PWR UP TG2 ENG

FORM HC082021S

ENGLISH 2




KSSM


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Power Up KSSM ENGLISH CVR Tkt 2(EG).indd 1 05/10/2020 8:54 AM

Pentaksiran Bilik Darjah





ENGLISH











Christine Tan
(Textbook Author)




FORM

2


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system, or transmitted in any form or by any means, electronic, photocopying,
mechanical, recording or otherwise, without the prior permission of
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ISBN: 978-967-2499-11-4
First Published 2021

KSSM









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TP PowerUP ENGLISH Tkt 2.indd 1 02/10/2020 4:52 PM

CONTENTS








Rekod Pencapaian Pentaksiran Murid iii – vi

UNIT Take Care 49 – 54
DSKP BASED PRACTICES 9
Online Quick Quiz 5 QR code 54


UNIT Waste Not Want Not 1 – 7 PT3 FORMAT PRACTICES
1

Reading


UNIT Live and Let Live 8 – 14 Part 1 – Short Texts (MCQs) 56 – 62
2
Online Quick Quiz 1 QR code 14 Part 2 – Error Correction 63 – 65


Part 3 – Information Tranfer 66 – 71
UNIT Fit as a Fiddle 15 – 20
3
Part 4 – Short Answer 72 – 78

Part 5 – Matching (Gapped Text) 79 – 84
UNIT Thumbs Up IT! 21 – 25
4
Writing
Online Quick Quiz 2 QR code 25
Part 1 & Part 2 85 – 95
Smart Consumers &
UNIT
5 Savers 26 – 31 Listening 96 – 97


Light on Lit 98 – 113
UNIT Money 32 – 36
6 Summative Assessment 114 – 122

Online Quick Quiz 3 QR code 36

Answers
UNIT Journeys 37 – 42 https://bit.ly/36gVQ0m
7





UNIT Good Luck, Bad Luck 43 – 48
8

Online Quick Quiz 4 QR code 48













ii





00 Content F1.indd 2 10/5/20 4:26 PM

Rekod Pencapaian Pentaksiran Murid

English Form 2





Class: .............................. Pupil’s Name: ...................................................... Teacher’s Name: ......................................................

TBL: Textbook-Based Lesson NTBL: Non-Textbook Based Lesson


UNIT 1: WASTE NOT WANT NOT (NTBL) Theme: Health & Environment
Teacher’s
Content Learning
Standards Standards Pages SoW Week Date PL Signature &
Date
1.1.1 Understand independently the main ideas in simple longer texts on a range of familiar topics
2.1.1 Ask about and explain key information from simple texts
2.1.2 Ask for and respond appropriately to simple suggestions
2.3.1 Keep interaction going in longer exchanges by checking understanding of what a speaker is saying
3.1.3 Guess the meaning of unfamiliar words from clues provided by other known words and by context on a range of
familiar topics
4.2.3 Produce a plan or draft of two paragraphs or more and modify this appropriately either in response to feedback or
independently
Speaking 2.1, 2.3 2.1.2, 2.3.1 2 – 3
Reading 3.1 3.1.3, 2.1.1 4

Grammar Future Time Expressions + will 7
Listening 1.1 1.1.1, 2.1.2 1
Writing 4.1, 4.2 4.1.1, 4.2.3 5 – 6



UNIT 2: LIVE AND LET LIVE (NTBL) Theme: People & Culture
Teacher’s
Content Learning
Standards Standards Pages SoW Week Date PL Signature &
Date
1.1.5 Understanding with little or no support more complex questions
1.1.6 Understand with little or no support longer simple narratives on a wide range of familiar topics
2.1.1 Ask about and explain key information from simple texts
2.1.5 Express opinions or feelings about character and personality
3.1.1 Understand specific details and information in simple longer texts on a range of familiar topics
4.1.1 Explain simple content from what they have read
4.1.5 Organise and sequence ideas within short texts on familiar topics
4.2.2 Spell written work with moderate accuracy
Speaking 2.1 2.1.1, 2.1.5 10

Reading 3.1 3.1.5, 3.1.1 11
Grammar Present Perfect Tense 14
Listening 1.1 1.1.6, 1.1.5 8 – 9

Writing 4.1, 4.2 4.1.1, 4.1.5, 4.2.2 12 – 13














iii





00 REKOD.indd 3 10/5/20 4:36 PM

UNIT 3: FIT AS A FIDDLE (NTBL) Theme: Health & Environment
Teacher’s
Content Learning
Standards Standards Pages SoW Week Date PL Signature &
Date
1.1.3 Recognise with support attitudes or opinions in simple longer texts on a range of familiar topics
1.1.4 Understand with little or no support longer sequences of classroom instructions
2.4.1 Communicate opinions or feelings about a story, event or experience
3.1.1 Understand the main points in simple longer texts on a range of familiar topics
3.1.2 Understand specific details and information in simple longer texts on a range of familiar topics
4.1.2 Make and respond to simple requests and suggestions
4.1.3 Summarise the main points of a simple story, text or plot
4.1.5 Organise and sequence ideas within short texts on familiar topics

Speaking 2.4 2.4.1, 4.1.3 16
Reading 3.1 3.1.1, 3.1.2, 3.1.4 17

Grammar Tenses 20
Listening 1.1 1.1.3, 1.1.4 15
Writing 4.1 4.1.2, 4.1.5 18 – 19


UNIT 4: THUMBS UP IT (NTBL) Theme: Science & Technology

Teacher’s
Content Learning
Standards Standards Pages SoW Week Date PL Signature &
Date
1.1.3 Recognise with support attitudes or opinions in simple longer texts on a range of familiar topics
1.1.4 Understand with little or no support longer sequences of classroom instructions
2.1.3 Express opinions about future plans or events
3.1.5 Recognise with support the attitude or opinion of the writer in simple longer texts
4.1.3 Explain simple content from what they have read
4.2.1 Punctuate written work with moderate accuracy
4.2.3 Produce a plan or draft of two paragraphs or more and modify this appropriately either in response to feedback or
independently
Speaking 2.1 2.1.3 22
Reading 3.1 3.1.5, 3.1.3 23

