Edubest Secondary English Programme SE Module · Pusat Tuisyen Didikan Genius Edubest Secondary English Programme SE3 Module 9 Name : _____

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Pusat Tuisyen Didikan Genius

Edubest Secondary English Programme

SE3

Module 9

Name : ___________________________

Computer Quiz

Week Date Vocabulary

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Phrasal Verb

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Grammar

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Others

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5

COMPREHENSION

A. Reading

Several people had a lucky escape yesterday while waiting for a bus at the corner of King Street and George Street. Some scaffolding fell from a building and landed just behind them. Fortunately, no one was injured because there is a stretch of grass around the front of the building and most of the scaffolding landed on it.

‘The bits of the scaffolding landed too close for comfort,’ said 66-year-old Bert Thomson. ‘It's a miracle no one was hurt, but we were all in shock. You don't expect to dice with death when you're waiting for a bus. I hope the town council are going to do something about this.’

‘I absolutely agree,’ said 56-year-old Margaret Simpson. ‘None of us got hit by the scaffolding, but the fact of the matter is that it was a very narrow squeak and I'll be contacting the council. They shouldn't allow dangerous things like that on buildings. It wasn't even windy when the stuff fell down. Make no mistake, if the council don't do something soon, it'll happen again and other people might not be so lucky.’

A council representative said later, ‘We are all very sorry to hear of this unfortunate accident, but it is not the fault of the council. Responsibility for maintaining such scaffolding rests fair and square with the contractor who erected it. Anyone who is concerned about this incident should contact the contractor directly.’

Later in the day, some local residents who live in the vicinity of the building in question contacted us to give their views. ‘This was an accident waiting to happen,’ said their spokesperson, 50-year-old Tom Scott. ‘It has been a bone of contention between the council and ourselves for quite some time. The scaffolding is in a poor state of repair and no one has worked on the building for several weeks. Not only did we think it was potentially dangerous, but it’s a real blot on the landscape. They should be made to finish the work and take the scaffolding down. At the end of the day, the council have a moral responsibility to keep the town safe for their residents. As far as people in this area are concerned, the council must carry the can. They've been putting the whole issue on the back burner for too long.’

B. Recalling Information

1. What saved several people from being hurt by the falling scaffolding?

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2. Who did those interviewed think were responsible for the accident?

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Edubest English Programme SE309 1

3. What was the view of the council as to who should be responsible?

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4. What did Tom Scott, the spokesperson for the residents, think was the cause of

the accident?

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( %) C. Understanding Information

1. Complete the following sentences to show cause and effect. (a) It can be said that several people at a bus-stop had a lucky escape because

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(b) Margaret Simpson did not think the weather could be blamed as ________

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(c) The council representative put the responsibility on the contractor because

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(d) Tom Scott thought the council was to blame as ______________________

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2. Would you say that this newspaper report is a balanced one in that it gives different points of view? Complete the organizer below before you decide.

Report of an accident The council is responsible. The council is not responsible. Opinion of Bert Thompson

Opinion of Margaret Simpson

Opinion of Council representative

Opinion of

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Tom Scott ________________________________________________________________

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3. Imagine you are writing out the news for a radio broadcast. Write a summary of the accident in 80 words for the radio broadcast, making sure you include the main points. ________________________________________________________________

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PHRASAL VERB

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Theme : Sports, Games and Hobbies

bet on : place a wager on count on : rely on come up against : encounter bomb out : fail cheese off : annoy bone up on : study hail as : declare to be lumber with : burden with keep up with : remain informed of, abreast of or equal to make up for : compensate for walk away with : win with ease gang up on : unfairly band together against get back into : begin to do again blow up : lose one’s temper flare up : become angry lose out : lack advantage buckle down : work hard rattle off : say quickly gen up : inform eke out : make last *Phrasal Verb Exercise: Please proceed to the laboratory for the quiz. GRAMMAR

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Modal Verbs : Would, Should, Ought to, Must, May, Might, Can, Could Modal Verb (1) : Would You use would to express desires and requests politely, often adding please. Examples I’d like a bit of silence, please. Would you speak more quietly, please? You use would you like to make offers Example Would you like a piece of cake? To make would negative, you use the negative contraction wouldn’t. Some of the less common contractions are I’d, you’d, he’d, she’d, it’d, we’d, they’d + not. You can also use the full form would + not. • Note

I would or I’d is often used for giving advice to someone. Examples I’d forget all about it if I were you. I would write and apologize straight away. I wouldn’t make definite arrangements yet.

