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Power Up KSSM ENGLISH CVR Tkt 1(EG).indd 1 05/10/2020 2:18 PM

Pentaksiran Bilik Darjah





ENGLISH











Teo Hwee Bien
(Textbook Author)




FORM

1


© Penerbitan Pelangi Sdn. Bhd. 2021
All rights reserved. No part of this book may be reproduced, stored in a retrieval
system, or transmitted in any form or by any means, electronic, photocopying,
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ISBN: 978-967-2499-10-7
First Published 2021

KSSM









Printed in Malaysia by The Commercial Press Sdn. Bhd.
Lot 8, Jalan P10/10, Kawasan Perusahaan Bangi, Bandar Baru Bangi, 43650 Bangi, Selangor Darul Ehsan, Malaysia.
Please log on www.ePelangi.com/errata for up-to-date adjustments to the contents of the book (where applicable)







TP PowerUP ENGLISH Tkt 1.indd 1 05/10/2020 9:50 AM

CONTENTS











Rekod Pencapaian Pentaksiran Murid iii – vi
UNIT Save the Planet 52 – 58
DSKP-BASED PRACTICES 8
Online Quick Quiz 4 QR code 58

Celebrating Life
STARTER 1 – 6
UNIT
UNIT Be Smart Shopper 59 – 65
9

UNIT What Do You Like? 7 – 13
1
UNIT Colourful Malaysia 66 – 70
10

Online Quick Quiz 5 QR code 70
UNIT Fact or Fiction? 14 – 20
2
PT3-FORMAT PRACTICES
Online Quick Quiz 1 QR code 20
Reading


UNIT Wild Weather 21 – 26 Part 1 – Short Texts (MCQs) 71 – 77
3
Part 2 – Error Correction 78 – 81
Part 3 – Information Tranfer 82 – 88

UNIT Life on Earth 27 – 31 Part 4 – Short Answer 89 – 94
4
Part 5 – Matching (Gapped Text) 95 – 100
Online Quick Quiz 2 QR code 31
Writing

UNIT Let’s Experiment 32 – 37 Part 1 & Part 2 101 – 110
5
Listening 111 – 113


UNIT Online Shopping 38 – 44 Light on Lit 114 – 129
6
Summative Assessment 130 – 138
Online Quick Quiz 3 QR code 44


Answers
UNIT Technolgy Then and Now 45 – 51 https://bit.ly/33Uu9Yr
7
















ii





00 Contents.indd 2 10/9/20 4:21 PM

Rekod Pencapaian Pentaksiran Murid
English Form 1







Class: .............................. Pupil’s Name: ...................................................... Teacher’s Name: ......................................................
TBL: Textbook-Based Lesson NTBL: Non-Textbook Based Lesson

STARTER UNIT: CELEBRATING LIFE (TBL) Theme: People & Culture
Teacher’s
Content Learning
Standards Standards Pages SoW Week Date PL Signature &
Date
1.1.1 Understand with little or no support the main ideas in simple longer texts on a range of familiar topics.
1.1.2 Understand with little or no support specific information and details in simple longer texts on range of familiar topics.
2.1.1 Ask about and give detailed information about themselves and others.
2.3.1 Keep interaction going in short exchanges by checking understanding of what a speaker is saying.
3.1.1 Understand the main points in simple longer texts.
4.1.1 Give detailed information about themselves and others
Speaking 2.1, 2.3 2.1.1, 2.3.1 1
Reading 3.1 3.1.1 2
Grammar Possessive Adjectives 3
Listening 1.1 1.1.1, 1.1.2 4, 5
Writing 4.1 4.1.1 6


UNIT 1: WHAT DO YOU LIKE? (TBL) Theme: People & Culture
Teacher’s
Content Learning Pages SoW Week Date PL Signature &
Standards Standards
Date
1.1.1 Understand with little or no support the main ideas in simple longer texts on a range of familiar topics.
1.1.2 Understand with little or no support specific information and details in simple longer texts on a range of familiar topics.
2.1.1 Ask about and give detailed information in simple longer text.
2.1.3 Ask about and describe future plans or events
3.1.1 Understand a variety of texts by using a range of appropriate reading strategies to construct meaning.
3.1.2 Understand specific details information in simple longer texts.
4.1.1 Give detailed information about themselves and others.
Speaking 2.1 2.1.1 7, 8
Reading 3.1 3.1.1, 3.1.2 9
Grammar Simple Present Tense, Positive 10
Statements, Continuous Tense
Listening 1.1 1.1.1, 1.1.2 11
Writing 4.1 4.1.1 12, 13


UNIT 2: FACT OR FICTION? (TBL) Theme: People & Culture
Teacher’s
Content Learning Pages SoW Week Date PL Signature &
Standards Standards
Date
1.1.1 Understand with little or no support the main ideas in simple longer texts on a range of familiar topics.
1.1.2 Understand with little or no support specific information and details in simple longer texts of a range of familiar topics.
2.1.4 Explain and give reasons on simple advice.
2.3.1 Keep interaction going in short exchanges by checking understanding of what a speaker is saying.
2.4.1 Narrate short stories, events and experiences.
3.1.1 Understand the main points in simple longer texts.
3.1.2 Understand specific details and information in simple longer texts.
3.1.3 Guess the meaning of unfamiliar words from clues provided by other known words by context.
4.1.1 Give detailed information about themselves and others.




iii





00 Rekod Pencapaian.indd 3 10/9/20 4:01 PM

Speaking 2.1, 2.3, 2.4 2.1.1, 2.3.1, 2.4.1 14
Reading 3.1 3.1.1, 3.1.2, 3.1.3 15, 16
Grammar Simple Past Tense 17
Listening 1.1 1.1.1 18
Writing 4.1 4.1.1 19

UNIT 3: WILD WEATHER (TBL) Theme: Health & Environment
Teacher’s
Content Learning
Standards Standards Pages SoW Week Date PL Signature &
Date
1.1.5 Understand more complex supported questions.
1.1.6 Understand with support simple longer narratives on a wide range of familiar topics.
2.1.1 Ask about and give detailed information about others
2.3.2 Agree on a set of basic steps needed to complete extended classroom tasks.
3.1.2 Understand specific details and information in simple longer texts.
3.1.3 Guess the meaning of unfamiliar words from clues provided.
4.1.2 Describe future plans or events.
4.1.3 Produce a plan or a draft of two paragraphs or more and modify this appropriately in respnse to feedback.
Speaking 2.1, 2.3 2.1.1, 2.3.2 21
Reading 3.1 3.1.2, 3.1.3 22
Grammar Past Continuous Tense 23
Listening 1.1 1.1.1 24
Writing 4.1 4.1.2, 4.1.3 25


