MIND YOUR WORDS....

Bombastic Words

Accolade - praise
Allusion - indirect reference
Ambivalence - uncertainty; having 'mixed' feelings
Ambivalent - unable to decide
Analogy  -comparison
Anecdote - short account of something interesting; story
Anomalous - odd; not fitting the pattern
Apparition - ghost; something that 'appears'
Aspersion - negative feeling; damaging remark
Belligerence - aggression
Bombastic - too elaborate; exaggerated
Candid - truthful
Capricious - changeable; fickle
Cherished - cared for; firmly-held
Cliche - over-used expression
Conception  -1. idea; view. 2. beginning of pregnancy
Convoluted-  complicated or long-winded
Credence - belief
Cryptic - hidden
Currency - 1. widespread acceptance, 2. money
Decorous - good and correct (used of behavior)
Denunciation - act of speaking out against
Derailed - thrown off course
Derivative - unoriginal
Despotic - acting like a tyrant
Detritus - rubbish
Diaphanous - very thin and transparent
Dictum - often-used saying
Dilettante - person who dabbles in the arts
Disdained - showed contempt for
Dispassionate - unbiased; fair
Dowager - an elderly woman of elevate social status
Dubious - doubtful
Egalitarian - equal; believer in equality
Elicit - draw out (used mainly for information or feelings)
Elliptical - 1. shaped like an ellipse, 2. indirect
Epitomizes - acts as a typical example of
Equivocate - speak ambiguously/vaguely
Evasiveness - trying to avoid something
Explicitly - very clear; nothing hidden
Foraging - searching for food
Hypothetical - based on guesswork; not proven
Iconoclast - person who goes against accepted authority
Idiosyncratic - quirky; unique to an individual
Imponderable - cannot be understood
Indecorous not - well-behaved; lacking in dignity
Indigence - extreme poverty
Inept - clumsy
Inherent - inbuilt; genetic
Intricate - complicated
Irrefutable - cannot be proved wrong
Jingoism - using words to stir up exaggerated patriotism
Jubilant - joyful
Judicious - fair and equal
Lament - express regret over something
Loquacious - talkative; using too many words
Mendicancy - begging
Metaphorical - not literal; figurative
Milieu - environment; surroundings
Mitigated - made less severe
Nascent - just begun; in an early stage of development
Nostalgia - longing for the past
Obtrusive - easily seen
Orthographical - concerned with writing and spelling
Ossified - become fixed and rigid
Ostentatious - showy
Palpable - can be felt
Pastoral - 1. concerned with the countryside, 2. concerned with the care a pastor gives to someone
Pedestrian - 1. boring (adj), 2. person who walks (n)
Perfidy - treachery; betrayal
Profligacy - wasteful and immoral behavior
Prohibitive  -very expensive
Prudence - wisdom; caution
Pugnacious - aggressive
Purveyor - one who sells something or causes something to spread
Resonance - echo
Respite - break (from work etc.)
Resurgence - revival
Sparse - thin; not thick
Stringent - strict
Succumbing - giving in to; falling under the influence of
Supercilious - arrogant
Tenacity - firmness of purpose
Transcend - go beyond a limit
Variegated - multicolored
Venerable - worthy of respect
Viable - workable; able to live or grow
Visceral - concerned with the 'guts'; physical rather than mental

GOOD PHRASES TO USE.....

Do you have anyone special in your life? Which one of these would you like to say to him or her?

Honest and heartfelt
"I love you."
"I adore you."
"I'm totally into you."
"I love you from the bottom of my heart."
"You mean so much to me."
"I'm yours."
"You complete me."
"I'm in love with you."
"There is no other."
"You're my ideal woman."

Complimentary
"You're my Prince Charming."
"You're my angel."
"You're my princess."
"You're incredible."
"You're my baby."
"You're my king."
"You're mine."
"You're amazing."

Persuasive
"We're perfect for each other."
"We're a good match."
"You can't deny what's between us."
"We're meant for each other."
"We complete each other."

Romantic
"I'm infatuated with you."
"You're my lover."
"You're captivating."
"I'm addicted to you."
"You're perfect."
"I've totally fallen for you."

