STRATEGI A+ ENGLISH Form 3

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Contents Express Notes N1 – N16 Modul Literasi dan Amali Sivik ML1 – ML8 Pembelajaran Abad ke-21 Activities P1 – P4 Student’s Performance Record R1 – R4 Family Ties 1 – 6 Food, Food, Food 7 – 13 The Wonders of Nature 14 – 19 Monthly Test 1 20 – 24 Special Relationships 25 – 30 A Place to Call Home 31 – 37 Ready, Steady, Go 38 – 45 Mid-Year Assessment 46 – 54 Extreme Situations 55 – 60 Time to Spare 61 – 66 High-Tech World 67 – 72 Monthly Test 2 73 – 77 That’s Entertainment 78 – 83 Lessons to Learn 84 – 90 Project-based Lessons 91 – 92 Ujian Akhir Sesi Akademik 93 – 106 Listening Script 107 – 110 Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit 8 Unit 9 Unit 10 Unit 11 BAKTI SDN. BHD. PENERBIT ILMU BAKTMU BAKTI SDN. BHD. PENERBIT ILMU BAKTILMU BAKTI SDN. BHD. PENERBIT ILMU BAKTILMU BAKTI SDN. BHD. PENERBIT ILMU BA

N1 EXPRESS NOTES Grammar Nouns 1 Nouns are words that refer to a person, animal, place, thing or quality. 2 There are four types of nouns. Nouns Common Proper Abstract Concrete 3 Common nouns are general words of people, animals, places and things. e.g. boy, cat, book, mosque 4 Proper nouns are specific names of people, animals, places and things. They always begin with a capital letter. e.g. Selvi, July, Proton Exora, Jalan Ipoh 5 Abstract nouns are words that refer to a quality, an idea, a state or an activity. e.g. happiness, love, anger, determination 6 Concrete nouns are nouns that can be observed with our five senses – sight, hearing, smell, taste and touch. e.g. (a) Rose baked a pineapple cake for her sister. (b) She loves her family very much. Articles 1 Articles can be divided into: i-THINK Tree Map Articles Definite the Indefinite a/an 2 The is used to refer to a particular person, place or thing. It describes things that are one of its kind. The is also used to refer to something mentioned previously. i-THINK Tree Map e.g. (a) That is the pen which I lost yesterday. (b) The sun rises in the east. (c) I bought a dress at the boutique. The dress is red. 3 A is used before singular countable nouns. We use a for words that begin with a consonant sound or words that begin with the ‘y’ sound. 4 An is used before singular countable nouns. It is for words that begin with a vowel sound (a, e, i, o, u) and words that begin with a silent ‘h’. e.g. (a) I saw a European man standing outside the café. (b) Sara waited in the library for an hour. (c) Don’t forget to bring a camera. 5 Articles are not used before: • uncountable nouns (article the is used in some instances) • plural countable nouns • proper nouns • languages • school, hospital, bed, university, church e.g. (a) I speak Mandarin with my friend. (b) She works in Singapore. (c) He has gone to bed. (d) Honesty is the best policy. Pronouns 1 There are five types of pronouns: i-THINK Tree Map Pronouns Personal Possessive Reflexive Demonstrative Interrogative Subject Object BAKTI SDN. BHD. PENERBIT ILMU BAKTMU BAKTI SDN. BHD. PENERBIT ILMU BAKTILMU BAKTI SDN. BHD. PENERBIT ILMU BAKTILMU BAKTI SDN. BHD. PENERBIT ILMU BA