UNIT 4: LIFE ON EARTH (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 specific information and details in simple longer texts on a range of familiar topics.
2.1.1 Explain and give reason for simple advice.
2.3.1 Keep interaction going in short exchanges by checking understanding of what a speaker is saying.
2.4.1 Narrate short stories, events and experiences.
3.1.3 Guess the meaning of unfamiliar words from clues provided by other known words and by context.
3.2.1 Read and enjoy fiction / non-fiction and other suitable print and digital text of interest.
4.1.1 Give detailed information about themselves and others.
4.2.3 Produce a plan or a draft of two paragraphs or more and modify this appropriately in response to feedback.
Speaking 2.1, 2.3, 2.4 2.1.1, 2.3.1, 2.4.1 27
Reading 3.1, 3.2 3.1.3, 3.2.1 28
Grammar Comparatives and superlatives 29
Listening 1.1 1.1.1 30
Writing 4.1, 4.2 4.1.1, 4.2.3 31


UNIT 5: LET’S EXPERIMENT (TBL) Theme: Science & Technology
Teacher’s
Content Learning
Standards Standards Pages SoW Week Date PL Signature &
Date
1.1.2 Understand with little or no support specific information and details in simple longer texts on a range of familiar topics.
1.1.4 Understand longer sequences of supported classroom instructions.
2.1.2 Agree on a set of basic steps needed to complete extended classroom taks.
2.3.2 Ask about and express rules and obligations.
3.1.2 Understand specific details and information in simple longer texts.
3.1.4 Use with some support familiar print and digital resources to check meaning.
4.2.2 Spell most high frequency words accurately in independent writing.
4.2.3 Produce a plan or a draft of two paragraphs or more and modify this appropriately in response to feedback.
Speaking 2.1, 2.3 2.1.2, 2.3.2 32
Reading 3.1 3.1.2, 3.1.4 33, 34


iv





00 Rekod Pencapaian.indd 4 10/9/20 4:01 PM

Grammar Will and won’t 35
Listening 1.1 1.1.2, 1.4.4 36
Writing 4.2 4.2.2, 4.2.3 37


UNIT 6: ONLINE SHOPPING (NTBL) Theme: Consumerism & Financial Awareness
Teacher’s
Content Learning
Standards Standards Pages SoW Week Date PL Signature &
Date
1.1.6 Understand with support longer simple narratives on a wide range of familiar topics.
2.1.1 Ask about and give detailed information about themselves and others.
2.1.4 Explain and give reasons for simple advice.
2.3.1 Keep interaction going in short exchanges.
3.2.1 Read and enjoy fiction - non-fiction and other suitable print and digital text of interest.
4.1.5 Connect sentences in two paragraphs or more using basic coordinating conjunctions and reference pronouns.
4.2.2 Spell most high frequency words accuracy in independent way.
Speaking 2.1 2.1.1, 2.3.1 38, 39
Reading 3.2 3.2.1 40
Grammar A, An, Some, Any 41
Listening 1.1 1.1.6, 2.1.4 42
Writing 4.1, 4.2 4.1.5, 4.2.2 44


UNIT 7: TECHNOLOGY THEN AND NOW (NTBL) Theme: Science & Technology
Teacher’s
Content Learning Pages SoW Week Date PL Signature &
Standards Standards
Date
1.1.2 Understand with little or no support specific information and details in simple longer texts on a range of familiar topics.
1.1.4 Understand longer sequences of supported classroom interactions.
1.1.6 Understand with support longer simple narratives on a wide range of familiar topics.
2.3.1 Keep interaction going in short exchanges by checking understanding of what a speaker is saying.
2.3.2 Agree on a set of basic steps needed to complete extended classroom taks.
3.2.1 Understand specific details and information in simple longer texts.
3.1.4 Use with some support familiar, print and digital resources to check meaning.
3.2.1 Read and enjoy fiction / non-fiction and other suitable print and digital.
4.1.3 Narrate factual and imagined events and experiences.
4.2.2 Spell most high frequency words accurately in independent writing.
4.2.3 Produce a plan or draft two paragraphs or more and modify this appropriately in response to feedback.
Speaking 2.3 2.3.1, 2.3.2 45
Reading 3.1, 3.2 3.1.2, 3.1.4, 3.2.1 46, 47
Grammar Adverbs 48
Listening 1.1 1.1.2, 1.1.4, 1.1.6 49
Writing 4.1, 4.2 4.1.3, 4.2.2, 4.2.3 50, 51


UNIT 8: SAVE THE PLANET (NTBL) 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 specific infroamtion and details in simple longer texts on a range of familiar topics.
1.1.4 Understand longer sequences of supported classroom instructions.
1.1.5 Understand more complex supported questions.
2.1.3 Ask about and describe future plans and events.
2.1.4 Explain and give reasons for simpe advice.
2.4.1 Narrate short stories, events and experiences.
3.2.1 Understand specific details and information in simple longer texts.
3.1.4 Use with some support familiar print and digital resources to check meaning.
3.2.1 Read and enjoy fiction / non-fiction and other suitable print and digital text of interest.
4.1.3 Narrate ractual and imagined events and experiences.
4.2.2 Spell most high frequency words accurately in independent writing.
4.2.3 Produce a plant or a draft two paragraphs or more and modify this appropriately in response to feedback.


v





00 Rekod Pencapaian.indd 5 10/9/20 4:01 PM

Speaking 2.1, 2.4 2.1.3, 2.1.4, 2.4.1 52, 53
Reading 3.1, 3.2 3.1.2, 3.1.4, 3.2.1 54
Grammar First conditional 55
Listening 1.1 1.1.2, 1.1.4, 1.1.5 56
Writing 4.1, 4.2 4.1.3, 4.2.2, 4.2.3 57


UNIT 9: BE A SMART SHOPPER (NTBL) 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 specific inormation and details in simple longer texts on a range of familiar topics.
1.1.6 Understand with support longer simple narrative on wide range of familiar topics.
1.2.1 Guess the meaning of unfamiliar words from clues provided by other known words and by context on familiar topics.
2.1.4 Explain and give reasons for simple advice.
2.3.1 Keep interaction going in short exchanges by checking understanding of what a speaker is saying.
2.1.3 Guess the meaning of unfamiliar words from clues provided by other known words and context.
3.1.4 Use with some support familiar print and digital resources to check meaning.
4.1.3 Narrate factual and imagined events and experiences.
4.2.2 Spell most high frequency words accurately in writing.
Speaking 2.1 2.1.1 59
Reading 3.1 3.1.1 60, 61
Grammar Much and many 62
Listening 1.1 1.1.1 63, 64
Writing 4.1, 4.2 4.1.1 65


