Hybrid PBD 2022 Tg 4 - English

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UNIT
1 Let’s Chat Theme: Science and Technology
Textbook: page 7 – 20
Penerbitan Pelangi Sdn Bhd. All Rights Reserved
Reading Skill
Yearly Teaching Plan
Content Standard (CS) Learning Standard (LS) Performance Level (PL) Page
3.1 Understand a variety of texts by using a 3.1.1 Understand the main points in
range of appropriate reading strategies extended texts on a wide range of
to construct meaning familiar topics
3.1.3 Guess the meaning of unfamiliar words 1
from clues provided by other words
and by context on a wide range of
familiar topics
Higher Order Thinking Skills
Scheme of Work (SoW) Teaching Aid Moral Values
(HOTS)
Lesson 1 & 7 Workbook • Love Analysing
• Respect
PAK-21 Cross Curricular Elements i-THINK Educational Emphases
– Information and – Identifying Main Ideas and
Communications Technology Details
PdPc Ideas
1. Teacher asks pupils to read each text in A. Then, pupils read the sentences in B. Pupils identify if the sentences are ‘True’ or ‘False’.
Tell pupils to refer to the texts to check their answers.
2. Teacher asks pupils to refer to the highlighted words in the texts. Ask pupils to guess the meaning. Then, tell them to look at the
meaning given in C. Pupils match the meanings with the words given in the texts.
Grammar (Language Awareness)
Yearly Teaching Plan
Grammar Items Performance Level (PL) Page
Present Simple, Present Continuous, Past Simple, Comparisons 2
Higher Order Thinking Skills
Scheme of Work (SoW) Teaching Aid Moral Values
(HOTS)
Lesson 2 & 8 Workbook • Love –
Grammar notes • Respect
PAK-21 Cross Curricular Elements i-THINK Educational Emphases
– Information and – Knowledge Acquisition
Communications Technology
PdPc Ideas
1. Teacher explains how each grammar item is used. Ask pupils to refer to the notes and examples given.
2. Teacher asks pupils to give examples of their own for each grammar item.
3. Pupils complete the practices.
Listening & Vocabulary
Yearly Teaching Plan
Content Standard (CS) Learning Standard (LS) Performance Level (PL) Page
1.1 Understand meaning in a variety of 1.1.1 Understand independently the main
familiar contexts ideas in extended texts on a wide range
of familiar topics
1.1.2 Understand independently specific 4
information and details in extended
texts on a wide range of familiar topics


UNIT 1 TE 1 © Penerbitan Pelangi Sdn. Bhd.







00_Hybird English F4 (PDPC)6th.indd 1 10/26/21 9:02 AM

Higher Order Thinking Skills
Scheme of Work (SoW) Teaching Aid Moral Values
(HOTS)
Lesson 3 & 9 Workbook • Love Analysing
Listening Texts • Respect

PAK-21 Cross Curricular Elements i-THINK Educational Emphases
Quick Quiz Information and – Active Listening
Communications Technology
PdPc Ideas
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1. Before starting the listening activity in A, ask pupils to give computer-related words that they know.
2. Then, teacher reminds pupils to listen carefully and then, teacher reads the meaning of computer-related words. Pupils listen and
choose the correct word from the options given.
3. Teacher reads the dialogue given in B. Pupils listen carefully and then complete the quiz. Ask pupils to check their answers with
their friend.
Speaking Skills
Yearly Teaching Plan
Content Standard (CS) Learning Standard (LS) Performance Level (PL) Page
2.1 Communicate information, ideas, 2.1.1 Explain simple content on familiar
opinions and feelings intelligibly on topics from what they read and hear 5
familiar topics 2.1.3 Explain advantages and disadvantages
of plans and ambitions

Higher Order Thinking Skills
Scheme of Work (SoW) Teaching Aid Moral Values
(HOTS)
Lesson 4 & 10 Workbook • Rational Evaluating
Exercise book
PAK-21 Cross Curricular Elements i-THINK Educational Emphases
Pair work Information and Tree map Explanation
Collaboration Communication Technology Expressing opinion
Generate ideas
PdPc Ideas
1. Teacher asks pupils to work in pairs. Pupil A asks a question and Pupil B answers. Pupils take turns so each gets to express the likes
and dislikes.
2. Remind pupils that there are no right or wrong answers. Encourage pupils to give their ideas and explain in a logical way.
3. Teacher divides pupils in groups. Pupils work in groups to brainstorm ideas for advantages and disadvantages of mobile phones. Ask
pupils to write down their own ideas in their exercise book.
4. Tell pupils to use the text given to help them write a draft of how they are going to explain the advantages and disadvantages. Then,
each group chooses a pupil to present.
Writing Skill
Yearly Teaching Plan
Content Standard (CS) Learning Standard (LS) Performance Level (PL) Page
4.2 Communicate with appropriate 4.2.4 Use formal and informal registers
language, form and style appropriate to the target audience in 6
most familiar situations
Higher Order Thinking Skills
Scheme of Work (SoW) Teaching Aid Moral Values
(HOTS)
Lesson 11 Workbook • Love Applying
Listening Texts • Respect
PAK-21 Cross Curricular Elements i-THINK Educational Emphases
– Information and Brace map Verbal-Linguistic Intelligence
Communications Technology
PdPc Ideas
1. Ask pupils to read the sentences given in A. Then, pupils match them with the correct paragraphs in the brace map.
2. Teacher tells pupils to write the sentences in the email given in C.


© Penerbitan Pelangi Sdn. Bhd. TE 2 UNIT 1






00_Hybird English F4 (PDPC)6th.indd 2 10/26/21 9:02 AM

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UNIT
2 Ready for Anything Theme: People and Culture
Textbook: page 21 – 36
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Reading Skill
Yearly Teaching Plan
Content Standard (CS) Learning Standard (LS) Performance Level (PL) Page
3.1 Understand a variety of texts by using a 3.1.1 Understand the main points in
range of appropriate reading strategies extended texts on a wide range of 7
to construct meaning familiar topics
Higher Order Thinking Skills
Scheme of Work (SoW) Teaching Aid Moral Values
(HOTS)
Lesson 4 Workbook • Love Analysing
PAK-21 Cross Curricular Elements i-THINK Educational Emphases
– Values – Reading
Identifying Main Ideas and
Details
PdPc Ideas
1. Teacher tells pupils to read the texts.
2. Pupils complete the table in B using information from the texts.
3. Pupils read the meanings in C. Teacher asks students to refer to the text to choose the word that matches the meaning.
4. To help pupils expand their vocabulary, teacher asks pupils to look for synonyms of the answers in B. Pupils can refer to a thesaurus
and write the synonyms in their exercise book.

Grammar (Language Awareness)
Yearly Teaching Plan
Grammar Items Performance Level (PL) Page
Defining relative clauses, Non-defining relative clauses, Past Simple & Past Continuous 9
Higher Order Thinking Skills
Scheme of Work (SoW) Teaching Aid Moral Values
(HOTS)
Lesson 21 Workbook • Courage –
Grammar notes
PAK-21 Cross Curricular Elements i-THINK Educational Emphases
– Language – Logical
PdPc Ideas
1. Teacher explains how each grammar item is used. Ask pupils to refer to the notes and examples given.
2. Teacher asks pupils to give examples of their own for each grammar item.
3. Pupils complete the practices.
Listening & Vocabulary
Yearly Teaching Plan
Content Standard (CS) Learning Standard (LS) Performance Level (PL) Page
1.1 Understand meaning in a variety of 1.1.1 Understand independently the main
familiar contexts ideas in extended texts on a wide range
of familiar topics
1.1.2 Understand independently specific 10
information and details in extended
texts on a wide range of familiar topics

UNIT 2 TE 3 © Penerbitan Pelangi Sdn. Bhd.