Modal Verb (2) : Should, Ought to, Must The modal verb should and the semi-modal ought to are both used to say what is morally right or sensible, or to recommend a certain experience and to comment on that progress, on the basis of what is normal or expected. Examples You should/ought to admit it was your fault. You should/ought to read this. That meat should/ought to be cooked by now. You use the modal verb must for obligation, urgency or necessity, personal resolutions, instruction, recommendations and protests. Examples You must possess a valid passport. (obligation) I must hurry. (urgency/necessity) I must drink more water. (personal resolution) You must read this novel. (recommendation) Must you make that noise? (protest) For convenience we say all the above uses belong to ‘obligation’ must.

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You also use must and must have for probability. Examples You must already be familiar with his books. I must have left my umbrella on the train. Modal Verb (3) : May, Might, Can, Could In reported speech and thought, might is used as the past tense of ‘possibility’ may. Example ‘It may rain.’ said Jill. Direct speech Jill said it might rain. Reported speech However, could is used rather than might as the past tense of ‘permission’ may. Example ‘May I have some water?’ asked Sophie. Sophie asked if she could have some water. Exercise 1 Reword these requests more politely, using contractions and adding please at the end.

1. I want a shower.

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2. Close the door.

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3. Pass the sugar.

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4. We want a double room.

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5. I want to make a phone call.

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6. Move your call.

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7. Wait outside.

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8. We want to change some money.

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9. Sign here.

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10. I want two kilos of oranges.

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Exercise 2 Select a verb from the box (if needed) and use it in the correct form with would or wouldn’t to fill the blanks. Use contractions where you can.

be get give have let matter meet need take work

Jane and I had decided that we (1)____________ the Eurostar to Brussels for a

weekend in May. Unfortunately , I remembered rather late that I (2)____________ a

new passport. I went to the passport office, where they said I (3)_______________ to

fill in some forms and they (4)___________ me my passport without fail on the day

of departure.

The day came and I told Jane I (5)____________ her at the station after

collecting my passport. I didn’t realize, however, that there (6)___________ such a

queue in the passport office. It (7)_____________________ if I hadn’t been in such a

hurry to get to the station. I knew Jane (8)_____________ me go to the front of the

queue as a matter of great urgency. They said they (10)____________, and I sighed

with relief. Now everything (11)________________ out as planned.

( %) Exercise 3 Rewrite the following sentences using should where ought to is used, and vice versa.

1. It was a wonderful performance – you ought to have been there.

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2. I should make more of an effort, shouldn’t I?

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3. The suit I ordered ought to be ready for collection, oughtn’t it?

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4. ‘I think I’ll take a few days’ break.’ ‘Yes, I think you should.’

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________________________________________________________________

5. That cake should be well cooked by now, shouldn’t it?

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6. ‘Shouldn’t you back up the file you’re working on?’ ‘Yes, I should.’

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7. I ought to have warned Stella about the roadblocks.

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8. You should have seen John’s face when he heard the news!

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9. Should we give money to beggars in the street?

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10. Shouldn’t the washing machine have stopped spinning?

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( %) Exercise 4 Fill in the blanks in these sentences using may or may not with a verb from the box in its correct form.

hoover bring call clear get go be know spend see take tell use

1. ‘Please ________ Dave ________ his dad on your handphone?’ ‘Yes, of course,

he _________.’

2. Candidates _______________ a calculator in the exam but no laptops

_________________________ into the exam room.

3. I definitely told Fred about the change in the timetable, but I ________________

Mary.

4. I’m sorry – you __________________ the boat out today, because it _________

very windy.

5. Jim and I _______________ our vacation in Spain this year.

6. You ________________ the story in the paper last week, but you ____________

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7. I didn’t hear the phone ring, but I _____________________ the apartment at the

time.

8. I don’t know why permission was refused – there __________________ a good

reason.

9. ‘________we _________ to a disco this evening?’ ‘No, __________________.’

10. The rain is less heavy, so it _______________ up; but then again, it _________.

( %) Revision:

Exercise 5

Select a verb from the box and use it in the correct form with should, shouldn’t, ought or oughtn’t as appropriate, to fill the blanks. be eat encourage find give go meet miss tell write

Just sending you a hasty e-mail to tell you that The Girl with the Pearl Earring

is on at the Odeon Cinema this evening. We (1)_____________ to __________ it.