Confessional
"I've got a thing for you."
"I have feelings for you."
"I feel something for you."
"I'm drawn to you."
"I think of you as more than a friend."
"I've got a crush on you."
"I've had a crush on you for a long time."
"I think I'm in love with you."
"I think you're the one."
Light and Casual
"Love ya!"
"We make a good team."
"You're so awesome."
"I'd like for us to get together."

Lustful
"You've got what I need."
"I want you."
"Let's get it on."
"I must have you."
"You make me burn with desire."
"I'm burning for you."
"I need you."

Over-the-top
"I worship you."
"I'm crazy about you."
"We're soul mates."
"You make me want to be a better man."
"We were meant to be together."
"I can't live without you."
"You're my goddess."
"I can't bear to be apart from you."
"I idolize you."
"You're my everything."

Old married couple-ish
"You're my sweetie."
"You're my sunshine."
"You're my other half."
"You're my darling."
"I'm devoted to you."
Talking about the relationship
"I want to take this slow."
"This is more than a crush."
"I can't get over you."
"I'm ready to take it to the next level."
"I think I wanna have your baby!"

Slangy
"I'm hooked on you."
"I'm all about you."
"I'm down with you."
"You're my man."
"You're my girl."
Understated
"I'm rather partial to you."
"You're not bad."
"I kinda like you."
"I'm fond of you."
"I have a soft spot for you."

Poetic
"I'm smitten with you."
"I yearn for you."
"You turn me inside out."
"You've put a spell on me."
"I'm under your spell."
"My heart calls out for you."
"You make me feel young again."

Cold and scientific
"I'm physically attracted to you."
"You are the object of my affection."
"We have a good chemistry."
"I feel affectionate toward you."
"I care for you deeply."

Old-timey
"You're my best girl."
"I'm sweet on you."
"Do you want to go steady?"
"Will you go with me?"
"Roses are red; violets are blue; sugar is sweet, and so are you."
"I'm enamored with you."
"I'm mad about you."
"I hereby declare my love and affection toward you."

I WONDER

I WONDER WHY THE GRASS IS  GREEN,

AND WHY THE WIND IS NEVER SEEN?

WHO TAUGHT THE BIRDS TO BUILD A NEST,

AND TOLD THE TREES TO TAKE A REST?

O, WHEN THE MOON IS NOT QUITE ROUND,

WHERE CAN THE MISSING BIT BE FOUND?

WHO LIGHTS THE STARS, WHEN THEY BLOW OUT,

AND MAKES THE LIGHTNING FLASH ABOUT?

WHO PAINTS THE RAINBOW IN THE SKY,

AND HANGS THE FLUFFY CLOUDS SO HIGH?

WHY IS IT NOW,  DO YOU SUPPOSE,

THAT DAD WON'T TELL ME, IF HE KNOWS?

JEANNIE KIRBY

SUMMARY

• "Questions are the answers." Similarly, life is full questions that seek answers especially for a child.
• The poem I Wonder is a poem about a rather intelligent and perceptive child who is curious about her surroundings.
• In this poem, the child is curious about the elements of nature. Throughout the poem, the child's inquisitiveness is displayed through her questions about things which most of us have probably taken for granted.
• She is keen to seek answers to questions such as 'why the grass is green' and 'why the wind is never seen?'. As she looks at the trees, she wonders who taught the birds to build their nests. She also intelligently deduces that when the wind stops, the trees can actually take a break.
• As she looks up into the sky, she has more questions about the moon, stars, lightning and rainbow. She wonders why the shape of the moon is never the same and wonders what happens to the missing parts when the moon is half or crescent-shaped.
• Next, she ponders over the twinkling stars and likens them to a candle that gives light and wonders who lights them up 'why they blow out?'.
• She is further intrigued and wants to  know who causes the lightning to flash.
• Later, when she looks at the white clouds, she wonders why they are so soft and fluffy and who hangs them up so high.
• The child is also curious to know that after a downpour, who paints the seven colors of the rainbow. 
• Since most of her questions have gone unanswered by adults, we see that towards the end of the poem, she shows her annoyance at her father because he fails to feed her curiosity and does not provide answers to her questions.

