read to you and answer the following
questions. Write 1, 2 or 3 in the brackets provided. (20 marks)
A news presenter interviews a field reporter for this news segment.
Presenter
This is Josh Samuel on Breaking News, Prime Time 8. Last night, six pirates climbed aboard
The Star, a cruise ship that was docked at Mara Anchorage. We have the latest report from
our field reporter, Gina Fung.
Reporter
Good morning. Yesterday, shortly before 11 p.m., six pirates climbed on board The Star using
a long rope and some hooks. The men were armed with guns and knives. A sailor on duty
spotted them. The pirates attacked the sailor as he tried to contact the ships bridge on a
handheld radio. The robbers tied him up on deck and began to plunder the ships stores.
Presenter
Was their raid successful?
Reporter
No, fortunately. Another sailor witnessed this and raised the alarm. The sound frightened the
pirates, who fled without any loot. The police were informed, but their efforts were too late.
The six pirates escaped into the night, free to attack again.
Presenter
What are the authorities doing about this?
Reporter
They have warned owners of all vessels docked at Mara Anchorage to be extra vigilant and
to report any suspicious activity.
Presenter
Thank you, Gina. And that was Gina Fung, reporting live from Mara Anchorage.

Two pirates talk about attacking a ship.
Old Pirate
Are you ready, men?! We are taking over that ship. Revenge is her name! Remember to
raid every cabin for its valuables!
Young Pirate
Uh but look, dont those men on board the Revenge have guns and swords?
Old Pirate
Are you thinking twice, boy? Every pirate needs a stout and hardened heart!
Young Pirate
I dont know. Suddenly, my legs feel weak.
Old Pirate
I thought you were as sure as a pirate when you decided to sail with us?
Young Pirate
I was then at the dock, but now, Im feeling nervous about killing someone, or taking
away what belongs to him. How am I supposed to harm those poor helpless ladies? My
mama always told me to make an honest living! Whats become of me?
Old Pirate
I dont think youll make a good pirate, lad! Its best you go home to your mama!

A teacher tells a story of Treasure Island.
Two friends have a conversation about media piracy.
Jake and Judy both paddled, full of excitement. Their canoe pulled up onto the beach.
Both siblings got out of the canoe and looked around the white sandy beach. This was the day they had
been waiting for.
Casey
Hey Tina! I just downloaded songs from Taylor Smiths latest album and shared them on the
web. Its so cool!
Pulling out an old and tattered map from his pocket, Jake exclaimed, What Grandpa said is true. Treasure
Island does exist!
Tina
How much did you pay for them?
Yes indeed! Have you got your compass? So where do we begin? Judy squealed with delight.
Jake unfolded the map and said, On the map, it says we are now standing on Burns Beach. We should
walk northward towards a mountain range. Then, we should hike round the mountain range towards Fern
Forest. Perhaps we can take a rest in the forest. Then, we should go westward out of the forest past Skull
Cave. Nearing the cave, I remember Grandpa saying that we have to beware of giant ants and bats. Soon
after, we can find our treasure at Northern Cross!
Wow, what are we waiting for? Lets go! Judy said, charging off, and leaving her brother behind.
75
(E)MCEPPBEL6_LS(Part1).indd 75
10/14/14 1:15 PM
Casey
Pay? I downloaded them from the Internet. Why pay when you can get them for free?
Tina
Dont you think that the record company should get paid for their work? What about the staff
they have to pay? Everyone needs to earn a living.
Casey
Yeah, right. The company that makes them is worth millions of dollars. They wont miss $15 from
me.
Tina
Maybe not, but what if 1 million other people did the same thing? Thats about $15 million!
Casey
Seriously, I never saw it that way
Tina
Making copies of songs is not legal. Neither is uploading them on the Internet for others to
download for free. This is known as media piracy. Pirates steal things that do not belong to them.
Those who copy and share files online can also be called pirates. The authorities can take legal
action against pirates.
Casey
Youre calling me a pirate, Tina?
Tina
Yes, if you continue to do what you did today!
76
10/14/14 1:15 PM

A childrens television host teaches his audience how to make a pirates costume.
Here is a quick and easy way to assemble a pirates costume.
First, find a horizontally striped tee-shirt. Next, you will need a pair of old tracksuit pants. Start by cutting up
your tracksuit pants. Cut one leg shorter than the other. Then, make a fringe at the hem for a tatty pirate
look. Wear the pants and tie a red sash round your waist.
Second, make a pirate eyepatch using any old eyepatch your parents may have. Make it into a one-eye
patch by carefully cutting off one of the patches, but leaving the elastic band intact. You may even add a
red headscarf to make the costume look nicer.
Third, get a pair of old boots. If you cannot find one, go barefoot. Draw on some facial hair and pirate
scars with a face painting crayon. Find a toy sword from the shops, and you have yourself a pirates
costume. Ahoy! Go forth, little pirate!