00_Hybird English F4 (PDPC)6th.indd 3 10/26/21 9:02 AM

Higher Order Thinking Skills
Scheme of Work (SoW) Teaching Aid Moral Values
(HOTS)
Lesson 16 & 22 Workbook • Honesty Applying
Listening Texts

PAK-21 Cross Curricular Elements i-THINK Educational Emphases
– Information and – Active Listening
Communications Technology
Science and Technology
PdPc Ideas
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1. Teacher reads the sentences and omits the phrasal verbs. Pupils listen carefully and choose the correct phrasal verbs from the options
given.
2. Teacher reads the witness’ account and pupils listen carefully. Teacher reads the text again if necessary.
3. Pupils read the questions, look at the pictorial options and choose the correct answers.
Speaking & Vocabulary
Yearly Teaching Plan
Content Standard (CS) Learning Standard (LS) Performance Level (PL) Page
2.1 Communicate information, ideas, 2.1.4 Explain and justify own point of view
opinions and feelings intelligibly on 11
familiar topics
Higher Order Thinking Skills
Scheme of Work (SoW) Teaching Aid Moral Values
(HOTS)
– Workbook • Responsible Evaluating
Exercise book
PAK-21 Cross Curricular Elements i-THINK Educational Emphases
– Values Bubble map Expressing opinion
Generate ideas
Explanation
PdPc Ideas
1. Teacher writes the characteristics given in the boxes on the board. Add more characteristics if you want to make the practice more
challenging.
2. Pupils read and choose the most suitable characteristics that nurses should possess. Pupils write five characteristics in the bubble
map.
3. Tell pupils to use the format given to talk about all the characteristics of nurses. Encourage pupils to use describing words, to
express their opinions and explain their views.
Writing Skill
Yearly Teaching Plan
Content Standard (CS) Learning Standard (LS) Performance Level (PL) Page
4.2 Communicate with appropriate 4.2.3 Produce an extended plan or draft and
language, form and style modify this appropriately in response 12
to feedback or independently
Higher Order Thinking Skills
Scheme of Work (SoW) Teaching Aid Moral Values
(HOTS)
Lesson 18 Workbook • Respect Applying
Listening Texts Creativity
PAK-21 Cross Curricular Elements i-THINK Educational Emphases
Mind Map Values Tree map New Ideas
Generate ideas
Explanation
Expressing opinion
PdPc Ideas
1. Teacher asks pupils to study the notes given in A. Tell pupils to put these notes in the brace map correctly. Explain to pupils that this
is the plan to write an essay to describe a person.
2. Pupils use the plan in A to create a Mind Map. The Mind Map should have branches for Paragraphs 1 - 4. Tell pupils to write down
ideas for each paragraph based on the plan.
3. After completing the Mind Map, pupils write the essay.


© Penerbitan Pelangi Sdn. Bhd. TE 4 UNIT 2






00_Hybird English F4 (PDPC)6th.indd 4 10/26/21 9:02 AM

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UNIT
3 Buy It! Theme: Consumerism and Financial Awareness
Textbook: page 37 – 50
Penerbitan Pelangi Sdn Bhd. All Rights Reserved
Reading Skill
Yearly Teaching Plan
Content Standard (CS) Learning Standard (LS) Performance Level (PL) Page
3.1 Understand a variety of texts by using a 3.1.2 Understand specific details and
range of appropriate reading strategies information in extended texts on a 15
to construct meaning. wide range of familiar topics.
Higher Order Thinking Skills
Scheme of Work (SoW) Teaching Aid Moral Values
(HOTS)
Lesson 27 Workbook • Rational Analysing
PAK-21 Cross Curricular Elements i-THINK Educational Emphases
– Financial Education – Inference
Logical
Reasoning
PdPc Ideas
1. Ask pupils to read each advertisement.
2. Ask pupils to read each sentence given. Tell pupils to refer to the advertisements to determine which advertisement/company each
sentence refers to.
3. Teacher can form their own sentences. Write the sentences on a board. Ask pupils to refer to the advertisements to write the name of
company.
Grammar (Language Awareness)
Yearly Teaching Plan
Grammar Items Performance Level (PL) Page
Present Perfect Simple, Past Simple, Present Perfect Continuous 16
Higher Order Thinking Skills
Scheme of Work (SoW) Teaching Aid Moral Values
(HOTS)
Lessons 28 & 34 Workbook – –
Grammar notes

PAK-21 Cross Curricular Elements i-THINK Educational Emphases
Self assessment Financial Education – –
PdPc Ideas
1. Tell pupils to read the grammar notes and examples. Encourage pupils to give their own sentences to check understanding.
2. Divide pupils in pairs. Each pupil completes practices 1 - 4. After pupils have completed the practices, they exchange their
workbooks and check the answers with their partner.
3. Encourage pupils to refer to the grammar notes or discuss with their partner if they got an answer wrong or if in doubt.
Listening Skill
Yearly Teaching Plan
Content Standard (CS) Learning Standard (LS) Performance Level (PL) Page
1.1 Understand meaning in a variety of 1.1.1 Understand independently the main
familiar contexts ideas in extended texts on a wide range
of familiar topics
1.1.2 Understand independently specific 17
information and details in extended
texts on a wide range of familiar topics

UNIT 3 TE 5 © Penerbitan Pelangi Sdn. Bhd.







00_Hybird English F4 (PDPC)6th.indd 5 10/26/21 9:02 AM

Higher Order Thinking Skills
Scheme of Work (SoW) Teaching Aid Moral Values
(HOTS)
Lessons 29 & 35 Workbook • Rational –
Listening Texts

PAK-21 Cross Curricular Elements i-THINK Educational Emphases
– Financial Education – Identifying Main Ideas and
Details
PdPc Ideas
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1. Teacher reads the text and pupils listen carefully.
2. Pupils listen to the first reading.
3. Teacher reads the text again. Then, pupils answer each question.
Speaking & Vocabulary
Yearly Teaching Plan
Content Standard (CS) Learning Standard (LS) Performance Level (PL) Page
2.1 Communicate information, ideas, 2.1.3 Explain advantages and disadvantages
opinions and feelings intelligibly on of plans and ambitions 18
familiar topics
Higher Order Thinking Skills
Scheme of Work (SoW) Teaching Aid Moral Values
(HOTS)
Lesson 30 Workbook • Rational Evaluating
Dictionary Applying
PAK-21 Cross Curricular Elements i-THINK Educational Emphases
– Financial Education – Expressing Opinions
Reasoning
Differentiate
PdPc Ideas
1. For Exercise A, ask pupils to study the advertisements.
2. Ask the pupils to use the text given to help them give their opinions and recommendation.
3. Encourage pupils to use the information in the advertisements to highlight the advantages or disadvantages before expressing your
preference.
4. For Exercise B, divide pupils into pairs. Each pair works together to complete the conversation.
5. Then, they act out the conservation.
Writing Skill
Yearly Teaching Plan
Content Standard (CS) Learning Standard (LS) Performance Level (PL) Page
4.2 Communicate with appropriate 4.2.2 Spell written work on a range of text
language, form and style. types with reasonable accuracy.
4.2.3 Produce an extended plan or draft and
modify this appropriately in response
to feedback or independently. 19
4.2.4 Use formal and informal registers
appropriate to the target audience in
most familiar situations.
Higher Order Thinking Skills
Scheme of Work (SoW) Teaching Aid Moral Values
(HOTS)
Lessons 31 & 37 Workbook • Honesty Creating
Exercise book
PAK-21 Cross Curricular Elements i-THINK Educational Emphases
Puzzle It Out Financial Education Tree map –
PdPc Ideas
1. Ask pupils to study the notes given. Tell pupils each section represents a paragraph in the letter.
2. Pupils predict the sequence of paragraphs in the correct order.
3. Then, teacher tells pupils to expand the notes to form a complete paragraph. Ask pupils to write the paragraphs in an exercise book.
4. Then, pupils write the job application letter in the workbook.



© Penerbitan Pelangi Sdn. Bhd. TE 6 UNIT 3






00_Hybird English F4 (PDPC)6th.indd 6 10/26/21 9:02 AM

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UNIT
4 Being a Teen Theme: People and Culture
Textbook: page 51 – 66
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Reading Skill
Yearly Teaching Plan
Content Standard (CS) Learning Standard (LS) Performance Level (PL) Page
2.1 Communicate information, ideas, 2.1.4 Explain and justify own point of view
opinions and feelings intelligibly on 3.1.2 Understanding specific details and
familiar topics information in extended texts on a 21
3.1 Understand a variety of texts by using a wide range of familiar topics
range of appropriate reading strategies
to construct meaning
Higher Order Thinking Skills
Scheme of Work (SoW) Teaching Aid Moral Values
(HOTS)
Lessons 40 & 46 Workbook • Diligence (resourceful & Applying
dedicated to work) Evaluating
PAK-21 Cross Curricular Elements i-THINK Educational Emphases
Read & Highlight Information and Brace map Reading
Communications Technology Categorising
Identifying Main Ideas and
Details
PdPc Ideas
1. Teacher tells pupils to read the text. Pupils read the text twice. Tell pupils to highlight/underline the important points (advantages
and disadvantages) at the second reading.
2. Pupils complete the brace map categorizing the advantages and disadvantages expressed in the text in A.
3. C is an added skill. Teacher asks pupils to give their own conclusion/opinion (based on the advantages and disadvantages given in
the text) and give a reason for their opinion. Pupils take turns to express their own conclusion.
Grammar (Language Awareness)
Yearly Teaching Plan
Grammar Items Performance Level (PL) Page
Using all, both, neither, none, either 22
Higher Order Thinking Skills
Scheme of Work (SoW) Teaching Aid Moral Values
(HOTS)
Lessons 41 & 47 Workbook • Love –
Grammar notes • Respect
PAK-21 Cross Curricular Elements i-THINK Educational Emphases
– Information and – Logical
Communications Technology Knowledge Acquisition
PdPc Ideas
1. Teacher explains how each grammar item is used. Ask pupils to refer to the notes and examples given.
2. Teacher asks pupils to give examples of their own for each grammar item.
3. Pupils complete the practices.
Listening Skill
Yearly Teaching Plan
Content Standard (CS) Learning Standard (LS) Performance Level (PL) Page
1.1 Understand meaning in a variety of 1.1.3 Recognise independently attitudes or
familiar contexts opinions in extended texts on a wide
range of familiar topics 24
1.1.5 Understand independently more
complex questions on a wide range of
familiar topics

UNIT 4 TE 7 © Penerbitan Pelangi Sdn. Bhd.