N2 2 Subject pronouns are used as the subject of a verb – I, You, He, She, It, We, They. 3 Object pronouns are used as the object of a verb – me, you, him, her, it, us, you, them. e.g. (a) The man in the black suit is my uncle. He is from India. (b) The stray dogs are making a lot of noise at night. I am going to tell the authorities about them. 4 Possessive pronouns refer to people or things belonging to another – mine, ours, yours, hers, his, its, theirs. e.g. (a) Father bought these books for you. They are yours. (b) This is Rahman’s pencil case. It is his. 5 Reflexive pronouns are used when the object of a sentence is the same as the subject – myself, yourself, himself, herself, itself, ourselves, yourselves, themselves. e.g. (a) Ravi made himself a cup of coffee. (b) I myself made sure the food and drinks were enough for everyone. 6 Demonstrative pronouns refer to specific things – this, that, these, those. e.g. (a) These dresses are too expensive. I would not buy them. (b) That fishing boat was built by my uncle. 7 Interrogative pronouns are used to ask questions – What, Whose, Which, Who, Whom. e.g. (a) What do you want for your birthday? (b) Whom were you speaking to just now? Question Tags Question tags are used to turn statements into questions. i-THINK Tree Map Question Tags Positive Tags Used in negative statements Negative Tags Used in positive statements e.g. (a) Melissa isn’t here, is she? (b) We didn’t win the contest, did we? (c) We can join the club next year, can’t we? (d) They went snorkelling, didn’t they? Active and Passive Voice 1 Using active voice in writing is the most common way to write a sentence. The subject of the sentence performs the action. 2 Passive voice is used to emphasise the action and when the doer of the action is unknown or unimportant. The subject of the sentence has the action done to it. e.g. Active Voice (a) Millie ate the cake. (b) Mrs Wong is teaching the students. (c) The committee will announce the results soon. Passive Voice (a) The cake was eaten by Millie. (b) The students are being taught by Mrs Wong. (c) The results will be announced by the committee soon. Sentence Structure 1 There are five types of sentences: i-THINK Tree Map Sentence Types Simple Compound Declarative Complex Imperative 2 A simple sentence consists of one independent clause (a subject and a verb). e.g. (a) I like painting. (b) The toddler is crying loudly. 3 A compound sentence consists of two or more independent clauses. It is linked using conjunctions such as and, but, or, so, either…or, neither…nor to make a complete sentence. BAKTI SDN. BHD. PENERBIT ILMU BAKTMU BAKTI SDN. BHD. PENERBIT ILMU BAKTILMU BAKTI SDN. BHD. PENERBIT ILMU BAKTILMU BAKTI SDN. BHD. PENERBIT ILMU BA

N3 e.g. (a) He likes playing badminton and football. (b) Either Cynthia or her sister will enter the colouring contest. 4 Complex sentences consist of one independent clause and one dependent clause. It is linked using who, which, whose or whom to make a complete sentence. e.g. (a) I met the lady whose son is missing. (b) Ratna bought the blouse which was on sale. 5 We use a declarative sentence to make a statement. Declarative sentences end with a full stop. e.g. (a) The knife is sharp. (b) The teachers are having a meeting at the staffroom. 6 Imperative sentences issue a command, instruction or demand. e.g. (a) Clean your room! (b) Stop biting your fingernails! Prepositions Prepositions can be classified into: i-THINK Tree Map Prepositions Time in on at Place/Position on in near behind in front of under between over among along against Direction/Movement up into off towards through out away from past around over along across e.g. (a) I placed the ladder against the wall. (b) Walk past the post office and turn left at the junction. (c) She has her lunch at 1.00 p.m. every day. Adjectives 1 Adjectives are words used to describe nouns or pronouns. 2 When writing many adjectives in the same sentence, they must be written in the correct order. Flow Map i-THINK Quantity/ Number Quality/ Opinion Size Shape Age Colour Origin Material e.g. (a) I saw many beautiful, oval, white buildings. (quantity – opinion – shape – colour) (b) Tina just bought a big, antique, black, French grandfather clock. (size – age – colour – origin) (c) He gave his mother an elegant, grey, Italian, silk scarf. (quality – colour – origin – material) (d) My neighbour has two cute, brown, English bulldogs. (number – opinion – colour – origin) Modal Verbs i-THINK Circle Map Textbook Teacher Internet Friends Modal Verbs can may might would should must ought to will could BAKTI SDN. BHD. PENERBIT ILMU BAKTMU BAKTI SDN. BHD. PENERBIT ILMU BAKTILMU BAKTI SDN. BHD. PENERBIT ILMU BAKTILMU BAKTI SDN. BHD. PENERBIT ILMU BA