Grammar Tenses 25
Listening 1.1 1.1.3, 1.1.4 21
Writing 4.1 4.1.3, 4.2.1, 4.2.3 24



UNIT 5: SMART CONSUMERS & SAVERS (NTBL) Theme: Consumerism & Financial Awareness
Teacher’s
Content Learning
Standards Standards Pages SoW Week Date PL Signature &
Date
1.1.1 Understand independently the main ideas in simple longer texts on a range of familiar topics
1.1.2 Understand with little or no support longer sequences of classroom instructions
1.1.5 Understand with little or no support more complex questions
2.1.4 Express opinions about simple spoken or written advice given to themselves or others
3.1.2 Understand specific details and information in simple longer texts on a range of familiar topics
3.1.4 Use independently familiar print and digital resources to check meaning
4.1.4 Express opinions and common feelings such as happiness, sadness, surprise and interest
4.2.2 Spell written work with moderate accuracy





iv





00 REKOD.indd 4 10/5/20 4:36 PM

Speaking 2.1 2.1.4 27
Reading 3.1 3.1.2, 3.1.4 28

Grammar Tenses 31
Listening 1.1 1.1.1, 1.1.2, 1.1.5 26

Writing 4.1 4.1.4, 4.2.2 29 – 30


UNIT 6: MONEY (TBL) Theme: Consumerism & Financial Awareness
Teacher’s
Content Learning
Standards Standards Pages SoW Week Date PL Signature &
Date

1.1.2 Understand with little or no support longer sequences of classroom instructions
1.2.1 Guess the meaning of unfamiliar words from clues provided other known words and by context on a range of familiar
topics
2.3.1 Keep interaction going in longer exchanges by checking understanding of what the speaker is saying
3.1.1 Understand the main points in simple longer texts on a range of familiar topics
3.1.2 Understand specific details and information in simple longer texts on a range of familiar topics
4.2.3 Produce a plan or draft of two paragraphs or more and modify this appropriately either in response to feedback or
independently
Speaking 2.3 2.3.1 33

Reading 3.1 3.1.1, 3.1.2 34
Grammar Simple Future Tense 36
Listening 1.1 1.1.2, 1.2.1 32

Writing 4.2 4.2.3 35


UNIT 7: JOURNEYS (TBL) Theme: People & Culture
Teacher’s
Content Learning
Standards Standards Pages SoW Week Date PL Signature &
Date
1.1.2 Understand with little or no support longer sequences of classroom instructions
1.2.1 Guess the meaning of unfamiliar words from clues provided by other known words and by context on a range of
familiar topics
2.1.1 Ask about and explain key information from simple texts
2.3.1 Keep interaction going in longer exchanges by checking understanding of what the speaker is saying
3.1.2 Understand specific details and information in simple longer texts on a range of familiar topics
4.1.4 Express opinions and common feelings such as happiness, sadness, surprise and interest
Speaking 2.3 2.3.1 38 – 39
Reading 3.1 3.1.2, 2.1.1 40

Grammar Present Perfect Tense 42
Listening 1.1 1.1.2 37
Writing 4.1 4.1.4 41
















v





00 REKOD.indd 5 10/5/20 4:36 PM

UNIT 8: GOOD LUCK, BAD LUCK (TBL) Theme: People & Culture
Teacher’s
Content Learning
Standards Standards Pages SoW Week Date PL Signature &
Date
1.1.2 Understand with little or no support longer sequences of classroom instructions
1.2.1 Guess the meaning of unfamiliar words from clues provided other known words and by context on a range of familiar
topics
2.1.5 Express opinions or feelings about character and personality
2.4.1 Communicate opinions or feelings about a story, event or experience
3.1.1 Understand the main points in simple longer texts on a range of familiar topics
3.1.2 Understand specific details and information in simple longer texts on a range of familiar topics
4.1.4 Express opinions and common feelings such as happiness, sadness, surprise and interest

Speaking 2.4 2.4.1, 2.1.5 45
Reading 3.1 3.1.2 46

Grammar Present Perfect 48
Listening 1.1 1.1.2, 1.2.1 43 – 44
Writing 4.1 4.1.4 47



UNIT 9: TAKE CARE (TBL) Theme: Health & Environment

Teacher’s
Content Learning
Standards Standards Pages SoW Week Date PL Signature &
Date

1.1.2 Understand with little or no support longer sequences of classroom instructions
1.2.1 Guess the meaning of unfamiliar words from clues provided other known words and by context on a range of familiar
topics
2.1.2 Ask for and respond appropriately to simple suggestions
2.1.4 Express opinions about simple spoken or written advice given to themselves or others
3.1.1 Understand the main points in simple longer texts on a range of familiar topics
4.1.2 Express opinions and common feelings such as happiness, sadness, surprise and interest

