1
KSSM
KURIKULUM STANDARD SEKOLAH MENENGAH
KEMENTERIAN PENDIDIKAN MALAYSIA
ENGLISH
FORM 1
ENGLISH
RM 7.50
ISBN: 978-983-00-8245-5 FORM 1
FT021001
1
KSSM
KURIKULUM STANDARD SEKOLAH MENENGAH
KEMENTERIAN PENDIDIKAN MALAYSIA
ENGLISH
FORM 1
ENGLISH
RM 7.50
ISBN: 978-983-00-8245-5 FORM 1
FT021001
RUKUN NEGARA
Bahawasanya Negara Kita Malaysia
mendukung cita-cita hendak:
Mencapai perpaduan yang lebih erat dalam kalangan
seluruh masyarakatnya:
Memelihara satu cara hidup demokrasi:
Mencipta satu masyarakat yang adil di mana kemakmuran negara
akan dapat dinikmati bersama secara adil dan saksama:
Menjamin satu cara yang liberal terhadap
tradisi-tradisi kebudayaan yang kaya dan pelbagai corak:
Membina satu masyarakat progresif yang akan menggunakan
sains dan teknologi moden:
MAKA KAMI, rakyat Malaysia,
berikrar akan menumpukan
seluruh tenaga dan usaha kami untuk mencapai cita-cita tersebut
berdasarkan prinsip-prinsip yang berikut:
KEPERCAYAAN KEPADA TUHAN
KESETIAAN KEPADA RAJA DAN NEGARA
KELUHURAN PERLEMBAGAAN
KEDAULATAN UNDANG-UNDANG
KESOPANAN DAN KESUSILAAN
(Sumber: Jabatan Penerangan, Kementerian Komunikasi dan Multimedia Malaysia)
STANDARD-BASED CURRICULUM FOR SECONDARY SCHOOLS
ENGLISH
FORM 1
WRITERS
TEO HWEE BIEN
TAN BEE LIAN
RANI PARASURAMAN
AZRIQ AIMAN BIN AZMAN
EDITORS
NURHAYATI MOHAMAD NOR
NUR AZIEMAH MAT SALLEH
DESIGNER
ATHIRAH BT ABDUL KADIR JILANY
ILLUSTRATOR
ANIZASANI AHMAD
PELANGI
2016
i
Serial Book No. : 0056 ACKNOWLEDGEMENTS
The publisher and authors would like
KPM2016 ISBN 978-983-00-8245-5 to thank the following organisations and
First Published 2016 individuals for their invaluable
© Ministry of Education Malaysia assistance and cooperation in the
preparation of this book:
All Rights Reserved. No part of this • Officers of the Textbook Division
publication may be produced, stored in any and the Curriculum Development
retrieval system, or transmitted in any form Division, Ministry of Education
or by any means, electronic, mechanical, Malaysia
photocopying, recording or otherwise, • The Star Media Group Berhad
without prior permission of the Director
General of Education, Ministry of Education • Tourism Malaysia
Malaysia. Negotiation is subject to the • The editorial team for their
calculation of royalty or honorarium. research and editing
Published for Ministry of Education • The production team, especially the
Malaysia by: illustrators and designers, for their
creative input and graphics
Penerbitan Pelangi Sdn. Bhd. (89120-H)
66, Jalan Pingai, Taman Pelangi, Every effort has been made to trace the
80400 Johor Bahru, ownership of copyright material. Any
Johor Darul Takzim. information that will enable the publisher
Tel: 07-3316288 to rectify any error or omission in
Fax: 07-3329201 subsequent reprints will be welcomed.
Website: http://www.pelangibooks.com
Design and typesetting by:
Penerbitan Pelangi Sdn. Bhd.
Font type: ITC Century
Font size: 12 points
Printed by:
The Commercial Press Sdn. Bhd.
Lot 8, Jalan P10/10,
Kawasan Perusahan Bangi,
Bandar Baru Bangi,
43650 Bangi,
Selangor.
ii
CONTENTS
Introduction xiv
1 1
New Year, New You
2 13
It’s a Small World
3 25
Nature’s Warning!
CHAPTERS
4 37
Be Wise, Think Twice
Checkpoint 1 50
5 51
A Bundle of Joy
6 63
Ready, Set, Action!
7 75
Once Bitten, Twice Shy
8 87
The Savvy e-Shopper
Checkpoint 2 100
9 101
Stand by Me
10 113
Gadgets and Gizmos
11 125
Live Life to the Fullest
12 137
Prudent Lifestyles
Checkpoint 3 150
13 151
I am Malaysian
14 163
Heals and Aids
15 175
Keep Green, Keep Clean
16 187
Smart Plan, Better Future
Checkpoint 4 200
Listening Text 201
References 205
Index 207
iii
CONTENT MAPPING
CONTENT MAPPING
Listening &
CHAPTER Reading Writing
Speaking
1 New Year, 1.2.1 Listen to and respond to directions, 2.1.1 Read and develop vocabulary skills 3.2.2 Write for creative and 4.1.1 Identify and use nouns /a:/, // Poem • Language
appropriately according to
instructions and procedures
• Values
personal expressions:
by understanding:
New You
(i) similes
context:
Pages 1 – 12 1.3.1 Listen to spoken, audio and visual 2.1.2 Understand meanings of words from (iii) posters and slogans (i) common nouns 1.1.1 Listen to, 5.1.2 Read and understand various literary • Patriotism and Citizenship
texts to:
• Creativity and Innovation
discriminate
works
(i) retrieve main ideas print media by using: (ii) proper nouns and pronounce 5.1.3 Share personal responses of issues
Theme: (ii) retrieve supporting details (i) dictionary 4.1.4 Identify and use articles accurately: related to literary works and develop new i-THiNK tools
People & Culture 1.4.1 Express feelings and give 2.2.1 Demonstrate understanding by: appropriately according to (i) long and short ideas or solve problems • Circle map
simple descriptions of personal (i) identifying main ideas in given context: vowels 5.2.4 Share personal responses to literary • Tree map
experiences orally texts (i) indefinite article ‘a’ works through performances • Flow map
2.2.2 Locate and organise information by: and ‘an’
(i) using graphic organisers
Let’s Review 12
2 It’s a Small 1.4.1 Express feelings and give 2.1.2 Understand meanings of words from 3.1.3 Apply pre-writing strategies: 4.1.7 Identify and use tenses /i/, /i/ Short Story • Science and Technology
print media by using:
simple descriptions of personal
(ii) note-taking
appropriately according to
• Information and
World
experiences orally
(i) dictionary
(iii) outlining
context:
Pages 13 – 24 1.4.2 Participate in simple 2.2.1 Demonstrate understanding by: 3.2.1 Write for academic and (i) simple present tense 1.1.1 Listen to, 5.1.1 Listen to and respond orally to various Communications
Technology (ICT)
discriminate
literary works
conversations using speech acts: (i) identifying main ideas in given functional purposes: 4.1.11 Identify and use question and pronounce 5.1.2 Read and understand various literary
Theme: (iii) invitation texts (i) email forms appropriately accurately: works i-THiNK tools
Science & Technology (v) request 2.3.1 Read various texts and retrieve according to context: (i) long and short 5.2.2 Produce a new genre from the literary • Flow map
information by: (ii) yes/no questions/ vowels text read • Circle map
(i) skimming and scanning statements 5.2.3 Create and produce linear and/or graphic • Double bubble map
presentation in a fun manner • Tree map
Let’s Review 24
3 Nature’s 1.2.1 Listen to and respond to directions, 2.1.2 Understand meanings of words from 3.1.3 Apply pre-writing strategies: 4.1.5 Identify and use verbs /u/, // Graphic Novel • Language
print media by using:
appropriately according to
instructions and procedures
(i) brainstorming (mind
• Values
Warning!
maps, bubble maps,
context:
• Environmental sustainability
(i) dictionary
1.3.1 Listen to spoken, audio and visual
Pages 25 – 36 texts to: 2.2.1 Demonstrate understanding by: etc.) (i) regular 1.1.1 Listen to, 5.1.1 Listen to and respond orally to various • Global sustainability
discriminate
literary works
(i) retrieve main ideas (i) identifying main ideas in given (ii) note-taking (ii) irregular verbs and pronounce 5.1.2 Read and understand various literary
Theme: (ii) retrieve supporting details texts 4.1.7 Identify and use tenses accurately: works i-THiNK tools
Health & Environment 1.3.2 Listen to and respond to spoken, 2.3.1 Read various texts and retrieve appropriately according to (i) long and short 5.2.4 Share personal responses to literary • Flow map
audio and visual texts to: information by: context: vowels works through performances • Circle map
(ii) identify cause and effect (i) skimming and scanning (ii) simple past tense • Multi-flow map
Let’s Review 36
/e/, /æ/, /3/
Graphic Novel
4 Be Wise, 1.2.2 Listen to text of different genres 2.2.1 Demonstrate understanding by: 3.1.2 Organise and write ideas in 4.1.1 Identify and use nouns 1.1.1 Listen to, 5.1.2 Read and understand various literary • Values
and classify the grammar items and
• Environmental Sustainability
(i) identifying main ideas in given
appropriately according to
a paragraph:
context:
texts
• Financial Education
(ii) captions for illustrations,
vocabulary
Think Twice
posters and cartoons
works
Pages 37 – 49 1.4.1 Express feelings and give 2.2.2 Locate and organise information by: 3.1.3 Apply pre-writing strategies: (iii) countable nouns discriminate 5.1.3 Share personal responses of issues • Global Sustainability
(iv) uncountable nouns
simple descriptions of personal
(i) using graphic organisers
and pronounce
experiences orally 2.3.1 Read various texts and retrieve (i) brainstorming (mind accurately: related to literary works and develop new i-THiNK tools
Theme: information by: maps, bubble maps, (i) long and short ideas or solve problems • Tree map
Consumerism (i) skimming and scanning etc.) vowels 5.2.4 Share personal reponses to literary
& Financial Awareness 3.2.2 Write for creative and works through performances
personal expressions:
(iii) posters and slogans
Let’s Review 49
Checkpoint 1 50
iv
Cross-Curricular
Grammar Sounds LiA
Elements
1.2.1 Listen to and respond to directions, 2.1.1 Read and develop vocabulary skills 3.2.2 Write for creative and 4.1.1 Identify and use nouns /a:/, // Poem • Language
instructions and procedures by understanding: personal expressions: appropriately according to • Values
1.3.1 Listen to spoken, audio and visual (i) similes (iii) posters and slogans context: 1.1.1 Listen to, 5.1.2 Read and understand various literary • Patriotism and Citizenship
texts to: 2.1.2 Understand meanings of words from (i) common nouns discriminate works • Creativity and Innovation
(i) retrieve main ideas print media by using: (ii) proper nouns and pronounce 5.1.3 Share personal responses of issues
(ii) retrieve supporting details (i) dictionary 4.1.4 Identify and use articles accurately: related to literary works and develop new i-THiNK tools
1.4.1 Express feelings and give 2.2.1 Demonstrate understanding by: appropriately according to (i) long and short ideas or solve problems • Circle map
simple descriptions of personal (i) identifying main ideas in given context: vowels 5.2.4 Share personal responses to literary • Tree map
experiences orally texts (i) indefinite article ‘a’ works through performances • Flow map
2.2.2 Locate and organise information by: and ‘an’
(i) using graphic organisers
1.4.1 Express feelings and give 2.1.2 Understand meanings of words from 3.1.3 Apply pre-writing strategies: 4.1.7 Identify and use tenses /i/, /i/ Short Story • Science and Technology
simple descriptions of personal print media by using: (ii) note-taking appropriately according to • Information and
experiences orally (i) dictionary (iii) outlining context: 1.1.1 Listen to, 5.1.1 Listen to and respond orally to various Communications
1.4.2 Participate in simple 2.2.1 Demonstrate understanding by: 3.2.1 Write for academic and (i) simple present tense discriminate literary works Technology (ICT)
conversations using speech acts: (i) identifying main ideas in given functional purposes: 4.1.11 Identify and use question and pronounce 5.1.2 Read and understand various literary
(iii) invitation texts (i) email forms appropriately accurately: works i-THiNK tools
(v) request 2.3.1 Read various texts and retrieve according to context: (i) long and short 5.2.2 Produce a new genre from the literary • Flow map
information by: (ii) yes/no questions/ vowels text read • Circle map
(i) skimming and scanning statements 5.2.3 Create and produce linear and/or graphic • Double bubble map
presentation in a fun manner • Tree map
1.2.1 Listen to and respond to directions, 2.1.2 Understand meanings of words from 3.1.3 Apply pre-writing strategies: 4.1.5 Identify and use verbs /u/, // Graphic Novel • Language
instructions and procedures print media by using: (i) brainstorming (mind appropriately according to • Values
1.3.1 Listen to spoken, audio and visual (i) dictionary maps, bubble maps, context: 1.1.1 Listen to, 5.1.1 Listen to and respond orally to various • Environmental sustainability
texts to: 2.2.1 Demonstrate understanding by: etc.) (i) regular discriminate literary works • Global sustainability
(i) retrieve main ideas (i) identifying main ideas in given (ii) note-taking (ii) irregular verbs and pronounce 5.1.2 Read and understand various literary