N4 Modal Verb Function Example can to express ability/to suggest/to request • I can stay at my aunt’s house until my parents return. • She can complete her homework before going to the playground. • Can I borrow your eraser, Lina? could to express ability (in the past)/ to suggest/ to request • I could read a storybook when I was five. • You could get someone to help you. • Could you send me to the airport? will/ would to request • Would you like to join us for dinner? • Will you help me hang up the curtains? should to advise • You should see a doctor and get some medicine. ought to to advise • Hashim ought to listen to his mother’s advice. must to express obligation • I must clean up my room tomorrow. might to express possibility • It might be better to travel by train. may to express possibility/ to ask for permission • I may drop by after lunch. • May I borrow this book? Adverbs 1 Adverbs change the meaning of a verb, an adjective or another adverb. 2 There are five types of adverbs: i-THINK Tree Map Adverbs Place inside outside here there everywhere downstairs Time before soon now seldom daily rarely Manner slowly loudly beautifully wisely recklessly greedily Degree extremely greatly hardly quite completely fairly Frequency always sometimes never often normally usually e.g. (a) She spoke rudely to the cashier. (b) The boy opened the door and ran inside. (c) He always goes to school at 7.30 a.m. Transitions 1 Transitions or connectors are words or phrases that help carry a thought from one sentence to another, from one idea to another or from one paragraph to another. 2 Transitions link sentences and paragraphs together smoothly so that there are no abrupt jumps or breaks between ideas. Function Transition 1 Adding additional facts or information as well, and, additionally, furthermore, also, too, in addition, another, besides, moreover 2 Indicating the order of a sequence of events first of all, meanwhile, followed by, then, next, before, after, last, finally, one month later, one year later 3 List things in order of importance first, second, etc., next, last, finally, more importantly, more significantly, above all, primarily 4 Connect one idea to a fact or illustration for example, for instance, to illustrate, this can be seen 5 Indicate an effect or result as a result, thus, consequently, eventually, therefore 6 Indicate that one idea is the opposite of another nonetheless, however, yet, but, though, on the other hand, although, even though, in contrast, unlike, differing from, on the contrary, instead, whereas, nevertheless, despite, regardless of 7 Compare one thing to another in a different sense, similarly, likewise, similar to, like, just as, conversely BAKTI SDN. BHD. PENERBIT ILMU BAKTMU BAKTI SDN. BHD. PENERBIT ILMU BAKTILMU BAKTI SDN. BHD. PENERBIT ILMU BAKTILMU BAKTI SDN. BHD. PENERBIT ILMU BA

N5 Literature Zone i-THINK Tree Map Poems Novels Literature Texts: Form 3 The Day the Bulldozers Came (by David Orme) The Elephant Man (by Tim Vicary) Moby Dick (by Herman Melville) We Didn’t Mean to Go to Sea (by Arthur Ransome) Poisoned Talk (by Raymond Wilson) Poem: The Day the Bulldozers Came by David Orme The day the bulldozers came Rooks were building Crazy egg baskets in the oaks; Green flies sizzled by the pond And a cold-eyed toad Waited for them. The day the bulldozers came Squirrels were scattering Up tree trunks, And leapt from branches That were hardly there. The Day the Bulldozers Came The fox Stirred in his sleep As the ground trembled. ‘Ha ha!’ he thought, ‘I’m quite safe, Deep down in the Earth, No one can get me here.’ Then the bulldozers came. David Orme BAKTI SDN. BHD. PENERBIT ILMU BAKTMU BAKTI SDN. BHD. PENERBIT ILMU BAKTILMU BAKTI SDN. BHD. PENERBIT ILMU BAKTILMU BAKTI SDN. BHD. PENERBIT ILMU BA