Speaking 2.1 2.4.1, 2.1.5 51
Reading 3.1 3.1.2, 2.1.1 52

Grammar Should and Shouldn’t 54
Listening 1.1 1.1.2, 2.1.2 49 – 50
Writing 4.1 4.1.4 53




























vi





00 REKOD.indd 6 10/5/20 4:36 PM

STRA TEGY PdPc
TEGY
STRATEGY
STRA
STRATEGY
English Form 2 Unit 1






UNIT 1 Waste Not Want Not Theme: Health and Environment
Textbook: NTBL
Speaking
Yearly Teaching Plan
Learning Standard (LS) Performance Level Page
Content Standard (CS) (PL)
2.1 Communicate information, 2.1.2 Ask for and respond appropriately to simple suggestions
ideas, opinions and feelings 2.3.1 Keep interaction going in longer exchanges by checking
intelligibly on familiar topics understanding of what the speaker is saying 1 – 6 1
2.3 Use appropriate
communication strategies
SOW Teaching Aid Moral Values HOTS PAK-21
• Responsible
Lesson 1 (NTBL) Workbook – –
• Rational
CCE i-THINK Educational Emphases
Environmental Sustainability – –
PdPc Ideas
1. Teacher will ask pupils to understand the word ‘composting’. They must be aware of the benefits of compost soil
2. Teacher will ask pupils to read the explanations on composting carefully. At the same time, they are reminded to study the illustrations
of the steps in composting
3. Teacher will ask the pupils on whether they and anyone in the family has done composting before. Encourage those who have to talk
about their experience and those who have not to try it out with family members
Reading
Yearly Teaching Plan Performance Level
Content Standard (CS) Learning Standard (LS) (PL) Page
3.1 Understand a variety of 3.1.3 Guess the meaning of unfamiliar words from clues provided
texts by using a range of by other known words and by context on a range of familiar
appropriate reading strategies topics
to construct meaning 2.1.1 Ask about and explain key information from simple texts 1 – 6 3
2.1 Communicate information,
ideas, opinions and feelings
intelligibly on familiar topics
SOW Teaching Aid Moral Values HOTS PAK-21
• Responsible Evaluation
Lesson 3 (NTBL) Workbook –
• Rational Application
CCE i-THINK Educational Emphases
Environmental sustainability – –
PdPc Ideas
1. Teacher will ask pupils to read the text carefully to understand the term ‘carbon footprint’
2. Teacher will ask the pupils to relate the Dos and Don’ts to their daily activities and note whether they practise them
3. Teacher will explain the questions to the pupils
4. Teacher will remind pupils to evaluate properly the question that requires their own answer
Grammar
Yearly Teaching Plan Performance Level
Grammar Items Page
(PL)
Future Time Expressions + Will 1 – 6 4
SOW Teaching Aid Moral Values HOTS PAK-21
Lesson 6 – – – –
CCE i-THINK Educational Emphases
Language Awareness – –




TE PB TE 1 © Penerbitan Pelangi Sdn. Bhd.





Unit 01.indd 1 10/5/20 3:53 PM

English Form 2 Unit 1
PdPc Ideas
1. Teacher reads and explains the side notes on the grammar items with pupils
2. Get pupils into groups and discuss and construct sentences with the use of the grammar items
3. Make pupils aware of the common mistakes when using the items
4. Pupils present the sentences constructed to the class
5. Based on the feedback and discussion, teacher reviews grammar item and usage
6. Pupils complete exercises set
Listening
Yearly Teaching Plan Performance Level
Content Standard (CS) Learning Standard (LS) (PL) Page
1.1 Understand meaning in a 1.1.1 Understand independently the main ideas in simple longer 1 – 6
variety of familiar contexts texts on a range of familiar topics 5
SOW Teaching Aid Moral Values HOTS PAK-21
• Responsible
Lesson 2 (NTBL) Workbook – Round Table
• Rational
CCE i-THINK Educational Emphases
Environmental Sustainability – –
PdPc Ideas
1. Teacher will ask pupils to listen to the text in Track 1 carefully, paying attention to the details of information provided
2. Pupils should study the pictures and complete the task of describing the pictures given with details from the track
3. Teacher will ask the pupils to listen to Track 1 again and complete Practice 2 with appropriate expressions
4. Get pupils to take note of words relating to environmental problems
5. Teacher gets pupils to listen to Track 2 and complete the graphic organiser on World Environment Day
6. Teacher uses the Round Table to emphasise in teamwork. The pupils get into groups to discuss and prepare a poster on World Environ-
ment Day. Teacher explains the poster must emphasise on objectives and environmental problems
7. The posters will be presented to the class with appropriate explanations
Writing
Yearly Teaching Plan Performance Level
Content Standard (CS) Learning Standard (LS) (PL) Page
4.1 Give detailed information 4.1.1 Give detailed information about themselves and others
about themselves and others 4.2.3 Produce a plan or draft of two paragraphs or more and
4.2 Communicate with modify this appropriately either in response to feedback or 1 – 6 6
appropriate language, form independently
and style
SOW Teaching Aid Moral Values HOTS PAK-21
• Responsible
Lesson 4 (NTBL) Workbook – –
• Rational
CCE i-THINK Educational Emphases
Environmental Sustainability – –
PdPc Ideas
1. Teacher will ask pupils to read the question carefully and understand the requirements of the question
2. Teacher explain to the pupils the format of an informal letter
3. Teacher will ask the pupils to prepare a draft of the answer and to check with the instructions and information provided
4. Teacher reminds the pupils to check and double check to make sure they have fully answered the question





