A lady shares her concern over a radio programme.
I am worried about the pirate craze that has swept over the country recently due to the release of the new
film franchise Pirates of Aden. Everywhere you go, you see young boys and girls dressing up like pirates
with pirate hats, eyepatches, earrings, tattoos, heavy eye make-up and even beards! Some of them
display brutish behaviour wherever they go, thrusting their fake swords and knives at women and children.
What also disturbs me is the skull and crossbones symbol that appears on most T-shirts. My three-yearold nephew loves his skull and crossbones hat very much. One day, he was attracted to the same skull
and crossbones symbol on his mums laundry detergent bottle. He could not tell that the symbol meant
poison. He started playing with the contents of the bottle. Luckily, his mum stopped him in time. Some
serious accidents are waiting to happen to all these young people! I urge the authorities to put in some
measures to educate the public and stop this pirate craze from getting out of hand.
77
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Unit 3
10/14/14 1:15 PM
11/20/14 11:57 AM
ORAL (READING ALOUD)

Tell pupils to skim the oral text to have an idea what kind of text it is and its purpose. The tone of the reading
must match the purpose of the text. Get pupils to rehearse reading the text, paying attention to pronunciation,
stress, fluency and expression.
The passage below is based on a spoken text by a host on a television programme. Ask pupils to read the text
with expression and dramatic effect. They should vary their intonation. Model the reading by reading aloud the
first paragraph.
Then divide the class into different groups to read each paragraph that follows.
To provide maximum reading practice, you can do the following with pupils:
Echo reading The teacher reads the text aloud and the class follows.
Pair reading In pairs, pupils take turns to read the text. They can change partners and read the text again.
Repeated reading Pupils read the same text with the same partners (taking turns) up to four times for
fluency practice.
c
ra
Date:
tice Shee
Information Reports
Reading Aloud
The reading should provide

pupils with new background
knowledge about the theme.
Get pupils to think of new words
they have learnt.
Appendix 4: Reading Aloud
Rubrics
Get pupils to use the rubrics to
monitor their reading aloud.
Read the following passage aloud. (10 marks)

Welcome to yet another episode of Global Justice. Did you know that
pirates are responsible for many crimes at sea? Yes, modern-day pirates are
real, and they are very dangerous.
Todays pirates are just as ruthless as pirates of the past. They use
modern technology to attack ships. They hijack vessels and loot belongings.
Some demand ransom for their hostages.
Piracy is on the rise. In 2010, the most number of pirate attacks was
recorded. That year, pirates attacked at least 445 ships and hijacked 53
ships! Most pirate attacks happened in the Indian Ocean, between Africas
east coast and near the Horn of Africa. In fact, about 90 per cent of ship
hijacks happened off the coast of one country Somalia.
Pirate attacks are becoming ever more brazen and merciless. In 2011, a
group of Somali pirates killed four Americans off the coast of East Africa, an
area known to be a target for pirates. This is a horrible attack on innocent
lives!
Time is running out! Maritime authorities must find more effective ways to
stop such pirate attacks. Pirates commit terrible crimes. They must not be let
off easily!
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Piracy
21
11/20/14 11:57 AM
ORAL (STIMULUS-BASED CONVERSATION)

Give pupils the picture without the prompts. As part of their preparation, get pupils to look at the picture and
predict what they might be asked. Alternatively, get them to study the picture and think of all the things they
can talk about. They can think at different levels:
Literal Describe what you see.
Inferential How does what you see link to the related topics?
Evaluative What are your views on the theme based on what you see?
Example: A young boy is using a computer.
Literal: What do young people use the computer for?
Inferential: What dangers do young people face when using the computer?
Evaluative: Think about the possible cyber crimes that can take place. What do you think of cyber crimes?
Divide pupils into groups and get them to discuss the prompts. Then get the groups to contribute their ideas
before the class. Suggest that pupils form opinions and substantiate their views with suitable reasons.
Unit Review
Help pupils to constantly
review what they have learnt.
Summarise the learning
outcomes of the unit.
Get pupils to review their
learning process further by
asking themselves these
questions:
Have I learnt the unit well?
If yes, when and how can
I apply what I have learnt
in my reading and writing,
speaking and listening?
Have I mastered the text
type?
Have I learnt the language
items well? If yes, when and
how can I apply them in my
work?
If no, why did I not succeed?
How can I learn them? How
can my teacher help me?
Plan to meet pupils individually
or in groups to gather their
responses and facilitate their
learning.
it
Un
3 Piracy
c
ra
tice Shee
Appendix 5: Rubrics
for Stimulus-based
Conversation
Get pupils to use the rubrics
to evaluate their conversation.
Date:
Stimulus-based Conversation
Have a conversation based on the following stimulus. (20 marks)
(a) Look at this photograph. What do you think this child is doing?
Do you play computer games? Why / Why not?
(b) Besides being used to play games, computers are widely used
in schools. What do you use the computer in school for?
Do your family members and friends use computers? What do they use
computers for?
(c) Some people use the computer to download or share material from
the Internet without paying for it. Do you think this is a right
thing to do? Why / Why not?
What can we do to stop computer crimes, like the illegal downloading and
sharing of material from the Internet?
68
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Unit 3
10/14/14 1:13 PM
11/20/14 11:57 AM
Resource 3.1
WORDS TO EXPRESS A VIEWPOINT