(ii) retrieve supporting details texts 4.1.7 Identify and use tenses accurately: works i-THiNK tools
1.3.2 Listen to and respond to spoken, 2.3.1 Read various texts and retrieve appropriately according to (i) long and short 5.2.4 Share personal responses to literary • Flow map
audio and visual texts to: information by: context: vowels works through performances • Circle map
(ii) identify cause and effect (i) skimming and scanning (ii) simple past tense • Multi-flow map
1.2.2 Listen to text of different genres 2.2.1 Demonstrate understanding by: 3.1.2 Organise and write ideas in 4.1.1 Identify and use nouns /e/, /æ/, /3/ Graphic Novel • Values
and classify the grammar items and (i) identifying main ideas in given a paragraph: appropriately according to • Environmental Sustainability
vocabulary texts (ii) captions for illustrations, context: 1.1.1 Listen to, 5.1.2 Read and understand various literary • Financial Education
1.4.1 Express feelings and give 2.2.2 Locate and organise information by: posters and cartoons (iii) countable nouns discriminate works • Global Sustainability
simple descriptions of personal (i) using graphic organisers 3.1.3 Apply pre-writing strategies: (iv) uncountable nouns and pronounce 5.1.3 Share personal responses of issues
experiences orally 2.3.1 Read various texts and retrieve (i) brainstorming (mind accurately: related to literary works and develop new i-THiNK tools
information by: maps, bubble maps, (i) long and short ideas or solve problems • Tree map
(i) skimming and scanning etc.) vowels 5.2.4 Share personal reponses to literary
3.2.2 Write for creative and works through performances
personal expressions:
(iii) posters and slogans
v
CONTENT MAPPING
CONTENT MAPPING
Listening &
CHAPTER Reading Writing
Speaking
5 A Bundle 1.3.1 Listen to spoken, audio and visual 2.2.1 Demonstrate understanding by: 3.1.3 Apply pre-writing strategies: 4.1.1 Identify and use nouns //, // Short Story • Language
appropriately according
(iii) outlining
texts to:
• Values
(i) identifying main ideas in given
of Joy
(i) retrieve main ideas
texts
Pages 51 – 62 1.4.1 Express feelings and give 2.2.2 Locate and organise information by: 3.2.2 Write for creative and personal to context: 1.1.1 Listen to, 5.1.1 Listen to and respond orally to various i-THiNK tools
(v) singular nouns
expressions:
discriminate
literary works
simple descriptions of personal (i) using graphic organisers (ii) journals (vi) plural nouns and pronounce 5.1.2 Read and understand various literary • Bridge map
Theme: experiences orally 2.3.1 Read various texts and retrieve (vii) Subject Verb accurately: works • Circle map
People & Culture 1.4.2 Participate in simple conversations information by: Agreement (SVA) (i) long and short 5.1.3 Share personal responses of issues • Flow map
using speech acts: (i) skimming and scanning vowels related to literary works and develop new
(iii) invitation ideas or solve problems
(vii) refusal
Let’s Review 62
Poem
/ju/
6 Ready, Set, 1.3.1 Listen to spoken, audio and visual 2.1.1 Read and develop vocabulary skills 3.1.1 Write simple sentences 4.1.2 Identify and use 1.1.1 Listen to, 5.1.2 Read and understand various literary • Science and Technology
texts to:
by understanding:
correctly
• Creativity and Innovation
pronouns appropriately
• Values
3.1.3 Apply pre-writing strategies:
Action!
(i) similes
according to context:
(i) retrieve main ideas
(ii) retrieve supporting details
works
Pages 63 – 74 1.3.2 Listen to and respond to spoken, 2.2.1 Demonstrate understanding by: (i) brainstorming (mind (i) possessive discriminate 5.2.4 Share personal responses to literary i-THiNK tools
(i) identifying main ideas in given
(ii) demonstrative
maps, bubble maps, etc.)
and pronounce
audio and visual texts to: texts 3.1.5 Use a variety of sentence (iii) interrogative accurately: works through performances • Double bubble map
Theme: (i) compare and contrast 2.2.3 Analyse and infer information by: structures to elaborate, (i) long vowel
Science & Technology 1.4.1 Express feelings and give (i) using textual clues to predict extend ideas in paragraphs /
simple descriptions of personal outcomes or conclusions organisational structures
experiences orally 2.3.1 Read various texts and retrieve (i) topic sentences
information by: (ii) thesis statement
(i) skimming and scanning
Let’s Review 74
/e/, /a/
Poem
7 Once Bitten, 1.3.1 Listen to spoken, audio and visual 2.1.2 Understand meanings of words from 3.1.3 Apply pre-writing strategies: 4.1.5 Identify and use verbs 1.1.1 Listen to, 5.1.2 Read and understand various literary • Language
texts to:
• Environmental Sustainability
appropriately according
(i) brainstorming (mind
print media by using:
Twice Shy
• Values
maps, bubble maps, etc.)
to context:
(i) retrieve main ideas
(i) dictionary
Pages 75 – 86 (ii) retrieve supporting details 2.3.1 Read various texts and retrieve 3.2.1 Write for academic and (iii) auxiliary verbs discriminate works
1.4.1 Express feelings and give information by: functional purposes: 4.1.10 Identify and use and pronounce 5.2.4 Share personal responses to literary i-THiNK tools
simple descriptions of personal (i) skimming and scanning (iii) letters conjunctions accurately: works through performances • Tree map
Theme: experiences orally appropriately according (ii) diphthongs
Health & Environment to context:
(i) and
(ii) but
(iv) or
Let’s Review 86
Poem
//, //
8 The Savvy 1.3.1 Listen to spoken, audio and visual 2.1.2 Understand meanings of words from 3.1.4 Select relevant information 4.1.6 Identify and use 1.1.1 Listen to, 5.1.2 Read and understand various literary • Information and
adverbs appropriately
print media by using:
texts to:
Communications
and elaborate/extend/explain
Technology (ICT)
according to context:
(i) dictionary
e-Shopper
(ii) retrieve supporting details
ideas using appropriate
cohesive devices
works
Pages 87 – 99 1.3.2 Listen to and respond to spoken, 2.2.1 Demonstrate understanding by: 3.1.5 Use a variety of sentence (i) manner discriminate 5.1.3 Share personal responses of issues • Creativity and Innovation
audio and visual texts to:
(ii) time
• Financial Education
(i) identifing main ideas in given
and pronounce
(iii) paraphrase and summarise texts structures to elaborate, (iii) place accurately: related to literary works and develop new
Theme: 1.4.2 Participate in simple conversations 2.2.3 Analyse and infer information by: extend ideas in paragraphs/ (ii) diphthongs ideas or solve problems i-THiNK tools
Consumerism using speech acts: (i) using textual clues to predict organisational structures: 5.2.3 Create and produce linear and/or graphic • Tree map
& Financial Awareness (vi) complaint outcomes or conclusions (ii) thesis statement presentation in a fun manner
2.4.1 Read a variety of texts from various 3.2.2 Write for creative and
media to obtain information to solve personal expressions:
simple problems (i) e-diary
Let’s Review 99
Checkpoint 2 100
vi
Cross-Curricular
Grammar Sounds LiA
Elements
1.3.1 Listen to spoken, audio and visual 2.2.1 Demonstrate understanding by: 3.1.3 Apply pre-writing strategies: 4.1.1 Identify and use nouns //, // Short Story • Language
texts to: (i) identifying main ideas in given (iii) outlining appropriately according • Values
(i) retrieve main ideas texts 3.2.2 Write for creative and personal to context: 1.1.1 Listen to, 5.1.1 Listen to and respond orally to various
1.4.1 Express feelings and give 2.2.2 Locate and organise information by: expressions: (v) singular nouns discriminate literary works i-THiNK tools
simple descriptions of personal (i) using graphic organisers (ii) journals (vi) plural nouns and pronounce 5.1.2 Read and understand various literary • Bridge map
experiences orally 2.3.1 Read various texts and retrieve (vii) Subject Verb accurately: works • Circle map
1.4.2 Participate in simple conversations information by: Agreement (SVA) (i) long and short 5.1.3 Share personal responses of issues • Flow map
using speech acts: (i) skimming and scanning vowels related to literary works and develop new
(iii) invitation ideas or solve problems
(vii) refusal
1.3.1 Listen to spoken, audio and visual 2.1.1 Read and develop vocabulary skills 3.1.1 Write simple sentences 4.1.2 Identify and use /ju/ Poem • Science and Technology
texts to: by understanding: correctly pronouns appropriately • Creativity and Innovation
(i) retrieve main ideas (i) similes 3.1.3 Apply pre-writing strategies: according to context: 1.1.1 Listen to, 5.1.2 Read and understand various literary • Values
(ii) retrieve supporting details 2.2.1 Demonstrate understanding by: (i) brainstorming (mind (i) possessive discriminate works
1.3.2 Listen to and respond to spoken, (i) identifying main ideas in given maps, bubble maps, etc.) (ii) demonstrative and pronounce 5.2.4 Share personal responses to literary i-THiNK tools
audio and visual texts to: texts 3.1.5 Use a variety of sentence (iii) interrogative accurately: works through performances • Double bubble map
(i) compare and contrast 2.2.3 Analyse and infer information by: structures to elaborate, (i) long vowel
1.4.1 Express feelings and give (i) using textual clues to predict extend ideas in paragraphs /
simple descriptions of personal outcomes or conclusions organisational structures
experiences orally 2.3.1 Read various texts and retrieve (i) topic sentences
information by: (ii) thesis statement
(i) skimming and scanning
1.3.1 Listen to spoken, audio and visual 2.1.2 Understand meanings of words from 3.1.3 Apply pre-writing strategies: 4.1.5 Identify and use verbs /e/, /a/ Poem • Language
texts to: print media by using: (i) brainstorming (mind appropriately according • Environmental Sustainability
(i) retrieve main ideas (i) dictionary maps, bubble maps, etc.) to context: 1.1.1 Listen to, 5.1.2 Read and understand various literary • Values
(ii) retrieve supporting details 2.3.1 Read various texts and retrieve 3.2.1 Write for academic and (iii) auxiliary verbs discriminate works
1.4.1 Express feelings and give information by: functional purposes: 4.1.10 Identify and use and pronounce 5.2.4 Share personal responses to literary i-THiNK tools
simple descriptions of personal (i) skimming and scanning (iii) letters conjunctions accurately: works through performances • Tree map
experiences orally appropriately according (ii) diphthongs
to context:
(i) and
(ii) but
(iv) or
1.3.1 Listen to spoken, audio and visual 2.1.2 Understand meanings of words from 3.1.4 Select relevant information 4.1.6 Identify and use //, // Poem • Information and
texts to: print media by using: and elaborate/extend/explain adverbs appropriately Communications
(ii) retrieve supporting details (i) dictionary ideas using appropriate according to context: 1.1.1 Listen to, 5.1.2 Read and understand various literary Technology (ICT)
1.3.2 Listen to and respond to spoken, 2.2.1 Demonstrate understanding by: cohesive devices (i) manner discriminate works • Creativity and Innovation
audio and visual texts to: (i) identifing main ideas in given 3.1.5 Use a variety of sentence (ii) time and pronounce 5.1.3 Share personal responses of issues • Financial Education
(iii) paraphrase and summarise texts structures to elaborate, (iii) place accurately: related to literary works and develop new
1.4.2 Participate in simple conversations 2.2.3 Analyse and infer information by: extend ideas in paragraphs/ (ii) diphthongs ideas or solve problems i-THiNK tools
using speech acts: (i) using textual clues to predict organisational structures: 5.2.3 Create and produce linear and/or graphic • Tree map
(vi) complaint outcomes or conclusions (ii) thesis statement presentation in a fun manner
2.4.1 Read a variety of texts from various 3.2.2 Write for creative and
media to obtain information to solve personal expressions:
simple problems (i) e-diary
vii
CONTENT MAPPING
CONTENT MAPPING
Listening &
CHAPTER Reading Writing
Speaking
9 Stand by Me 1.3.1 Listen to spoken, audio and visual 2.1.2 Understand meanings of words from 3.1.3 Apply pre-writing strategies: 4.1.8 Identify and use /a/, // Short Story • Language
• Values
texts to:
(i) brainstorming
prepositions
print media by using:
Pages 101 – 112
(i) dictionary
bubble maps, etc.)