UNIT 10: COLOURFUL MALAYSIA (NTBL) Theme: People & Culture
Teacher’s
Content Learning
Standards Standards Pages SoW Week Date PL Signature &
Date
1.1.1 Understand with little or no support the main ideas in simple longer texts on a range of familiar topics.
1.2.1 Guess and meaning of unfamiliar words from clues provided by other known words and by context on familiar topics.
2.3.1 Keep interaction going in short exchanges by checking understanding of what a speaker is saying.
2.3.2 Agree on a set of basic steps needed to complete extended classroom tasks.
2.4.1 Narrate short stories, events and experiences.
3.1.2 Understand specific details and information in simple longer texts.
3.1.3 Guess the meaning of unfamiliar words from clues provided by other known words and by context.
3.1.4 Use with some support familiar print and digital resources to check meaning.
4.1.3 Narrate factual and imagined events and experiences.
4.2.2 Spell most high frequency words accurately in independent writing.
4.2.3 Produce a plan or a draft of two paragraphs or more and modify this appropriately in response to feedback.
Speaking 2.1, 2.3, 2.4 2.3.1, 2.3.2, 2.4.1 66
Reading 3.1 3.1.2, 3.1.3, 3.1.4 67
Grammar Adjectives 68
Listening 1.1, 1.2 1.1.1, 1.2.1 69
Writing 4.1, 4.2 4.1.3, 4.2.2, 4.2.3 70


















vi





00 Rekod Pencapaian.indd 6 10/9/20 4:01 PM

STRA TEGY PdPc
TEGY
STRATEGY
STRA
STRATEGY






UNIT 1 What Do You Like? Theme: People and Culture
Textbook: pages 10 – 19
Speaking Skill
Yearly Teaching Plan
Content Standard (CS) Learning Standard (LS) Performance Level Page
(PL)
2.1 Communicate information, ideas, opinions and 2.1.1 Ask about and give detailed information
feelings intelligibly on familiar topics about themselves and others 1 – 6 7, 8
2.1.3 Ask about and describe future plans or events
SOW Teaching Aid Moral Values HOTS PAK-21
• Cooperation Round table
Lesson 7 (TBL) A4 Paper, Workbook Evaluating
• Freedom Rally table
CCE i-THINK Educational Emphases
Creativity and Innovation Bubble Map –
PdPc Ideas
1. For Exercise A, get pupils to sit in groups of four with mixed ability.
2. Ask the pupils to take turns to talk about their hobbies and what they can learn and benefit from their hobbies.
3. Teacher sets a time limit. Then, use the Round Table and Rally Table structure to initiate brainstorming.
4. Get pupils to pass a paper and pencil. Each pupil takes turn to write one thing they learn from their hobbies.
5. The members of the group must read and discuss the contribution written by each pupil, making any necessary amendments as they
discuss. Pupils should not repeat a point written by other members of the group.
6. When time is up, the appointed group leader presents their discussion to the class.
Reading Skill
Yearly Teaching Plan
Content Standard (CS) Learning Standard (LS) Performance Level Page
(PL)
3.1 Understand a variety of texts by using a range 3.1.1 Understand a variety of texts by using a
of appropriate reading strategies to construct range of appropriate reading strategies to
meaning construct meaning 1 – 6 9
3.1.2 Understand specific details and information
in simple longer texts
SOW Teaching Aid Moral Values HOTS PAK-21
• Cooperation
Lesson 8 – 9 (TBL) Workbook Analysing All Write Round Robin
• Tolerance
CCE i-THINK Educational Emphases
Values – –
PdPc Ideas
1. Before getting pupils to read the text, get them to talk about the four hobbies mentioned in the text.
2. Get pupils to try to juggle small objects and get students who can do it well to perform to the class.
3. Ask pupils what they should do in order to juggle the small objects successfully.
4. Discuss with the pupils on the advantages of taking up these hobbies.
5. Get pupils to sit in groups and brainstorm ideas. Pupils take turn to give their ideas. (All Write Round Robin)
6. Each pupil records the advantages that the group agrees on their own paper.
7. Pupils read the text and complete the answers. Teacher gets pupils to read text aloud and discusses the answers.

Grammar Skill
Yearly Teaching Plan Performance Level
Grammar Items (PL) Page
Simple Present Tense, Positive Statements & Present Continuous Tense 1 – 6 10




TE 3 © Penerbitan Pelangi Sdn. Bhd.





Unit 1.indd 3 10/9/20 3:10 PM

SOW Teaching Aid Moral Values HOTS PAK-21
Lessons 14 – 17 – – – –

CCE i-THINK Educational Emphases
Language Awareness – –
PdPc Ideas
1. Teacher reads the side notes with pupils.
2. Get pupils to construct sentences in groups.
3. Group leaders present the sentences on the board and other students give feedback
4. Based on the feedback and discussion, the teacher consolidates and explains.
5. Pupils complete Exercises A & B.
Listening Skill
Yearly Teaching Plan
Content Standard (CS) Learning Standard (LS) Performance Level Page
(PL)
1.1 Understand meaning in a variety of similar 1.1.1 Understand with little or no support the
contexts main ideas in simple longer texts on a range
of familiar topics 1 – 6
1.1.2 Understand with little or no support specific 11
information and details in simple longer texts
on a range of familiar topics
SOW Teaching Aid Moral Values HOTS PAK-21
• Cooperation
Lesson 14 – 17 (TBL) Workbook, Whiteboard Analysis Think-Pair-Share
• Freedom
CCE i-THINK Educational Emphases
Language – –
PdPc Ideas
1. Teacher will ask pupils to listen to the words in Track 3 and repeat with the correct pronunciation and intonation. Take note of the spelling
of the words.
2. Teacher will read out a word pupils write on small white boards and flash when the teacher says 'show'.
3. Get pupils to check out the meaning of words. Teacher gets pupils to listen to Track 4 and complete the dialogue.
4. Teacher gets pupils to listen to Track 5 and complete the MCQs. Teacher uses the Think-Pair-Share cooperative learning strategy.

Writing Skill
Yearly Teaching Plan
Content Standard (CS) Learning Standard (LS) Performance Level Page
(PL)
3.1 Understand a variety of texts by using a range 3.1.1 Understand a variety of texts by using a
of appropriate reading strategies to construct range of appropriate reading strategies to
meaning construct meaning
4.1 Give detailed information about themselves 3.1.2 Understand specific details and information 1 – 6 12, 13
and others in simple longer texts
4.1.1 Give detailed information about themselves
and others
SOW Teaching Aid Moral Values HOTS PAK-21

Workbook, A4 paper, • Cooperation
Lesson 16 (TBL) Analysis –
notice board • Tolerance
CCE i-THINK Educational Emphases
Language Bubble Map –
PdPc Ideas
1. Ask pupils to read the sample essay on Ana, drawing their attention on how the essay is organised.
2. Draw their attention to the side notes.
3. Get them to complete the bubble map on their best friend.
4. Get them to write out the essay by completing the blanks in the exercise.
5. Get pupils to read their essays to the class.
6. Display well-written essays on the class notice board.