TE TE
© Penerbitan Pelangi Sdn. Bhd. 2 PB




Unit 01.indd 2 10/5/20 3:53 PM

English Form 2 Unit 1
Theme: Health and Environment
UNIT
1 Waste Not Want Not






NTBL


Speaking Skill PL


PBD Module DSKP Practice
A Your friends and you are having a conversation about issues of health and environment. Read the
situation below. Make the summary with the words provided. LS 2.1.2
Student A : All waterways, rivers and dams end up in the sea and eventually end in the oceans. Everything we
throw into these waterways – toxic materials, plastic bags and bottles – will end up in the sea. When

they end up in the ocean, they endanger the survival of marine animals. Use the following words to
summarise:

garbage endangers
waterways marine life


Student B : I’ll try. (1) Garbage that is thrown into waterways endangers marine life .
Student C : I have a short text too. Travelling by car produces at least 3 times as much carbon dioxide as travelling
the same distance by public transport like trains and buses. So, if we practise car pooling, we will be

reducing our carbon footprints. Use the following words for your summary:
use carpool

public transport smaller carbon footprints


Student A : Let me try. (2) Use public transport and carpool to produce smaller carbon footprints .
Student B : Try this on solar energy. It is good to use solar energy. It is free and does not need fuel and does not

produce waste or pollution. The following words will help you:

solar energy
free


non-polluting


Student C : That’s easy. (3) Solar energy is free and non-polluting .

Student A : Last situation – Compost is plant matter that has been decomposed and recycled as fertilizer and soil
amendment. The words are:

decomposed plant material

compost

Student B : I’ll do it. (4) Decomposed plant material is used to make compost .




1 © Penerbitan Pelangi Sdn. Bhd.





Unit 01.indd 1 10/5/20 3:56 PM

English Form 2 Unit 1
B Read the notice on composting. In pairs, explain the process to your friend. LS 2.3.1


1. Obtain a simple compost bin to collect and store 2. Start by putting in some dry, brown compost
the compost ingredients in a secure way. materials like wood chips, twigs and shredded
newspaper. Top up with a layer of green compost
materials like vegetables, fruit peels and grass
clippings. Alternate the two types of materials.



















3. Use a shovel to mix or add the compost materials 4. Water the compost regularly so it stays moist.
every week.
























5. After a few months, the compost is ready to be used.
























Learning Objectives: .............................................................................................
Pupils will:
• Ask and respond appropriately • Keep interaction going in longer exchanges


© Penerbitan Pelangi Sdn. Bhd. 2





Unit 01.indd 2 10/5/20 3:56 PM

English Form 2 Unit 1
Reading Skill PL


PBD Module DSKP Practice

Read the chart below and answer the questions. LS 3.1.3 LS 2.1.1







































A Answer the following questions with no more than five words from the text.


1. Acts of planting trees are offset by acts of deforestation .
2. A carbon footprint is expressed in equivalent tons of carbon .

3. When we throw garbage we should separate and not put all garbage together .

B What do you think are two advantages of using solar power? HOTS Application
The two advantages are saving in electricity bills and reducing carbon footprints.

C List two Dos and Don’ts that help us to reduce our carbon footprints. When we reduce our carbon
footprints, what is our overall contribution? HOTS Evaluation

Student’s own answer.
D Complete the table with a word / phrase from the text.


Meaning Word / Phrase

(a) amount of gas that are sent out emissions

(b) drop off to take something or someone to an appointed place


Learning Objectives: .............................................................................................
Pupils will:
• Guess the meaning of unfamiliar words • Ask and explain key information


3 © Penerbitan Pelangi Sdn. Bhd.





Unit 01.indd 3 10/5/20 3:56 PM

English Form 2 Unit 1

Grammar PL GRAMMAR NOTES
Time expression + will, when
PBD Module DSKP Practice + will
Time expression + will
Future Time Expressions + will When we make predictions
about the future with ‘will’, we
A. Complete the sentences with appropriate time expressions. often use time expressions like
“tomorrow, next week, this
1. I’ll meet you at the café at for lunch. weekend, one day, soon, later’.
A early B noon C night • I’ll be slim one day.
• He’ll be a prefect next week.
• She’ll a sportswoman soon.
2. He will cash the cheques the bank opens. • We’ll be life members later.
A after B later C while • They’ll start urban farming in
two days’ time.
3. We’ll help waiting for the equipment to arrive. When + will
• Use phrases with ‘when + will’
A soon B while C when to show planned action
• The action in the main clause
4. The children will do the chores breakfast. takes place when something
A since B when C before else happens. ‘when’
indicates that something
5. The online store will send the goods by . happens after, as soon
as, upon something else
A next year B next month C next week occurring.
Time clause: present simple,
B. Complete the sentences with appropriate options to make predictions about Main clause: future
your friends and yourself. 1. We’ll start when he comes.
2. He will buy dinner when he
goes to town.
1. When we have enough money, we will . 3. When they call, we’ll start
A travel to Europe B buy branded goods cooking.
4. When it barks, we’ll let It out.
2. When I am 18, I will get a .
A new car B driving license

3. When we go to the city, we will visit the .
A national museum B hawker stalls

4. When we are on long school break, we will .
 When I go exercising, I’ll buy
A go swimming B do part-time work bottled drinks.
 When I will go exercising, I’ll
5. When I visit my grandparents, I will go . buy bottled drinks.
A fishing by the river B frog catching in the swamps  He’ll be a rich man one day.
 He’ll be a rich man other day.
C. Read and correct the error in each of the sentences.

1. She says she will buying a new handbag today. buy

2. They will going to the wholesale outlet now. go

3. We will starting a second-hand goods sale soon. start For more information on
future and time expression,
4. They will hiking up Bukit Merah tomorrow. hike check out this link:
https://www.youtube.com/
watch?v=HTiT63K0KMo
5. Mother will prepare dinner now as we were hungry. are



VIDEO








© Penerbitan Pelangi Sdn. Bhd. 4





Unit 01.indd 4 10/5/20 3:56 PM

English Form 2 Unit 1
Listening Skill PL

PBD Module DSKP Practice

A Listen to the audio and complete the description of the pictures. LS 1.1.1



TRACK 1















Practise the 3RS (1) Recycle , Walking and cycling (4) save Rivers natural resource – do
death
(2) Reduce and (3) Reuse fuel and reduce not pollute rivers – (6)
of plants
animal life
(5) emissions of pollutants and (7)
in eco-system

B Listen to the audio again and complete the sentences appropriately.