00_Hybird English F4 (PDPC)6th.indd 7 10/26/21 9:02 AM

Higher Order Thinking Skills
Scheme of Work (SoW) Teaching Aid Moral Values
(HOTS)
Lessons 42 & 48 Workbook • Mutual respect Evaluating
Listening Texts
PAK-21 Cross Curricular Elements i-THINK Educational Emphases
– Information and – Active Listening
Communications Technology Inference
Science and Technology
PdPc Ideas
1. Teacher reads three texts expressing the opinions of three students.
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2. Pupils listen carefully. Then, pupils read three sentences that summarises the opinions of each student. Pupils match the sentences
with the names of the students.
3. Teacher reads the texts again. Pupils listen carefully and answer the questions.
Speaking & Vocabulary
Yearly Teaching Plan
Content Standard (CS) Learning Standard (LS) Performance Level (PL) Page
2.3 Use appropriate communication 2.3.1 Confirm understanding in discourse-
strategies level exchanges by repeating back what 25
a speaker has said
Higher Order Thinking Skills
Scheme of Work (SoW) Teaching Aid Moral Values
(HOTS)
Lesson 43 Workbook • Rationality (open minded Creating
and able to think logically)
PAK-21 Cross Curricular Elements i-THINK Educational Emphases
Free Discussion Information and Tree map Expressing opinion
Communications Technology Generate ideas
Explanation
New Ideas
PdPc Ideas
1. Pupils study the notes given in the tree map.
2. Teacher divides pupils into groups. Pupils in each group discuss freely.
3. Ask each group to choose if they ‘agree’ or ‘disagree’ with the topic given. Each group chooses one opinion and expands the notes
given expressing their collective opinion.
4. Encourage pupils to ask each other questions to help expand the notes and ideas. E.g. How do people get unlimited access on the
Internet?, Can the Internet help people stay connected?, Why do people download content illegally?, Who suffers?, Is our personal
information safe on the Internet?
5. Each group takes turns to present their opinion.
Writing Skill
Yearly Teaching Plan
Content Standard (CS) Learning Standard (LS) Performance Level (PL) Page
4.1 Communicate intelligibly through print 4.1.4 Express and respond to opinions and
and digital media on familiar topics common feelings such as amusement,
anger and regret 26
4.1.5 Organise, sequence and develop ideas
within a text of several paragraphs on
familiar topics
Higher Order Thinking Skills
Scheme of Work (SoW) Teaching Aid Moral Values
(HOTS)
Lessons 44 & 50 Workbook • Rationality (able to reason) Creativity
Exercise book
PAK-21 Cross Curricular Elements i-THINK Educational Emphases
– ICT – New Ideas
Expressing opinion
PdPc Ideas
1. Teacher tells pupils the questions in A are about ‘homeschooling’. Tell pupils that the questions are not in order.
2. Pupils read the questions. In their exercise books, pupils write their answers and give reasons for each answer.
3. In B, pupils organise and sequence the answers they wrote in the paragraphs in the essay about ‘homeschooling’.


© Penerbitan Pelangi Sdn. Bhd. TE 8 UNIT 4






00_Hybird English F4 (PDPC)6th.indd 8 10/26/21 9:02 AM

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UNIT
5 Globetrotting Theme: People and Culture
Textbook: page 67 – 80
Penerbitan Pelangi Sdn Bhd. All Rights Reserved
Reading Skill
Yearly Teaching Plan
Content Standard (CS) Learning Standard (LS) Performance Level (PL) Page
2.1 Communicate information, ideas, 2.1.4 Explain and justify own point of view.
opinions and feelings intelligibly on 2.1.5 Express and respond to feelings such as
familiar topics amusement, anger and regret.
3.1 Understand a variety of texts by using a 3.1.1 Understand the main points in
range of appropriate reading strategies extended texts on a wide range of 29
to construct meaning. familiar topics
3.1.2 Understand specific details and
information in simple longer texts.
Higher Order Thinking Skills
Scheme of Work (SoW) Teaching Aid Moral Values
(HOTS)
Lesson 62 (Pg 87) Workbook/Globe • Respect Evaluating
• Love
PAK-21 Cross Curricular Elements i-THINK Educational Emphases
Think- Pair Share Geography, Religious Studies Double Creative and Innovation
Bubble map
PdPc Ideas
1. Before getting pupils to read the text, get them to talk about their school holidays.
2. Get pupils to find the meaning of bucket list and in pairs, let students discuss their bucket lists to their partners.
3. Discuss about the countries which have four seasons.
4. Teacher asks pupils which of the seasons that they prefer to experience and their reasons.
5. Pupils read the text and identify the season described.
6. Discuss with the pupils about other seasons.
7. Teacher gets pupils to read questions and discusses the answers.
Grammar (Language Awareness)
Yearly Teaching Plan
Grammar Items Performance Level (PL) Page
Idioms, Reported Speech 31
Higher Order Thinking Skills
Scheme of Work (SoW) Teaching Aid Moral Values
(HOTS)
Lesson 63 (Pg 88) Workbooks. newspaper • Sincerity Analysing
PAK-21 Cross Curricular Elements i-THINK Educational Emphases
Pair Work Social Studies, Science – Multiple Intelligences
PdPc Ideas
1. Teacher calls a pupil at random to give an account of what he/she did yesterday.
2. Teacher repeats the pupil’s account in Reported Speech..
3. Teacher writes the two different sentences and draws pupils’ attention to compare them.
4. Pupils read the conversation in the workbook.
5. Teacher guides the pupils to rewrite the Direct Speech into Reported Speech.
Listening & Vocabulary
Yearly Teaching Plan
Content Standard (CS) Learning Standard (LS) Performance Level (PL) Page
1.1 Understand meaning in a variety of 1.1.1 Understand independently the main
familiar contexts ideas in extended texts on a wide range
of familiar topics
1.1.2 Understand independently specific 33
information and details in extended
texts on a wide range of familiar topics.

UNIT 5 TE 9 © Penerbitan Pelangi Sdn. Bhd.







00_Hybird English F4 (PDPC)6th.indd 9 10/26/21 9:02 AM

Higher Order Thinking Skills
Scheme of Work (SoW) Teaching Aid Moral Values
(HOTS)
Lesson 64 (Pg 89) Listening apparatus • Careful Evaluate
• Attentive
PAK-21 Cross Curricular Elements i-THINK Educational Emphases
Role Play Other languages Circle Map Gathering information
PdPc Ideas
1. Teacher questions pupils on their knowledge for travelling by plane.
2. Get pupils to state the requirements of an airplane passenger.
3. Listen to the announcements and fill in the required information.
4. Circle the answers to the questions by listening to the announcements for the second time.
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Speaking & Vocabulary
Yearly Teaching Plan
Content Standard (CS) Learning Standard (LS) Performance Level (PL) Page
2.1 Communicate information, ideas, 2.1.1 Explain simple content on familiar
opinions and feelings intelligibly on topics from what they read and hear. 34
familiar topics. 2.1.4 Explain and justify own point of view.
Higher Order Thinking Skills
Scheme of Work (SoW) Teaching Aid Moral Values
(HOTS)
Lesson 65 (Pg 90) Workbooks, Text Books, • Happiness Create
You Tubes/ Realia
PAK-21 Cross Curricular Elements i-THINK Educational Emphases
Three Stray One Stay Economy /Social Science Tree map Contextual Learning
PdPc Ideas
1. Ask the pupils whether they have travelled to other countries in South East Asia.
2. Show YouTubes on street food in Vietnam and Indonesia.
3. Talk about the food in picture A or picture B. Pupils can use the words provided.
4. Get pupils into small groups of four and each can choose one favourite food and one that they dislike.
5. Write words to describe the food they have chosen and how to prepare them.
6. Three members visited other groups to find about their food and one pupil remains to answer questions from other group members.
7. When time is up, each pupil should make a list of words that can be used to describe food.
8. Each group should have recipes provided by other groups.
Writing Skill
Yearly Teaching Plan
Content Standard (CS) Learning Standard (LS) Performance Level (PL) Page
3.1 Understand a variety of texts by using a 3.1.1 Understand the main points in
range of appropriate reading strategies extended texts on a wide range of
to construct meaning. familiar topics
4.1 Communicate intelligiblythrough print 4.1.4 Express and respond to opinions and
and digital media on familiar topics. common feelings such as amusement,
4.2 Communicate with appropriate anger and regret. 35
language, form and style. 4.2.3 Produce an extended plan or draft and
modify this appropriately in response
to feedback or independently (Learn to
write an account of a true event).
Higher Order Thinking Skills
Scheme of Work (SoW) Teaching Aid Moral Values
(HOTS)
Refer to Lesson 66 (Pg 91) Text Books, pictures • To foster relationships among Analysing
friends/ family members
PAK-21 Cross Curricular Elements i-THINK Educational Emphases
Brainstorming Physical and Health Education Bubble maps Values and citizenship
PdPc Ideas
1. Ask pupils how they spend their holidays.
2. State their feelings during that time.
3. Compare Sarah’s activities to their own holidays.
4. State the format of an informal letter-address, date, salutation, endings.
5. Brainstorming for activities that students can do during holidays.
6. Discuss details for activities such as benefits and feelings.
7. Fill in bubble maps.
8. Get pupils to write out their letters.