TE
© Penerbitan Pelangi Sdn. Bhd. 4




Unit 1.indd 4 10/9/20 3:10 PM

English Form 1 Unit 1
Theme: People and Culture
UNIT
1 What Do You Like?






Textbook pages: 10 – 19


Speaking Skill Textbook page: p.10 PL

PBD Module DSKP Practice

A Name the hobbies in the pictures below. LS 2.1.1


HOBBIES






































B Work in pairs. Tell your friend about your hobby and how you can benefit from it. LS 2.1.3

Example:



☛ I enjoy surfing . (State hobby)

☛ I can stay fit and healthy . (Give two reasons for liking
the hobby)
☛ I can raise fund to help people too .




Learning Objectives:
Pupils will
• communicate information, ideas, opinions and feelings intelligibly on • understand specific details and information in simple longer texts
familiar topics • ask about and describe future plans and events


7 © Penerbitan Pelangi Sdn. Bhd.





01 Unit 1.indd 7 10/9/20 4:31 PM

English Form 1 Unit 1
C A hobby is something that you do for fun or pleasure. You normally do it during your free time. Having
a hobby is not just a way to pass the time; it can also improve the quality of your life. A hobby is more
than just having fun. Picking up a hobby has many benefits. LS 2.1.3



















i-Think Bubble Map
i-Think
i-Think





Having hobbies
A hobby can be a
creative outlet. will keep your
brain engaged.





Benefits of
taking up a
hobby






A hobby gives you A hobby can give
something to look you something to
forward too. passionate about.









PAK-21 Activity Round Table
In groups, discuss the benefits of having a hobby. You may expand on the points above and add other points.
• I like photography. (State your hobby)
• It allows me to develop my creativity. (Explain the benefit)
• I usually find information online on how to take good pictures. (Give information about what you do)
• In future, I want to take up a course on photography. (Talk about your future plans)






Learning Objectives:
Pupils will
• communicate information, ideal, opinions and feelings intelligibly on • communicate a point of view clearly
familiar topics


© Penerbitan Pelangi Sdn. Bhd. 8





01 Unit 1.indd 8 10/9/20 4:31 PM

English Form 1 Unit 1
Reading Skill Textbook page: p.11 PL


PBD Module DSKP Practice

Read the text and answer the questions that follow. LS 3.1.1






Bring Out Your Inner Clown. Try juggling. Juggling improves your focus and eye-hand
coordination. In addition, it is very much like active meditation. Your attention is focused
on the objects that you are juggling. This puts you in a relaxed state.




Get the Ball Over the Net. Joining a sports team is a great way to meet new people
and make friends. Taking up a team sport is a fun way to spend time with others. It is
one of the keys to happiness.



Bring Out the Karate Kid in You. Learning a martial art such as karate has real value.
By taking up a martial art, you will be learning self-defence skills. In addition, you learn
self-discipline besides improving your ability to focus. Practising martial arts will help you
to develop balance, stamina, coordination, strength, as well as bring together your body
and mind.


Take Up the Mambo. Dancing is not only fun, but also has many benefits. Of course,
when you dance you are getting a physical workout. In addition, dancing reduces
stress and increases the feel good hormones in your body. Another benefit of dancing
is that it increases mental ability, which means that it makes you smarter.

(Sourced from : https://daringtolivefully.com/hobbies-to-improve-your-life)

Complete the following table.
Choose no more than three words and/or a number from the text for each answer. LS 3.1.2


GET UP AND FEEL GOOD

An activity that requires you to coordinate your eyes 1. juggling
and your hands.

Looking at the objects one juggles help to keep one 2. focused

Advantages of playing team sports. 3. Meet new people
4. Make friends

Skills that you pick up when taking up martial art as a 5. self-defence skills
hobby
The benefits of taking up dancing. 6. Reduces stress

Dancing makes you happy because it increases the 7. feel good hormones

Dancing is a form of 8. physical workout


Learning Objectives:
Pupils will
• understand a variety of texts by using a range of appropriate reading • understand specific details and information in simple longer texts
strategies to construct meaning


9 © Penerbitan Pelangi Sdn. Bhd.





01 Unit 1.indd 9 10/9/20 4:31 PM

English Form 1 Unit 1

Grammar Textbook page: p.12 PL GRAMMAR NOTES

PBD Module DSKP Practice Simple Present Tense
Simple present tense is used to
express:
A Underline the correct answer. • feelings/thoughts – I enjoy
making new friends.
1. Suriani (enjoy, enjoys) baking cakes. • something true at the time of
speech – Shiela does not like
2. Johan (is discussing, discusses) his problem with his teacher. going for parties.
3. Ramesh usually (work, works) on Sundays. • facts – The moon goes round
the earth.
4. Do the children (like, likes) going to the library? Positive statements
5. Muniandy (is blowing, blows) the candle off so that nobody can see him. • I speak English well.
• James speaks French well.
6. My father (mow, mows) the lawn every week. Negative statements

7. Shawn never (helping, helps) out with the house chores. • I do not enjoy roller blading.
• Ramesh does not like
8. Min and Eva (walk, walks) to school on most days. listening to track music.
9. Anne (stays, is staying) at the hotel until her house is renovated. Present Continuous Tense
This tense is used to talk about
10. I do not (paint, paints) very much these days. something that is:
• happening at the time of
11. Does Shila (quarrel, quarrels) with her siblings at home? speaking – The artist is
12. Gita sometimes (is playing, plays) the piano when she is in the mood. drawing a portrait of a child.
• temporary – I am joining
Carina for dinner tonight.
B Correct the underlined errors. Write them in the spaces below. • Affirmative – I am reading.
• Negative – I am not reading.
• Interrogative – Am I reading?
From: [email protected]

To: [email protected]