(ii) retrieve supporting details
to context:
(i) retrieve main ideas 2.2.1 Demonstrate understanding by: (mind maps, appropriately according 1.1.1 Listen to, 5.1.2 Read and understand various literary • Patriotism and Citizenship
works
discriminate
Theme:
People & Culture 1.3.2 Listen to and respond to spoken, (i) identifying main ideas in given (iii) outlining (iii) directions and pronounce 5.2.4 Share personal responses to literary i-THiNK
audio and visual texts to: texts 3.2.2 Write for creative and (iv) positions accurately: works through performances • Flow map
(iv) identify and organise 2.3.1 Read various texts and retrieve personal expressions: (v) phrasal verbs (ii) diphthongs • Tree map
1.4.1 Express feelings and give information by: (ii) journals
simple descriptions of personal (i) skimming and scanning
experiences orally
Let’s Review 112
1.3.1 Listen to and respond to spoken, 2.1.2 Understand meanings of words from 3.1.3 Apply pre-writing strategies: 4.1.3 Identify and use /e/, // Drama • Science and Technology
10 Gadgets audio and visual texts to: print media by using: 3.1.4 Select relevant information adjectives appropriately 1.1.1 Listen to, 5.1.2 Read and understand various literary • Creativity and Innovation
(iii) outlining
(ii) retrieve supporting details
according to context:
(i) dictionary
• Information and
and Gizmos
(i) adjective of quality
works
Pages 113 – 124 1.3.2 Listen to and respond to spoken, 2.2.1 Demonstrate understanding by: and elaborate / extend / 4.2.1 Construct simple discriminate 5.2.4 Share personal responses to literary Communications
(i) identifying main ideas in given
audio and visual texts to:
Technology (ICT)
explain ideas using
and pronounce
(iv) identify and organise texts appropriate cohesive sentences correctly and accurately: works through performances
Theme: 1.4.1 Express feelings and give 2.2.2 Locate and organise information by: devices meaningfully (ii) diphthongs i-THiNK tools
Science & Technology simple descriptions of personal (i) using graphic organisers 3.2.2 Write for creative and • Circle map
experiences orally 2.3.1 Read various texts and retrieve personal expressions: • Double bubble map
information by: (i) e-diary • Tree map
(i) skimming and scanning • Flow map
• Brace map
Let’s Review 124
Poem
11 Live Life to 1.3.2 Listen to and respond to spoken, 2.1.2 Understand meanings of words from 3.1.4 Select relevant information 4.1.8 Identify and use //, //, //, //, 5.1.2 Read and understand various literary • Values
and elaborate / extend /
prepositions
print media by using:
• Environmental Sustainability
audio and visual texts to:
the Fullest
explain ideas using
(i) dictionary
(iv) identify and organise
appropriately according 1.1.1 Listen to,
Pages 125 – 136 1.4.1 Express feelings and give 2.3.2 Read various texts and select appropriate cohesive to context: discriminate works i-THiNK tools
simple descriptions of personal information for specific purposes devices (i) place and pronounce 5.1.3 Share personal responses of issues • Circle map
Theme: experiences orally 3.2.1 Write for academic and (ii) time accurately: related to literary works and develop new • Tree map
Health & Environment functional purposes: (ii) long and short ideas or solve problems
(i) email vowels
Let’s Review 136
1.3.2 Listen to and respond to spoken, 2.1.2 Understand meanings of words from 3.1.3 Apply pre-writing strategies: 4.1.10 Identify and use //, /u/ Poem • Language
(iii) outlining
12 Prudent audio and visual texts to: print media by using: 3.2.2 Write for creative and conjunctions 5.1.2 Read and understand various literary • Values
• Financial Education
(i) compare and contrast
(i) dictionary
appropriately according 1.1.1 Listen to,
Lifestyles
works
Pages 137 – 149 (iv) identify and organise 2.2.1 Demonstrate understanding by: personal expressions: to context: discriminate 5.1.3 Share personal responses of issues i-THiNK tools
(iii) so
(iii) posters and slogans
(i) identifying main ideas in given
(v) solve problems
and pronounce
1.4.1 Express feelings and give texts (iv) or accurately: related to literary works and develop new • Multi-flow map
Theme: simple descriptions of personal 2.2.2 Locate and organise information by: (v) because (i) long and short ideas or solve problems • Circle map
Consumerism experiences orally (ii) creating their own graphic 4.1.11 Identify and use vowels
& Financial Awareness organisers question forms
2.4.1 Read a variety of texts from various appropriately according
media to obtain information to solve to context:
simple problems (iii) choice question
Let’s Review 149
Checkpoint 3 150
viii
Cross-Curricular
Grammar Sounds LiA
Elements
1.3.1 Listen to spoken, audio and visual 2.1.2 Understand meanings of words from 3.1.3 Apply pre-writing strategies: 4.1.8 Identify and use /a/, // Short Story • Language
texts to: print media by using: (i) brainstorming prepositions • Values
(i) retrieve main ideas (i) dictionary (mind maps, appropriately according 1.1.1 Listen to, 5.1.2 Read and understand various literary • Patriotism and Citizenship
(ii) retrieve supporting details 2.2.1 Demonstrate understanding by: bubble maps, etc.) to context: discriminate works
1.3.2 Listen to and respond to spoken, (i) identifying main ideas in given (iii) outlining (iii) directions and pronounce 5.2.4 Share personal responses to literary i-THiNK
audio and visual texts to: texts 3.2.2 Write for creative and (iv) positions accurately: works through performances • Flow map
(iv) identify and organise 2.3.1 Read various texts and retrieve personal expressions: (v) phrasal verbs (ii) diphthongs • Tree map
1.4.1 Express feelings and give information by: (ii) journals
simple descriptions of personal (i) skimming and scanning
experiences orally
1.3.1 Listen to and respond to spoken, 2.1.2 Understand meanings of words from 3.1.3 Apply pre-writing strategies: 4.1.3 Identify and use /e/, // Drama • Science and Technology
audio and visual texts to: print media by using: (iii) outlining adjectives appropriately • Creativity and Innovation
(ii) retrieve supporting details (i) dictionary 3.1.4 Select relevant information according to context: 1.1.1 Listen to, 5.1.2 Read and understand various literary • Information and
1.3.2 Listen to and respond to spoken, 2.2.1 Demonstrate understanding by: and elaborate / extend / (i) adjective of quality discriminate works Communications
audio and visual texts to: (i) identifying main ideas in given explain ideas using 4.2.1 Construct simple and pronounce 5.2.4 Share personal responses to literary Technology (ICT)
(iv) identify and organise texts appropriate cohesive sentences correctly and accurately: works through performances
1.4.1 Express feelings and give 2.2.2 Locate and organise information by: devices meaningfully (ii) diphthongs i-THiNK tools
simple descriptions of personal (i) using graphic organisers 3.2.2 Write for creative and • Circle map
experiences orally 2.3.1 Read various texts and retrieve personal expressions: • Double bubble map
information by: (i) e-diary • Tree map
(i) skimming and scanning • Flow map
• Brace map
1.3.2 Listen to and respond to spoken, 2.1.2 Understand meanings of words from 3.1.4 Select relevant information 4.1.8 Identify and use //, //, //, //, Poem • Values
audio and visual texts to: print media by using: and elaborate / extend / prepositions • Environmental Sustainability
(iv) identify and organise (i) dictionary explain ideas using appropriately according 1.1.1 Listen to, 5.1.2 Read and understand various literary
1.4.1 Express feelings and give 2.3.2 Read various texts and select appropriate cohesive to context: discriminate works i-THiNK tools
simple descriptions of personal information for specific purposes devices (i) place and pronounce 5.1.3 Share personal responses of issues • Circle map
experiences orally 3.2.1 Write for academic and (ii) time accurately: related to literary works and develop new • Tree map
functional purposes: (ii) long and short ideas or solve problems
(i) email vowels
1.3.2 Listen to and respond to spoken, 2.1.2 Understand meanings of words from 3.1.3 Apply pre-writing strategies: 4.1.10 Identify and use //, /u/ Poem • Language
audio and visual texts to: print media by using: (iii) outlining conjunctions • Values
(i) compare and contrast (i) dictionary 3.2.2 Write for creative and appropriately according 1.1.1 Listen to, 5.1.2 Read and understand various literary • Financial Education
(iv) identify and organise 2.2.1 Demonstrate understanding by: personal expressions: to context: discriminate works
(v) solve problems (i) identifying main ideas in given (iii) posters and slogans (iii) so and pronounce 5.1.3 Share personal responses of issues i-THiNK tools
1.4.1 Express feelings and give texts (iv) or accurately: related to literary works and develop new • Multi-flow map
simple descriptions of personal 2.2.2 Locate and organise information by: (v) because (i) long and short ideas or solve problems • Circle map
experiences orally (ii) creating their own graphic 4.1.11 Identify and use vowels
organisers question forms
2.4.1 Read a variety of texts from various appropriately according
media to obtain information to solve to context:
simple problems (iii) choice question
ix
CONTENT MAPPING
CONTENT MAPPING
Listening &
CHAPTER Reading Writing
Speaking
13 I am 1.2.1 Listen to and respond to directions, 2.2.1 Demonstrate understanding by: 3.1.3 Apply pre-writing strategies: 4.1.3 Identify and use adjectives Stress on notes Short Story • Language
• Values
instructions and procedures
(i) brainstorming (mind
(i) identifying main ideas
appropriately according to
Malaysian
Pages 151 – 162 1.3.1 Listen to spoken, audio and visual 2.3.1 Read various texts and retrieve maps, bubble maps, context: 1.1.2 Speak with correct 5.1.1 Listen to and respond orally to various • Patriotism and Citizenship
intonation, stress and
(ii) possessive
information by:
etc.)