I’m so sorry – I (2)_____________________ you about it earlier, but I forgot. I

(3)_______ to ________ important things like that in my diary. If you

(4)_____________, by any chance, __________ able to join me tonight, phone me on

my handphone, or try me at the office, where you (5)_____________ to _________

me between 1.30 and 5.30. If all goes well, we (6)___________________ at the

Odeon at 7.00. As for supper afterwards, since I know you think we

(7)________________ to _________ a heavy meal late at night, I suggest we

(8)______________ to the new sushi restaurant in Nicolson Street. We

(9)___________ to _________ it a try. I believe locals (10)__________________

new venues like that. So see you later, I hope!

( %) Exercise 6 Fill in the gaps with will, shall, won’t, would, wouldn’t as you think suitable (use shall for the first person).

The door bell rang just as Mrs Smart had finished breakfast. On opening the

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well, although they had occasionally exchanged a few words outside the school when

collecting their respective offspring.

‘I wonder if you (1)_________ spare me a few minutes of your time, Mrs

Smart,’ said Mrs Brown. ‘There’s something I want to discuss with you.’

‘Certainly, Mrs Brown,’ said Mrs Smart, ‘(2)______________ you come in? it’s too

cold to talk on the doorstep.’

When they got inside and Mrs Brown had taken her coat off, Mrs Smart said,

‘(3)______________ you sit down? I’ve just finished breakfast, but there’s plenty of

coffee left. (4)_________ you have some?’

‘It’s kind of you to offer,’ said Mrs Brown, ‘but I (5)_________ have any,

thanks. I had some just before I came out. I’ll tell you why I’m here. It’s the

centenary of the school this year and some parents are hoping to organize some kind

of celebratory event. We’re getting together a committee. (6)___________ you like to

be a member of it?’

‘It’s a good idea and I (7)__________ certainly be interested in helping, but

I’m not sure about being in the committee. I don’t have much spare time. I

(8)___________ like to know a bit more about what’s involved. (9)___________ you

be able to give me some more details?’

‘I’ve printed out some information about it,’ said Mrs Brown.

‘(10)____________ you let me know what you think when you’ve had chance to

read it?’

‘Certainly,’ said Mrs Smart. ‘I’ll have a think about it.’

‘I (11)_________ be grateful if you (12)__________ decide as soon as possible,’ said

Mrs Brown. ‘We don’t have much time left. (13)___________ I give you a ring early

tomorrow evening?’

‘I (14)____________ do that if I were you,’ laughed Mrs Smart. ‘That’s a

chaotic time in our house. I (15)___________ give you a ring later in the evening.’

‘Where (16)__________ I go next?’ asked Mrs Brown,

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‘I (17)____________ bother trying anyone else in this street,’ said Mrs Smart.

‘There’s no one else with children at the school. I (18)___________ call you

tomorrow.’

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Exercise 7 These sentences all contain direct speech or thought. Rewrite them using reported speech or thought.

1. ‘I may not be back before eight,’ Dad said. ________________________________________________________________

2. ‘I may win if I put on a spurt,’ thought Peter.

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3. ‘We may have to alter the timetable,’ announced the organizers.

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4. ‘You may already have heard of Sir Stamford Raffles,’ commented the guide.

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5. ‘In the mountains the weather may change at any moment,’ she told them.

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6. ‘We may encounter some turbulence,’ the pilot warned us.

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7. ‘Mum may not be able to drive us to the station,’ said Joe.

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8. ‘You may sit,’ the teacher told us.

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9. ‘There may be a lot of traffic on the roads,’ added Jane.

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10. ‘May I use the armchair?’ asked Granny.

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Listening and Speaking Talking about Fitness (Tapestry 2/CD1of3/T20 pg 76 - 77) Exercise is one way to increase your energy level. Exercise also helps the brain produce natural tranquilizers and fight stress or tension. You will hear five people answer question “What do you do to get exercise?” On the chart “The Fitness Plan” below, check the activities you hear. One of the activities is not on the chart.

Note : The activities in Column A, B, C, and E burn (use) 100 calories each; the activities in D burn 1,400 calories a week.