Subject: Hobbies


Dear Shirley,
 Do the children enjoy
Thanks for your email. I (1) studying in SMK Meranti. I do enjoy playing reading?
badminton. I am very happy that you have (2) offer to join me in the  Do the children enjoys
reading?
evening. Do you (3) plays other games besides badminton?  Does Irene plant flowers?
It would be good if we can meet at the park in my housing estate.  Does Irene plants flowers
Many of my friends (4) are enjoying playing badminton. We usually  I hear somebody singing.
meet at 5 p.m. on weekends and the games (5) are lasting an hour.  I am hearing somebody
singing.
Do text me if you (6) are wishing to join us. I would be glad to  Sam remembers you.
introduce you to my friends. We always (7) are having a lot of fun  Sam is remembering you.
playing together. I (8) participate in a competition tomorrow. I would
be pleased if you can come. The competition (9) starting at 8 p.m.
I (10) am hoping you can come. Bye.
Your friend,
Neeta
For more information on
simple present tense log on to:
http://www.whatisgrammar.com/
tenses/present-tense/
1. study 2. offered 3. play For more information on
present continuous tense log
4. enjoy 5. last 6. wish on to
http://esl.fis.edu/grammar/rules/
7. have 8. am participating 9. starts prescont.htm

10. hope




© Penerbitan Pelangi Sdn. Bhd. 10





01 Unit 1.indd 10 10/9/20 4:31 PM

English Form 1 Unit 1
Listening Skill Textbook page: p.13 PL


PBD Module DSKP Practice

A Listen and repeat the words. LS 1.1.1 LS 1.1.2


1. surfboards 2. favourite sports 3. wonderful experience TRACK 3



4. surfing 5. donated



B Listen to the interview and fill in the blanks. LS 1.1.2

Interviewer : What is your 1. favourite sports activity? TRACK 4
Vincent : I enjoy 2. surfing during my free time.

Interviewer : I understand that you have taken up a hobby that can help people
in need. Can you tell us more about it?
Vincent : I was shocked to know that one in five Indonesian children die from
drinking dirty water. So, I decided to help raise money to buy water

filters. I auctioned off a few 3. surfboards . I joined the Waves for
Water Programme. I can enjoy surfing and help people at the same
time. Many people 4. donated money, and with that money,
more people can have clean drinking water.

Interviewer : What would you like to tell other children of your age about taking up a hobby?
Vincent : I would like other children to know that it is a 5. wonderful experience to take up a hobby and it is
more wonderful if that sports can help others too in one way or another.

C Listen to the text and circle the correct answer. LS 1.1.2

1. What is Vincent’s favourite sports?
A boating TRACK 5
B surfing
C swimming

2. What does Waves for Water Programme do?
A They sponsor surfers who are professionals.
B They train people to become professional surfers.
C They provide clean drinking water to people in need. Civic Lesson
LOVE: Be involved in humanitarian projects
3. What did Vincent do? In Track 5, what humanitarian project was
A He surfed to raise fund to buy water filtration systems for Vincent involved in? How did the project
people in need. help people? What kind of projects have
B Vincent asked for donations in order to provide people with you taken part in that helped people? Share
your experience with your friends.
clean water.
C Vincent sponsored artists who like to surf.



Learning Objectives:
Pupils will
• understand with little or no support the main ideas in simple longer • understand with little or no support specific information and details
texts simple longer texts on a range of familiar topics


11 © Penerbitan Pelangi Sdn. Bhd.





01 Unit 1.indd 11 10/9/20 4:31 PM

English Form 1 Unit 1
Writing Skill Textbook page: Unit 1, p.18 PL


PBD Module DSKP Practice

A Read about Ana. In about 120 words, describe Ana. Refer to the notes. LS 4.1.1
Sample essay:



Ana

✿ cheerful, bubbly girl
✿ active girl
✿ badminton weekend
✿ netball with friends
✿ cycling – residential area
✿ sports – mind alert
✿ great way – make friends




Ana is a cheerful and bubbly girl. She is such an Paragraph 1: Describe Ana
active girl that you hardly find her sitting down and
doing nothing. Every weekend, Ana spends her time Describe what kind of a person she is and write about her
doing things that she enjoys. mannerism. This makes your writing more interesting.

Being active in sports, Ana is always seen at the Paragraph 2 : Give details on the activities she engages
field or in the playground. She plays badminton with her in.
friends during the weekends. Sometimes, she joins her Give examples of how she spends her time.
friends for netball. In the evenings, she goes cycling at State the activities that she carries out and when she does
her residential area where she lives. them.

She believes that sports activities will help to keep
her mind alert. She feels that teenagers should take up Paragraph 3 : Write on what she feels about her hobbies.
sports activities as it is a great way to make friends. It Describe her feelings about doing the activities.
is also a great way to stay fit and healthy. In future, Ana Write about her future plans.
wants to be a fitness director.


B Complete the table below with information about Ana.


Favourite activity Sport

(i) Badminton
Types of activities (ii) netball

(iii) cycling


(i) Keeps her mind alert
Reasons for liking these activities (ii) Great way to make friends
(iii) Stay fit and healthy


Learning Objectives:
Pupils will
• give detailed information about themselves and others


© Penerbitan Pelangi Sdn. Bhd. 12





01 Unit 1.indd 12 10/9/20 4:31 PM

English Form 1 Unit 1
C Complete the bubble map about your best friend.




i-Think
i-Think
i-Think Bubble Map
What is her / his
name?
What does she / What's her/his
he thinks about hobby?
her / his hobby?




My friend's
hobby
How long has
What does she / she / he had the
he learn?
hobby?




How has the
hobby helped her What is her / his
future plans?
/ him?





D In about 120 words, write about your best friend. You may use the essay on Ana to help you organise
your essay. Write in three paragraphs. LS 4.2.3



My best friend is (Who?). He/She is


(Who is he/she? How long have you known him/her?) (Whose?) interest is
. (What is his / her hobby?) He/She has been doing it

(How long has he/she done it?).
(What is his/her opinion about the hobby?)
. (How often

does he/she spend time on his/her hobby?) He/She plans to . (What does
he/she plan to do?) thinks that (his / her
is a great hobby) as it . (Why does he/she think it is a great hobby?)
He/She also learns how to . (What does he/she learn from
the hobby?) He sometimes . (What does he/she do with his

knowledge?) In future . (What does he/she want to do in future?)





Learning Objectives:
Pupils will
• give detailed information about themselves and others • produce a plan or draft of two paragraphs or more and modify this
appropriately in response to feedback


13 © Penerbitan Pelangi Sdn. Bhd.