texts to:
literary works
(i) retrieve main ideas (i) skimming and scanning (ii) note-taking (iii) comparison of sentence rhythm 5.1.2 Read and understand various literary i-THiNK tools
Theme: (ii) retrieve supporting details 3.1.4 Select relevant information adjectives works • Circle map
People & Culture 1.4.1 Express feelings and give and elaborate / extend / 5.1.3 Share personal responses of issues • Flow map
simple descriptions of personal explain ideas using related to literary works and develop new
experiences orally appropriate cohesive devices ideas or solve problems
1.4.2 Participate in simple conversations 3.2.1 Write for academic and 5.2.1 Identify meaning of words based on
using speech acts: functional purposes: context
(i) greeting (iii) invitation (ii) process and procedures
Let’s Review 162
1.3.1 Listen to spoken, audio and visual 2.2.1 Demonstrate understanding by: 3.1.2 Organise and write ideas in a 4.1.7 Identify and use tenses Stress on statements Poem • Language
Heals and texts to: (i) identifying main ideas paragraph: appropriately according to • Science and Technology
14 Aids (i) retrieve main ideas 2.2.3 Analyse and infer information by: (ii) captions for illustrations, context: 1.1.2 Speak with correct 5.1.2 Read and understand various literary • Creativity and Innovation
(i) using textual clues to predict
(ii) retrieve supporting details
posters and cartoons
intonation, stress and
(iii) future tense
works
Pages 163 – 174 1.4.1 Express feelings and give outcomes or conclusions 3.1.3 Apply pre-writing strategies: 4.1.12 Identify and use sentence rhythm 5.2.2 Produce a new genre from the literary text i-THiNK tools
simple descriptions of personal 2.3.2 Read various texts and select (i) brainstorming (mind punctuation appropriately read • Flow map
experiences orally information for specific purposes maps, bubble maps, according to context:
Theme: 1.4.2 Participate in simple conversations etc.) (i) capital letters
Science & Technology using speech acts: 3.2.2 Write for creative and (ii) comma/full stop
(iv) compliment personal expressions: (iii) question mark
(ii) journals (iv) exclamation mark
Let’s Review 174
1.3.2 Listen to and respond to audio and 2.1.2 Understand meaning of words from 3.1.3 Apply pre-writing strategies: 4.1.9 Identify and use modals Stress on sentences/words Short Story • Language
Keep Green, visual texts to: print media by using: (iii) outlining appropriately according to • Values
(i) dictionary
15 Keep Clean (ii) identify cause and effect 2.2.1 Demonstrate understanding by: 3.1.4 Select relevant information context: 1.1.2 Speak with correct 5.1.2 Read and understand various literary • Environmental Sustainability
intonation, stress and
(v) solve problems
(i) can
and elaborate / extend /
works
Pages 175 – 186 1.4.1 Express feelings and give (i) identifing main ideas explain ideas using (ii) may sentence rhythm 5.1.3 Share personal responses of issues i-THiNK tools
simple descriptions of personal 2.2.3 Analyse and infer information by: appropriate cohesive devices (iii) might related to literary works and develop new • Circle map
experiences orally (i) using textual clues to predict 3.2.1 Write for academic and 4.1.11 Identify and use question ideas or solve problems • Multi-flow map
Theme:
Health & Environment outcomes or conclusions functional purposes: forms appropriately 5.2.3 Create and produce linear and/or graphic
(ii) finding meaning of unfamiliar (iii) letters according to context: presentation in a fun manner
words (iii) choice question
2.3.1 Read various texts and retrieve
information by:
(i) skimming and scanning
Let’s Review 186
1.3.1 Listen to spoken, audio and visual 2.2.1 Demonstrate understanding by: 3.1.3 Apply pre-writing strategies: 4.1.11 Identify and use question Short and Long Vowels Drama • Creativity and Innovation
Smart Plan, texts to: (i) identifying main ideas (iii) outlining forms appropriately and Diphthongs • Entrepreneurship
16 Better (i) retrieve main ideas 2.2.3 Analyse and infer information by: 3.1.4 Select relevant information according to context: 1.1.1 Listen to, discriminate 5.1.2 Read and understand various literary • Financial Education
(i) positive and negative
and elaborate / extend /
(i) using textual clues to predict
(ii) retrieve supporting details
works
Future 1.3.2 Listen to and respond to spoken, outcomes or conclusions explain ideas using questions/statements and pronounce 5.2.2 Produce a new genre from the literary text i-THiNK tools
appropriate cohesive devices
read
Pages 187 – 199 audio and visual texts to: 2.3.1 Read various texts and select 3.2.1 Write for academic and 4.3.1 Identify and use: accurately: 5.2.3 Create and produce linear and/or graphic • Circle map
(i) long and short
• Tree map
(i) similes in context
information by:
(ii) identify cause and effect
1.4.1 Express feelings and give (i) skimming and scanning functional purposes: appropriately vowels presentation in a fun manner
Theme: simple descriptions of personal 2.4.1 Read a variety of texts from various (iii) letters (ii) diphthongs 5.2.4 Share personal responses to literary works
Consumerism experiences orally media to obtain information to solve through performances
& Financial Awareness simple problems
Let’s Review 49 199
Let’s Review
Checkpoint 4 200
x
Cross-Curricular
Grammar Sounds LiA
Elements
1.2.1 Listen to and respond to directions, 2.2.1 Demonstrate understanding by: 3.1.3 Apply pre-writing strategies: 4.1.3 Identify and use adjectives Stress on notes Short Story • Language
instructions and procedures (i) identifying main ideas (i) brainstorming (mind appropriately according to • Values
1.3.1 Listen to spoken, audio and visual 2.3.1 Read various texts and retrieve maps, bubble maps, context: 1.1.2 Speak with correct 5.1.1 Listen to and respond orally to various • Patriotism and Citizenship
texts to: information by: etc.) (ii) possessive intonation, stress and literary works
(i) retrieve main ideas (i) skimming and scanning (ii) note-taking (iii) comparison of sentence rhythm 5.1.2 Read and understand various literary i-THiNK tools
(ii) retrieve supporting details 3.1.4 Select relevant information adjectives works • Circle map
1.4.1 Express feelings and give and elaborate / extend / 5.1.3 Share personal responses of issues • Flow map
simple descriptions of personal explain ideas using related to literary works and develop new
experiences orally appropriate cohesive devices ideas or solve problems
1.4.2 Participate in simple conversations 3.2.1 Write for academic and 5.2.1 Identify meaning of words based on
using speech acts: functional purposes: context
(i) greeting (iii) invitation (ii) process and procedures
1.3.1 Listen to spoken, audio and visual 2.2.1 Demonstrate understanding by: 3.1.2 Organise and write ideas in a 4.1.7 Identify and use tenses Stress on statements Poem • Language
texts to: (i) identifying main ideas paragraph: appropriately according to • Science and Technology
(i) retrieve main ideas 2.2.3 Analyse and infer information by: (ii) captions for illustrations, context: 1.1.2 Speak with correct 5.1.2 Read and understand various literary • Creativity and Innovation
(ii) retrieve supporting details (i) using textual clues to predict posters and cartoons (iii) future tense intonation, stress and works
1.4.1 Express feelings and give outcomes or conclusions 3.1.3 Apply pre-writing strategies: 4.1.12 Identify and use sentence rhythm 5.2.2 Produce a new genre from the literary text i-THiNK tools
simple descriptions of personal 2.3.2 Read various texts and select (i) brainstorming (mind punctuation appropriately read • Flow map
experiences orally information for specific purposes maps, bubble maps, according to context:
1.4.2 Participate in simple conversations etc.) (i) capital letters
using speech acts: 3.2.2 Write for creative and (ii) comma/full stop
(iv) compliment personal expressions: (iii) question mark
(ii) journals (iv) exclamation mark
1.3.2 Listen to and respond to audio and 2.1.2 Understand meaning of words from 3.1.3 Apply pre-writing strategies: 4.1.9 Identify and use modals Stress on sentences/words Short Story • Language
visual texts to: print media by using: (iii) outlining appropriately according to • Values
(ii) identify cause and effect (i) dictionary 3.1.4 Select relevant information context: 1.1.2 Speak with correct 5.1.2 Read and understand various literary • Environmental Sustainability
(v) solve problems 2.2.1 Demonstrate understanding by: and elaborate / extend / (i) can intonation, stress and works
1.4.1 Express feelings and give (i) identifing main ideas explain ideas using (ii) may sentence rhythm 5.1.3 Share personal responses of issues i-THiNK tools
simple descriptions of personal 2.2.3 Analyse and infer information by: appropriate cohesive devices (iii) might related to literary works and develop new • Circle map
experiences orally (i) using textual clues to predict 3.2.1 Write for academic and 4.1.11 Identify and use question ideas or solve problems • Multi-flow map
outcomes or conclusions functional purposes: forms appropriately 5.2.3 Create and produce linear and/or graphic
(ii) finding meaning of unfamiliar (iii) letters according to context: presentation in a fun manner
words (iii) choice question
2.3.1 Read various texts and retrieve
information by:
(i) skimming and scanning
1.3.1 Listen to spoken, audio and visual 2.2.1 Demonstrate understanding by: 3.1.3 Apply pre-writing strategies: 4.1.11 Identify and use question Short and Long Vowels Drama • Creativity and Innovation
texts to: (i) identifying main ideas (iii) outlining forms appropriately and Diphthongs • Entrepreneurship
(i) retrieve main ideas 2.2.3 Analyse and infer information by: 3.1.4 Select relevant information according to context: 5.1.2 Read and understand various literary • Financial Education
(ii) retrieve supporting details (i) using textual clues to predict and elaborate / extend / (i) positive and negative 1.1.1 Listen to, discriminate works
1.3.2 Listen to and respond to spoken, outcomes or conclusions explain ideas using questions/statements and pronounce 5.2.2 Produce a new genre from the literary text i-THiNK tools
audio and visual texts to: 2.3.1 Read various texts and select appropriate cohesive devices 4.3.1 Identify and use: accurately: read • Circle map
(ii) identify cause and effect information by: 3.2.1 Write for academic and (i) similes in context (i) long and short 5.2.3 Create and produce linear and/or graphic • Tree map
1.4.1 Express feelings and give (i) skimming and scanning functional purposes: appropriately vowels presentation in a fun manner
simple descriptions of personal 2.4.1 Read a variety of texts from various (iii) letters (ii) diphthongs 5.2.4 Share personal responses to literary works
experiences orally media to obtain information to solve through performances
simple problems
xi
CONTENT MAPPING
CONTENT MAPPING
CIRCLE MAP MULTI-FLOW MAP
The circle map is used to de ne things The multi- ow map is used to explain
or ideas. It is useful to brainstorm about the causes and e ects of an event. The
a topic. Keywords about the topic being causes are written in the rectangles on
discussed are written in the inner circle. the left. The middle rectangle shows
The outer circle is lled with the event that occurred. The e ects are
information that one knows about the lled in the rectangles on the right.
topic. The frame of the outer circle is
used to state the source of reference or DEFINING IN CONTEXT CAUSES AND EFFECTS
point of view from many sources.
BUBBLE MAP TREE MAP
The tree map is used to classify and group
The bubble map is used to describe things things. The main idea or category name is
using adjectives. The topic or thing being written at the topmost line followed by
described is written in the centre. supporting ideas and subcategories. The
Qualities that describe the topic are lled details of the subcategories are written below
in the outer circles. that. The examples or explanations are listed
for each category.
DESCRIBING USING ADJECTIVES CLASSIFYING AND GROUPING
DOUBLE BUBBLE MAP BRACE MAP The brace map is used to analyse and
The double bubble map is used to break down whole objects into parts.
compare and contrast things. The two The object is written on the left. The
things being compared are written in middle section is lled with the major
the centre circles. Similarities are parts of the object. The components of
placed between the centre circles. each major part are written on the
Di erences are placed outside, next right.
to each of the things compared.