Background

• It is natural that a child seeks answers to questions about their natural surroundings.
• The poet believes that a child's curiosity should be encouraged and not ignored as that is when learning takes place.
• In this poem, the poet has successfully portrayed how a child views nature and its elements. Even though some questions posed by children can be challenging for adults to answer, we as adults must seek to educate children to appreciate nature especially in making them realize that nature is created by our Creator--God.

Setting

• The setting of the poem is outdoors. Most probably, the poet is in a park and nature has captured her imagination.
• As the day progresses, she makes her observations. First, she notices the green grass and feels the soft wind blowing. When the wind blows, the trees sway and when the wind stops, the trees rest.
• Next, she looks at the clear skies and the fluffy clouds. Later, when it rains, lightning flashes across the sky and soon after, she sees a beautiful rainbow.
• When night time comes, the stars and the moon light up the night.sky.

Speaker

• The speaker or persona in this poem is most probably a child.
• The poem starts with the pronoun 'I' in the first sentence. Hence the poem is written in the first person. 

Themes

Nature Does Not Work Alone

• The poet wants us to know that there are many elements in nature that do not work alone.
• In fact, these elements work together and that is why nature is beautiful and awesome. Some of these elements are found in the sky such as the moon, stars, clouds, rainbow and lightning.

Nature-God's Awesome Creation

• The poet also wants us to realize that nature is simply awesome.
• In fact, some aspects of how the elements of nature are created and their existence are beyond our knowledge and comprehension. 
• Even though we may have many questions and may not get answers to these questions, we should not stop questioning because we learn about nature by asking questions. However, the only one that has all the answers is God. 

Nature is Beautiful

• The poem clearly highlights the marvels of nature and shows that nature is beautiful.
• Therefore, we should appreciate it and not take it for granted. In fact, we should take time to appreciate and enjoy its beauty.
• The poet uses a variety of images to show the beauty of nature by drawing our attention to different elements such as the green grass, the fluffy white clouds, the shining twinkling stars, the multi-colored rainbow and the crescent-shaped moon.
• All these elements of nature are a means of bringing awareness that nature is beautiful and should be appreciated. 

Lessons Learnt

Nature Should be Appreciated

• The poet successfully portrays nature through the eyes of a child. Since children are innocent, they look at nature as it is and appreciate it. It is this appreciation that the poet wants to highlight.
• In short, the five stanzas are all about appreciating nature and its elements. More importantly, the poet does not want us to take nature for granted. She uses various images to bring out this appreciation and to show that there is a balance in the  way nature has been created.

God is Our Creator

• This poem shows that God is our Creator. God is responsible for creating this beautiful natural environment. 
• The poem, with its natural setting, shows many facets of nature and how the various elements interact with each other to bring out the beauty of nature.
• The first five stanzas shows God's handiwork and power. This is evident because there are some aspects of nature which is just beyond our control.
• In the last stanza, again we see God's power because as humans, we may not have answers to all the questions on the existence of nature. 

Tone and Mood

• The overall tone of this poem is of wonder, inquisitiveness and childhood innocence.
• The mood that the speaker conveys is of being happy, captivated and child-like innocence as she explores the many elements in nature.
• The child in the poem is awed by nature and ponders by asking questions. The many questions posed relate directly to her curiosity.
• Both the tone and mood conveyed by the speaker is related to her questions about nature. For example: 'I wonder why the grass is green', 'And why the wind is never seen?', ' Who taught the birds to build a nest' etc.
• Towards the end, the speaker shows her slight disappointed when her many questions are not answered by her father. 

Structure and Style

• There are six stanzas in the poem I Wonder.
• Each stanza has two lines. Two lines in a poem are called a couplet. So this poem has six couplets.
• The rhyme scheme used by the poet is aa, bb, cc, dd, ee and ff.
• This means the last word in Line 1 rhymes with the last word in Line 2.

Example:

Stanza 1

• The last word 'green' (Line 1- a) rhymes with the last word 'seen' (Line 2-a).

Stanza 2

• The last word 'nest' (Line 1-b) rhymes with the last word 'rest' (Line 2-b).

• The next interesting style used by the poet is the questioning. Every couplet ends with a question.