N6 Synopsis This poem is about how the environment is being damaged from one particular perspective. The habitats of animals and nature are destroyed due to human development. Brace Map i-THINK The Day the Bulldozers Came Literary Devices Symbolism Imagery Irony Onomatopoeia Rhythm Repetition Themes Environmental destruction Social responsibility Failure to appreciate nature Persona No specific age or gender of the persona is mentioned Relates his/her thoughts on the consequences of human development Setting Time frame: In the 20th century Place: Forest Tone/Mood Tone: Serious and reflective Mood: Sad Structure Three stanzas with different number of lines in each stanza Moral Values We should care for the environment. Every action has its consequences. We should not take the environment for granted. We must balance the environment and development. BAKTI SDN. BHD. PENERBIT ILMU BAKTMU BAKTI SDN. BHD. PENERBIT ILMU BAKTILMU BAKTI SDN. BHD. PENERBIT ILMU BAKTILMU BAKTI SDN. BHD. PENERBIT ILMU BA

N7 Poem: Poisoned Talk by Raymond Wilson Poisoned Talk Who killed cock robin? I, said the worm, I did him great harm. He died on the branch of a withered tree From the acid soil that poisoned me. Who killed the heron? I, mouthed the fish, With my tainted flesh I killed tern, duck and drake, All the birds of the lake. Who killed the lake? I, boasted Industry, I poisoned with mercury Fish, plant and weed To pamper men’s greed. Who killed the flowers? I, moaned the wind, I prowl unconfined, Blowing acid rain Over field, flood and fen. Who killed the forest? I ensured that it died, Said sulphur dioxide. And all life within it, From earthworm to linnet. Raymond Wilson Synopsis The poem talks about the destruction of all flora and fauna if humans continue to pollute the environment. Brace Map i-THINK Poisoned Talk Persona No specific age or gender of the persona is mentioned A concerned individual who is worried about the destruction of the environment as a result of pollution Themes Environmental pollution Destruction of the ecosystem Human greed Moral Values We should think about how our actions can affect others. We must act responsibly. We must be kind to the environment. Literary Devices Irony Imagery Personification Repetition Metre, rhyme, rhythm Setting Time frame: In the 20th century Place: Outdoors Structure Five stanzas with five lines in each stanza Tone/Mood Tone: Negative and pessimistic Mood: Sad, hopeless, sombre BAKTI SDN. BHD. PENERBIT ILMU BAKTMU BAKTI SDN. BHD. PENERBIT ILMU BAKTILMU BAKTI SDN. BHD. PENERBIT ILMU BAKTILMU BAKTI SDN. BHD. PENERBIT ILMU BA

N8 Novel: The Elephant Man by Tim Vicary Synopsis This story begins in 1884 with Dr Frederick Treves, a doctor at the London Hospital, seeing a picture of the Elephant Man in the window of a shop near the hospital. He brings the man, whose real name is Joseph Merrick, to the hospital for a medical examination. Dr Treves does not see Merrick after that till two years later. He, together with the hospital chairman, Mr Carr Gomm, collects enough money to enable Merrick to stay in the hospital for the rest of his life. Dr Treves arranges for his friends to visit and talk to Merrick. He also takes Merrick to the theatre and allows him to stay in the countryside for six weeks during summer. However, in April 1890, Merrick is found dead in his hospital bed. Setting Time Setting Year 1884 1886 1890 Main Event Dr Frederick Treves sees the Elephant Man in a shop. The police bring the Elephant Man to Dr Frederick Treves. The Elephant Man is found dead in his bed. Social Setting The Victorian Era • Began when Queen Victoria was crowned in 1837 and ended when she passed away in January 1901 • Known for its strict social etiquette and advancements in industry, technology and medicine Physical Setting Place Event A little room in a shop • The room is in a shop, nearby the London Hospital. • It is a small, dark, dirty and smelly room. • Dr Treves sees Joseph Merrick for the very first time in this room. The London Hospital • Dr Treves is a doctor in this hospital. • He brings Merrick here to examine him. • Later, Merrick is given a place to stay in this hospital. Merrick’s room at London Hospital • Merrick is given two rooms, located at the back of the hospital. • He stays there for a duration of three and a half years until his death in April 1890. The theatre • Merrick watches a children’s Christmas play with Mrs Kendal’s help. • He remembers the play for a long time and constantly talks about it. The countryside • Merrick visits the countryside and stays in a small house for six weeks. • He makes friends with the birds and a big dog. BAKTI SDN. BHD. PENERBIT ILMU BAKTMU BAKTI SDN. BHD. PENERBIT ILMU BAKTILMU BAKTI SDN. BHD. PENERBIT ILMU BAKTILMU BAKTI SDN. BHD. PENERBIT ILMU BA