COMPARING AND CONTRASTING ANALYSING WHOLE OBJECTS AND PARTS
FLOW MAP BRIDGE MAP
The bridge map is used to see analogies and
The ow map is used to organise events show the relationship between pairs of things.
in sequence or order. The main stages of The relating factor is written on the left side.
the event are written in the big
rectangles. The substages and details The pairs of things that have this relationship
are listed in the small rectangles. are written on the top and bottom of the Relating as as
bridge’s lines. The word ‘as’ which means as factors
similar as is written on the bridge map.
SEQUENCING AND ORDERING SEEING ANALOGIES
xii xii
CIRCLE MAP MULTI-FLOW MAP
The circle map is used to de ne things The multi- ow map is used to explain
or ideas. It is useful to brainstorm about the causes and e ects of an event. The
a topic. Keywords about the topic being causes are written in the rectangles on
discussed are written in the inner circle. the left. The middle rectangle shows
The outer circle is lled with the event that occurred. The e ects are
information that one knows about the lled in the rectangles on the right.
topic. The frame of the outer circle is
used to state the source of reference or DEFINING IN CONTEXT CAUSES AND EFFECTS
point of view from many sources.
BUBBLE MAP TREE MAP
The tree map is used to classify and group
The bubble map is used to describe things things. The main idea or category name is
using adjectives. The topic or thing being written at the topmost line followed by
described is written in the centre. supporting ideas and subcategories. The
Qualities that describe the topic are lled details of the subcategories are written below
in the outer circles. that. The examples or explanations are listed
for each category.
DESCRIBING USING ADJECTIVES CLASSIFYING AND GROUPING
DOUBLE BUBBLE MAP BRACE MAP The brace map is used to analyse and
The double bubble map is used to break down whole objects into parts.
compare and contrast things. The two The object is written on the left. The
things being compared are written in middle section is lled with the major
the centre circles. Similarities are parts of the object. The components of
placed between the centre circles. each major part are written on the
Di erences are placed outside, next right.
to each of the things compared.
COMPARING AND CONTRASTING ANALYSING WHOLE OBJECTS AND PARTS
FLOW MAP BRIDGE MAP
The bridge map is used to see analogies and
The ow map is used to organise events show the relationship between pairs of things.
in sequence or order. The main stages of The relating factor is written on the left side.
the event are written in the big
rectangles. The substages and details The pairs of things that have this relationship
are listed in the small rectangles. are written on the top and bottom of the Relating as as
bridge’s lines. The word ‘as’ which means as factors
similar as is written on the bridge map.
SEQUENCING AND ORDERING SEEING ANALOGIES
xiii
xiii
INTRODUCTION My Choice Board
Students can choose
and perform a task that
interests them based on
The English Form 1 Textbook is written, based on the latest Standard-Based multiple intelligences.
English Language Curriculum for Secondary Schools (SBELC), which is a Useful Tips
continuation of the Standard-Based English Language Curriculum for Primary Improve students’
Schools. The contents are developed to integrate language teaching and learning language skills
to meet the challenges of the 21st century. 21st
Century
Skills
Download the free QR Code Reader application Students acquire
from Apps Store or Play Store. Scan the QR code to: skills for global
~ Listen to competency
~ View a video audio recordings
Integration of i-THiNK maps
ICT Links for better learning
Sources for more Mix-Pair-Share Think-Pair-Share
information
Gallery Walk Numbered Heads Together
All Write Round Robin Jot Thoughts
Cooperative Learning is an
Illustrations extremely successful teaching
Visuals to strategy in which small teams of
complement all students work together towards
learning materials achieving a learning goal.
It is a brief introduction in the Tasks that require students to
form of pictures and questions to cooperate and work in pairs My Re ective Journal
stimulate thought and discussion or groups Students can re ect on
on the chapter. what they have learnt and
keep track of what they
My Vocabulary Journal have achieved.
Students build up vocabulary
by writing down the meaning Exercises given at the end of each
of new words learned Action Oriented Task chapter to strengthen skills learned
A task which
Good To Know integrates all skills
Dictionary Skills Interesting facts to enhance learnt.
Students learn to use a knowledge on related topics
dictionary to nd out the
meaning of unfamiliar words. Exercises given at the end of every
four chapters to consolidate
Enjoy learning with these knowledge
Fun Features!
Higher Order inking Skills (HOTS)
Questions incorporated for students Grammar Info
to develop their critical Highlights various
and creative thinking skills. grammar rules
xiv
My Choice Board
Students can choose
and perform a task that
interests them based on
multiple intelligences.
Useful Tips
Improve students’
language skills
21st
Century
Skills
Download the free QR Code Reader application Students acquire
from Apps Store or Play Store. Scan the QR code to: skills for global
~ Listen to competency
~ View a video audio recordings
Integration of i-THiNK maps
ICT Links for better learning
Sources for more Mix-Pair-Share Think-Pair-Share
information
Gallery Walk Numbered Heads Together
All Write Round Robin Jot Thoughts
Cooperative Learning is an
Illustrations extremely successful teaching
Visuals to strategy in which small teams of
complement all students work together towards
learning materials achieving a learning goal.
It is a brief introduction in the Tasks that require students to
form of pictures and questions to cooperate and work in pairs My Re ective Journal
stimulate thought and discussion or groups Students can re ect on
on the chapter. what they have learnt and
keep track of what they
My Vocabulary Journal have achieved.
Students build up vocabulary
by writing down the meaning Exercises given at the end of each
of new words learned Action Oriented Task chapter to strengthen skills learned
A task which
Good To Know integrates all skills
Dictionary Skills Interesting facts to enhance learnt.
Students learn to use a knowledge on related topics
dictionary to nd out the
meaning of unfamiliar words. Exercises given at the end of every
four chapters to consolidate
Enjoy learning with these knowledge
Fun Features!
Higher Order inking Skills (HOTS)
Questions incorporated for students Grammar Info
to develop their critical Highlights various
and creative thinking skills. grammar rules
xv
New Year, New You CHAPTER 1
CHAPTER
1 New Year,
New You
In this chapter,
you will
listen
to a talk
programme on
New Year
resolutions
speak
about your New
Year resolutions
read
a brochure on New
Year celebrations
create
a poster on
an event
learn
about common
nouns, proper
nouns and articles
practise
// and //
The first day of January is celebrated
to mark the beginning of a new year. Link appreciate
However, in Malaysia, Malays, Some cultures celebrate their a poem
Chinese, Indians and other ethnic New Year on a different day.
groups celebrate their New Year Check out this link to find out
according to their respective beliefs, more:
customs and traditions. http://www.sbs.com.au/news/
article/2015/12/31/11-cultures-
• What does New Year mean to you? dont-celebrate-
• Do you celebrate any other day new-years-day-
jan-1-0
besides New Year according to your
beliefs, customs and traditions?
1
Listening to a Morning Talk
Programme TASK 2 Read the following
resolutions. Practise
TASK 1 Listen to Deena's Chat Time saying them aloud.
with Teen Students. Complete
the tree map below with the I’m going to improve my
correct New Year resolutions speaking skills.
made by each of the callers. I’m thinking about starting
on a new diet plan.
I have decided to join the
school football team.
New Year Resolutions
Tips to make resolutions
I’m going to …
Amira Aiken Wei Hoong I’m thinking about …
I’m planning to …
I have decided to …
TASK 3 Ask and answer the questions with your partner.
• What are your New Year resolutions?
• Write your resolutions in the tree map below.
My New Year Resolutions
Goals Related to School Goals for Family and
Personal Goals
Life Friends
2
New Year, New You CHAPTER 1
Listening and Responding to Simple Instructions
TASK 1 Read the dialogue between Wei Hoong and his football coach,
Mr Vinash.
Wei Hoong: Good morning, Mr Vinash.
Coach: Good morning, Wei Hoong. I see that you're ready for your football training.
Wei Hoong: Yes, sir. I want to accomplish my New Year resolution and become a school football player.
Coach: You are punctual, Wei Hoong. That is the first step to be a disciplined football player. Now,
listen to my instructions on what you must do today. First, you must run five rounds
around the field to warm up. Second, practise dribbling the ball with two friends for half
an hour. You'll learn to pass the ball with speed and precision. Next, practise kicking the
ball into the goal. Kick low and aim at the corners of the goal. You'll learn to score goals.
Do this for half an hour.
Wei Hoong: Is that all, sir?
Coach: I have one more instruction. After school, watch the recorded football matches between Red
Lion and Yellow Tiger. You'll learn how to pass the ball accurately.
Wei Hoong: I’ll do that, sir. Thank you very much.
Coach: I hope you'll remember my instructions.
Write the instructions listed by the coach and state the benefit of each instruction.
Run five rounds
around the field.
Warm up
TASK 2 Practise giving instructions to your friend.
• Choose an important New Year resolution that you have made.
• Role-play a similar dialogue to give step-by-step instructions on how to
accomplish your goals.
G a E
M
Each student writes a New Year A member from each team takes
resolution on a slip of coloured turns to pick a resolution from the
paper. glass jar and draws on the board.
The teammates have to guess what
Place the resolutions in a glass jar. the resolution is.
The team with the most number of
Divide the students into two teams. correct guesses wins.
3
Read
Read the brochure on how people of different cultures celebrate their New Year
in Malaysia.
Let’s
I’m Vanessa.
My family celebrates New
I’m Adam.
I’m celebrating Awal Year on the first of January. We
Muharram today. Awal means place importance on family gatherings on
‘beginning’ and Muharram is the New Year’s Eve. Every year, my parents invite
name of the first month in the Muslim my uncle and aunt to do the countdown with
Lunar calendar. The date coincides with us. We have a barbeque and play games. At the
the migration of Prophet Muhammad from stroke of midnight, we wish “Happy New Year.”
Mecca to Medina in 622 AD. Then, we hold a special prayer for good
As Muslims, we start the New Year with health and good fortune for the coming year.
reflections about the past year and we make This ends with making some resolutions to
better resolutions and plans for the coming have a successful year.
year. We recite verses from our Holy
Quran. Awal Muharram is a quiet and
spiritual celebration for Muslims.
I’m Santhiya.
We celebrate our Indian New Year on
the first day of the first month according to the Hindu Lunar
calendar. We spring-clean our house two weeks before the festival.
My sister and I decorate the entrance of our house with colourful intricate
designs called kolam.
On that day, we wear new clothes and conduct family prayers. We touch
our parents’ and elders’ feet to get their blessings. The New Year is an
opportunity for us to foster closer ties with families and friends.
Vocabulary Journal
Word Meaning
Start a Vocabulary Journal to enrich your reunion meeting people after a
vocabulary. Use the example to guide you. long time
My sentence My father attended a reunion
dinner last month. He met his
former classmates.
4
New Year, New You CHAPTER 1
How to Find a Dictionary Entry
One important aspect of learning
how to use the dictionary is to look
for the headword.
Let’s Read the dictionary entry for the
headword, reunion, as used in the
text. How many meanings does the
word, reunion, have?
BrE means British English
and NAmE means North
Headword
American English
reunion noun
BrE / ri:’ju: nin/ ; NAmE /,ri:’ju:nin/
Hi, I’m Leong Wei Khang. 1. [countable] a social occasion or party attended by a
We celebrate Chinese New Year group of people who have not seen each other for a
which falls on the first day of the long time
Chinese Lunar calendar. We clean • a family reunion • the school’s annual reunion
the house and buy new clothes. These • a reunion of the class of ’85
activities signify a new beginning for us.