1. Environmental sustainability or keeping the environment clean is our responsibility.

2. To recycle means to process the things we use into new items.
3. Reduce the consumption of things that threaten natural resources in Mother Nature.

4. We can keep the environment clean if we use less fuel and reduce emission of pollutants .
5. Rivers should flow freely to ensure that plants and animals can survive in the eco-system.


C Listen to the audio on World Environment Day. Complete the graphic organiser.

World Environment Day TRACK 2




Celebrated on Authority in charge: Objectives: Encouraging Let’s celebrate
(a) 5th June (b) United Nations • (c) Awareness of pollution, with Mother
overpopulation, global warming , Nature: (e) the
sustainable consumption only mother
• (d) Action for the protection of our we have and a
environment great provider





PAK-21 Activity Round Table
In groups, discuss and design a poster for the celebration of World
Environment Day with emphasis on objectives and environment
problems.


Learning Objectives: .............................................................................................
Pupils will:
• Understand main ideas


5 © Penerbitan Pelangi Sdn. Bhd.





Unit 01.indd 5 10/5/20 3:56 PM

English Form 2 Unit 1
Writing Skill PL

PBD Module DSKP Practice

The school held a green campaign called ‘Lovely Mother Earth’. Write a letter to your friend about the event
and the aftermath. LS 4.2.3


Organised by PIBG Activities
☞ Tree planting
Objectives:
☞ Awareness and love of nature ☞ Composting
☞ Environmental sustainability ☞ Handicrafts from recyclable materials
☞ Environment and health ☞ Starting a herbal garden

Post event – current activities Conclusion: Feelings of friends – campaign and
☞ Involvement of students and green activities objectives
– emphasising ‘waste not, want not’
☞ Schedule of duties

Steps for writing the letter:
1. Read the question carefully.
2. Identify the situation and format.
3. Use the ‘5Ws and 1H’ approach to elaborate the points given.

Guidelines

Format Informal Letter


Introduction / Situation The school held a green campaign called ‘Lovely Mother Earth’.

Tone Happy in giving information about the event or situation

• official launching – involvement of parents
Body
• event – organized by

Objectives
• reasons or objectives of event
Point 1
• elaborate on objectives
• ‘What’ and ‘Why’

Activities
• activities ran
Point 2 • relevance of event
• good attitudes and creativity
• ‘What’ and ‘How’

Post event
• current activities
Point 3 • schedule of duties
• ‘Where’ and ‘How’
• (Note: use of simple present tense)

• friends and event
Conclusion
• feelings of friends

Closing remark Ending the letter properly





© Penerbitan Pelangi Sdn. Bhd. 6





Unit 01.indd 6 10/5/20 3:56 PM

English Form 2 Unit 1
Guided Essay


45, SS24/29,
Taman Kebun, Sender address
23400 Melaka.
1 May 20_ _ Date

Dear Elsa,

How are you? Still very busy with your green efforts in your house? My family and
I are fine. My parents are busy with the urban farming project in our neighbourhood Introduction
(reason of parents being busy). I’m writing to boast of my involvement in green
efforts too.
The school launched a green campaign, ‘Love Mother Nature’ (name of event)
two months back. I am so caught up with the project. It is the brainchild of the school

PIBG with the support of many households in the neighbourhood.
One of the objectives is to create and increase awareness and love of nature
(objective 1) and to strive for environmental sustainability (objective 2). Parents
feel that we should start at the grassroots level with young people. Another objective
is to increase awareness of health and environment (objective 3), which our health
is infinitely linked to conditions in the environment.
Activities included tree planting (activity 1), composting (activity 2), making Body
handicrafts from recyclable materials (activity 3) and starting a herbal garden
(activity 4). The activities will instil in pupils good attitude of love (moral value

towards nature) for nature and creativity in recycling materials.
The activity I like most is the starting of the herbal garden (activity 4). All sorts
of spice plants have been planted (what you do to plants) and looking after the
plants is done by pupils (caretaker of the plant) after school. We water (basic need
for plants) the plants and do weeding. We use the soil from the compost made by
our own hands.
Like me, many of the students are happy (everyone’s emotion) with the project. Conclusion

They have taken up their duties and tasks seriously (friends’ attitude during the
event). The herbal plants are well taken care of and so are the compost heaps and
craft products.
That’s all for now. Let’s fight and protect Mother Nature! Bye for now. Closing remark

Sincerely,
Rebecca Signature











Learning Objectives: .............................................................................................
Pupils will:
• Produce and modify a plan or draft of two paragraphs or more of topics


7 © Penerbitan Pelangi Sdn. Bhd.