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00_Hybird English F4 (PDPC)6th.indd 10 10/26/21 9:02 AM

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UNIT
6 Time Out Theme: Science and Technology
Textbook: page 81 – 96
Penerbitan Pelangi Sdn Bhd. All Rights Reserved
Reading Skill
Yearly Teaching Plan
Content Standard (CS) Learning Standard (LS) Performance Level (PL) Page
3.1 Understand a variety of texts by using a 3.1.1 Understand the main points in
range of appropriate reading strategies extended texts on a wide range of
to construct meaning. familiar topics. 36
3.1.2 Understand specific details and
information in extended texts on a
wide range of familiar topics
Higher Order Thinking Skills
Scheme of Work (SoW) Teaching Aid Moral Values
(HOTS)
Lesson 69 (Pg. 96) Workbooks • Creativity Analysing
• Patience
PAK-21 Cross Curricular Elements i-THINK Educational Emphases
Presentations Science and Technology Tree map Knowledge Acquisition
PdPc Ideas
1. Before getting pupils to read the text, talk about their experience playing with remote-controlled toys.
2. Find out their knowledge about drones.
3. Get pupils to read the text and ask them to compare between the two aircrafts mentioned in text.
4. Ask students to list out the benefits of each craft and make a comparison.
5. Make a presentation of their findings.
6. Discuss questions based on the text and the answers.
Grammar (Language Awareness)
Yearly Teaching Plan
Grammar Items Performance Level (PL) Page
Passive Voice I, Passive Voice II, Clauses of Results, Clauses of Concession 38
Higher Order Thinking Skills
Scheme of Work (SoW) Teaching Aid Moral Values
(HOTS)
Lesson 76 (Pg 101) Work book/ Charts • Cooperation Apply
• Tolerance
PAK-21 Cross Curricular Elements i-THINK Educational Emphases
Pair Work Technologies/Current issues – Creative Thinking
PdPc Ideas
1. For Practice A, get pupils to change verbs into past and participle form. e.g. go :went : gone
2. Teacher give a few examples using Passive voice and get students to practice the structure.
3. Teacher shows the difference between perfect and passive forms.
4. Practice in writing sentences into passive forms.
5. For Practice B, discuss about complex sentences and the use of conjunctions/sentence connectors.
6. Discuss about sentences to explain reasons or cause and effect.
7. Read examples given and match the sentence parts in the practice.
8. Guide students to form their own sentences
Listening & Vocabulary
Yearly Teaching Plan
Content Standard (CS) Learning Standard (LS) Performance Level (PL) Page
1.2 Use appropriate listening strategies in a 1.2.1 Guess the meaning of unfamiliar words
variety of contexts. from clues provided by other words
1.3 Recognise features of spoken genres on and by context on a wide range of
familiar topics familiar topics. 40
1.3.1 Recognise with support typical features
at word, sentence and text levels of a
range of spoken genres.

UNIT 6 TE 11 © Penerbitan Pelangi Sdn. Bhd.







00_Hybird English F4 (PDPC)6th.indd 11 10/26/21 9:02 AM

Higher Order Thinking Skills
Scheme of Work (SoW) Teaching Aid Moral Values
(HOTS)
Lesson 77 (Pg.102) Audio Tapes • Tolerance Apply
PAK-21 Cross Curricular Elements i-THINK Educational Emphases
Pair work Sports/Health Education Circle Map Multiple Intelligence
PdPc Ideas
1. Teacher discusses words that have different meanings based on the context it is used. e.g It rained heavily. They rained him with
good wishes.
2. Get pupils to construct sentences in groups.
3. Listen to the sentences and mark the best word that have the same context.
4. For practice B, pupils can ask his/her partner about their daily activities.
5. Listen to another text and focus on the required task – to look for specific information.
Speaking & Vocabulary
Yearly Teaching Plan
Content Standard (CS) Learning Standard (LS) Performance Level (PL) Page
2.1 Communicate information, ideas, 2.1.4 Explain and justify own point of view.
opinions and feelings intelligibly on 2.2.1 Use formal and informal registers.
familiar topics. 3.2.1 Read a variety of suitable print and
2.2 Use register appropriately. digital texts to investigate and analyse 41
3.2 Explore and expand ideas for personal national issues. Bubble MapsRights Reserved
development by reading independently
and widely.
Scheme of Work (SoW) Teaching Aid Moral Values Higher Order Thinking Skills
(HOTS)
Lesson 78 (Pg. 103) Articles on games • Eloquent Evaluate
The Internet
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PAK-21 Cross Curricular Elements i-THINK Educational Emphases
Pair Work Mathematics Multiple Intelligence
Gallery Walk
PdPc Ideas
1. For Practice A, discuss about computer games; types, examples, etc.
2. Ask the pupils to find a partner, then each takes turns to talk about the games they play and what they can learn and benefit from
playing them.
3. For Practice B, teacher gets pupils to talk about the different types of games and then divides the pupils into small groups. Teacher
can introduce vocabulary to help pupils.
4. Each group is assigned to a type of game. They discuss about examples, required skills, popularity, advantages. (They can refer to
articles provided or look for information on the Internet)
5. When time has ended, the work will be posted at a station. Then, each pupil in the group takes a number; 1, 2,3,4. Those with the
same number form another group and each group stand at each station.
6. At the station, pupil whose work is involved with the question being asked will do the explanation to the other group members.
After a limited time, the group moves to the next station and pupil who does the work will take over.
7. The group will continue to move so everyone will have some ideas of the games being discussed by other group members.
8. As a final part, teacher can select a few pupils to share their opinions about all the games.
Writing Skill
Yearly Teaching Plan
Content Standard (CS) Learning Standard (LS) Performance Level (PL) Page
4.1 Communicate intelligibly through print 4.1.2 Explain causes and consequences of
and digital media on familiar topics. (i) actions (ii)events or (iii) simple
4.2 Communicate with appropriate processes
language, form and style 4.1.3 Explain the main points of an idea or 42
argument
4.2.4 Use formal and informal registers
appropriate to the target audience in
most familiar situations
Higher Order Thinking Skills
Scheme of Work (SoW) Teaching Aid Moral Values
(HOTS)
Lesson 79 (Pg.104) Reading materials, Workbook • Honesty/Integrity Analyse
PAK-21 Cross Curricular Elements i-THINK Educational Emphases
Brainstorming, Presentation Health Education Bubble Maps Learning how to learn skills
PdPc Ideas
1. For Practice A, ask pupils to look at the poster and write the information they can get in a bubble map.
2. Find out whether they think they have enough information.
3. Get them to write other necessary information into their bubble maps.
4. Get them to write out an email to ask for information not given in the poster.
5. For Practice B, teacher may ask pupils to recall lessons on computer games. exercise.
6. Teacher can ask pupils to give opinions on a game they chose.
7. Discuss how to write a review before asking pupils to write out their reviews.
8. Get pupils to read their reviews to the class.

© Penerbitan Pelangi Sdn. Bhd. TE 12 UNIT 6






00_Hybird English F4 (PDPC)6th.indd 12 10/26/21 9:02 AM

STRATEGYPdPc








UNIT
7 Mother Nature Theme: Health and Environment
Textbook: page 97 – 110
Reading Skill
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Yearly Teaching Plan
Content Standard (CS) Learning Standard (LS) Performance Level (PL) Page
1.1 Understand meaning in a variety of 1.1.2 Understand independently specific
familiar contexts information and details in extended
2.1 Communicate information, ideas, texts on a wide range of familiar topics
opinions and feelings intelligibly on 2.1.1 Explain simple content on familiar
familiar topics topics from what they read and hear
3.1 Understand a variety of texts by using a 3.1.1 Understand the main points in 44
range of appropriate reading strategies extended texts on a wide range of
to construct meaning. familiar topics
3.1.2 Understand specific details and
information in extended texts on a wide
range of familiar topics
Scheme of Work (SoW) Teaching Aid Moral Values Higher Order Thinking Skills (HOTS)
Lesson 82 Pg 107 (TBL) Workbook, a bottle of honey • Cooperation Analysing