Here are words you can use to express your opinion in persuasive texts:
Thinking and feeling words to convey the emotion of the topic and the writers point
of view e.g. believe, agree, think, feel, know, opinion, prefer, like, appreciate, trust, hope,
surprised, disagree, doubt, oppose
Emotive words to engage the reader and make them see the issue the way you do e.g.
dangerous, brutal, violent, harsh, fierce, severely, treasured, unique, special, delightful,
wonderful, pitiful
Evaluative language to examine the arguments and supporting evidence e.g. important,
significant, essential, vital, obvious, beneficial, helpful, advantages, easier, necessary,
expected, unlikely, claim, simple, narrow minded, unnecessary, inappropriate, poor
judgment, uncalled for, harmful, detrimental, disadvantages, limitations
Write an opinion statement about the following topics, giving a reason or evidence to
support your opinion. Use persuasive language to express your viewpoints.
Example:
Pirates
Movies
I believe that pirates are a
dangerous group of people

because they ruthlessly
attack and rob ships.
Rules
Animals kept in zoos
Piracy
23
11/20/14 11:57 AM
Resource 3.2
EDITING
Tenses
There are different kinds of tenses:
Present tense (simple present, present continuous and present perfect)
Past tense (simple past, past continuous and past perfect)
Each of the underlined words contains a grammatical error. Write the correct word(s) in
each of the boxes.
Treasure Island is one of the most popular adventure tales written by Robert Louis
(1)
Stevenson. It begins in 1881 as a serialised adventure entitled The Sea-Cook in the periodical
(2)
(3)
Young Folks. Stevenson completes it during a stay at Davos, Switzerland. It is published in
1883 in the form we know today.
(4)
Set in the 18th century, Treasure Island spun a rich tale of piracy, a mysterious treasure
(5)
map, and a host of menacing characters. The story featured Jim Hawkins, the cabin boy of
(6)
the ship Hispaniola. The action-packed adventure told of a dangerous sea journey across the
(7)
Spanish Main. Jim meets the notorious Long John Silver and got involved in a deadly pursuit
for buried treasure on an exotic island. Exciting and rich in descriptive detail, Treasure Island
(8)
continued to captivate readers young and old over the years. It is a book everyone must read!
24
Unit 3
11/20/14 11:57 AM

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English Language

Dr Cheah Yin Mee Tan See Keen

Reading and Responding to

Reading and Responding to

2015 Marshall Cavendish Education Pte Ltd

2015 Marshall Cavendish Education Pte Ltd

READING AND RESPONDING TO THE TEXT (VISUAL TEXT COMPREHENSION)

(a) Before Reading

Reading Strategy: Predict

(b) During Reading

Visual Text Comprehension

Study this online blog carefully and then answer questions 1 to 8.

Debbies History Blog

Ask pupils to guess the writers

The Real Pirates of the Caribbean

About the Author

Posted on January 21 by Debbie Wong

I just watched a documentary on pirates during English class

There were so many

Doing this helps pupils anticipate

2015 Marshall Cavendish Education Pte Ltd

Reading Strategy: Understand Word Choice

Ask pupils: What is the viewpoint

(c) After Reading

Posted by: Justin Toh on January 21, 7:10 p.m.

Ads By The MiggleAds

Resource 3.1 Words to Express

2015 Marshall Cavendish Education Pte Ltd

6. Which one of the following statements is true?

8. What is the main purpose of the History Blog?

created this blog.

2. According to the blogger, what are real pirates like?

4. What does Rofina137 mean when she types *shudder*?

5. The exclamation mark used in M.A.Cs comment serves to

Reading Strategy: Annotate

2015 Marshall Cavendish Education Pte Ltd

READING AND RESPONDING TO THE TEXT (COMPREHENSION)

(a) Before Reading

Reading Strategy: Understand

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Reading Strategy: Find the Organisational Pattern

Appendix 1E: Writing Text

Working class women

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6. Explain why Christina Anna Skytte was no timid pirate. (2m)

All women during the

8. Who does the word they in line 35 refer to? (1m)

Anne Bonny was a

Reading Strategy: Annotate

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Reading Strategy: Respond to the Text

For comprehension cloze, here is what pupils can do:

Reading Strategy: Predict

Fill in each blank with a suitable word. (15 marks)

Reading Strategy: Identify

of Somali pirates. Many people see Somali pirates as a threatening group

in. However, if you look into the heart

Somali pirates are to be pitied. Most of them became pirates due to

First, Somalia is a war-torn

. Different groups in the

each other. Somalia does not have a strong

government to battle crime, either on land or at

Second, the livelihood of the

living along the Somali

4. What does Rofina137 mean when she types shudder?