N9 Plot Exposition Dr Treves sees Merrick for the first time in a shop near the hospital. He takes Merrick for a medical examination, then sends him back to the shop after giving him his name card. Rising Action The police find Merrick and bring him to Dr Treves. Mr Carr Gomm writes to The Times about Merrick and receives a donation of £50,000. Conflict Merrick becomes upset when people laugh or scream when they see him. He requests to stay in a lighthouse or a home for the blind. Climax Merrick develops a social life as more people come to visit him. The Queen of England, Queen Alexandra, also visits him and gives him gifts. He is happy to be treated like a man, and not a creature. Falling Action Merrick begins to live like a normal human being. He goes to the theatre and stays in the countryside. Resolution Merrick tries to sleep on his back, like a normal human. However, his neck breaks and he dies. Characters Main Characters Character Description Character Trait Joseph Merrick • The protagonist of the story • Is 27 years old • Has severe deformities and physical disabilities • Exhibited as ‘The Elephant Man’ to make money • Intelligent • Friendly • Forgiving • Grateful • Loving • Perseverant Dr Frederick Treves • A doctor at the London Hospital • Rescues Merrick from his miserable life as an exhibit item • Cares for Merrick’s well-being • Empathetic • Compassionate • Caring • Observant • Selfish BAKTI SDN. BHD. PENERBIT ILMU BAKTMU BAKTI SDN. BHD. PENERBIT ILMU BAKTILMU BAKTI SDN. BHD. PENERBIT ILMU BAKTILMU BAKTI SDN. BHD. PENERBIT ILMU BA

N10 Themes Theme Description Discrimination and alienation • The society discriminates and alienates Merrick because of his deformed body. • Merrick cannot lead a normal life and ends up being a display item under the care of Simon Silcock. Kindness and compassion • Several people in Merrick’s life are compassionate towards him and help him lead a normal life. • Dr Treves, Mr Carr Gomm, the readers of The Times, Dr Treves’s young lady friend, Queen Alexandra and Mrs Kendal are some of them who treat Merrick like a human being. Perseverance • Merrick experiences a lot of challenges in life but he perseveres and continues living. • He earns a living by becoming an exhibit item known as ‘The Elephant Man’. • He reads a lot of books while at the hospital to improve his knowledge. Tolerance of differences • There are some people who are open-minded and accept Merrick. • They treat him like a man, and not a strange creature. • People from the upper class treat Merrick like a friend of theirs, even though Merrick does not come from the same circle in society. Moral Values 1 We must be helpful to those who are in need. 2 We must not give up easily in life. 3 We must maintain a good and wholesome personality at all times. 4 We must be sensitive towards other people’s feelings. 5 We must not judge people by how they look. 6 We must accept ourselves as we are. Novel: Moby Dick by Herman Melville Synopsis This story is about Captain Ahab who relentlessly pursues Moby Dick after the whale bites off his leg during an unsuccessful hunt. Ishmael, a sailor, arrives in the whaling town of Nantucket, looking for a job. He joins the crew on the Pequod, a whaling ship captained by Ahab. Three weeks after they set sail, Captain Ahab commands the crew to look for a white whale which he calls Moby Dick. They spot the whale in the Pacific Ocean but fail to kill it. After many attempts, Captain Ahab finally throws his harpoon at Moby Dick but the captain goes down with the line underwater. The whole crew of the Pequod dies except for Ishmael, who survives to tell the story. Setting Time Setting • In the 19th century • Starts out in the 1840s BAKTI SDN. BHD. PENERBIT ILMU BAKTMU BAKTI SDN. BHD. PENERBIT ILMU BAKTILMU BAKTI SDN. BHD. PENERBIT ILMU BAKTILMU BAKTI SDN. BHD. PENERBIT ILMU BA

