penceritaan berasaskan maklumat = 信息型讲述

题目要求选择忠于资料且结构完整的讲述。先找是否涵盖材料、学习过程、结果和文化意义，再排除没有依据的保证或把次要外观当成全部重点。

例子： 好的讲述会连接事实与意义，但不会夸大资料没有说明的成果。

information-based account = penceritaan berasaskan maklumat

The item asks for an account that remains faithful to the source and develops coherently. Look for relevant material, learning process, outcome, and cultural significance, then reject unsupported guarantees or a minor appearance detail treated as the whole message.

Example: A sound account connects facts with significance without exaggerating an outcome the source never states.

nilai dalam tindakan = 行动中的价值观

题目要从人物行动判断价值。耐心教学显示愿意分享知识并帮助传承，而不是只看活动名称；先找行为产生的正面影响，再选择相符价值。

例子： 长者示范规则并让孩子练习，体现分享与珍惜文化传承。

value shown by an action = nilai dalam tindakan

The item asks which value is revealed by a person’s behaviour. Patient teaching shows willingness to share knowledge and support continuity, so focus on the positive effect of the action rather than only the activity’s name.

Example: An experienced player who demonstrates rules and lets children practise shows sharing and respect for heritage.

bukti ramalan budaya = 文化预测证据

题目要求支持持续发展的趋势资料。应选择同时显示推广行动、公众接触和青年参与随时间增加的证据；名称长短或一张未使用的旧图不足以说明发展。

例子： 连续三年的参与增长比单次保存物件更能支持未来推测。

evidence for a cultural forecast = bukti ramalan budaya

The required evidence should show activity, public exposure, and increasing youth participation across time. The length of a name or one unused historical picture does not demonstrate development. A sustained pattern supports a measured forecast more strongly.

Example: Three years of growing participation provides a better basis for prediction than a single stored object.

kelewahan kata jamak = 复数赘余

题目考查复数标记是否重复。para 已表示多个人，不需要再把名词重叠；修改后还要保持主语、动词和宾语完整。不要因为看到更多复数形式便认为更强调。

例子： “para murid”与“murid-murid”各自可以表示复数，但通常不叠加使用。

redundant plural marking = kelewahan kata jamak

The item tests duplicate plural marking. “Para” already signals more than one person, so full noun reduplication is unnecessary in the same phrase. After editing, retain a complete subject, verb, and object rather than adding more plural forms for emphasis.

Example: “Para murid” and “murid-murid” can each mark plurality, but they are not normally stacked together.

bentuk ayat tanya = 疑问句形式

题目要求同时检查疑问词、语序和问号。先判断句子是否真的在索取资料，再检查疑问词与所求地点、时间或人物相配，并确保标点位于句末。

例子： 询问地点时可用 Di manakah，并以问号结束完整句子。

interrogative form = bentuk ayat tanya

The item requires a correct question word, sentence structure, and question mark. Decide whether the sentence genuinely requests information, then match the question word to place, time, or person and check that punctuation appears at the end.

Example: A location question can begin with “Di manakah” and finish with a question mark.

rangka laporan lawatan = 参访报告结构

题目要求正式报告的连贯框架。应包括可核查的时间地点、目的、依序活动、结果和作者确认；随机感受或无关词表不能记录一次参访。

例子： 文化馆参访报告可先写基本资料，再按路线记录活动并总结收获。

visit report outline = rangka laporan lawatan

A coherent formal report needs verifiable date and place, purpose, sequenced activities, outcome, and writer identification. Random feelings or an unrelated list cannot document a visit. Check that each part serves the reporting purpose.

Example: For a cultural-centre visit, state the basic details, record activities in route order, and conclude with the outcome.

pengukuhan Bab 6 = Bab 6 巩固

章末练习综合检查文化主题下的资料讲述、知识与价值、证据预测、文本编辑、句型和格式写作。重试时应回到相应教学屏说明线索与语言理由，而不是记住选项位置；能把方法迁移到新的工艺、游戏或艺术情境，才表示真正掌握。

例子： 面对新的文化馆资料，可先核实事实和来源，再选择合适句型、写作格式与保存建议。

Bab 6 reinforcement = pengukuhan Bab 6

The review combines source-based storytelling, knowledge and values, evidence-based prediction, editing, sentence types, and formatted writing across cultural contexts. After a retry, return to the matching teaching screen and explain the clue or language reason rather than memorising an option position. Transfer to a new craft, game, or arts situation shows genuine mastery.

Example: For new cultural-centre information, verify facts and source before selecting an appropriate sentence type, writing form, and preservation suggestion.