It is taboo to sweep the house on the first 2. [countable, uncountable] reunion (with somebody)
day of New Year because it is believed that | reunion (between A and B) the act of people
we will sweep away our good luck. coming together after they have been apart for
On the eve of New Year, all our family some time
members gather for a grand reunion. • an emotional reunion between mother and son
I receive money in red packets from my • Christmas is a time of reunion.
parents and married relatives. 3. [uncountable] the action of becoming a single
We put up red-coloured decorations such as group or organisation again
lanterns and couplets. To us, red symbolises • The reunion of the Church of England with the Church
good fortune. We watch the famous lion of Rome.
dance which is a symbol of strength and
prosperity. For the next few days, we 1. Words in the dictionary are arranged
have open house to celebrate the New in alphabetical order. Look at the
Year with our relatives and friends of
different races. following word list.
Adapted from http://www.123newyear. sweet ukulele
com/newyear-traditions/ sweeten ulcer
Glossary sweetie ultra
opportunity chance to do a particular swell umbrella
activity
intricate complicated parts and 2. Rearrange the following words in
small details that fit the correct alphabetical order. Look
together
countdown action of counting seconds up the meaning in the dictionary.
backwards to zero family clothes
couplets two lines of poetry of friends cultures
equal length
prosperity state of being successful famous celebrate
festival calendar
5
3. Answer the following questions.
a. What is the meaning of Awal Muharram?
b. Why does Vanessa’s family invite her uncle and aunt for the New Year
countdown?
c. There are similarities and differences between Chinese New Year and
Indian New Year celebrations. Complete the double bubble map below.
Chinese Indian
New Year New Year
4. Give an appropriate word from the brochure to match the meaning.
Meaning Word
a. movement of people from one place to another
b. to clean a room or house thoroughly
c. a custom that does not allow people to do a particular thing
Moving Beyond the Text Jot Thoughts
21st
Century
Do you think that traditional practices for these celebrations will still exist in Skills
50 years’ time? Discuss.
WORD STUDY (Similes)
Create similes from these words. Illustrate your similes in the circles creatively.
a new year s clean as s good as
s new as
6 s quiet as s red as s grand as
New Year, New You CHAPTER 1
Poster advertising is an
Creating a Poster effective way to inform the
public about events or to
A poster should be simple and eye-catching. advertise products.
Study the poster and the notes below.
Layout of the poster
is important. Place
the most important
information on the top.
Add pictures or graphic
materials to make the
poster interesting. Do
not clutter.
A time to Re ect,
Title of the event Remember and Rejoice.
should be prominent DATE: 15 January
and can be read easily. TIME: 8:00 a.m. – 6:00 p.m.
VENUE: SMK Damai School Field
Please come in your traditional costumes! See how the
State date, time, and people of Malaysia celebrate their di erent New Year.
venue of the event.
Participate in these exciting events:
• Grand procession in traditional attire
• Traditional delicacies cooking competition
Add other necessary • Traditional music and dance performance
and useful information • Traditional food carnival
like the name of
the organiser.
Organised by
Cultural Club, SMK Damai
Choose suitable fonts A showcase of different cultures and traditions symbolising
and colours to make unity, hope and aspiration of the Malaysian people.
the poster attractive.
Use a light-coloured Come and wish everyone a long life,
background and dark good health and prosperity
letters or vice versa.
7
TASK 1 Look at the examples of posters below. Match the headings to the posters.
Singing
Competition
Theme: New Year
Venue: SMK Tiara Hall
Date: 2 January
Time: 8:00 a.m. – 1:00 p.m.
BAKE TOGETHER, COUNTDOWN AT
NEW YEAR STAY TOGETHER LARA HOME
NIGHTINGALES
Can you think of other suitable headings?
TASK 2 Create posters for the different New Year celebrations. Use the
tips given on how to make a poster.
21st
TASK 3 The Interact Club in your school is organising a New Year Century
celebration. Your class has been given the task to set up a Skills
Gallery Walk
gallery walk to show how different races celebrate New Year.
• In groups, do one of the tasks from the Choice Board for your
gallery walk.
Performance Technology
Learn to play some traditional musical Surf the Internet for simple traditional New
instruments and create some New Year Year dishes or get recipes from your parents or
songs, jazz or rap. Be ready to present to grandparents. Write out the recipes and put up
the students. photographs of the dishes.
Interview your friends on how they feel You are in charge of organising a photography
about different New Year celebrations competition on Traditional New Year costumes.
in Malaysia. Present their feelings in a Display photographs of the different traditional
graphic organiser. attire worn during New Year celebrations in
NEWS Malaysia and abroad.
NEWS
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8
New Year, New You CHAPTER 1
A Common Nouns and Proper Nouns
Study the examples of common TASK 1 Study the list of words below and
nouns and proper nouns. classify them as common nouns or
proper nouns.
Common Nouns
A word that refers to an object or 1. festival Common Nouns
a thing but is not the name of a 2. ceremony
particular person, place or thing 3. Awal Muharram ...
...
Examples: duck, house, singer 4. money ...
5. friends
6. gifts
Proper Nouns Proper Nouns
Jalan Enggang 7. games
Name of a particular
person, place or thing 8. Chinese New Year ...
9. fireworks ...
Examples: Robin Hood,
10. lion dance ...
Jalan Enggang
B Articles ‘a’, ‘an’ and ‘the’
Use ‘an’ for words with
Indefinite articles Definite article initial vowel sound:
• an honest girl
• an heir
a festival an eagle the book I borrowed
a lion an orchard the Taj Mahal Use ‘a’ for words with initial
a ceremony an architect consonant sound:
• a unicorn
‘the’ is used to
‘a’ comes before ‘an’ comes before • a European
refer to specific or
words that begin with words that begin • a handsome heir
particular nouns
a consonant sound with a vowel sound • a girl
TASK 2 Complete the dialogue below with ‘a’, ‘an’ or ‘the’.
Rina: Hi, Asmie and Zen Yee. Tomorrow is New Year. What are your plans? I'll pay ...
visit to ... orphanage and give some clothes as donation.
Asmie: I’m going to take up … unusual hobby. I want to play Chinese drums.
I want to be ... professional drummer when I leave school.
Zen Yee: I’m going with ... friend to ... Indian restaurant to enjoy ... vegetarian meal.
... name of ... restaurant is Spice of Life.
Rina: Hey, what ... coincidence. I’m going there too after my visit to ...
orphanage. My uncle is ... chef there. Let's go together, Zen Yee. Asmie, you
can come along too.
Asmie: That's ... great idea. We'll have ... most wonderful New Year celebration.
9
Short and Long Vowel Sounds
A Say these words aloud.
/ / Short vowel sound // Long vowel sound
A cut bun a cart barn
cup mud carp smart
up hut gruff car heart graph
B Put a tick (✓) at the C Refer to the dictionary.
sentences you hear. Identify the words that have
the phonetic symbols // or //
1. I’ve got a little cut. Examples:
I’ve got a little cart. castle noun culture noun
2. I bought a bun. BrE /'/ BrE /()/
I bought a barn.
3. He bought a cup.
He bought a carp.
4. Look at that red hut.
Look at that red heart. Reflective
Journal
D Write a dialogue with the /a/ and Start a Reflective Journal to help you
// sounds that you have learnt. keep track of what you have learnt in this
Make sure you use the short and chapter. You can jot down your thoughts,
long vowel sounds correctly. achievements, doubts and feelings about
your learning process.
Example: 1. What new information have I learnt about
Arman : Could I have a cup of coffee and New Year celebration?
a bun from that cookie cart?
Arif: I’m sorry. The bun on that cookie
cart is for that smart man with a New
gruff voice. Year
2. Should Malaysians have one common
New Year celebration? Give your reasons.
10
New Year, New You CHAPTER 1
TASK 1 Read the excerpt of the poem below.
Ring Out, Wild Bells
What was the weather condition like?
Ring out, wild bells, to the wild sky, A. calm weather
The flying cloud, the frosty light: B. stormy weather
The year is dying in the night—
Ring out, wild bells, and let him die. What time of the day was this?
Ring out the old, ring in the new—
Ring, happy bells, across the snow:
The year is going, let him go; What was the season described in
Ring out the false, ring in the true. the poem? How do you know?
Alfred, Lord Tennyson (1809 – 1892)
TASK 2 Dramatise the above poem.
1. Choose a word and act it out.
2. Allocate one line to each student.
3. Find suitable background music or create music of your own.
4. Find appropriate costumes.
5. Prepare the stage to perform the poem in a creative way.
A ction O riented
Task
It is English Language week. Your class has been assigned to produce a short
sketch based on the various New Year celebrations in Malaysia.
Researchers/Scriptwriters Directors/Stage Managers
Gather information from the Train narrator and actors.
library or the Internet. Prepare the stage with suitable props.
Promoters Costume Designers
Design posters to New Year Source from students or
promote your sketch or Celebrations design your own costumes
create a promo video clip. to reflect the different races.
Musicians
Create songs and choose appropriate music.
11
A Read Ashraf’s diary entry and answer the following questions.
Monday, January 1
Now that the month of January has arrived, I have made a list of resolutions that
I want to accomplish this year. First of all, I plan to learn a new skill. Yesterday, I met
my new neighbour, Gavin. He is a graphic designer and he rides a scooter to work.
He asked about my hobby. Knowing that I like to draw, Gavin encouraged me to learn
how to use an illustration software. He said I can express my creativity through the
software. The National Institute of Art offers classes on weekends and I will go there
on Thursday to register.
I also want to have a healthier lifestyle. I am eating more fruits and vegetables
and cutting down on junk food. I exercise at the Fitness Gym twice a week and I have
successfully qualified to be in my school table tennis team. Being able to represent my
school fills me with a sense of pride.
State whether the following statements are True or False.
1. Ashraf has a new neighbour.
2. Gavin walks to work.
3. Ashraf wants to learn how to use illustration software.
4. Classes on illustration software take place on Saturdays and Sundays.
5. Ashraf is eating more junk food.
6. Ashraf is now a member of the school table tennis team.
B Complete the table below with common nouns and proper nouns from the
text above.
Common Nouns Proper Nouns
C Fill in the blanks with the correct articles a, an or the.
1. Malaysia is ... multiracial country that is rich in cultures and traditions.
2. On New Year’s Eve, many of … restaurants will remain open.
3. It is good to write your New Year resolutions in … diary.
4. Pick … interesting hobby to spend your free time beneficially.
5. During Chinese New Year, Collin gave … Mandarin orange each to all his classmates.
6. Do … act of kindness during New Year and make … unfortunate person happy.
7. … celebrations of traditional festivals in Malaysia attract many tourists.
8. Lanterns are made of opaque material so that … light inside can be seen.
9. Eating at home is … economical way to celebrate New Year.
10. Sometimes, there is … increase in prices during festive seasons.
12
It’s a Small World CHAPTER 2
CHAPTER
2
In this chapter,
you will
listen
to a conversation
and identify
invitations and
requests
speak
politely to invite or
make requests
compose
an email
read
an article about
social networking
security
learn
about the simple
present tense and
It’s a Small practise
yes/no questions
and statements
World appreciate
/I/ and /i:/
a short story
• Look at the pictures. What do you see in the pictures?
• Do you prefer social networking or face-to-face communication?
• Compare and contrast both forms of communication. You can
use a double bubble map to illustrate your ideas.
13
Listening to a Telephone Conversation
Mirza’s father is concerned about Mirza’s addiction to online games.
Listen to the telephone conversation between Mirza and his father.
TASK 1 Identify the invitations and requests made in the telephone
conversation. Fill in the boxes below.
Making invitations Making an invitation
a. ... I would like to invite you to ...
I wonder if you would like to ...
b. ... Do you want to ...?
Would you like to ...?
c. ... How about going ...?
Making a request
Making requests
a. Would you mind if ...?
... Could you ...?
b.
... Would you mind going ...?
c.
...
