sebut semula = 复述

复述不是逐字背诵，而是保留动作、顺序、地点和原因。可先在心里把指示分成第一、第二、第三，再用自己的完整句说出。遗漏一步或调换关键顺序，可能改变安全意义。

例子： 听到三项故障处理步骤时，复述也要保留三项，并使用 pertama、kemudian、akhirnya 连接。

sebut semula = restate

Restating does not require every original word, but it must preserve actions, order, place, and reason. Group the instructions mentally as first, next, and finally before speaking in complete sentences. Omitting or rearranging a critical step may change the safety meaning.

Example: For three breakdown instructions, retain all three and connect them with “pertama,” “kemudian,” and “akhirnya.”.

mentafsir = 解释隐含意思

明示信息直接写在材料中；隐含意义则要根据行动可能带来的作用推断。回答“为什么”时先引用一项指示，再说明它怎样降低风险或帮助求助。不能只说“因为安全”而没有具体联系。

例子： 保存家人号码是明示指示，紧急时能较快联系帮助是根据用途推断的意义。

mentafsir = interpret

Explicit information is written directly, while an implied meaning is inferred from what an action achieves. To explain why a guide matters, cite one instruction and connect it to reduced risk or faster help. A vague “because it is safe” lacks a specific relationship.

Example: Saving a family number is explicit; quicker contact during an emergency is the implied benefit of that instruction.

penanda wacana = 衔接词

连贯文章围绕同一主题，句子之间也要有时间、因果或补充关系。写前先排好开头、事件和结尾，再用 mula-mula、seterusnya、oleh itu、akhirnya 等连接。代词必须清楚指向人物，避免读者混淆。

例子： 写使用电梯的经历时，可先写阅读规则，再写礼让行动，最后交代安全到达与感受。

penanda wacana = discourse marker

A coherent composition stays on one topic and links sentences through time, cause, or addition. Plan the opening, events, and ending, then use markers such as “mula-mula,” “seterusnya,” “oleh itu,” and “akhirnya.” Pronouns must point clearly to the intended person.

Example: For a lift experience, describe reading the rules, giving priority to others, and arriving safely in a connected sequence.

penghayatan = 投入理解

有感情的诗歌表现来自理解内容，而不是单纯提高音量。先判断诗句是提醒、担忧还是鼓励，再选择语调、速度和停顿。关键词可稍加重音，但必须保持清楚自然。

例子： 朗诵安全提醒时，可在“peka sentiasa”前短暂停顿，并用坚定而非喊叫的语气。

penghayatan = expressive understanding

Expressive poetry performance comes from understanding the message, not simply becoming louder. Decide whether the lines warn, reassure, or encourage, then choose tone, pace, pauses, and emphasis. Stress key words gently while keeping the delivery clear and natural.

Example: For a safety reminder, pause before “peka sentiasa” and use a firm tone rather than a shout.

imbuhan awalan / akhiran = 前缀 / 后缀

前缀加在词根前，后缀加在词根后，并可能改变词性或句子作用。先找词根，再观察增加的部分，最后把派生词放回句子检查意思。不能只看最后几个字母就猜。

例子： jalan 加 ber- 成为 berjalan；patuh 加 -i 成为 patuhi，两者在句中的功能不同。

imbuhan awalan / akhiran = prefix / suffix

A prefix comes before a root, while a suffix follows it; either may change the word’s form or function. Identify the root first, inspect the added part, and test the derived word in a sentence. Do not guess from the final letters alone.

Example: “Jalan” becomes “berjalan” with a prefix, while “patuh” becomes “patuhi” with a suffix and a different sentence role.

maklumat penting = 重要信息

题目要求复述两项有次序的指示。先圈出第一项动作和第二项动作，再判断哪一句两者都保留。不要加入原话没有的行动，也不能只说其中一步。

例子： 正确的复述应保留“先报告地点、再安全等候”的顺序，但抽屉不会指出选项号码。

maklumat penting = key information

The item asks you to restate two ordered instructions. Identify the first action and the second action, then choose a sentence that keeps both. Do not add an unspoken action or mention only one step.

Example: An accurate restatement retains reporting the location first and waiting safely next without revealing an option number.

处处留心总结 = rumusan sikap cakna

完成 Unit 9 后，你应能复述全部关键动作与次序，并用文本证据解释安全指示的隐含作用。文章要有连贯结构和衔接词，诗歌语调要配合提醒或警示；辨认词缀时则先找词根，再判断前缀或后缀的位置。

例子： 复述故障指示时，保留报告地点和在安全处等候两项行动，不加入原话没有的步骤。

safety awareness summary = rumusan sikap cakna

After Unit 9, you should restate every key action in order and use textual evidence to interpret the purpose of safety guidance. Build coherent writing with discourse markers, match a poem’s delivery to its warning, and identify a root before deciding whether an affix is a prefix or suffix.

Example: When restating breakdown instructions, retain reporting the location and waiting safely without adding an unspoken step.