PAK-21 Cross Curricular Elements i-THINK Educational Emphases
Round Table Science Bubble map Knowledge Education
PdPc Ideas
1. Before reading the text, show the bottle of honey.
2. Divide the students into small groups. Using Round Table activity, students write about its taste, nutrients, benefits, sources.
3. Teacher asks a student from each group to talk about the information they have.
4. Students read the text and then discuss the main idea/content.
5. Get pupils to locate specific information and complete the blanks in the questions.
Grammar (Language Awareness)
Yearly Teaching Plan
Grammar Items Performance Level (PL) Page
To-Infinitive, Infinitive without to, Gerund, Exclamatory Sentences, Modal Verbs 46
Scheme of Work (SoW) Teaching Aid Moral Values Higher Order Thinking Skills (HOTS)
– Charts • Adjusting and Compromising Evaluating
PAK-21 Cross Curricular Elements i-THINK Educational Emphases
Pair Work Health Education – ICT
PdPc Ideas
1. Teacher shows the charts on the sentence structure for the lesson of the day.
2. Teacher gets the students to read the sentences, then identify the verbs in the sentences.
3. Teacher guides students to form sentences using other verbs.
4. In pairs, students form their own sentences as practice.
5. Students read their sentences and let others discuss whether they have formed correct sentences using infinitives/gerund or using
Modal verbs +have +past participle.
Listening & Vocabulary
Yearly Teaching Plan
Content Standard (CS) Learning Standard (LS) Performance Level (PL) Page
1.1 Understand meaning in a variety of 1.1.6 Understand independently longer
familiar contexts simple narratives on a wide range of
1.2 Use appropriate listening strategies in a familiar topics
variety of contexts 1.2.1 Guess the meaning of unfamiliar words
2.1 Communicate information, ideas, from clues provided by other words 48
opinions and feelings intelligibly on and by context on a wide range of
familiar topics familiar topics
2.1.1 Explain simple content on familiar
topics from what they read and hear

UNIT 7 TE 13 © Penerbitan Pelangi Sdn. Bhd.







00_Hybird English F4 (PDPC)6th.indd 13 10/26/21 9:02 AM

Scheme of Work (SoW) Teaching Aid Moral Values Higher Order Thinking Skills (HOTS)
Lesson 84, Pg 109 Workbooks/Pictures of garden • Hardworking Analysing Understanding
tools/The real objects
PAK-21 Cross Curricular Elements i-THINK Educational Emphases
Role Play Biology (Science) Flow Maps Contextual Learning
PdPc Ideas
1. Teacher talks about gardening and gardening tools.
2. Students listen to a text about gardening and students write the name of the tools being mentioned in the text.
3. Ask students to name some other gardening tools that they know.
4. Teacher selects a tool and gets students to talk about its function and show how to use it.(Role Playing as a person who likes to
garden)
5. Listen to another text and understand it.
6. Then, complete the text with suitable words based on what they have listened. They can use words from the text.
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Speaking & Vocabulary
Yearly Teaching Plan
Content Standard (CS) Learning Standard (LS) Performance Level (PL) Page
2.1 Communicate information, ideas, 2.1.1 Explain simple content on familiar
opinions and feelings intelligibly on topics from what they read and hear
familiar topics. 2.1.2 Ask about and explain causes and
2.3 Use appropriate communication consequences of actions, events, simple
strategies processes
2.1.3 Explain advantages and disadvantages 50
of plans and ambitions
2.1.4 Explain and justify own point of view
2.3.1 Confirm understanding in discourse-
level exchanges by repeating back what
a speaker has said.
Scheme of Work (SoW) Teaching Aid Moral Values Higher Order Thinking Skills (HOTS)
Lesson 85 Pg 110 Workbooks • Caring, Responsibility Understanding
PAK-21 Cross Curricular Elements i-THINK Educational Emphases
Pair work/ Presentation Science, Health Education Flow Maps Values and Citizenship
PdPc Ideas
1. Get pupils to find partners for pair work.
2. Ask the pupils to take turns to talk about gardening and their knowledge about it; the plants, fertiliser, preparing the beds, what they
can learn and benefits.
3. Teacher encourages pupils to use given vocabulary and sentence structures.
4. For Practice 2, each pair look at the two pictures and explain what they think about each situation.
5. Pupils can use the questions to guide them to prepare a conversation.
6. When time is up, teacher selects a few pupils to share their opinions about each situation with the class.
Writing Skill
Yearly Teaching Plan
Content Standard (CS) Learning Standard (LS) Performance Level (PL) Page
2.2 Use register appropriately 2.1.1 Explain simple content on familiar
3.1 Understand a variety of texts by using a topics from what they read or hear.
range of appropriate reading strategies 2.1.5 Express and respond to feelings such as
to construct meaning. amusement, anger and regret
4.1 Communicate intelligibly through print 3.1.2 Understand specific details and
and digital media on familiar topics information in extended texts on a
4.2 Communicate with appropriate wide range of familiar topics. 51
language, form and style 4.1.5 Organise, sequence and develop ideas
within a text of several
4.2.4 Use formal and informal registers
appropriate to the target audience in
most familiar situations paragraphs on
familiar topics
Scheme of Work (SoW) Teaching Aid Moral Values Higher Order Thinking Skills (HOTS)
Lesson 86 Pg 112 Workbooks • Caring Evaluating
PAK-21 Cross Curricular Elements i-THINK Educational Emphases
Brainstorming Civics Bubble Maps Multiple Intelligences
PdPc Ideas
1. Ask pupils to read the notes on sustaining the environment, focussing on the current situation of the Earth.
2. Discuss how they can do their part and practise some of the habits mentioned.
3. Draw their attention to Practice 2 and understand what is required by the questions.
4. Get them to brainstorm for ideas using bubble map/find answers to questions.
5. Guide them to write out an article based on the ideas they have got during brainstorming.
6. Teacher can use the same procedure for Practice 3.
7. Discuss the format of a formal letter before asking pupils to write the letter.
8. Get pupils to read their essays to the class.
9. Display well-written essays on the class notice board.

© Penerbitan Pelangi Sdn. Bhd. TE 14 UNIT 7






00_Hybird English F4 (PDPC)6th.indd 14 10/26/21 9:02 AM

STRATEGYPdPc








UNIT
8 Image Theme: People and Culture
Textbook: page 111 – 126
Reading Skill
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Yearly Teaching Plan
Content Standard (CS) Learning Standard (LS) Performance Level (PL) Page
2.1 Communicate information, ideas, 2.1.1 Explain simple content on familiar
opinions and feelings intelligibly on topics from what they read or hear.
familiar topics 3.1.1 Understand the main points in
3.1 Understand a variety of texts by using a extended texts on a wide range of
range of appropriate reading strategies familiar topics from what they read and 53
to construct meaning. hear
3.1.2 Understand specific details and
information in extended texts on a wide
range of familiar topics
Scheme of Work (SoW) Teaching Aid Moral Values Higher Order Thinking Skills (HOTS)
Lesson 95, Pg 121(TBL) Workbooks • To be confident Analysing

PAK-21 Cross Curricular Elements i-THINK Educational Emphases
Brainstorming/Pair work Health Education Circle map Constructivism
PdPc Ideas
1. Before getting pupils to read the text, get them to think about themselves.
2. Using a circle map, ask pupils to write their positive traits in the bubble and their negative traits outside the bubble.
3. Get them into pairs. Each pair reads about their partner’s traits.
4. Get pupils to brainstorm for suggestions on how they can improve themselves.
5. Pupils take turn to give their ideas.
6. Read the text and then discuss the main idea/content.
7. Get pupils to locate specific information and complete the blanks in the questions.
8. Teacher discusses the answers.
Grammar (Language Awareness)
Yearly Teaching Plan
Grammar Items Performance Level (PL) Page
WIsh/If Only+Would+Infinitve 55
Scheme of Work (SoW) Teaching Aid Moral Values Higher Order Thinking Skills (HOTS)
Lesson 96 (Pg 122) Workbooks • Avoiding regrets Applying
PAK-21 Cross Curricular Elements i-THINK Educational Emphases
– Science and Technology – ICT
PdPc Ideas
1. Teacher calls pupils at random to write down on the board a bad incident that had happened to them before.
2. Teacher asks the pupils if they wish to have something different to those that had happened.
3. Teacher draws pupils’ attention on what can be done to avoid something unpleasant to happen.
4. Introduce the sentence pattern and get pupils to read the examples and carry out the practice.
5. Teacher guides students to form their own sentences.
Listening & Vocabulary
Yearly Teaching Plan
Content Standard (CS) Learning Standard (LS) Performance Level (PL) Page
1.1 Understand meaning in a variety of 1.1.6 Understand independently longer
familiar contexts simple narratives on a wide range of
familiar topics
1.2.1 Guess the meaning of unfamiliar words
from clues provided by other words
and by context on a wide range of 58
familiar topics
1.3.1 Recognise with support typical features
at word, sentence and text levels of a
range of spoken genres
UNIT 8 TE 15 © Penerbitan Pelangi Sdn. Bhd.