Example:

O, when the moon is not quite round, Where can the missing bit be found?

Who lights the stars, when they blow out, And makes the lightning flash about?

Who paints the rainbow in the sky, And hangs the fluffy clouds so high?

Literary Devices

Poets often use a number of literary devices to create a certain impact. In this poem, the following are some of the main literary devices employed by the poet.

Alliteration

• When a poet repeatedly uses consonants, this is called alliteration.
• In this poem, one example of alliteration was used

Example: Line 1-'green grass'

Metaphor

• When one wants to make a comparison of things, we use metaphors.
• Similarly, in this poem the poet used some metaphors to stress the meaning.

 Example: The word 'fluffy clouds' is a metaphor. This metaphor shows that the clouds in the sky are soft and fluffy.

Imagery

• The poet uses imagery to tell the readers about the different aspects of nature.
• In this poem we see a number of visual imageries.

Example: 

• The image of trees resting (Line 4) - And told the trees to take a rest?
• The image of the painted rainbow (Line 9) - Who paints the rainbow in the sky?
• The image of flashing lightning (Line 8) - And makes the lightning flash about?
• The image of stars being lit and blown out (Line 7) - Who lights the stars, when they blow out,
• The image of someone hanging up the clouds so high (Line 10) - And hangs the fluffy clouds so high?

Literature for Form 2

POEMS 

HEIR CONDITIONING 

by M. Shanmughalingam

Grand dad did you breathe
Before air cons were invented
Wasn't it hard staying
Alive without modern inventions
Gandma weren't you flustered
As you fluttered with paper fans
Could you communicate before
Faxes and long distance calls
Became basic necessities?
Grand child we lived
Before your age because
Of our ignorance,
We did not know
Pollution, stress, traffic jams
Destruction of forests, streams and hills
We feared God and nature
Now nature fears you and
Money is your new God

Summary

The poem talks about the differences on the ways of living of two different generations. The poet uses an interesting way of a question and answer session between a grandchild and his/her grandparents. The child questions his/her grandparents on how they could live without all the necessities they today’s generation could not live without such as air cons, fans, faxes and telephones. The grandparents replay one after another that even though the necessities were not yet invented to comfort them, they could live in comfort as their life were free from pollution, stress, traffic jams, destruction of forests, streams and hills. They warn their child that there is a price to pay when they do not fear God and appreciate nature. They have made money as their God and nature fears them because of the rapid pace of development and the destruction of the beautiful environment.



Stanza 1
In the first stanza the author questions on how in the past people managed to survived without modern invention such as air conditioning, hand phones and fax machines

Stanza 2
In the final stanza the author question on how future generations will live due to today's living standard. The author blames himself (his generation) for all the polutions that occur today and the destruction of mother nature. The highest power today accordint to the author is money and it controls everything (god like)


Theme


1. Technology Brings More Harm

It may seem that we are living in comfort with all the technology that keeps on improving, but we do not realize the harms that the technology has brought us. The grandchild thinks that it is impossible for their grandparents to live in comfort with the help of technology. The child does not realize that because of the technology itself, the world becomes hotter and that is the reason why some technologies are created to blind humans with the fake comfort that the technologies bring them. For example, electric fans and air cons. Technological advancements have other setbacks such us pollution, stress, traffic jams, and destruction of forests, rivers and hills.


2. Fear

The older generations were God-fearing people and respected His creation nature. However, today’s generation does not fear God. On the contrary the poet says that “now nature fears you and money is your new God”. This indicates that the younger generation has become more materialistic. They do not care for nature but gives priority to riches and money rather than practicing good values such as preserving God’s creation.


3. Importance of Preserving Nature

God created nature to preserve life. In stanza 2, the poet gives the consequences of not preserving nature -pollution, stress, traffic jams, destruction of forest, streams and hills. Humans seem not to aware that the more pollution they make, the more they need to preserve the nature. In paving the way for development, forest and hills have been destroyed and streams have been polluted. This has destroyed the natural habitat of many species of animals and plants which help to retain balance in our ecosystem.


(source, Literature component form 1-3)

Welcome Year 2014

SPM is around the corner...

