susunan cerita warisan = 遗产讲述顺序

题目要找让听众逐步认识文化对象的结构。先点明名称和背景，再说明特征与使用方法，最后总结保存价值；随机资料或没有依据的意见会使故事难以跟随。

例子： 介绍传统鼓时，可依来源、材料、演奏方式和传承意义组织。

heritage story sequence = susunan cerita warisan

The question asks for an order that helps a listener understand a cultural object step by step. Establish its name and background, explain its features and use, and conclude with preservation value. Random facts or unsupported opinion will not form a coherent account.

Example: A traditional drum can be presented through origin, material, playing method, and the reason for preserving it.

ramalan daripada perubahan = 从变化作预测

题目提供频率增加和参与人数上升两个趋势。预测应延伸这项趋势，并用“可能”等词保留不确定性；绝对保证职业结果或无关后果都超出证据。

例子： 若课程持续且参与增加，可预测更多年轻人可能接触这门工艺。

prediction from change = ramalan daripada perubahan

The evidence shows more frequent classes and rising participation. A supported prediction extends that trend with measured language such as “may,” while an absolute career guarantee or an unrelated consequence goes beyond the information given.

Example: If the programme continues and participation rises, more young people may learn the craft.

perkataan tidak jelas = 含糊词语

题目考查听写中遇到不确定词语的处理方法。应先保留位置并继续跟上内容，重读时再结合句意、音节和拼写确认；随意造词或停止整段都会扩大错误。

例子： 可先画短线标记，第二遍听到该句时再补写并完成最后校对。

unclear word in dictation = perkataan tidak jelas

The item asks how to handle one unclear word during dictation. Preserve its place and continue listening, then use repetition, sentence meaning, sound, and spelling to confirm it. Inventing a similar word or abandoning the whole passage creates additional errors.

Example: Mark a short blank, keep following the text, and fill it during the repeated reading before the final check.

semakan pameran Jawi = 爪夷文展示检查

题目询问展示前的语言检查，而不是装饰选择。先确认书写方向和字母连接，再与可靠的罗马字词语核对；这样可避免把漂亮但错误的形式公开展示。

例子： 标牌卡完成后，可请教师按原词逐字核对，再检查从右向左的次序。

Jawi display check = semakan pameran Jawi

The question focuses on language accuracy before a Jawi display, not decoration. Verify writing direction and letter connections, then compare the form with a reliable Rumi equivalent. This prevents an attractive but incorrect word from being presented publicly.

Example: Ask a teacher to compare the sign card with the source word and confirm its right-to-left order.

peluasan subjek dan predikat = 扩展主谓语

题目要求同时增加主语和谓语的说明，但仍保持一个分句。找出核心“Pembuat wau bekerja”，再检查附加内容是否只是修饰语；若又出现另一组人物与动作，便不符合条件。

例子： 可在主语加身份说明，在谓语加方式和地点，但不要加入第二个完整主干。

expanded subject and predicate = peluasan subjek dan predikat

The item requires details in both the subject and predicate while retaining one clause. Start from the core “Pembuat wau bekerja” and decide whether added words merely describe it. Another complete person-action relationship would no longer meet the condition.

Example: Add an experience detail to the subject and manner and place to the predicate without creating a second clause.

kata kerja transitif = 及物动词

及物动词后面必须有宾语，说明动作做在什么东西上。先找动词，再看后面是否紧跟着一个名词作宾语；只接地点，宾语就不见了。不及物动词则不能带宾语，硬加名词句子就不通。

例子： Abang membaiki basikal.（basikal 是宾语）· Adik tidur.（不及物，不带宾语）.

kata kerja transitif = transitive verb

A transitive verb must be followed by an object that receives the action. Find the verb and check whether a noun follows immediately as its object; if only a place follows, the object is missing. An intransitive verb cannot take an object, so adding a noun makes the sentence ungrammatical.

Example: Abang membaiki basikal has the object basikal; Adik tidur needs no object.

Unit 16 练习复盘 = ulang kaji Unit 16

完成练习后，检查讲述是否忠于来源并有清楚次序，预测是否以变化趋势为依据。听写错误要能分类为拼写、标点或遗漏；Jawi 不可凭外形猜测；单句扩展若出现第二组完整主谓关系，就要重新判断句型。

例子： “Pengukir muda itu bekerja dengan teliti di bengkel.”仍只有一个主干；若再加入另一人物动作，便可能成为复句。

Unit 16 practice review = ulang kaji Unit 16

After practice, check that storytelling remains faithful to its source and follows a clear sequence, while predictions use a visible trend. Classify dictation errors as spelling, punctuation, or omission; do not guess Jawi from shape; and reconsider sentence type when a second complete subject-predicate relationship appears.

Example: “Pengukir muda itu bekerja dengan teliti di bengkel” keeps one core, but another person and action may create a compound sentence.