N11 Social Setting • The whaling industry was important because people relied on whale oil to be used in oil lamps. • Men liked to become sailors as it gave them the opportunity to earn an income and a chance to see the world. • Large whaling ships sailed to the ocean and launched smaller open boats to attack and capture whales. • The captured whales were then brought to the ship to be butchered and processed. Physical Setting Place Event Nantucket • An important port for whaling ships • Ishmael arrives here and looks for a job. • He meets Queequeg and they become good friends. The Pequod • A whaling ship captained by Ahab • The crew sees Captain Ahab for the first time. • They learn that Captain Ahab is obsessed with Moby Dick, a white whale. The Atlantic Ocean • The crew catches many whales in the ocean. • The Pequod comes across many ships and sometimes, the captains come on board for a visit. The Pacific Ocean • Captain Ahab attacks Moby Dick in a fierce battle. • Captain Ahab is thrown into the sea and disappears, presumably dead. • The Pequod sinks and everyone on board drowns. • Ishmael is saved by the Rachel. Plot Exposition The story begins with Ishmael arriving at the whaling town of Nantucket. He befriends a foreigner called Queequeg and they both find a job on board the Pequod. Rising Action Ahab, the captain of the ship meets his crew and offers gold to the first man who spots a big white whale whom he calls Moby Dick. It soon becomes clear that the mission of the voyage is to hunt and kill Moby Dick. Climax The crew finally attacks Moby Dick in the Pacific Ocean. The battle goes on for three days. On the third day, Moby Dick rams into the Pequod and destroys it. Falling Action Everyone on the ship drowns except for Ishmael, who manages to hold onto Queequeg’s coffin for two days and two nights. He is eventually rescued by another ship. Resolution Ishmael reflects on his experience on the Pequod. He is able to tell his story, and also tell the readers that Moby Dick is still out there somewhere. BAKTI SDN. BHD. PENERBIT ILMU BAKTMU BAKTI SDN. BHD. PENERBIT ILMU BAKTILMU BAKTI SDN. BHD. PENERBIT ILMU BAKTILMU BAKTI SDN. BHD. PENERBIT ILMU BA

N12 Characters Main Characters Character Description Character Trait Ishmael • The narrator of the novel • A whaler on the Pequod • The only survivor of the Pequod • Adventurous • Determined • Friendly and loyal • Rational • Courageous Captain Ahab • The captain of the Pequod • Loses a leg during an encounter with Moby Dick • An experienced whaler • Obsessed with Moby Dick • Angry • Obsessive • Selfish • Reckless • Superstitious Starbuck • The first mate on the Pequod • Hunts whales to make a living • Does not agree with Captain Ahab’s actions but follows his orders since he is the captain • Honest and kind • Outspoken • Family-oriented • Responsible • Practical and sensible Queequeg • Comes from Kokovoko, an island in the Pacific Ocean • A huge man with black tattoo lines on his face and body • Strong and skilled • Friendly • Brave and adventurous • Able to predict the future Moby Dick • A huge white whale • The object of Captain Ahab’s obsession • Infamous and strong • Dangerous • Intelligent BAKTI SDN. BHD. PENERBIT ILMU BAKTMU BAKTI SDN. BHD. PENERBIT ILMU BAKTILMU BAKTI SDN. BHD. PENERBIT ILMU BAKTILMU BAKTI SDN. BHD. PENERBIT ILMU BA