Unit 01.indd 7 10/5/20 3:56 PM

STRA
STRA TEGY PdPc
TEGY
STRATEGY
STRATEGY
English Form 2 Unit 2






UNIT 2 Live and Let Live Theme: People and Culture
Textbook: NTBL
Speaking
Yearly Teaching Plan
Learning Standard (LS) Performance Level Page
Content Standard (CS) (PL)
2.1 Communicate information, 2.1.1 Ask about and explain key information from simple texts
ideas, opinions and feelings 2.1.5 Express opinions or feelings about character and personality 1 – 6 8
intelligibly on familiar topics
SOW Teaching Aid Moral Values HOTS PAK-21
• Freedom
Lesson 19 (NTBL) Workbook Analysing –
• Moderate
CCE i-THINK Educational Emphases
Values – –
PdPc Ideas
1. Teacher will ask pupils to read the text carefully and take note of the words provided
2. Teacher will ask the pupils to hold a lively discussion on the topic of hitchhiking
3. Teacher will ask the pupils to create and role play the story they prepared
4. Pupils should let their hair down and enjoy the role playing
Reading
Yearly Teaching Plan Performance Level
Content Standard (CS) Learning Standard (LS) (PL) Page
3.1 Understand a variety of 3.1.1 Understand specific details and information in simple longer
texts by using a range of texts on a range of familiar topics 1 – 6
appropriate reading strategies 9
to construct meaning
SOW Teaching Aid Moral Values HOTS PAK-21
• Freedom
Lesson 20 (NTBL) Workbook – Round Table
• Moderate
CCE i-THINK Educational Emphases
Values – –
PdPc Ideas
1. Teacher will ask pupils to read the text carefully and understand the information and details
2. Teacher will ask the pupils to read and understand the questions. Take note of the HOTS question
3. Teacher will ask the pupils to read and know the meanings of the words for the bridge map question to enable to know the synonyms
of the words
Grammar
Yearly Teaching Plan
Grammar Items Performance Level Page
(PL)
Present Perfect Tense – Been and Gone 1 – 6 10
SOW Teaching Aid Moral Values HOTS PAK-21
Lesson 23 – – – –
CCE i-THINK Educational Emphases
Language Awareness – –












TE PB TE 3 © Penerbitan Pelangi Sdn. Bhd.





Unit 02.indd 3 10/5/20 3:58 PM

English Form 2 Unit 2
PdPc Ideas
1. Teacher reads and explains the side notes on the grammar items with pupils
2. Get pupils into groups and discuss and construct sentences with the use of the grammar items
3. Make pupils aware of the common mistakes when using the items
4. Pupils present the sentences constructed to the class
5. Based on the feedback and discussion, teacher reviews grammar item and usage
6. Pupils complete exercises set
Listening
Yearly Teaching Plan Performance Level
Content Standard (CS) Learning Standard (LS) (PL) Page
1.1 Understand meaning in a 1.1.5 Understanding with little or no support more complex
variety of familiar contexts questions 1 – 6 11
1.1.6 Understanding with little or no support longer simple
narratives on a wide range of familiar topics
SOW Teaching Aid Moral Values HOTS PAK-21
• Freedom
Lesson 20 (NTBL) Workbook – Think-Pair-Share
• Moderate
CCE i-THINK Educational Emphases
Values Bubble Map –
PdPc Ideas
1. Teacher will ask pupils to listen to the text carefully and take note of the adjectives used
2. Teacher will ask the pupils to understand the words and then match the words and meanings correctly
3. Teacher will ask the pupils to listen to the contents in the letter taking note of adjectives used
Writing
Yearly Teaching Plan Performance Level
Content Standard (CS) Learning Standard (LS) (PL) Page
4.1 Give detailed information 4.1.1 Give detailed information about themselves and others
about themselves and others 4.1.5 Organise and sequence ideas within short texts on familiar
4.2 Communicate with topics 1 – 6 13
appropriate language, form 4.2.2 Spell written work with moderate accuracy
and style
SOW Teaching Aid Moral Values HOTS PAK-21
• Freedom
Lesson 21 (NTBL) Workbook – –
• Moderate
CCE i-THINK Educational Emphases
Values Bubble Map –
PdPc Ideas
1. Teacher will ask pupils to understand the question asked
2. Teacher will ask the pupils to read and understand the points they may use for the composition
3. Teacher may ask the pupils to enrich their composition with adjectives and descriptive expressions




























TE TE
© Penerbitan Pelangi Sdn. Bhd. 4 PB




Unit 02.indd 4 10/5/20 3:58 PM

English Form 2 Unit 2
Theme: People and Culture
UNIT
2 Live and Let Live






NTBL

Speaking Skill PL

PBD Module DSKP Practice

A You are thinking of going on an out-of-state hiking trip with a friend. Other friends who have done
hitchhiking tell you their experiences. Use the words below to complete the dialogue. LS 2.1.1 ,

camper van selective advice safety in numbers did not accept

pickup truck uncomfortable cheerfully responded careful motorcyclists



Student A : We are planning to go on a hiking trip during the coming school holidays. We might need to
hitchhike along the way. Any stories or tips and (1) advice ?
Student B : My sister and I were on holiday in Melbourne and we had to hitchhike from a tourist site to
the hotel having missed the last bus. Two vans came by but we (2) did not accept their
offers. They were driven by two men and we did not feel good about that. When a beautiful
(3) camper van stopped and gave us a lift, we accepted. It was a family with two kids. Be
(4) selective because you can never tell.
Student A : You’re right. We should be wary and selective. Thanks for the advice.
Student C : I have had an interesting experience. I didn’t have to wait long; the first car that drove past picked
me up. It was a (5) pickup truck already carrying a number of people, but I managed to
squeeze in. I accepted the ride because there is (6) safety in numbers .
Student B : It must have been (7) uncomfortable and crowded.
Student C : Not at all. The journey through the national park was exciting and we saw elephants and giraffes
on the way. We even witnessed a hippo car accident!
Student B : A hippo car accident? That must have been scary!
Student D : I often recall my experience with a broad smile. A group of (8) motorcyclists hung
around the gas station. Of course, I wasn’t going to ask them for a ride with my huge
backpack. One looked at me and offered a ride. “If you weren’t on the bikes, I’d ask for a ride!” I
(9) cheerfully responded . He then explained that they had a truck, so I could catch a ride
and I did. Be (10) careful of the type of transport offered.
Student A : Very interesting stories and tips! Thank you.