The Fitness Plan Column A :

Aerobic exercise Column B : Everyday exercise

Column C : Strength training

Column D : Fun and games

Column E : Flexibility and

stress reduction walk 20 minutes swim 12 minutes run 1 mile ride a bike (outside) 3 miles aerobic dance 15 minutes

ride exercise bike 15 minutes

jump rope 10 minutes

stair‐climb (machine) 15 minutes

garden 20 minutes play an instrument 25 minutes

scrub a floor 16 minutes

chop wood 16 minutes

sweep 30 minutes vacuum 40 minutes paint house 22 minutes

rake leaves 32 minutes

mow lawn (hand mower) 15 minutes shovel snow 15 minutes

free weights 20 minutes

gymnastics 30 minutes

calisthenics (push‐ups, sit‐ups) 20 minutes

body‐sculpting class

row 30 minutes play baseball 1 hour

box 30 minutes bowl 1 hour dance (hip‐hop) 30 minutes dance (downhill) 30 minutes

ski (cross‐country) 30 minutes

horseback ride 1 hour

roller‐ or ice‐skate 30 minutes

hike 30 minutes sail 1 hour do karate 30 minutes

play golf 40 minutes (no cart)

play soccer 30 minutes

yoga class or 30‐minute at‐home session stretching class or 30‐minute at‐home session T’ai chi ch’uan class or 30‐minute at‐home session Self‐defense class

Daily fitness allowances (two per day) Workout A Workout B Workout C Workout D Workout E

Total calories burned : ___________

Listen again. Did you hear an activity that is not on the chart? What is it?

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Answer : _______________________ Enrichment Stress and Your Health (Tapestry 2/CD1of3/T21/p 78)

You are going to hear four people answer the question “How does stress affect your health habits?” Write the answers, but do not write everything that they say. Write only the important information.

Person 1 : ____________________________________________________________

Person 2 : ____________________________________________________________

Person 3 : ____________________________________________________________

Person 4 : ____________________________________________________________

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Writing Opinion Essay Opinion essay is a formal piece of essay writing which presents the author’s point of view on a particular subject supported by reasons and examples. The opposing viewpoint is also suggested, it goes with arguments that show that it is unconvincing. A Successful Opinion Essay Consists of:

• An introduction where the topic and the author’s opinion are stated clearly. • A main body where viewpoints supported by reasons are presented in several

paragraphs. This section has also the opposing viewpoint which is proved to be unconvincing.

• A conclusion where the main points of the essay are summarized and the author’s opinion is restated in other words.

Useful Tips for Writing an Opinion Essay: • Decide your opinion as for the topic discussed • Make a list of viewpoints and reasons supporting your point of view • Write well-developed paragraphs • Use linking words and phrases to join the sentences and the paragraphs within

the text • Start each paragraph with a topic sentence

Apply to the Following Techniques to Start and Finish Your Opinion Essays: • Address to the reader directly • Start with a quotation • Start with a thought provoking or rhetorical question • Refer to some striking or unusual fact, idea or situation

Use the Following Expressions to Give Your Opinion: • As far as I am concerned, … • I am (not) convinced that … • In my opinion/view … • My opinion is that …

• I (firmly)believe … • I (definitely) feel/think that … • I am inclined to believe that …

Basic Do’s in Writing Opinion Essays: • Write in a formal style • Introduce the topic clearly • State clear topic sentences

• Use generalizations • Use quotations

Basic Don’ts in Writing an Opinion Essay: • Don’t use colloquial expressions • Don’t use short forms • Don’t use emotive vocabulary • Don’t use over-generalizations

• Don’t use statistics without proper referencing

• Don’t give personal examples Edubest E

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Sample Writing Topic : Do you agree or disagree with the following statement? Television has destroyed communication among friends and family.

While television has been blamed for many of society’s failings, it might also be the source of many of our ideas and information. Arguably, the ideas and information may be suspect in terms of quality and value but television has probably become a major focal point in most homes throughout the west.

Much has been said about the value of television, TV, but most people in my experience have learned much and shared much of their new found knowledge with each other. These experiences have led to many coffee room conversations and across‐the‐dinner‐table debates. Sports, news and entertainment have always stirred our collective interests, and aren’t these topics the ones we all love to debate and discuss? Lets face it, TV has become part of our social milieu and the family has for the most part endorsed it in a multitude of different ways too numerous for any one of us to name.

The introductory sentence describes the topic area as being TV and its effect on society

First supporting fact is from writer’s observations or experience

What about the notion that TV watching is a very passive activity? Studies have been published claiming that the average viewer is more relaxed physically than during sleep! But is that the point? Watching TV sports can be very active. Watching a very stirring drama can bring tears to our eyes. We must all concede that good or bad TV programming supplies us all with plenty to talk about and plenty to stimulate our imagination.