TECHNIQUES FOR ANSWERING THE SPM ENGLISH PAPER (PAPER 2)
 

1. DIRECTED WRITING
   In the first section of the SPM English Paper 2, students are expected to spend about thirty minutes, expanding on given notes. For this section, imagination and creativity do come into play because even though certain facts are given, they serve as a mere guide. You are required to do at least three major things:
   1. Use the right format for your writing
   2. Include all the facts given in the question
   3. Elaborate or provide your OWN but relevant details) on these given facts.
   From the total of 30 marks awarded here, 15 are for CONTENT and the other 15 is for LANGUAGE USE.
   As a student, you can easily get full marks for content provided you follow the ensuing good advice.
   
   
   CONTENT
   There are three important aspects to awarding of marks for content.
   a) Format
   Marks awarded are usually in the range of 2-3. Make sure you read the instructions carefully. You may be required to write an informal letter, a formal letter, a speech, an article or a report. In each case, you must thoroughly realize how important it is that you suit the right format to the questions.
   b) Inclusion of Given Facts
   Certain facts are given in the question itself. Usually 6-7 marks are awarded if you include ALL the given facts in your writing do not leave even a single one. Couch each fact in a complete sentence. If you just use phrases or if the sentence you make is meaningless, no marks will be given.
   c) Elaboration
   Finally about 6-7 marks are awarded if you add details of your own to make your writing more intresting. No details - no marks !
   Remember, one extra sentence or two is usually enough. You don’t have to write and write. Also, the details must be relevant, suitable and interesting too. You need to invest a little time and imagination here so that your writing won’t come across as "dry and dull".
   
   
   LANGUAGE
   Finally, the remainder 15 marks are allocated for language use. You must try and make sure that grammar, spelling and punctuation are as error-free as possible. Do take a little trouble to check through your writing. Write shorter sentences if you are not too sure about grammar. Avoid words that you do not know how to spell. But do begin from now to revise the spelling of simple words like "sincerely", "faithfully", "fine", "thank you", and other such frequently used words.
   
   
   
   
2. SUMMARY WRITING

Section B of the SPM English Paper 2 presents a question on summary writing. You are advised to spend forty-five minutes on this section.

For this section, a total of 3 marks are allocated. Of these, 20 are awarded for content and another 10 for language accuracy and style. Read the instructions carefully. By doing this, you ought to know very clearly:

1. Which part of the passage is supposed to be summarized (you may to be required to summarize the WHOLE passage)
2. What aspect of the content of the passage is to be summarized. (For instance, you may be asked to summarize only the advantages or disadvantages, or certain reactions of people or even the causes/outcomes of certain incident.
3. The length of your summary – i.e the number of words that you are allowed in your final summary. If it is stated that your summary MUST not be longer than 160 words, please adhere to this word limit. If you write more than 160 words, all the extra facts contained there are NOT taken into account by the examiner.
4. Take note of any starting words or phrases given and use them as instructed to begin your summary. Don’t forget the number of words in the starting line are included in counting the total number of words in your summary.

Once you have understood the question clearly, only ten should you begin to read the passage. Try to understand what the passage is all about – what its message/theme is or what the story is about.

During the second reading, begin to underline the important ideas and relevant tails. Pick these out and list them down. Do ensure that the points you are picking out are meeting the requirements of the question given. Read the passage once more to ensure that you have not left out any pertinent points.

Now, begin summarizing. Ignore irrelevant explanations and superfluous examples. Focus on the main ideas and those that support the theme of the passage. Generalize and convert lengthy sentences into shorter ones. Use one, or shorter words that can substitute the meaning of a long phrase in the passage. For example, "my mother, my father, my brother, and sister" can be rephrased as my family.

Group similar points together - for example the feelings of a person or the advantages of a certain procedure/machine. Rather than use three or four sentences to convey all of it, you ca put it all in one or two sentences. Use commas – they help. You will need skill for this, and that is why you should practice writing a lot of summaries before the real examination.

Many students grapple with summary writing because they get caught up with the words used in the passage. They want to use all of them. The reason? They feel that the author’s words are best and that almost all that is contained within the original passage is important and necessary to be included in their summary. As such, most students tend to copy the author’s words as much as possible and try to include almost everything from the original passage into the summary.