B Discuss the following:
1. If you are hitchhiking, which of these vehicles would you choose if you have a choice? Give a reason for your
answer.
2. If you want to go hitchhiking, will your parents give their support? Explain your answer.
3. Can hitchhiking become a lifestyle? Why or why not?

Learning Objectives: .............................................................................................
Pupils will:
• ask and explain key information • express opinions or feelings


© Penerbitan Pelangi Sdn. Bhd. 8





Unit 02.indd 8 10/5/20 4:01 PM

English Form 2 Unit 2
Reading Skill PL


PBD Module DSKP Practice

A Read the text. LS 3.1.1

Hitchhiking: the golden answer to budget travel! It doesn’t cost a cent plus you can meet interesting people
and get a sneak peek into their lives.
As much as I love hitchhiking, I also enjoy earning good karma by picking up hitchhikers when I’m driving.
One of my favourite stories happened when I was in a small town in the mountains of Bulgaria, struggling to
find the road to a nearby mountain lodge. I call it ‘The hitchhiking grannies in Bulgaria’.
While I was wondering whom to ask for directions, I saw three grannies by the roadside waving. I stopped
to ask them, only to realize that they were actually hitchhiking, not waving and in mere seconds all of them
had already crammed into my car. It turned out they owned potato fields high in the mountains and they
hitchhiked every single day to get there and take care of the crop. When I stopped to let them out, another
threw a banknote into the car and dashed away. At my perplexed look, the third granny explained that the
runaway hitchhiker had just received news of a new-born great-grandson that morning and wanted me to
drink a coffee to his health. So, I did. Then, I called my mom and told her that obviously hitchhiking is not as
dangerous as she thinks – after all, these three ladies do it every day and they’ve reached a ripe old age!
Why do people hitchhike? If you are travelling on a shoestring, choosing to hitchhike is the best option.
It saves a lot of stress, hassle and time as you are following your own plans. You get to travel to places only the
locals know, not just hopping from city to city. You meet many locals and experience the local culture in all its
richness, and for a short period of time, take part in local people’s everyday lives and daily routines. You might
be invited to people’s houses, see their workplaces, go shopping with them, just because you happen to be in
their car.


B Read the text and correct the underlined errors. Write the correct word in the space provided.

Why then do people travel? If you are travelling on a shoestring, (1) choose to hitchhike is the best option. It
saves a lot of (2) stresses, hassle and time as you are following your own plans. You get to travel to places only the
locals know, not just (3) hoping from city to city. You meet many locals (4) but experience the local culture in all
its richness, and for a (5) shortest period of time, take part in local people’s everyday lives and daily routines. You
(6) should be invited to people’s houses, see their workplaces, go (7) shops with them, just because you happen
to be (8) on their car.


1. choosing 2. stress 3. hopping 4. and

5. short 6. might 7. shopping 8. in


PAK-21 Activity Round Table
In groups, discuss the pros and cons of hitchhiking




Civic Lesson
Core Value: Respect for another’s lifestyle
Hitching is a popular way among people of all ages, except for the very senior, to travel to see the world. They are adventurous and
feel that hitchhiking is the best way to see the world in an independent and gracious way. We should show respect for their choice of
travelling in this way. It may not be our cup of tea but we should respect them for their bravery and integrity in doing something they
believe in. Read up on stories of hitchhikers.


Learning Objectives: .............................................................................................
Pupils will:
• understand details and information in simple longer texts


© Penerbitan Pelangi Sdn. Bhd. 9





Unit 02.indd 9 10/5/20 4:01 PM

English Form 2 Unit 2
English Form 2 Unit 2

Grammar PL GRAMMAR NOTES
The Present Perfect Tense with
PBD Module DSKP Practice ‘been’ and ‘gone’
“been” and “gone” - used in the
The Present Perfect Tense – ‘been’ and ‘gone’ present perfect tense.
e.g.
• She has gone to school.
A Complete the sentences with ‘gone’ or ‘been’. • She has been to America.
1. He said he would be gone for two days. Used in different contexts
“Gone” – completed in the
2. With everyone gone , she could enjoy the solitude. immediate past / used with
‘just’.
3. Johan has been to Sabah for a language course. e.g.
• He has gone to Japan.
(completed - still in Japan)
4. Although I’ve been in a cable car before, this ride is the best. • He has just gone out. ( just
completed)
5. My brother’s business may have gone downhill but he is optimistic. ‘been’ describes past actions -
time not definite.
6. I’ve been coming here to learn traditional dishes. e. g.
• He has been to India. (went
to India, returned)
B Read the statements and choose the correct answer.

1. He is on leave at the moment. He has to Sarawak.
A been
B gone

2. Where have you ? I was looking for you high and low
A been  He has gone to India
B gone twice.
 He has been to India
3. Madam Lim is not here. She has to the office. twice.
A been
B gone

4. I’ve to Pulau Redang and enjoyed snorkelling there. I want to go
again.
A been Spelling Tips
B gone • ‘gone’ used only for present
perfect tense.
5. I’m sorry but my parents are not at home now. They have to a • ‘been’ is also used for present
continuous tense – action
wedding feast. began in the past and still
A been continuing.
B gone e.g. He has been sleeping for
two hours.
C Complete the sentences with your own expressions of not more than 5
words.

1. My parents have gone to Lumut to .
2. Have you ever been to in Terengganu?

3. The salesgirl was . I think she has gone now.

4. I’m exhausted. I’ve been .

5. He has been to Korea three times.
6. You smell of smoke.






10 © Penerbitan Pelangi Sdn. Bhd.