I have watched TV since I was a child and have seen the many changes in programming over the years, and I must confess, that despite the flaws in TV programming, and despite the annoying commercials, I have found the television to be enormously entertaining, intellectually stimulating and most certainly a source of interesting conversation. Many conversations have been stimulated or sourced from what our family had viewed. Sometimes the conversation is simply the latest sporting event. On other occasions stirring debate on world events and the state of the environment have grown from watching many excellent news documentaries.

The counter-point argument is placed here to establish balance. However it is played down in this paragraph

The third supporting point is more personal and connects to the topic thesis

Are there any counterpoints to consider? I have observed many people being consumed by their televisions and they use it to lose themselves in a passive and thoughtless dreamland. Maybe they are escaping from our fast‐paced and highly stressful society that most of us find ourselves caught up in. Television has, in a way, allowed many of us to stay connected to society and, by extension, to our own families by being informed in ways that were not so convenient in the pre‐radio and television eras.

The final paragraph opens the door to further debate and advises to keep monitoring the subject area to keep the debate always current and relevant. This shows more balance which readers appreciate

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Writing Style Transitions

Transitions are like bridges between your ideas—they help your readers move from one idea to the next. Here are some transition words and phrases you may wish to use in your essay. Keep in mind that they can be used at the beginning of a sentence or within a sentence.

If you are adding information or showing similarity between ideas: • additionally • besides • so too • first of all/secondly/thirdly • in addition • also

• likewise • to begin with • as well as • another • furthermore • finally

If you are showing that one idea is different from another: • however • even though • in contrast • on the one hand/on the other

hand • yet • despite

• still • some people say/other people

say • but • although • in spite of • regardless

If you are showing that something is an example of what you just stated: • for example • this can be seen • to illustrate

• for instance • specifically • namely

If you want to show cause and effect: • as a result • consequently • so

• it follows that • therefore • eventually

If you want to add emphasis:

• in fact • of course • truly

• even • indeed

Hints and Tips

1. Ask yourself: Would you agree or disagree with the topic? 2. Whether you agree or disagree, check if you have enough points to support your

stand. If you do not, then check if you have enough points for the other stand. If you do, it is advisable to take the stand with more points and ideas.

3. Jot down the points and ideas you have and number them in logical order. 4. Elaborate each point by giving examples that support that each point.

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5. When giving your opinion, write in the present tense. 6. Read through and proofread for any grammatical errors or spelling and

punctuation mistakes.

Exercise Your father asks the family where they would like to go for the holidays – to the seaside or to Kuala Lumpur. Use the mind map below to guide you.

Mind Map

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Enrichment In order to strengthen your writing skill, you may attempt this composition below. Hand it in to you teacher and redeem 20 points. (Plagiarism is prohibited but you are allowed to refer to any source for extra information.) Opinion Essay : Write 7 paragraphs on the following topic in essay paper. You did well for your public examination. Your parents, aunt and grandparents gave you some money. Altogether you have RM700. Different members of the family suggest what you should do. State what you would do with the money giving reasons

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Language Arts

Material Terms 2

A Closer Look at the Meaning

born with a silver spoon in your mouth If you are born with a silver spoon in your mouth, you are born into a rich family and this gives you great advantages. build something on sand If you build something on sand, you try to set up something in a situation which is not at all a stable or reliable foundation. cannot make a silk purse out of a sow's ear The saying cannot make a silk purse out of a sow's ear means that you cannot make something very good or special if you do not have very good materials. come out of the woodwork If people come out of the woodwork, they suddenly appear in large numbers. come up against a brick wall If you come up against a brick wall, you get into a situation where you are prevented from making any progress in what you want to do. cut your coat according to your cloth If you cut your coat according to your cloth, you plan a project according to the resources that are available to you. The expression often means that you must only spend what you can afford on something. dead wood Dead wood is used to refer to people in an organization that are no longer considered useful or necessary. They are often got rid of. drop a brick If you drop a brick, you say something tactless or something that causes embarrassment. go down like a lead balloon If something, such as a suggestion or a joke, goes down like a lead balloon, it is received without any enthusiasm. hang by a thread If something hangs by a thread, it is in a very difficult and uncertain state. It is very likely to end in failure or disaster.