00_Hybird English F4 (PDPC)6th.indd 15 10/26/21 9:02 AM

Scheme of Work (SoW) Teaching Aid Moral Values Higher Order Thinking Skills (HOTS)
Lesson 97, Pg 123 Pictures • Punctuality Understanding/Evaluating
PAK-21 Cross Curricular Elements i-THINK Educational Emphases
Brainstorming Arts Bubble Maps ICT
PdPc Ideas
1. Teacher discusses about fashion and divides pupils into small groups.
2. Brainstorm about fashion and being in fashion -definitions, benefits, career opportunities.
3. Discuss about different genres in writing- story telling, conversations, comments, news reading, etc.
4. Listen to the tasks and ask pupils to answer the questions.
5. For practice 2, teacher needs to discuss about traditional arts and crafts before asking pupils to answer the questions.
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Speaking & Vocabulary
Yearly Teaching Plan
Content Standard (CS) Learning Standard (LS) Performance Level (PL) Page
2.1 Communicate information, ideas, 2.1.1 Explain simple content on familiar
opinions and feelings intelligibly on topics from what they read and hear
familiar topics. 2.1.3 Explain advantages and disadvantages 59
of plans and ambitions
2.1.5 Express and respond to feelings such as
amusement, anger and regret
Scheme of Work (SoW) Teaching Aid Moral Values Higher Order Thinking Skills (HOTS)
Lesson 98; Pg 124 Workbooks /Real • Appreciation/Grateful Understanding/Evaluation
objects(songket and batik)
PAK-21 Cross Curricular Elements i-THINK Educational Emphases
Pair work/Presentation Arts/Health Flow maps Multiple Intelligence
PdPc Ideas
1. For Practice 1, pair up pupils so each pupil can discuss about one, songket or batik.
2. Ask the pupils to compare notes on the two crafts, stating the similarities or differences.
3. For Practice B, teacher may want to assign the task to groups before lesson time.
4. Teacher can ask each group to choose their own field of interest in culinary arts and find out more about it.
5. During lesson, members discuss on ideas they want to present to other group members.
6. When time is up, the appointed group leader presents their discussion to the class.
Writing Skill
Yearly Teaching Plan
Content Standard (CS) Learning Standard (LS) Performance Level (PL) Page
2.1 Communicate information, ideas, 2.1.3 Explain advantages and disadvantages
opinions and feelings intelligibly on of plans and ambitions
familiar topics 3.1.5 Recognise with little or no support
3.1 Understand a variety of texts by using a the attitude or opinion of the writer
range of appropriate reading strategies in extended texts on a wide range of
to construct meaning familiar topics
4.1 Communicate intelligibly through print 4.1.1 Explain information from (i) diagrams,
and digital media on familiar topics (ii) charts (iii)tables (iv) graphs or 61
other visual
4.1.2 Explain causes and consequences of
(i) actions (ii)events or (iii) simple
processes
4.1.4 Express and respond to opinions and
common feelings such as amusement,
anger and regret
Scheme of Work (SoW) Teaching Aid Moral Values Higher Order Thinking Skills (HOTS)
Lesson 99; Pg 126 Workbooks • Helpful Understanding
PAK-21 Cross Curricular Elements i-THINK Educational Emphases
Hot Seat Arts Bubble Maps Multiple Intelligence
PdPc Ideas
1. Draw their attention to the multi-racial population of the country and the diverse culture and traditions.
2. Ask pupils to talk about their interest and experience in visual and performance arts.
3. Discuss the format of a report and guide pupils to write out their report based on the information provided.
4. Read writing task 2.
5. Get a student to be a host and other classmates interviews him/her about traditional clothes.
6. Get them to write out the reply and solve the problem faced by the girl.
7. Get pupils to read their essays to the class.
8. Display well-written essays on the class notice board.


© Penerbitan Pelangi Sdn. Bhd. TE 16 UNIT 8






00_Hybird English F4 (PDPC)6th.indd 16 10/26/21 9:02 AM

CONTENTS









Rekod Pencapaian Pentaksiran Murid iii – vi Online Quick Quiz QR Code ...............................................62
Let’s Review 4 .....................................................................63
UNIT UNIT
1
1
1 dskP-based PRactices
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Let’s Chat
sPM-foRMat PRactices
UNIT UNIT Reading
7
1 2 Ready for Anything Part 1 – Short Texts (MCQs) 66 – 77

Online Quick Quiz QR Code ..............................................13 Part 2 – Multiple-Choice Cloze 78 – 84
Let’s Review 1 .....................................................................14
Part 3 – Longer Texts 85 – 97
UNIT UNIT
15 Part 4 – Gapped Texts 98 – 105
1 3 Buy It
Part 5 – Matching & Information
Transfer 106 – 117
UNIT UNIT
21
1 4 Being A Teen Writing

Online Quick Quiz QR Code ...............................................26 Part 1 – Short Communicative
Let’s Review 2 .....................................................................27 Message 118 – 125
UNIT UNIT
29 Part 2 – Guided Essays 126 – 129
1 5 Globetrotting
Part 3 – Extended Writing 129 – 142
UNIT UNIT
36 Listening 143 – 146
1 6 Time Out
Final Year Test
Online Quick Quiz QR Code ...............................................42 https://plus.pelangibooks.com/Resources/
HYBRIDPBDKSSM/EngF4/Test.pdf
Let’s Review 3 .....................................................................43
UNIT UNIT Answers
44 https://plus.pelangibooks.com/Resources/
1 7 Mother Nature HYBRIDPBDKSSM/EngF4/Answers.pdf


UNIT UNIT Tapescript
53 https://plus.pelangibooks.com/Resources/
1 8 Image HYBRIDPBDKSSM/EngF4/Tapescript.pdf


BONUS
BONUS
BONUS PdPc Strategy
BONUS
for Teachers https://plus.pelangibooks.com/
Resources/HYBRIDPBDKSSM/EngF4/
StrategyPdPc.pdf
ii







0a_Hybird English F4 (Con)6th.indd 2 10/26/21 9:02 AM

English Form 4 Unit 1
UNIT Theme: Science and Technology

1 Let’s Chat






Textbook pages: Unit 1, P.8, 9


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Reading Skill Textbook Page: Unit 1, P.8, 9 PL

PBD Module DSKP Practice

A Read the texts.


I just joined a social networking site but I’m All of my friends who have mobile phones
regretting it now. At first, I used to spend also have social media accounts. I’ve heard
15 minutes looking at photos and reading good and bad experiences from them.
comments from acquaintances. After a few Some received unpleasant comments about
weeks, I was spending not only more time their photos and they felt horrible after
but also checking my account several times reading them. I felt bad for my friends. Other
a day. It’s very addictive because I’m finding friends are either playing online games or
it harder and harder to put my phone down chatting. They’re always preoccupied with
once I get on my account. I’ve even missed their phones. Another classmate thought
many activities with my friends because I she was talking to a childhood friend but
spend a lot of my free time on my computer. later found out it was an impostor. All
I’ve come to realize now, that I prefer to be the stories I’ve heard really scared me, so,
with my friends in real life rather than with I don’t plan to have an account anytime
my online friends. soon.
Zendrik, 16 years old Masitah, 15 years old

B Read the sentences and write ‘True’ or ‘False.’ LS 3.1.1 (Lesson 1) , HOTS Analysing


1. Zendrik spends at least 15 minutes on social media. True

2. Masitah spends more time on social media than Zendrik. False
3. Zendrik admits he is addicted to social media. True

4. Masitah enjoys chatting with her online friends. False

5. Masitah doesn’t have a social media account. True





Learning Objectives:
Pupils will
• read texts giving opinions • learn to understand meaning in context

1 © Penerbitan Pelangi Sdn. Bhd.







01_Hybird English F4 (1)6th.indd 1 10/26/21 9:03 AM

English Form 4 Unit 1

C Match the meanings with the words in bold from the text. LS 3.1.3 (Lesson 7)

1. awful and terrible unpleasant

2. behaving as if something is true when you know that it isn’t pretending

3. people you know slightly but who aren’t your close friends acquaintances

4. being distracted preoccupied
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5. becoming fully aware of a situation or a fact realize
6. someone who pretends to be someone else in order to deceive others impostor




Grammar (Language Awareness) Textbook page: Unit 1, P.9, 11, 15 PL

PBD Module DSKP Practice Notes
grAmmAr notes
A Write the correct form of the verbs in brackets. (Lesson 2, 8) Present Simple vs Present

1. My cousin sent (send) me a parcel yesterday. Continuous
1 Simple present tense is used
I am waiting (wait) for it to be delivered today. to talk about things that we
do all the time.
2 Present continuous is used
2. Tomorrow, we are going (go) to the park. We usually to talk about things that are
happening at the moment of
go (go) skateboarding on Saturdays. E.g.
speaking.
• Henry talks to his cousins on
3. The camera costs (cost) a lot of money. She the phone every week and
visits them at school holidays.
is saving (save) every month until she can afford it. • I’m doing a cooking course.

4. Zendrik believes (believe) his brother I’m not taking an online
language course.
spends (spend) a lot of time on social networking Static Verbs
sites. 1 Static verbs are related to:
• opinions and thoughts
5. You don’t need (need) so many email accounts. (guess, mean, believe,
agree, know)
6. Vanessa is always playing (play) computer games. • senses and perceptions
(feel, hear, look, see,
smell, taste)
7. My father is looking (look) for his laptop now. He • feelings and emotions
thinks (think) he left it at the office. (dislike, like, love, hate,
prefer, want, wish)
2 These verbs are not used in
the continuous tense form.
8. My parents are buying (buy) second-hand mobile E.g. I agree with Mary that
phones for us later today. They want (want) us to we shouldn’t spend all our
free time playing online
use them for emergencies. games.