The result is a chop cut-and-paste version of the original. It has little meaning and relevance. It is NOT even a summary and you get a few marks when you write a chopped summary like this.

Remember, you get more marks if you use your OWN WORDS. I know this is not easy, but you must try. Don’t be afraid to rearrange, reorganize and compound facts. The main issue here is whether you have understood the meaning of the passage and whether you can faithfully translate it into a passage that is made up mainly of your own words.

So, begin practicing writing a lot of summaries now. Every time you read a report in a newspaper or an article in a magazine, ask yourself – what is this repot/article all about? What is its message? Try to summarize it in your mind. Imagine that someone younger is asking you what is it that you are reading, and try to visualize the simplified answer/version that you are going to tell him/her. That is a summary.

Where marks are concerned, try to get as many as you can for CONTENT. Stick to the meaning of the passage as much as possible but do it using your own words. Do not be lazy. Secure as many points as you can by reading and scanning the passage carefully for relevant facts and details.

Jot all of these down diligently and try to incorporate them all in a simplified, summarized form. Try not to leave out important fact. Each fact left out means one less mark for you.

As for language, do take the trouble to read through your final draft and make sure that your grammar, punctuation and spelling are as accurate as you can possibly make them. Your error must be minimal and the language you use must not make it difficult for the examiner to understand what you are trying to say.

c) CONTINUOUS WRITING

Section C of the SPM English Paper 2 presents a question on Continuous Writing. Students are advised to spend about one hour on this section.

5 topics will be given and choose only ONE.

1. Recognise the type of essay you are going to attempt i.e. whether it’s a narrative, descriptive, expository, argumentative or reflective.
2. Understand the chosen topic so that you do not write out of point.
3. Plan what you are going to write about.
4. Include enough good and relevant points.
5. Organize your points well and present each new or main point in a separate paragraph.
6. Show coherence in paragraphs.
7. Use idiomatic expression and include the active voice for narrative essays.
8. Vary the length and structure of sentences
9. Introduce your essay impressively and conclude it in a meaningful or original way.
10. Check for spelling, punctuation, grammatical correctness, especially the usage of tenses and pronouns.
11. Factual topics should as far as possible be avoided. This is because the material you use must be based on facts and not "guess work".

Thanks to :

Judy Nur Adeena Lee

LITERATURE FOR PMR - NOVEL

HOW I MET MYSELF

By : David A. Hill

Synopsis

This story is about a man who met his doppelganger; a ghostly double of a living person.

John Taylor was an English computer programmer who worked in Budapest,Hungary, and lived there with his wife, Andrea, and daughter,Kati.He was walking home from work one day when he bumped into his doppelganger.John believed the doppelganger had come to give him a message.

John did some research and found that a man, with a name similar to his, had lived in that area many years ago along with a wife and daughter – whose names were also Andrea and Kati.The person's wife and daughter were killed in a tragedy.The timely warning from John's doppelganger saved John's wife and daughter from a similar fate.

Setting

Time:-

This story is set in the modern are.However,reference are made to events that had happened during World War II in 1945

Place:-

This story takes place in Budapest,Hungary.The places frequently mentioned are John and Andrea's flat, the address 7 Felka utca and a cafe at Gergely utca.Other places mentioned are John's office, the Budapest City Library, the Public Records Office,the Hungarian countryside and John's parent's home in a village near Swindon,England.

Plot

Exposition:-

John was walking home from work one everning when someone ran into him,causing him to fall into the snow on the ground.When John looked up, he saw that the person looked exactly like him.John felt very afraid.He decided to follow the person but was unable to track him down as he seemed to have disappeared.John also realised that the person did not leave any footprint in the snow.He did not know what to do.

Rising Action :-

John began having dreams about that evening.This resulted in him losing concentration at work, staying out late and having arguments with his wife, Andrea.Finally, John decided to tell Andrea about the incident. At farst, she was supportive. However, once their daughter ,Kati, was born, Andrea was constantly angry at him for paying more attention to his doppelganger than to his family.John had no choice but to find out more about his doppelganger on his own.