01 Unit 1.indd 13 10/9/20 4:31 PM

STRATEGY
TEGY
STRA TEGY PdPc
STRA
STRATEGY






UNIT 2 Fact or Fiction Theme: People and Culture
Textbook: pages 20 – 29
Speaking Skill
Yearly Teaching Plan
Content Standard (CS) Learning Standard (LS) Performance Level Page
(PL)
2.1 Communicate information, ideas, opinions and 2.1.4 Explain and give reasons for simple advice
feelings intelligibly on familiar topics 2.3.1 Keep interaction going in short exchanges by
2.3 Use appropriate communication strategies checking understanding of what a speaker is 1 – 6 14
saying
2.4.1 Narrate short stories, events and experiences
SOW Teaching Aid Moral Values HOTS PAK-21

• Courage Numbered Heads
Lesson 48 (TBL) Workbook Analysing
• Diligence Together
CCE i-THINK Educational Emphases

Values – –
PdPc Ideas
1. Teacher gets pupils to identify the occupations in Exercise A.
2. Teacher puts groups of four pupils together, and each pupil is assigned to find meanings of two words in Exercise B.
3. Pupils take turns to explain the meanings of the words to the numbers of groups.
4. Pupils then match the occupations with the adjectives. People take turns to practise Exercise D.
5. Teacher groups pupils together according to the job they hope to take up in the future.
6. Teacher uses the Numbered Heads Together cooperative learning style to get pupils to take charge of their own learning.
7. Pupils present their own research to the group. The group leader presents to the class.
Reading Skill
Yearly Teaching Plan
Content Standard (CS) Learning Standard (LS) Performance Level Page
(PL)
3.1 Understand a variety of texts by using a range 3.1.1 Understand the main points in simple longer
of appropriate reading strategies to construct texts
meaning 3.1.2 Understand specific details and information
in simple longer texts 1 – 6 15, 16
3.1.3 Guess the meaning of unfamiliar words from
clues provided by other known words and by
context

SOW Teaching Aid Moral Values HOTS PAK-21
• Courage
Lesson 49 (NTBL) Workbook Analysing, Evaluating –
• Diligence
CCE i-THINK Educational Emphases
Language Flow Map –
PdPc Ideas
1. Teacher begins by stating an occupation on the board and get pupils to contribute ideas on how the occupation has changed people’s lives.
2. Teacher sets the time and pupils brainstorm on occupations that change people’s lives.
3. Pupils sit in groups of four. One pupil begins by writing down an occupation. She passes the paper clockwise.
4. Each pupil writes a point and the leader of the team reads out the ideas of the group members and presents to the class.
5. Teacher gets pupils to read the text in their groups and compare answers.
6. Teacher explains and discusses the answers.






TE 5 © Penerbitan Pelangi Sdn. Bhd.





Unit 2.indd 5 10/9/20 3:11 PM

Grammar Skill
Yearly Teaching Plan Performance Level
Grammar Items (PL) Page
Simple Past Tense (Affirnative, Negative & Interrogative) 1 – 6 17

SOW Teaching Aid Moral Values HOTS PAK-21
Lesson 29 – – – –
CCE i-THINK Educational Emphases
Language Awareness – –
PdPc Ideas
1. Teacher calls pupils at random to write down on the board what they did yesterday.
2. Teacher reviews the sentences with the pupils and correct errors if there is any.
3. Teacher draws pupils’ attention on the notes given.
4. Pupils complete the exercises in pairs.
5. Teacher discusses the answers with the pupils and give further reinforcement exercise online.
Listening Skill
Yearly Teaching Plan
Content Standard (CS) Learning Standard (LS) Performance Level Page
(PL)
1.1 Understand meaning in a variety of familiar 1.1.1 Understand with little or no support the
contexts main ideas in simple longer texts on a range
of familiar topics
1.1.2 Understand with little or no support specific 1 – 6 18
information and details in simple longer texts
on a range of familiar topics
SOW Teaching Aid Moral Values HOTS PAK-21
• Courage
Lesson 34 (TBL) Workbook Comprehending Think-Pair-Share
• Diligence
CCE i-THINK Educational Emphases
Language Flow Map –
PdPc Ideas
1. Teacher asks pupils to listen to the words in Track 6 and repeat with the correct pronunciation and intonation.
2. Teacher gets pupils to take note of the spelling of the words.
3. Teacher reads out a word and pupils write on small white boards and flash when the teacher says ‘show’.
4. Get pupils to check out the meanings of the words.
5. Teacher plays Track 7 once to let pupils listen to the text.
6. Teacher plays the audio again and lets pupils match the pictures with the text given.
7. Pupils complete exercise C.
Writing Skill
Yearly Teaching Plan
Content Standard (CS) Learning Standard (LS) Performance Level Page
(PL)
4.1 Communicate intelligibly through print and 4.1.1 Give detailed information about themselves 1 – 6 19
digital media on familiar topics and others
SOW Teaching Aid Moral Values HOTS PAK-21
• Courage
Lesson 37, 38 (TBL) Workbook, A4 paper Analysis –
• Diligence
CCE i-THINK Educational Emphases
Language Circle Map, Flow Map –
PdPc Ideas
1. Put the pupils in teams of four and assign pupils to do research on the job of a flight attendant.
2. Teacher sets a time limit when people take notes.
3. Teacher calls, ‘Stray.’ One pupil leaves the group to join a new group.
4. The pupil now works with the new team to gather and share information.
5. The groups take turns to present their information to the class. The group then completes the essay in Exercise B.
6. The group discusses how to work on a review based on the flow map given.
7. Students may work on the adjectives needed to write a description of a place.


TE
© Penerbitan Pelangi Sdn. Bhd. 6




Unit 2.indd 6 10/9/20 3:11 PM

English Form 1 Unit 2
Theme: People and Culture
UNIT
2 Fact or Fiction?






Textbook pages: 20 – 29


Speaking Skill Textbook page: p.20 PL

PBD Module DSKP Practice

A Name the occupations below.













writer engineer nurse chef mechanic


B Check out the meanings of the adjectives below.

creative patient analytical sociable


industrious intelligent compassionate


C Match the adjectives with the occupations in exercise A. You may use the words more than once.
D Take turns to read aloud. LS 2.1.4


What qualities do you A scientist needs to be intelligent and have the ability
need to be a scientist? to do hard work. He or she needs to have perseverance.



How does a scientist A scientist can help improve the quality of people’s
change the world? lives through their inventions.


E Take turns to ask and answer based on the occupations in exercise A.
Use the dialogue in exercise D to help you. You may use the adjectives What type of person are you?
in exercise B. LS 2.3.1 Understand yourself better and
check if your personality suit
the job that you hope to do.
PAK-21 Activity Research Skill Find out what your personality
is by doing the
What do you want to be when you grow up? Tell your friends about your dream job. LS 2.4.1 personality test
Do a research on the job. Find out below:
• the nature of the job
• what qualities are needed for the job https://www. INFO
• what subjects do you need to be good in at school 16personalities.com/
free-personality-test

Learning Objectives:
Pupils will
• explain and give reasons for simple advice • keep interaction going in short exchanges by checking understanding
of what a speaker is saying


© Penerbitan Pelangi Sdn. Bhd. 14





02 Unit 2.indd 14 10/9/20 4:35 PM

English Form 1 Unit 2
Reading Skill Textbook page: p.24 PL


PBD Module DSKP Practice

Read the text and answer the questions that follow. LS 3.1.1 LS 3.1.2 LS 3.1.3



A Job with a Difference

In black racing suits, they are seen racing along narrow trails and rugged tracks on their motor bikes. No,

they are not racers. 1. B They are health nurses . They use on their motor bikes to deliver
life-saving treatment and health advice to rural communities in West Africa.