Comparisons
Learning Objectives: We use …er than, the most
…, as … as or more … than to
Pupils will make comparisons.
• learn the difference between present simple and present continuous


© Penerbitan Pelangi Sdn. Bhd. 2






01_Hybird English F4 (1)6th.indd 2 10/26/21 9:03 AM

English Form 4 Unit 1

B Write the correct form of the adjective to complete the E.g. Keeping in touch through
sentences. PdPR letters isn’t as popular
Practice Answers as sending emails. These
days, chatting online is the
most popular method of
1. Encik Joe’s laptop is older (old) than his wife’s communicating among young
desktop. people.
Past Simple
2. Communicating through emails is as convenient as Past simple is used to talk
(convenient) talking on the phone. about events that have already
happened.
3. I believe computer studies is the most challenging E.g. In 1996, the Nokia 9000
was
the
Communicator
(challenging) subject for me. first phone with Internet
access. Many scientists were
4. The most popular (popular) social media site is Facebook. responsible for developing new
features and technologies that
It also has the biggest (big) number of users. It has formed the Internet.
more (many) users than YouTube.

5. Putting content on YouTube is as simple as (simple)
posting content on Instagram. rebootSdn Bhd. All Rights Reserved


Listening & Vocabulary Textbook Page: Unit 1, P.10, 11, 12, 16 PL

PBD Module DSKP Practice

A Listen to the meaning and underline the correct word. LS 1.1.1 (Lesson 3)

1. hardware back-up scan
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2. download login Track 1
3. joystick typeface emoticon

4. login debug scroll
5. bookmark homepage screenshot

B Listen to the dialogue. Then, answer the questions. HOTS Analysing LS 1.1.2 (Lesson 9)
PAK-21 Activity Quick Quiz
1. What is Ameerah apologising for? 2. Why didn’t Ameerah contact Camilla
A Not talking to her friends often sooner?
enough A She was spending a lot of time on Track 2
B Not closing her social media a social media site.
earlier B She was travelling to several
C Not contacting Camilla sooner places.
C She was sharing photos on her
account.
Learning Objectives:
Pupils will
• learn a variety of computer & communication related vocab • understand words/phrases related to feelings, emotions and
body language

3 © Penerbitan Pelangi Sdn. Bhd.







01_Hybird English F4 (1)6th.indd 3 10/26/21 9:03 AM

English Form 4 Unit 1
3. How does Ameerah describe her feelings 5. Which of the following phrases shows a
on the social media site in the beginning? positive feeling?
A Very interested and excited A “worried about” C “sick of”
B Bored and unhappy B “interested in”
C Tired and impatient
6. Which word in the dialogue refers to
4. Why were Ameerah’s friends complaining? a person saying that they like or use a
A She rarely emailed them. product?
B She never joins them for outings. A “endorsing” C “networking”
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C She is often on her mobile phone. B “addictive”

Speaking & Vocabulary Textbook page: Unit 1, P.12, 17 PL


PBD Module DSKP Practice

A Look at the pictures. Take turns to ask and answer questions with a friend. LS 2.1.1 (Lesson 4)














1. Do you like individual or group sports? Why? PAK-21 Activity Pair work

2. Give one benefit of doing individual and group sports.
3. Would you like to play a sport like rugby? Why?

4. Would you like to try an extreme sport such as white-water rafting? Why?

B In groups, list more advantages and disadvantages of using mobile phones. Then, talk
about the advantages and disadvantages. Use the text to get started.
HOTS evaluating LS 2.1.3 (Lesson 10) PAK-21 Activity Collaboration



• Mobile phones are gadgets … • Most people agree …
• but there are some … • To begin with, mobile phones …
• Furthermore, they have … • Moreover, …
• Lastly, … • On the other hand, mobile phones …
• Firstly, … • Secondly, … • Thirdly, …
• Finally, … • All in all, mobile phones are …
• There are more … than … therefore, I believe …

Learning Objectives:
Pupils will
• learn how to express likes and dislikes • learn to give opinions and explanations


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01_Hybird English F4 (1)6th.indd 4 10/26/21 9:03 AM

English Form 4 Unit 1

Mobile Phones
i-Think Tree Map
i-Think
i-Think
Advantages Disadvantages

1. retrieve information using the 1. can create a lot of
Internet; use mobile apps interruptions

2. useful functions such as record 2. can distract drivers and
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videos and take pictures pedestrians
... ...



Writing Skill Textbook Page: Unit 1, P.18, 19 PL

PBD Module DSKP Practice PdPR
Practice Answers


A Match the sentences with the paragraphs. LS 4.2.4 (Lesson 11) i-Think Map
i-Think
i-Think
(a) After that, she let me upload it on her (e) I must go now.
channel.

(b) Let me tell you about my news. (f) I’d love to come to your party.
(c) First, she taught me how to shoot a video (g) On top of that, she taught me how to edit
using a mobile phone. the video.

(d) I’m glad to hear about your news. (h) Let me know how I can help.

• Paragraph 1 ⎧
⎧ ⎨ • d
⎪ (Give a friendly opening) ⎩
⎪ • Paragraph 2 ⎧
⎪ ⎨ • f
⎪ (Accept/decline the invitation) ⎩
⎪
Reply ⎪ ⎧ • b
(Housewarming- ⎨ ⎪ c
⎪ •
party Invitation) ⎪ • Paragraph 3 ⎨
⎪ (State your news) ⎪ • g
⎪ ⎪
⎪ ⎩ • a
⎪
⎪ • Paragraph 4 ⎧ • e
⎩ (Offer your wishes) ⎨
⎩ • h

Learning Objectives:
Pupils will
• learn how to write and informal email • learn to express enthusiasm, accept or decline an invitation
and give news

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01_Hybird English F4 (1)6th.indd 5 10/26/21 9:03 AM

English Form 4 Unit 1

B Write in the correct format. Use sentences given in (A) to complete the email. Give your
own beginning and ending. HOTS Applying




To: [email protected]
Subject: Housewarming-party Invitation

Dear Gerry ,
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I’m doing great! (1) I’m glad to hear about your news . I can only imagine
how busy you must have been.
Thanks for inviting me. (2) I’d love to come to your party . I can’t wait to
visit you as well as see your new house.
(3) Let me tell you about my news . My cousin spent a week with me.
(4) First, she taught me how to shoot a video using a mobile phone . It was a cooking video.

(5) On top of that, she taught me how to edit the video . It was not as difficult
as I thought it’d be. (6) After that, she let me upload it on her channel .
(7) I must go now . By the way, do you need any help
preparing for the party?
(8) Let me know how I can help .

See you soon !
Wei Kyen




























Learning Objectives:
Pupils will
• learn how to write an informal email • learn to express enthusiasm, accept or decline an invitation
and give news


© Penerbitan Pelangi Sdn. Bhd. 6






01_Hybird English F4 (1)6th.indd 6 10/26/21 9:03 AM

English Form 4 Unit 2
UNIT Theme: People and Culture

2 Ready for Anything






Textbook page: Unit 2, P.23, 24, 29


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Reading Skill Textbook Page: Unit 1, P.8, 9 PL

PBD Module DSKP Practice

A Read the following texts.


George Martin, 56, was a former football Carlos Moleda, 46, is a former Navy SEAL who
player with the New York Giants who walked sustained lower body paralysis during the
from New York to California. He spent nine 1989 invasion of Panama. Moleda and his
months and used 27 pairs of shoes to walk four-person hand-cycling team participated
4828 km. For his effort, he not only raised $1.7 in a non-stop, nine-day race from California
million for healthcare for emergency workers to Maryland. His purpose was to challenge
who were first at the scene at the World misconceptions about physically-challenged
Trade Centre disaster but also promoted his athletes and to raise money for the Challenged
charity, A Journey for 9/11. Athletes Foundation.



Leonard Burman, 55, wanted to help Partners for Charity which is a charity that brings healthcare
and infrastructure to the poor around the world. Accompanied by his son, Burman cycled
from Oregon to New Hampshire and raised $109,000 for it. During the journey, they endured
heat storms, flat tires and even a dog bite.



Paul Ridley, 25, wanted to raise awareness Dean Karnazez, 46, started running to beat
about the disease that took his mother’s life insomnia but he also used it as a means to
as well as raise $500,000 for Row for Hope, help others. Karnazes, who is also known
a charity that supports skin cancer research. as the Ultramarathon Man, had done many
He decided to make a 4747 km solo journey endurance challenges to raise millions of
from Canary Islands to Antigua. But before dollars for children’s causes. In one challenge,
that, he spent years training and studying he ran 50 marathons, in 50 states over 50
maritime survival and navigation. During consecutive days. As a result, he was able to
his journey, he blogged about his experience raise $100,000 for Karno Kids, an NGO that
on his laptop and transmitted his blogs via among others helps get youths physically
satellite phone. active.