John discovered that not only did he look like his doppelganger, they also shared the same name.Even the names of their wives and children were the same. John felt uncomfortable with these similarities, especially when he learnt that his doppelganger's wife and child were killed in a cellar that was destroyed during the war.

Climax:-

A similar incident that had happened to the doppelganger and his family years ago occurred exactly on the same date. When John heard a very loud noise that sounded like an explosion, he realised that Andrea and Kati were at the same cafe where his doppelganger's wife and daughter were killed.He rushed over and saw that the place had been destroyed again.

Falling Action :-

John tried to get into the ruins of the destroyed cafe to find and rescue his wife and daughter but a fireman prevented him from going in.The place was full of gas and was too dangerous.John was told to go home as there was nothing else he could do to help.He was heartbroken.He realised that he should have paid more attention to the message his doppelganger was trying to tell him.

Resolution:-

As was walking home, he saw his doppelganger again.His doppelganger pointed to two figures at a distance.John was overjoyed to see that his wife and daughter were alive!Andrea told John that his doppelganger had saved them by preventing them from entering the cafe.

Themes

Determination:-

When John first met his doppelganger, he was very afraid . He did not know whether what he had seen was real or he was imagining things.However,when John became convinced of the doppelganger's existence, he became determined and persevered to solve the mysteries of the doppelganger.

Even though Andrea did not support John and thought he needed to see a doctor, John did not give up. He knew his doppelganger had appeared for a reason and was trying to tell him something. He was focused and determined to do all he could to find out what the message was about.

Fear of the unknown :-

From the moment John first saw the doppelganger, his life changes and he lived in fear.He was afraid because he could not understand what was happening to him and his thoughts were constantly on the doppelganger.At work,his performance suffered as he forgot important things that he should have remembered. Furthermore, his fear took a turn for the worse when he started having nightmares about the doppelganger. He began to feel terrified and so did Andrea. This fear of the unknown caused a strain in their relationship and their marriage suffered.

Being open-minded

John was open-minded. This encouraged him to search and gather information from various sources to solve the mystery of his ghostly encounter with someone who looked like him.It was this attitude that forms the basis of the story.When John first met his doppelganger, he did not feel that it was just an illusion.His willingness to accept new ideas and information provided him with the knowledge that doppelgangers do exist and that they appear to forewarn people of danger.

Moral values

Persistance:-

We should always be persistent in our endeavours and not give up whenever we face obtacles. It is only with persistence that we can achieve what we want.

John was an extremely persistent person.No matter what obtacles stood in his way or what difficulties he faced in his marriage , he never gave up trying to find out more about his doppelganger. He did a lot of research and questioned several people to get the information he needed. In the end, his persistence paid off and he found out a lot about his doppelganger.

Family support and trust :-

It is very important that members in a family support and trust one another, especially in times of trouble.

If Andrea had supported and trusted John wholeheartedly, she would have co-operated with John and this might have prevented Andrea and Kati from getting into danger.

Thinking outside the box:-

A person must be able and willing to think beyond their usual ways and look at things from different perspectives.This would enable them to find answers or solutions.

John took every opportunity to question and find out why the doppelganger appeared.Finally, he managed to solve the mystery because he was willing to think outside the box.

Characters

Main characters:-

John Taylor:-

*An English computer programmer

*34 years old,

*nearly two metres tall\

*Light brown hair with a moustache

*Working in a multinational company in Bristol

*Sent by company to head a young Hungarian team at Budapest office, Hungary

*Met Andrea, a pretty teacher and married with her 18 months later.

*Met his doppelgänger - initially had difficulty understanding the phenomenon

*Feared for wife and daughter but finally relieved they were safe.

Andrea Taylor :-

*John’s wife and a teacher of Hungarian

* Pretty with dark brown hair, blue eyes and a beautiful smile.

*Taught John and fell in love before getting married 18 months later.

*Did not understand John’s problem – feels John too obsessed with thephenomenon - eventually understand message of doppelgänger – grateful

Minor character:-

Kati Taylor :-

*John and Andrea’s cute baby daughter,

*born on 16 th September

*Saw John’s doppelgänger at Zsolt’s bar

*Recognised and told Andrea it was not John who was blocking their way to the cellar bar.

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