Discuss:
• the benefits of accepting Mirza’s father’s invitations and requests
• the effects of teenagers spending too much time in front of the computer
• other beneficial activities teenagers can do during their leisure time
14
It’s a Small World CHAPTER 2
TASK 2 Role-play the video call between Ruben and Sai Wei. Pay attention to
how requests and invitations are made.
Sai Wei, I wonder if you'd like to go to the PC Fair this
afternoon? My dad and I are going to shop for a few gadgets.
I'd love to come, Ruben. Unfortunately, I don't have any transport.
Would your dad mind picking me up from my house?
Not at all, Sai Wei. Could you be ready by two o’clock? I want to
get that new Speedlink before it goes out of stock.
Speedlink? Would you mind telling me what it is?
It's a new gadget in the market – a thumb-sized media streaming
device. Speedlink can connect your television, smartphone, tablet
or computer to the Internet. It allows you to stream movies, videos,
games and music from online services.
Does that mean you can download your favourite games and
play on your big TV screen? Wow! That will be great.
It'll be wonderful, Sai Wei. If I buy it today, I'll install it immediately.
Do you want to play Battle of Titans with me?
I'd love to, Ruben. However, could you send me
End End
switch camera back home by seven o’clock? I need to complete my switch camera
switch to voice call switch to voice call
maths homework.
Okay, Sai Wei. I have to complete my essay, too. Two hours
should be enough fun for us.
TASK 3 Act out dialogues to invite your TASK 4 Complete the posts on a social
friend to the following places: media by making appropriate
Think-Pair-Share invitations.
• Digital Warehouse Sale 21st
Century
Skills a. Nisha is inviting Fitri to a Social
• Computer Fair Networking Workshop.
• Games Fair Nisha: Hi Fitri ...
• Blogs and Bloggers Workshop
b. Swet Yen wants Sarah to accompany
her to buy a new mobile phone.
Swet Yen: ...
✓ When making invitations, state:
• the purpose c. Rinajit is inviting Suhaili to an IT
• place exhibition.
• time/day/date Rinajit: ...
✓ When making requests, ask in
the form of polite questions. d. Syamie wants Arif to accompany
• ‘Could’ and ‘would’ are more him to a Gadget Warehouse Sale.
polite than ‘can’ and ‘will.’
Syamie: ...
15
Read
Look at the following quote. List the Dos and Don'ts as a Netizen.
“Take responsibility for the decisions you make and the actions you take”
-Billy Cox-
Read the following article from a social media webzine.
Webzine
FOOTPRINTS ON THE NETWORK Home News Articles About Us Subscribe
Social networking has taken the world by storm. Social media applications like Whatsapp, Facebook,
Twitter, Instagram and Snapchat have sprouted like mushrooms on the Internet. Other social media
applications may appear in the blink of an eye.
Online Friends Online Security
You must make sure your social While communicating online, take care
networking is restricted to your friends of your online security. You can use your
and people you know. Do not simply privacy settings to control who sees what
befriend everyone on the Internet as he you post. Do not share your passwords and
or she may take advantage of you. Do personal information with anyone. Do not
not meet an online friend in person share a photo of your house, your parents
unless you trust him or her. If anybody or the car they drive. Criminals can take
online threatens you or says something advantage of your innocent sharing of
that scares you, inform your parents or pictures.
an adult immediately.
Think before You Click
Online Reputation Remember that everything you post
Next, remember that you have to can be permanent. You upload and share
take care of your online reputation. a lot of information online like photos,
People will judge you by looking at videos, emails or messages but do you
the things you post on the Internet. know that these will go into some obscure
Hence, you must be careful about the places in the Internet and can be
things you post on the Internet. Do circulated or retrieved some time in the
not upload suggestive pictures or use future? Someone may print or copy your
inappropriate language. Be thoughtful information and send it around to other
and courteous. What you write online people. There is nothing you can do to
will be there forever, to be read and stop this spreading of information. The
interpreted by everyone. So, do think of information you have deleted could resurface
your digital identity. years later, sometimes with embarrassing
Glossary consequences. Thus, you have to think
before you click the ‘send’ or 'post' button.
netizen a user of the Internet, especially
a habitual or avid one Whatever communication platform you choose, think
Webzine a magazine published on the about the footprints you are leaving on the network.
Internet Share e
in the blink Adapted from: www.internetsociety.org/your-digital-footprint-matters
of an eye extremely quickly
16
It’s a Small World CHAPTER 2
Vocabulary Journal
Word Illustration
Permanent
Definition
Lasting or remain
unchanged indefinitely
1. Match the words in Column A to their meanings in Column B.
Column A Column B
a. reputation passed from one person to another
the opinion that people have about what someone or
b. obscure
something is like
c. circulated unknown
2. Answer the following questions.
a. How can people judge you on the Internet?
b. What should you do to take care of your online reputation?
c. Name three things you can do to take care of your online security.
d. What are the types of information you can upload and share online?
e. Why does the blogger say that information you have uploaded on the
Internet cannot be removed?
f. Why must you be selective in the information you share online?
g. The blogger says that social media applications have sprouted like
mushrooms.What does the phrase mean?
h. How can criminals take advantage of your innocent sharing of pictures
and information?
17
WORD STUDY (Word Association)
Words like online security and
password are related to social Online
networking. security
Pick out words and phrases from
the article that are related to social
networking.
Social
All Write Round Robin Networking
Password
Moving Beyond the Text
Make a list of the messaging applications that you and your friends are using.
Think-Pair-Share
Messaging Applications Used by
My Friends and I
21st
Century
Skills
My My Friends'
Messaging Messaging
Applications Applications
• Compare the answers.
• Which are the favourite messaging applications?
• Research when these messaging applications were first introduced. Provide your
source of information.
• Are there any new messaging applications?
18
It’s a Small World CHAPTER 2
Writing an email The @ sign in email
addresses means ‘at’. It
Nowadays, Internet slang is heavily used in text separates the username
messages and emails. Read the following email sent to from its host, as in
Lingau by her former classmate, Azmie. m_aiman (username)@
mail.org (host). The
host name signifies the
domain at which the
From: [email protected]
To: [email protected] user can be found.
CC: [email protected]
Subject: Invitation 4 a class reunion
Hi Lingau! TASK 1
How r u doing in Sarawak? i hope u r well. • Identify the
FYI, i really miss our school days. Guess what, we’ve
decided to have a reunion! Come over 2 SMK Intan to join abbreviations
the Form 1A - class of 2015 reunion. and short forms
BTW, the GR8 news is i have contacted all our used in the email.
classmates and a few teachers. i found them on social • Rewrite the
media. email without the
Please make it for the event. i’d like you 2 b there. short forms and
Melisa, our former class treasurer, will collect the money. abbreviations.
Please confirm your attendance ASAP.
G2G. CU soon!
Link
Browse the Internet for
Your friend, more abbreviations.
Az Type 'Internet slang' in
the search engine.
TASK 2
Write a reply to an email
Common abbreviations Imagine you are Lingau. You are interested in attending
in email: the class reunion. However, a lot of information is
missing in Azmie’s email. Write a reply to him asking
LOL – Laugh Out Loud/ for more information about the event.
Lots Of Love
FYI – For Your email Etiquette
Information • Use proper spelling and grammar.
ASAP – As Soon As • Use a meaningful subject line.
Possible • Answer/reply immediately.
G2G – Got to Go • Do not reply to ‘All’.
• Read the email before you send it.
• Do not use capitals – THIS IS SHOUTING.
• Do not attach unnecessary files.
19
Pre-writing
Use the tree map to help you SMK Intan Form 1A- Class of 2015 Reunion
organise your information.
Write a reply to Azmie’s email
to gather more information Information you Information you
about the reunion. When already know want to know
writing your email:
• look at the sample email Form 1A - class of 2015 reunion Date
that has been given
• use the tips to write the email A few teachers have been contacted ...
• be courteous when Melisa is collecting money ...
requesting for information
Other information Accommodation
Examples: Could you please tell me when the reunion
will be held?
May I know what time the event will start?
A The Simple Present Tense
Study the table on how the Simple Present Tense is used.
The Simple Present
Tense is used for Examples
daily routines • Johan starts work at 6 o’clock every morning.
• They start work at 6 o’clock every morning.
timetables, programmes • The counselling session begins at 9 a.m. daily.
universal truths • The Earth revolves around the sun.
TASK 1 Complete the sentences below with the
Simple Present Tense.
1. Dr Amiruddin Wahab ... (work) at Cybercrime • When the subject is singular,
Security Malaysia. the verb takes an ‘s’.
2. Jane ... (attend) counselling sessions concerning • When the subject is plural,
her online addiction every day. the verb does not take an ‘s’.
3. As many as 30 Malaysians ... (fall) victim to • I and you are the exceptions
cybercrime daily. to the rule.
4. Light ... (travel) faster than sound.
20
It’s a Small World CHAPTER 2
TASK 2 Study the flow chart of Dr Amiruddin Wahab’s daily schedule. Use Simple
Present Tense to write a paragraph of his routine.
Begin your paragraph with: Dr Amiruddin wakes up at 5 a.m. daily. He ...
wakes up – clocks in at office – checks email – meetings –
5:00 a.m. 7:45 a.m. 8:00 a.m. 9:00 a.m.
meets cybercrime victims discusses with his team – how leaves for home
– 11:00 a.m. to solve problems – 3:00 p.m. – 7:00 p.m.
B Yes/No Statements and Questions
Yes/No statements and questions require answers in the form of Yes or No.
The tense of the answer must follow the tense used in the statement or question.
Positive /
Statements Questions Negative
Responses
It is good to meet online friends. Is it good to meet online friends? Yes, it is.
No, it isn’t.
Yes, we can.
We can upload videos on our blogs. Can we upload videos on our blogs?
No, we can’t.
Yes, he does.
Hairil creates online games. Does Hairil create online games?
No, he doesn’t.
They work as cybercrime fighters. Do they work as cybercrime fighters? Yes, they do.
No, they don’t.
TASK 3 Convert these statements to Reflective
questions. Then, give the correct Journal
positive and negative responses. 1. Is Internet addiction good or bad?
2. Besides connecting via social
1. It is good to have family chat groups. media, what other activities can I
2. Aril wants to be a movie animator. do with my friends?
3. There are many social networking sites.
4. Veron and his friends give online Cycling in
counselling. the park
5. Lily receives many online orders
Fun
for her cupcakes. activities
6. It is important to create new with my
passwords regularly. friends
21
Short and Long Vowel Sounds
A Say these words aloud. B Listen and circle the word
that has a different sound
from the other words.
I 1. sick tin win lean
2. sip sin seam lip
fish
3. teak dean scene pin
/I/ short 4. wick week weak tease
vowel sound
bin mill C Search for words that have the phonetic
din sit
hit wick symbols /I/ or /i:/ in the dictionary. Learn
how to pronounce the words correctly.
Examples:
pixie noun
I BrE // ; NAmE /
tree pizza noun
BrE // ; NAmE /
/i:/long
vowel sound
bean ease D Read these sentences as fast as you can.
free meal • The dean made a din in the bin.
seal weak • Six big beaks seek big beans.
A ction O riented
Task
Your class has created a few online quizzes. You have set up stations at the
Computer Laboratory to test whether the quizzes are workable.
• Invite friends to try the quizzes. Carousel Feedback 21st
Century
Skills
22
It’s a Small World CHAPTER 2
Link
Read the modernised version of The Shepherd Boy. To view the original version
of The Shepherd Boy, you can log
A teenager was hired to guard or keep watch on to:
over a telecommunications shop in a shopping mall. http://www.first-
Customers would come to the shop to purchase the school.ws/theme/
latest smartphone models, phone accessories and fables/shepherd-
boy-wolf.htm
prepaid cards. In case of a robbery, the shop owner had
told the boy to shout “Robber!” and the neighbouring
shopkeepers would come to his aid.
