bahan grafik = 图文材料

讲述图文材料时，先找标题和视觉顺序，再把标签连接成原因与结果。不要逐字念完所有词；应使用完整句解释资料之间的关系。声音要清楚，重点处可稍加停顿。

例子： 看到轮胎、气压和稳定性三个信息，可讲成“先检查气压，因为不足会影响稳定”。

bahan grafik = graphic material

When presenting a graphic, identify its title and visual sequence, then connect labels through cause and effect. Do not simply read every label aloud. Use complete sentences to explain relationships, with clear pronunciation and a short pause at important points.

Example: Tyre, pressure, and stability labels can become an explanation that pressure is checked because low pressure affects control.

menghargai = 重视并实践

“重视知识与价值”不只是抄下内容，而是说明怎样在真实情境应用。先写一项可执行的安全做法，再指出背后的态度，并引用材料线索。若行动也保护别人，可说明责任范围更广。

例子： 在公共设施站稳并留意他人，既是安全知识，也表现体贴与责任。

menghargai = appreciate and apply

To appreciate knowledge and values is to explain how they guide real behaviour, not merely copy a phrase. State one practical safety action, identify the attitude behind it, and connect both to evidence. If the action protects others, explain the wider responsibility.

Example: Standing securely and considering other users combines practical knowledge with care and responsibility.

koheren dan kohesi = 连贯与衔接

连贯表示所有内容围绕同一经历，衔接则让句子按时间或因果自然连接。日记可用时间、selepas itu、kemudian 和 akhirnya 排列事件。每段还应说明安全行动带来的感受或结果。

例子： 先写八点检查救生衣，再写随后有序登船，最后说明因遵守步骤而安心。

koheren dan kohesi = coherence and cohesion

Coherence keeps every detail focused on one experience, while cohesion connects sentences through time or cause. A diary may use a time, “selepas itu,” “kemudian,” and “akhirnya” to organise events. Include how a safety action affected the result or feeling.

Example: Record the life-jacket check first, orderly boarding next, and the resulting sense of confidence at the end.

seloka = 诙谐劝诫诗

seloka 常用轻松或讽喻方式指出不安全行为。朗诵时要配合节奏，但重点是听懂被批评的习惯。写教训时把错误行为转化为正面行动，不能只是重复诗句。

例子： 诗中人物走路时只看屏幕，教训可写成“移动时专心观察环境”。

seloka = humorous admonitory verse

A seloka often uses humour or gentle satire to expose unsafe behaviour. Recite it with a suitable rhythm, then identify the habit being criticised. Express the lesson as a positive action instead of repeating the verse or restating the mistake.

Example: If a character watches a screen while walking, the lesson is to pay attention to the surroundings when moving.

tujuan ayat = 句子目的

选择 kata tugas 前要判断句子是在提问、禁止、连接还是说明。mengapakah 要求原因，jangan 表示禁止，ialah 用于名词说明。不能只凭熟悉读音选择，因为每个词会改变整句功能。

例子： 同一“制动器”主题可用疑问词问原因，也可用禁止词阻止危险行为。

tujuan ayat = sentence purpose

Choose a function word by deciding whether the sentence asks, prohibits, links, explains, or emphasises. “Mengapakah” requests a reason, “jangan” prohibits an action, and “ialah” introduces a noun description. Familiar sound alone is not enough because each word changes the sentence purpose.

Example: The same brake topic may use a question word to seek a reason or a prohibition word to stop unsafe behaviour.

kata pemeri / kata nafi = 系词 / 否定词

kata pemeri 连接主语和后面的说明：后面是名词短语时用 ialah；后面是形容词短语或介词短语时用 adalah。kata nafi 表示否定：动词短语和形容词短语前用 tidak，名词短语和介词短语前用 bukan。判断时先看紧跟在后面的是哪一类短语。

例子： Pemandu itu tidak berhati-hati.（形容词前用 tidak）· Itu bukan kereta saya.（名词前用 bukan）.

kata pemeri / kata nafi = copula / negator

A copula links the subject to its description: ialah comes before a noun phrase, and adalah comes before an adjective or prepositional phrase. A negator makes a statement negative: tidak comes before verb and adjective phrases, and bukan comes before noun and prepositional phrases. Always check which phrase follows immediately.

Example: Pemandu itu tidak berhati-hati uses tidak before an adjective; Itu bukan kereta saya uses bukan before a noun.

hubungan maklumat = 资料关系

题目要把图中的两个重点连成完整说明。先找器材状况，再找它对安全产生的影响，最后选择有原因与行动的句子。只描述颜色或重复标签，不能算清楚讲述。

例子： 图文讲述应解释“为什么需要处理”以及“不处理可能怎样”，但不在抽屉透露选项。

hubungan maklumat = information relationship

The item asks you to connect two graphic details into a clear explanation. Identify the equipment condition and its effect on safety, then look for a sentence containing both reason and suitable action. Colour description or label repetition does not explain the relationship.

Example: A strong graphic account explains why attention is needed and what may happen if the condition is ignored, without revealing an option.

共同安全总结 = rumusan keselamatan bersama

完成 Unit 8 后，你应能把图文标签连接成原因与结果，不只是逐字朗读。日记需按时间记录事件、行动和感受；seloka 的教训要把被讽刺行为转为正面做法；kata tugas 也要配合提问、禁止或说明功能。

例子： 看到轮胎气压不足的图文时，说明它可能影响稳定，再提出出发前检查的行动。

shared safety summary = rumusan keselamatan bersama

After Unit 8, you should connect graphic labels through cause and effect instead of reading them separately. Organise a diary by time, event, action, and feeling; turn the behaviour criticised in a seloka into a positive lesson; and match each function word to questioning, prohibition, or explanation.

Example: For a low-tyre-pressure graphic, explain its effect on stability and the check required before departure.