Learning Objectives:
Pupils will
• read texts about extreme activities and taking risks • learn to understand meaning in context

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02_Hybird English F4 (2)4th.indd 7 10/26/21 9:06 AM

English Form 4 Unit 2

B Complete the table below. LS 3.1.1 (Lesson 14)

Name Activity Purpose
Walked from New York to Raised money for healthcare for

George Martin California emergency workers

Promoted ‘A Journey for 9/11’
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Raced from California to misconceptions about
Carlos Moleda Challenged
Maryland physically-challenged athletes

Cycled from Oregon to New Raised money for healthcare and
Leonard Burman
Hampshire infrastructure for the poor

Sailed from Canary Islands to Raised awareness of skin cancer research
Paul Ridley
Antigua


Dean Karnazez Ran 50 marathons, in 50 states Helped get youths physically active
over 50 days



C Match the meanings with the words in the text. HOTS Analysing LS 3.1.1 (Lesson 14)

Meaning Words in texts

1. views/opinions that are incorrect due to not understanding misconception
something


2. to send out or carry messages electronically transmitted


3. to go through something painful or difficult endured


4. physical structures and facilities infrastructure


5. following each other continuously consecutive


6. to overcome beat


7. the act of directing a ship from one place to another navigation



Learning Objectives:
Pupils will
• read texts about extreme activities and taking risks • learn to understand meaning in context


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02_Hybird English F4 (2)4th.indd 8 10/26/21 9:06 AM

English Form 4 Unit 2


Grammar (Language Awareness) Textbook page: Unit 1, P.9, 11, 15 PL
PBD Module DSKP Practice Notes
grAmmAr notes
A Fill in the blanks with a suitable word. Defining Relative Clauses
These clauses give us
information about the person
who where whose that which or thing that is mentioned.
E.g.
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- That is the house where my
1. I hope the camp where Dad is taking us offers a grandmother lived all her
life.
lot of fun activities. - These are the retired
2. The man who is going to give us a briefing has emergency rescue workers
who volunteered to rescue
many years of experience as a skydiving instructor. villagers trapped in the
floods.
3. I want to visit the place which I saw in the travel Non-defining Relative Clauses
programme last night. These clauses give us extra
information about someone
4. This is the brochure of the indoor rock climbing gym or something. This information
that I wanted to show you. isn’t important to understand
the person or thing we are
5. My best friend, whose uncle is a decorated talking about.
E.g.
firefighter, wants to be an emergency rescue personnel when - Ramli Ishak, who was my
she grows up. classmate, has just won an
award at the Malaysian Film
PdPR Festival.
(Lesson 21) Practice - She just returned home after
a week from Ipoh, where her
cousins live.
B Write the correct past tense form of the verbs in brackets.
Past simple & Past Continuous
1. As they were hiking (hike) along the trail, they 1 We use past simple to show
that an action happened in
heard (hear) a monkey scream. 2 We use the past continuous
the past.
2. When we left (leave) the hotel this morning, it to show that the action was
already in progress at a
was drizzling (drizzle). 3 When we use the two tenses
certain time in the past.
3. While I was swimming (swim) in the sea, my brother and together, they show that the
past simple action happened
father were surfing (surf). in the middle of the past
continuous action while it
was still happening.
4. As soon as I saw (see) the roller coaster, I knew I E.g.
was going (go) to ride it. - While I was watching TV, I fell
asleep.
5. What were you doing (do) last - She injured her ankle when
she was skateboarding.
evening? - When my cousins arrived, I
6. As I was riding (ride) the bus this morning, I was having a bath.
met (meet) my childhood friend.


Learning Objectives:
Pupils will
• learn how to use defining and non-defining relative clauses • learn how to use past simple and past continuous together

9 © Penerbitan Pelangi Sdn. Bhd.







02_Hybird English F4 (2)4th.indd 9 10/26/21 9:06 AM

English Form 4 Unit 2

Vocabulary & Listening Textbook Page: Unit 2, P.23, 25, 29 PL


PBD Module DSKP Practice

A Listen to each sentence. Choose the correct answer to complete the sentences.
HOTS Applying LS 1.1.2 (Lesson 16)
Track 3
1. A came along 3. A break in 5. A closed down
B came apart B break off B closed off
C came out C break through C closed on


2. A broke away 4. A got into LS 1.1.1 (Lesson 16, 22)Reserved
6. A checked up
B broke down B got out B checked by
C broke out C got on C checked in

B Listen to the text and choose the correct answers.
1. The crowd was mainly at the .

A B C Track 4
FLORIST






2. Which of the following signalled that the police were arriving at the scene?
B
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C





3. How many police cars were there at the scene?
A B C







4. How did the men who came out of the bank look like?
A B C








Learning Objectives:
Pupils will
• learn words/phrases describing plot/setting/characters • learn words/phrases describing a crime


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02_Hybird English F4 (2)4th.indd 10 10/26/21 9:06 AM

English Form 4 Unit 2

Speaking & Vocabulary Textbook page: Unit 2, P.26 PL

PBD Module DSKP Practice PdPR Answers
Practice
Complete the bubble map with suitable characteristics for a nurse. Use the format to talk
about the characteristics of a good nurse. Give reasons for each characteristic. HOTS evaluating
LS 2.1.4

problem solver caring superior listening skills stamina
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empathy flexible good communication skills creativity


i-Think
i-Think Map
i-Think
problem
solver

good
caring communication
skills
Nurse





stamina empathy





In my opinion, good nurses have to be caring. They listen to patients and want to help .
them recover Good nurses need to have good communication skills .

They must be able to interpret medical information that doctors give and pass correct
information to the patients . Good nurses have to show empathy .

They must be able to put themselves in their patients' shoes so they can show more
understanding and patience towards them . They also must have
problem solving skills. Though years of work experience will help foster these skills, nurses

should have some natural talent in this area of problem solving .
Finally, I believe good nurses need good stamina. They work long hours and in shifts and most
of the time they are on their feet. With good stamina, they won’t tire easily.






Learning Objectives:
Pupils will
• learn how to describe people's characteristics • learn to express an opinion and supporting a view

11 © Penerbitan Pelangi Sdn. Bhd.







02_Hybird English F4 (2)4th.indd 11 10/26/21 9:06 AM

English Form 4 Unit 2

Writing Skill Textbook Page: Unit 2, P. 26, 27 PL

PBD Module DSKP Practice


A Complete the plan with the notes given. HOTS Analysing LS 4.2.3 (Lesson 18)


How the person influenced you General comment about the person
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Why you are writing about this person Give examples of these characteristics


Give examples of how the person How you feel about the person
influenced you
General information about the person
The person’s characteristics



⎧ • General information about the person
⎪
⎧ Paragraph 1 ⎪
⎨
⎪ ⎪ • Why you are writing about this person
⎪ ⎪
⎪ ⎩
⎪
⎪ ⎧
⎪ ⎪ • The person's characteristics
⎪ ⎪
⎪ Paragraph 2 ⎨
⎪ ⎪ • Give examples of these characteristics
⎪ ⎪
The person I ⎪ ⎩
admire the most ⎨
⎪ ⎧ • How the person influenced you
⎪ ⎪
⎪ ⎪
⎪ Paragraph 3 ⎨ Give examples of how the person influenced you
⎪ ⎪ •
⎪ ⎪
⎪ ⎩
⎪
⎪ ⎧ • General comment about the person
⎪ ⎪
⎪ ⎪
⎩ Paragraph 4 ⎨ How you feel about the person
⎪ •
⎪
⎩

Learning Objectives:
Pupils will
• learn how to describe a person • learn how to use words/ phrases to describe people's
characteristics


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02_Hybird English F4 (2)4th.indd 12 10/26/21 9:06 AM

English Form 4 Unit 2

B Use the plan above to create a mind map (in your exercise book). Use the notes in the
mind map to complete the essay describing the person you admire. HOTS Analysing, Creativity
LS 4.2.3 (Lesson 18) PAK-21 Activity Mind Map

Suggested answer



The person I admire the most is my cousin Trisha . She is
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a doctor and she works tirelessly to save people’s lives .
I admire my cousin because she is the most dedicated person I know.
She spends long hours at the hospital to help care for the patients. She has to monitor her
patients' progress, diagnose problems and administer medical treatments. She works hard to

help her patients get better.



Another quality that stands out is her excellent bedside manners .
This quality not only puts her patients at ease but

also helps reassure them that they are in good hands . I believe this quality is important
for doctors to have as it helps patients feel less afraid about going to the hospital to seek
treatment. Her patients trust her because she shows compassion and empathy towards them.



I really like my cousin Trisha. All the people who have crossed paths with her feel the
same way. Both patients and hospital staff hold her in high regard.



I hope to make a positive impact in other people’s lives when I become a nurse in future










Quiz 1







Learning Objectives:
Pupils will
• learn how to describe a person • learn how to use words/ phrases to describe people's
characteristics

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02_Hybird English F4 (2)4th.indd 13 10/26/21 9:06 AM

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