Many lives are lost to treatable diseases in Africa. In many cases, the vaccines and medicines are available

but fail to reach patients because transport system is unreliable. This made British racing journalist, Barry
Coleman, and his wife, Andrea, to set up RFH or Riders for Health. 2. A RFH is a social project

that improves healthcare delivery across rural Africa . This organisation trains healthcare givers
knowledge on transport maintenance, so that they can reach out to people in rural areas.

It all began when Barry visited Somalia in the late 1980s. He noticed that many new-looking motorbikes

and other vehicles are not usable because of poor maintenance. In the Ministry of Health, many motorcycles
and ambulances are broken down because nobody has been trained to repair them and there is no supply

chain of parts. 3. E There is also no knowledge of transport maintenance . He saw women dying in
childbirth because healthcare givers could not reach out to them. Thus, he set up RFH to enable healthcare

givers to give better healthcare service.


(Sourced from : https://edition.cnn.com/2013/01/23/world/africa/riders-for-health/index.html)


A Three sentences have been removed from the text above. Choose from A – E to fit the numbered
blanks. LS 3.1.2


A RFH is a social project that improves healthcare delivery across rural Africa.


B They are health nurses.

C They race on their motor bikes.


D They wanted to save lives.

E There is also no knowledge of transport maintenance.







Learning Objectives:
Pupils will
• understand the main points in simple longer texts • guess the meaning of unfamiliar words from clues provided by other
known words by context
• understand specific details and information in simple longer texts


15 © Penerbitan Pelangi Sdn. Bhd.





02 Unit 2.indd 15 10/9/20 4:35 PM

English Form 1 Unit 2
B Tick (✓) the main idea of each paragraph. LS 3.1.1


(a) Racers spot all-black racing suits.

Paragraph 1 (b) Health nurses enjoy racing.

(c) Health nurses use motorbikes to deliver health care services. ✓

(a) Many diseases in Africa can be treated and prevented.

Paragraph 2 (b) Many people die because life-saving treatment fails to reach the patients. ✓


(c) Barry Coleman and his wife are the founders of RFH.

(a) Bary Coleman and his wife set up RFH to enable health care providers to reach ✓
out to their patients.

Paragraph 3
(b) More women are dying in childbirth but the ministry is doing nothing.

(c) There is no workshop that supplies spare parts to the hospital.



C Answer the questions below. LS 3.1.2

1. What can you say about the condition of the roads?

They are bad.


2. Which expression tells you this? HOTS Evaluating
The expression is ‘narrow trails and rugged tracks.’


3. Why are some people in Africa dying? HOTS Analysing

Healthcare givers are not able to reach out to the patients because of poor maintenance of vehicles.




4. Complete the table below with a word from the text. LS 3.1.3


(a) That can be made better with medical care treatable

(b) Cannot be trusted unreliable















Learning Objectives:
Pupils will
• understand the main points in simple longer texts • guess the meaning of unfamiliar words from clues provided by other
known words by context
• understand specific details and information in simple longer texts


© Penerbitan Pelangi Sdn. Bhd. 16





02 Unit 2.indd 16 10/9/20 4:35 PM

English Form 1 Unit 2
English Form 1 Unit 2

Grammar Textbook page: p.25 PL GRAMMAR NOTES

PBD Module DSKP Practice The simple past tense is used
to talk about a completed
action in the past.
A Complete the conversation below with the simple past tense.
Affirmative Negative Interrogative
I slept. I didn’t Did I sleep?
sleep.
Adam : (1) Did you attend (attend) the football practice today, Lee? You slept. You didn’t Did you
sleep. sleep?
Lee : Yes, I (2) did (do). Not many people (3) were (be) there. He, she, it He, she, Did he sleep?
slept. it didn’t
Adam : Why not? I (4) did not go (not go) because I (5) was (be) unwell. sleep.
We slept. We didn’t Did we sleep?
Lee : It (6) poured (pour) for an hour. We (7) gathered (gather) at the sleep.
They slept. They Did they
canteen as we could not go to the field. Mr Jamal (8) allowed didn’t sleep?
sleep.
(allow) us to play chess instead. That (9) went (go) on for an hour. These are the past tense form

The rain finallly (10) stopped (stop) and we (11) carried (carry) on of the verb to be.
Affirmative Questions Negative
with the football practice for an hour. • He was • Was he • He wasn’t
happy.
happy?
happy.
Adam : Good that you (12) managed (manage) to practise after all. • She was • Was she • She wasn’t
happy. happy? happy.
Lee : Ramesh (13) slipped (slip) and (14) fell (fall) at the field. • It was • Was it • It wasn’t
happy. happy? happy.
Adam : Oh dear. Is he badly injured? Did anyone (15) send (send) him to • You were • Were you • You
happy. happy? weren’t
the hospital? happy.
• They were • Were • They
Lee : He (16) did not want (not want) to go at first. Mr Jamal happy they weren’t
happy?
happy.
(17) insisted (insist) that he (18) went (go). Doctor says he needs • You were • Were you • You
weren’t
happy?
happy.
happy.
to rest.
Adam : I will visit him tomorrow.
Lee : Good, let’s go together.


 I wasn't hungry during lunch.
B Correct the underlined errors. Write them in the spaces below.  I weren't hungry during lunch.
 Ilhan did not sign up for the
course.
16 March 2021  Iham did not signed up for
the course.
It is mum’s birthday today. We (1) celebrating her birthday with  Rita recited poems long ago.
a simple dinner at home. She did not (2) wanted to eat out as she  Rita was reciting poems long
ago.
(3) insisting on waiting for my brother who would be coming back from  Did Gina promise to come?
the university next week. Dad and I (4) prepare her favourite fried noodles.  Did Gina promised to come?
She (5) is delighted with it and (6) says that it (7) is simply delicious. That it
(8) making dad very happy, so tomorrow we are going to have the same
menu again! Ivan video (9) calling us at 10 p.m. We (10) were chatting for an
hour.
For more information on
simple past tense, log into:
1. celebrated 2. want 3. insisted 4. prepared 5. was
https://www.grammarly.com/
6. said 7. was 8. made 9. called 10. chatted blog/simple-past/




INFO




17 © Penerbitan Pelangi Sdn. Bhd.
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02 Unit 2.indd 17 10/9/20 4:35 PM

English Form 1 Unit 2
Listening Skill Textbook page: p.23 PL


PBD Module DSKP Practice

A Listen and repeat.

writer engineer musician
TRACK 6

comedian artist astronaut


B Listen to the text and name their occupation.