Unit 02.indd 10 10/5/20 4:01 PM

English Form 2 Unit 2
Listening Skill PL

PBD Module DSKP Practice

A Listen to the meaning of lifestyle and comparison of different lifestyles. Complete the
bubble map with antonyms from the text. LS 1.1.6

TRACK 3


i-Think Bubble Map
i-Think
i-Think
professional vs

(1) manual



(8) pessimistic vs (2) realistic vs
optimistic idealistic












philanthropic vs sedentary vs
(7) miserly LIFESTYLE (3) active












voluntary vs (4) impulsive vs
(6) obligatory reticent




(5) urban vs
rural

























© Penerbitan Pelangi Sdn. Bhd. 11





Unit 02.indd 11 10/5/20 4:01 PM

English Form 2 Unit 2
B Match the words to the correct meanings.


1. Traditional (a) outstanding, special features




2. Stressful (b) relating to a particular season of the year




3. Conventional (c) having good health





4. Season (d) full of pressure




5. Extravagant (e) long established




6. Distinctive (f) able to last or continue for a long time





7. Healthy (g) based on what is generally done




8. Sustainable (h) spendthrift




C Listen to the letter for the editor and fill in the blanks with adjectives from the text. LS 1.1.6


1. The writer wrote the letter to the newspaper to tell of her heartening and gratifying experience. TRACK 4
2. To take her son for a visit to KL Aquaria, she stood at a taxi queue like all good citizens.

3. A few taxis refused to take them with one complaining that it was inconvenient .

4. The driver who stopped did all the necessary things to help them, wheelchair and all, into
the taxi.
5. The ‘I CARE, WE CARE’ group believed in caring and giving rides for anyone disabled .



PAK-21 Activity Think-Pair-Share
In pairs, discuss and describe:
• The time management of curricular and extra-curricular activities you and your friends practise.
• Discuss the importance of balance and the effects of not following the saying ‘variety is the spice of life’.




Learning Objectives: .............................................................................................
Pupils will:
• understand simple narratives on many topics • understanding more complex questions


12 © Penerbitan Pelangi Sdn. Bhd.





Unit 02.indd 12 10/5/20 4:01 PM

English Form 2 Unit 2
Writing Skill PL

PBD Module DSKP Practice

You have been asked to write an article for the school magazine. Give reasons why you favour travelling as
a lifestyle. Use the notes given below to help you. LS 4.1.1 , LS 4.1.5 , LS 4.2.2



i-Think
i-Think
i-Think Bubble Map

happiness,
excitement, fun


surprise: broadens
happiness, mind, new
excitement, fun experiences,
diverse scenery




Various Reasons
of Travelling





interest: meet new
people, different simplicity: logistics
ways of life and and simplicity figure
out things
culture

freedom – feeling of
independence










You may use the following verbs, adjectives and descriptive expressions:
• journey of discovery – bundles of fun – rush of excitement
• broadens – feast my eyes – diverse scenery
• friendly, generous, interesting people – enriches – embrace
• figure it all out – great feeling – travelling solo




















© Penerbitan Pelangi Sdn. Bhd. 13





Unit 02.indd 13 10/5/20 4:01 PM

English Form 2 Unit 2
Guided Essay



I Love Travelling Title & Writer’s
by name
Rizal Asman


Travelling is the act of leaving home to go to another place for a period of time
(define travelling) and mainly for pleasure. People travel for diverse reasons
Introduction
ranging from work to pleasure. Personally, I have certain feelings or reasons for
my love of travelling like happiness, surprise and interest.

Happiness (reason for travelling 1) – I love the excitement (cause of reason
for travelling 1) of it all - an explorer on journey of discovery (what explorer

does). Every minute is filled with happiness, excitement and expectations
(synonym with predictions) of bundles of fun. I love the rush of excitement

irrespective of whether it is a short travel for a day or two or a long vacation of
weeks. I have fun and happiness.

Surprise (reason for travelling 2) – Local and world travel broadens
your mind (why you travel for reason 2) in so many ways – new people, new
experiences (the gaining process) and you can let your hair down. It is a happy

time to dance and sing with fellow travellers. I get to see how the world lives. I

touch nature and feast my eyes on diverse scenery.
Interest (reason for travelling 3) – I love meeting new people. Travelling Body

allows me to meet people and new friends with different ways of life and culture
(why). The world is full of friendly, generous people, interesting in their own ways

and getting to know them enriches (to improve something) my life and outlook.
I learn about the differences and embrace the similarities of our cultures.

Logistics and simplicity (reason for travelling 4) – Landing in a new place
and trying to figure it all out myself – local currency, communicate in the local

language and go from point A to point B? Land, sea or air transport? Personal -
pack right? Everything in one bag?

Finally, I love the freedom (reason for travelling 5). I experience a great
feeling of independence (synonym with freedom) from traveling solo. I can go

wherever I want, whenever I want. I can sleep in. I can stay out late.
It’s all up to me. I am my own master (conclusion) in my life. Quiz 1 Conclusion





Learning Objectives: .............................................................................................
Pupils will:
• explain simple content • spell written work with moderate accuracy
• organise and sequence ideas


14 © Penerbitan Pelangi Sdn. Bhd.





Unit 02.indd 14 10/5/20 4:01 PM

FORM HC082021S


ENGLISH 2



KSSM



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Matematik/Mathematics ENGLISH
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• PAK-21 Activities Pendidikan Seni Visual
• i-THINK Maps FORM
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• Common Mistakes
• Audio Tracks QR Code ONLINE RESOURCE
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Power Up KSSM ENGLISH CVR Tkt 2(EG).indd 1 05/10/2020 8:54 AM