One afternoon, the boy felt bored. He had been keeping watch over the
shop the whole day, and there had not been any customers for the past five
hours. So he decided to play a trick on his neighbours.
“Help me, a robber is here!” he shouted. Immediately, the shopkeepers
rushed over. When they found that there was no robber, the boy burst out
laughing. The shopkeepers returned to their shops, feeling annoyed.
A few days passed and the boy felt bored again. This time, he ran out of
the shop with a look of panic on his face. “A robber is in my shop!” yelled the
boy. When the shopkeepers arrived, the boy laughed and made fun of them.
They were furious and scolded the boy.
The very next day, two robbers came to the shop and threatened the boy
with a parang. The boy ran out of the shop, screaming at the top of his voice,
“Please help me, I’ve been robbed!” However, no one came to his aid. By the
time the security guards of the mall came, it was too late. The robbers had
already escaped with the most expensive smartphone models and a large box of
prepaid cards.
TASK 1
Have you read The Shepherd Boy by Aesop? What is your opinion about the
story? Compare the original version with the modern version. Elaborate.
TASK 2
Find phrases or words in the story that reflect the following feelings:
fear humour anger
TASK 3
Convert the story into a short play. Write the script and act it out.
23
A Fill in the blanks with the correct B Change the following sentences into
Simple Present tense. Yes/No questions.
1. She ... (hike) up the mountains 1. Jeevan stops playing his computer
every weekend. games at 5 p.m.
2. Aliana ... (cook) dinner at 6 p.m. 2. Wendy practises politeness in all
every day. her emails.
3. Najla ... (answer) all her emails 3. A cyber bully is caught by
every day. the authorities.
4. Kevin ... (buy) a new laptop for all 4. Many websites are corrupted
his staff. by viruses.
5. The children ... (make) video calls 5. Linda’s parents book their air
to their brother in Canada. tickets online.
C Write polite forms of request.
1. Can you let me ...?
2. Could you possibly ...?
3. Would you ...?
4. Would you mind ...?
5. Could I ...?
D Underline all the words with the E Write polite forms of invitation.
/i:/ sound.
1. I would like to invite you . . .
1. bin, win, tin, lean 2. Do you want to . . .
2. seek, sick, big, seat
3. week, weak, win, will 3. Would you like to . . .
4. bean, bin, hit, heat 4. I wonder if you would like to . . .
5. ill, mill, meal, seal 5. We would be delighted to . . .
Social Media refers to computer-mediated tools that allow people to
create, share and exchange information.
Social Networking refers to the engagement process through a
platform of websites and applications to communicate and connect
with others.
24
Nature's Warning! CHAPTER 3
CHAPTER
3 Nature's Warning!
In this chapter,
you will
Floods are common occurrences and have caused a lot of problems listen
to the people involved. It has also affected the environment. to a report of a
• Have you experienced floods? Share your experiences. survey on causes
• Why do you think floods happen? of floods and a
talk on flash flood
evacuation
speak
about simple
procedures
read
a leaflet about haze
write
a letter of
complaint
learn
about regular and
irregular verbs and
simple past tense
practise
// and /u/
appreciate
a graphic novel
A human can be knocked down
and washed away by just 15 cm
of fast-moving water. Less than
0.6 metre of fast-moving water
can wash away a car and even a
big truck.
25
25
Listening to a Report and Identifying Cause and Effect
TASK 1 A survey was carried out in a school for the students to
identify the causes of floods. Listen to a student relaying
the results of the survey. Complete the bar graph with the
correct causes of floods.
50
40
Percentage of Students 30
25
20
15
10
5
0
… … … … Others
Causes of Floods
TASK 2 Which factor is cited as the major cause of floods? Do 21st
you agree with the findings? What do you think the word, Century
Skills
others, represent? Jot Thoughts
TASK 3 Listen to the results of the survey again and fill in the multi-flow
map below.
Causes E ects
Drainage system
Weather
Floods
Dam break
Pollution
26
Nature's Warning! CHAPTER 3
Listening to a Talk and Responding to Simple Procedures
TASK 4 Listen to a talk on the procedures for a flash flood evacuation.
Complete the flow map with the correct steps during a flash
flood evacuation.
Follow orders Wear protective Take Disaster
and leave … … and sturdy … … Kit
Secure … Use …
Tips to describe process and procedures:
1. Use imperative verbs like follow,
wear, take.
2. Use linking words like First, Second,
The next step, After that, Finally.
TASK 5 Look at the picture.
If you have to evacuate
your home during a
flood, what should you
and your family do
before you leave?
TASK 6 Suggest ways to help flood victims.
donate
food
How to
help flood Raindrops can be the
victims size of a housefly and fall
at more than 30 km/h.
27
Read
Forest fires and emission of smoke from vehicles and factories contribute to global
warming. They worsen air pollution and many nations suffer from the ill effects of haze.
Read the following leaflet on haze.
What particles are found in haze?
Public views:
Mariam, Housewife
sulphur soot nitric For days, the haze remained.
dioxide oxide Innocent victims su ered from
throat itchiness, coughing,
HAZE carbon eye irritation and watery eyes,
nitrogen monoxide runny nose and itchy skin.
dioxide Children and the elderly were
dirt smoke the most a ected.
Dr Vicky, JB Health Clinic
Air Pollution Index (API) When the API reaches an
unhealthy level, stay indoors,
On hazy days, monitor the Air Pollution Index (API) before wear masks and drink plenty
carrying out outdoor activities. When the air quality is hazardous, of water. See a doctor if the
stop outdoor activities. symptoms persist.
Levels
Numerical of Health Meaning
Value Concern Wong Jia En, Student
Air quality is considered satisfactory, and air Action must be taken against
those who cause climate
0 to 50 Good pollution poses little or no risk. change. When irresponsible
Air quality is acceptable. There may be a people pollute our air, they
moderate health concern for a very small must be punished.
51 to 100 Moderate number of people who are unusually sensitive
to air pollution. Link
Unhealthy Members of sensitive groups may experience
for You can get
101 to 150 health problems. The general public is not information about
Sensitive likely to be affected. the air quality index.
Groups To get the current
Everyone may begin to experience health quality of the air
151 to 200 Unhealthy problems. Members of sensitive groups may around the globe, go to:
experience more serious health problems. http://waqi.info
Very Health alert: everyone may experience more
201-300 Unhealthy serious health problems.
Health warnings of emergency conditions. The Glossary
300+ Hazardous entire population is more likely to be affected. moderate average in intensity
irritation inflammation or discomfort
(Adapted from https://airnow.gov/index.cfm?action=aqibasics.aqi)
28
Nature's Warning! CHAPTER 3
Vocabulary Journal
Word: appear
What it means: Sentence:
Synonym: Picture:
1. Fill in the table with an appropriate word from the text.
Meaning Word
a. continued to exist
b. minute or tiny portion/piece of matter
c. dangerous
d. experienced something unpleasant
2. State whether the following statements are True or False.
a. Dust, soot, smoke and dirt are the only substances contained in haze.
b. The lower the API, the better the quality of the air.
c. Old people find it easier to cope with haze.
d. Healthy people can be outdoors when the API is at a hazardous level.
3. Match the main idea of each of the speakers.
a. Mariam Stay indoors when the quality of the air is unhealthy.
b. Dr Vicky People who cause air pollution must be punished.
c. Wong Jia En Air pollution causes many skin and respiratory problems.
4. Answer the following questions.
a. Why do you think Mariam described the victims as ‘innocent’?
b. Mariam said that children and old people are the most affected by the
haze. State a reason.
Moving Beyond the Text The molecular structure of
greenhouse gases makes it
Discuss how you and your friends can possible to trap heat in the
contribute towards reducing haze. Present atmosphere and then re-emit
your ideas to the class. 21st it towards the surface which
Think-Pair-Share Century further warms the Earth.
Skills
29
WORD STUDY (Word Association)
1. Find words in the leaflet that are
associated with weather. Writing a Letter of Complaint
If you are dissatisfied about
something and want some
haze actions to be taken, you can
write a letter of complaint to the
authorities.
Weather
Pre-writing
Study the following letter of
complaint and the guidelines to
air pollution
write a formal letter.
2. Find words in the leaflet that are
associated with health.
doctor
Health
Link
Check out more facts about haze that
you might want to know.
Eight Scientific Facts about Haze
http://www.asianscientist.
com/2015/10/features/scientific-facts-
haze/
30
Nature's Warning! CHAPTER 3
Syafiqa Rizal,
45, Jalan Permai 9, Sender’s name and address
Taman Permai,
47190 Puchong,
Selangor.
________________________________________________________
Insert a line
The Director, Recipient’s designation
Maju Municipal Council, and address
56, Jalan Maju,
47190 Shah Alam,
Selangor. 25 APRIL 20XX Date
Dear Sir, Formal salutation
Complaints about Clogged Drains Subject reference
I am writing on behalf of the residents of Taman Permai, Puchong. We
wish to complain about the poor drainage system in our residential area
due to inefficient rubbish disposal.
2. For the past three months, rubbish has not been collected
regularly. The waste disposal truck comes only once a week. The State your complaints.
uncollected garbage has attracted not only flies and mosquitoes but also – Rubbish has not
been collected
stray dogs. These stray animals also scatter the rubbish and make the – Blocked drains
roads dirty and smelly. Furthermore, plastic bags of rubbish eventually
end up in drains and block the water from flowing rapidly.
3. These blocked drains have caused flash floods in our housing
area. When there is heavy rain, water overflows from the clogged drains
onto roads and enters houses. The residents are very frustrated and
unhappy with the situation as their daily routines have been affected.
4. We would appreciate it if the Municipal Council collects rubbish Give suggestions
according to schedule. This will definitely stop flash floods from occurring
in our housing area. Conclude the letter
Thank you. Thank you note
Yours faithfully, Complimentary close
Syafiqa Signature
(SYAFIQA RIZAL) Name in capital letters
31
TASK 1 You are a member of the Environment Club in your school. The Club
has conducted a survey on some anti-eco-friendly activities which are
contributing to global warming. These are the results of the survey:
1. Students waste paper – write on one side only – no recycling project
2. Gardeners – burn rubbish – air pollution
3. Canteen vendors – use Styrofoam cups and plates – bad for the environment
4. Trees in school – cut down – contribute to global warming
Use the guidelines to write a letter of complaint to the Principal of your school.
TASK 2 Earth Day falls on 22 April Useful expressions:
every year. Your school To complain
has decided to celebrate I would like to make a complaint about … .
it. Your class has been I want to complain about … .
given the task to carry out We would like to bring your attention to the problem of … .
We would like to highlight the problem of … .
some activities to spread To conclude
awareness on global I hope the relevant authorities would … .
warming. Choose one of The Municipal Council ought to take immediate action to … .
We would appreciate if the Municipal Council would … .
the tasks below.
Publish Hands-On
Do research on how the use of electricity Contact the nearest nursery or MARDI
can increase global warming. Write (Malaysian Agricultural and Development
an article and pin it up on your school Institute). Ask them to donate some plants and
gallery walk or share it in your blog. tree samplings. Green your school compound.
Do a survey in your school to check on Write a skit on the effects of global warming
wastage of electricity and water. Speak to create awareness among the students.
in the school assembly on how these can Dramatise it.
contribute to global warming.
NEWS
NEWS
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Simple Past Tense - Regular and Irregular Verbs
Simple Past Tense
• To indicate an action that is completed in • She spoke about her online games at a
the past at a specific time mentioned conference yesterday.
• To indicate an action that is completed in • The pictures about the recent earthquake
the past with the time implied posted on the social media stunned the viewers.
• To indicate past habits • His parents always checked his blog to make
sure he did not post anything sensitive.
32
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