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leave no stone unturned If you leave no stone unturned, you try by any means possible to get what you want or to find what you are looking for. not set in stone If something, such as an agreement, is not set in stone, is not permanent and can be changed. put the lid on Something that puts the lid on something else is a very unpleasant event that is the final one in a series of unpleasant events. strike while the iron is hot If you strike while the iron is hot, you take action when you have the best chance of being successful. worth its weight in gold If something is worth its weight in gold, it is very useful or valuable. The expression can also be used of people.

Exercise 1

Match each idiom to the best explanation. Write the letter for the correct answer in each blank.

1. cut your coat according to your cloth _____ 2. come out of the woodwork _____ 3. come up against a brick wall ______ 4. hang by a thread ______ 5. born with a silver spoon in your mouth ______

A be unable to make progress B be in an uncertain and insecure state C plan something using available

resources D born a member of a rich family E suddenly arrive in large numbers

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Exercise 2 Choose the noun that is missing from each of the following idioms.

1. The new owner of the firm is going to make staff changes. He says that he is going to get rid of all the dead __________. A wood B branches C plants D trees

2. The school caretaker helps the school to run smoothly. He is worth his ____ in gold. A height B weight C salary D money

3. His business was already in financial trouble. The recession put the ____ on it and he went bankrupt. A can B cover C lid D box

4. The design department thought it was a brilliant idea. Unfortunately, it went down like a lead ___ with the production department. A ball B weight C bar D balloon

5. It is a very ugly house and painting all the rooms will not make much difference. You cannot make a silk purse out of a sow’s ____. A skin B back C ear D tail

( %) Exercise 3 Choose the verb that is missing from each of the following idioms.

1. You should buy a house right away. Property prices are very low just now. You must ___ while the iron is hot. A strike B build C act D start

2. This list is not ____ in stone. We can easily make changes as we go along. A moulded B engraved C set D carved

3. When she made the remark everyone in the room suddenly went silent. She realized that she had ___ brick. A made B thrown C produced D dropped

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4. The police ___ no stone unturned in their investigation. Eventually, they found a vital clue. A found B left C placed D set

5. You must do a lot of market research in the area before your decide where to locate the shop. You do not want to ___ business on sand. A create B raise C build D base

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Glossary

accident, an accident waiting to happen (cliché) a situation which is extremely likely to cause serious trouble or danger. blot, a blot on the landscape (cliché) something that is very ugly and spoils the appearance of the surroundings. bone, a bone of contention (idiom/cliché) something which is the cause of a dispute, often one that has being going on for a long time. In origin, the cliché refers to a bone which is being fought over by two dogs. burner, put something on the back burner (idiom/ cliché) to postpone taking action on something because other things are considered to be more important. The cliché put something off until tomorrow has a similar meaning. In origin, the cliché refers to putting a pan of food on the back burner of a stove at a low heat so that it will not cook very rapidly. can, carry the can (idiom/ cliché) to be blamed for something, whether or not you are responsible; used in informal contexts. It has a military origin, referring to the man whose job it was to collect a container of beer for a group of soldiers and take the container back when it was empty. close, too close for comfort (cliché) used to describe a situation in which you have been very close to danger or serious trouble, although you have avoided or escaped it. day, at the end of the day (cliché) when all things have been considered; a very common cliche which is often used virtually meaninglessly out of habit and should be avoided. death, dice with death (idiom/cliché) to take risks which could put your life in danger. The cliché risk life and limb is similar in meaning. fact, the fact of the matter (cliché) sometimes used for emphasis, but often used completely unnecessarily, frequently by people to whom it has become a habit, because the meaning is clear without it. fair, fair and square (cliché) fairly, according to the rules. mistake, make no mistake (cliché)

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used to emphasize the truth about what is about to be said or has just been said. This cliché is also found in the slightly longer form of make no mistake about it. squeak, a narrow squeak (cliché) used to emphasize how close you were to danger or serious trouble in a situation. An alternative form of this is the cliché a narrow escape.

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Pelan Lokasi

@ Pusat Tuisyen Didikan Genius

No.2-1, Jalan 4/109E, Desa Business Centre, Taman Desa, 58100 Kuala Lumpur. Tel: 03-7983 7650

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Edubest Secondary English Programme SE Module · Pusat Tuisyen Didikan Genius Edubest Secondary English Programme SE3 Module 9 Name : _____