1. Michael Angelo 2. Anne Frank 3. Rowan Atkinson

TRACK 7








artist writer comedian


4. Elvis Presley 5. Tereshkova 6. Gustave Eiffel











musician astronaut engineer



C Complete the sentences below with the words in exercise A.
1. Anne Frank , the Jewish teenager who lived during World War II was a famous writer who wrote
about her thought, feeling and experiences in a diary.

2. Michelangelo was determined to be an artist that he learnt painting and even taught himself to
carve human figures out of stones.

3. Rowan Atkinson is comedian best known for his role as Mr. Bean. He is a man who is able to make people
laugh through his facial appearances and action.
4. Tereshkova is the first and youngest woman astronaut to have flown in space alone on 16 June 1963.
Her success made women all over the world proud.

5. The famous engineer who designed the Eiffel Tower in Paris is Gustave Eiffel. The tower is not only a
work of art but also a popular tourist destination.

6. The famous musician who is known as The King of Rock and Roll is Elvis Presley. His music and songs
are fondly remembered to this day.

Learning Objectives:

Pupils will
• understand main ideas in simple longer texts on a range of familiar • understand specific information and details in simple longer texts on a
topics range of familiar topics


© Penerbitan Pelangi Sdn. Bhd. 18





02 Unit 2.indd 18 10/9/20 4:35 PM

English Form 1 Unit 2
Writing Skill Textbook page: p.27 & 28 PL


PBD Module DSKP Practice

A In groups, do a research on the job of a flight attendant. PAK-21 Activity Three Stray, One Stays

• Find out what a flight attendant does.
• Take notes.
• Present your information to the class in the form of a circle map.

B Complete the essay below on what Sue, a flight attendant does on a typical day when she is on duty.
You may use the pictures and the circle map to help you. LS 4.1.1
i-Think
i-Think
i-Think Circle Map



Do safety checks Check the
on the aircraft beverage service


Makes announcements
Greets the passengers
on safety regulations

Close the doors of the The Duties Serve food and drinks
cabin compartment of a Flight
Attendant
Prepare the passengers
for take off Collect trash


Ensure that passengers Wave goodbye to
fasten their seat belts the passengers







i-Think Flow Map
i-Think
i-Think































19 © Penerbitan Pelangi Sdn. Bhd.





02 Unit 2.indd 19 10/9/20 4:35 PM

English Form 1 Unit 2

Hello, I am Sue and I am a flight attendant. Let me tell you what I do on the day that I am on duty. Before

the arrival of the passengers, a flight attendant (1) do safety checks on the aircraft to ensure that there is
nothing suspicious on the aircraft and that it is safe for boarding. She is also given a briefing on the number of
passengers on board after which she (2) check the beverage service . When she is certain that the aircraft is

ready for boarding, an announcement is made.
At boarding time, I (3) greet the passengers and make sure that all bags are safely stored in the

overhead cabin. After that, I (4) close the doors of the cabin compartments . Then, I walk down the aisle and
(5) ensure that passengers fasten their seat belts and (6) prepare the passengers for take-off . Following
that, I (7) make announcements on safety regulations .

After cruising at a certain level, I (8) serve drinks and food to the passengers. After the passengers have
finished their meals, I (9) collect trash and stow away the food trays. My job includes calming passengers

during emergencies. To prepare for landing, I once again do a safety check to ensure that the passengers have
tied their seat belts and the aircraft is ready for landing. At the exit, I (10) wave good bye to the passengers .
My day ends when all the passengers have alighted and the aircraft is cleared of all rubbish.




C Writing a review You may refer to a sample review on
page 28 of the textbook
Write a review about a place that you have gone to.
You may use the notes on the flow chart to help you write your review.

You may begin like this:

Last holiday, my father took us on a trip to Pulau Langkawi. We took a direct flight from Johor Bahru...

i-Think
i-Think
i-Think Flow Map
• Mention how you go to the place. • Mention why you like the place so much
• Did you go by flight? Talk about your • Introduce your points
experience. • First of all...
• The greatest thing about the place is...
• One thing I find so interesting about the place
is...




• Use adjectives to describe the place so that • So, if you do go to..., remember to...
your reader can imagine the place. • Write some comments or recommendations on
• Mention one thing about the place that you do the place.
not like. • You may use words like:
• You may use words like: – All in all, I had an enjoyable time at...
– The only downside about the place is that... – It was, in general a great experience.
(You may want to suggest an improvement.) – This is definitely a go to place if you are
looking for...



Quiz 1
Learning Objectives:
Pupils will
• give detailed information about themselves and others


© Penerbitan Pelangi Sdn. Bhd. 20





02 Unit 2.indd 20 10/9/20 4:35 PM

FORM HC081021S

ENGLISH 1




KSSM


TITLES IN THIS SERIES
Power UP! KSSM series is specifically
designed for dynamic and creative 21 st FORM
Century learners to meet the requirements SUBJECT 1 2 3 Pentaksiran Bilik Darjah
of Pentaksiran Bilik Darjah (PBD) and
Pembelajaran dan Pemudahcaraan (PdPc). The Bahasa Melayu
contents are complete with concise notes and English
various practices with the integration of PdPc ENGLISH
elements for a comprehensive and updated Matematik/Mathematics ENGLISH
learning resource. Sains/Science
Sejarah
Special Features:
• Performance Levels Geografi
• DSKP- based Practices Reka Bentuk dan Teknologi CEFR-aligned
• PT3-based Practices Teo Hwee Bien
• Textbook Tagging Pendidikan Islam (Textbook Author)
• PAK-21 Activities Pendidikan Moral
• i-THINK Maps Pendidikan Seni Visual
• HOTS Questions FORM
• Grammar Practices Pendidikan Jasmani dan
• Common Mistakes Pendidikan Kesihatan FORM 1
• Assessment Test
• Audio Tracks QR Code ONLINE RESOURCE
• Online Quick Quiz QR Code www.ePelangi.com PBD & PT3
• Answers QR Code • Audio Tracks for Listening Part 1
• Listening Text Provided
PAK-21 & PdPc



KSSM
HOTS & i-THINK



W.M: RM11.35 / E.M: RM11.65
HC081021S
ISBN: 978-967-2499-10-7 TEACHER’S RESOURCE

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