N13 Themes Theme Description Vengeance and obsession • The whole story is about Captain Ahab’s obsession with Moby Dick. • The obsession takes over his life and makes him bitter, angry, selfish and reckless to the point that it endangers his life and the lives of his crew. Brotherhood • The crew on the Pequod comprises men from different races, backgrounds and beliefs. • During the voyage, they live together like brothers and forget about their differences. The difficult life of a whaler • Whalers have to face challenges in their everyday life. • They have to be away from their families for long periods of time. • They risk their lives when they hunt for whales. • They do not make much money even though the job is tough. The importance of family • The whalers are away for long periods of time, and therefore are deprived of family love. • They do this difficult and dangerous job so that they can feed their families. Moral Values 1 We must learn to forgive and forget. 2 We must be rational and sensible at all times. 3 We must have courage. 4 We must have compassion. 5 We must treasure friendships. 6 We must fulfil our duties and responsibilities. Novel: We Didn’t Mean to Go to Sea by Arthur Ransome Synopsis This story begins with the Walker family, except the father, in a little town called Pin Mill. The Walker family comes to Harwich to wait for Commander Walker’s (the father) return. They meet Jim Brading, a skipper of a little yacht, the Goblin. Jim invites the children to sail aboard his boat. The mother agrees, as long as they do not go out to sea. The children are left alone on the yacht when Jim goes to buy petrol for the boat engine. The tide begins to rise and they find themselves drifting down the river and out to sea. After surviving a bad storm, the children see a pilot boat and arrive in Flushing. Commander Walker, who is leaving on a ferry to Harwich, sees them and joins his children. They sail back to Pin Mill and all is well. Setting Time Setting • Set in present time • Starts off in August 1931 and occurs within several days BAKTI SDN. BHD. PENERBIT ILMU BAKTMU BAKTI SDN. BHD. PENERBIT ILMU BAKTILMU BAKTI SDN. BHD. PENERBIT ILMU BAKTILMU BAKTI SDN. BHD. PENERBIT ILMU BA

N14 Physical Setting Place Event Alma Cottage, Pin Mill • A place located in a little town called Pin Mill • The Walker children and their mother stay here while waiting for their father’s return from overseas. • The children meet Jim Brading, skipper of the Goblin. Harwich • A little port town in England • The children are supposed to meet their father, who is returning home from China. Shotley • A peninsula between Rivers Orwell and Stour • Jim and the children stop for supper on the first night of their journey. • Commander Walker asks his friend to send a telegram to Mrs Walker. The Goblin • A little yacht with red sails • Belongs to Jim Brading, a young skipper who has travelled many miles on the water • The children are on board this boat when it drifts out to sea. • They experience all sorts of adventure on this boat. The cabin and cockpit • The Goblin has a very small cabin next to the cockpit. • It has beds on each side with a small table and a little kitchen. • Susan prepares simple meals here such as boiling eggs and making sandwiches. River Orwell (the busy waterway) • Big boats pass back and forth this river. • Porpoises can be seen swimming in the river water. • Jim invites the Walker children out for a cruise along River Orwell. Beach End buoy • The Goblin passes the Beach End buoy. • The children realise that they are heading out to sea. The North Sea • The children experience a terrible storm. • They almost collide with a ferry. • They save a cat on a packing-case that is floating in the water. Flushing, Holland • The children sail into Flushing with the pilot’s help. • They meet their father here. Plot Exposition The Walker family (except Commander Walker) arrives in Pin Mill and stays at Alma Cottage to wait for their father’s return from China. Jim Brading invites the children to sail aboard his yacht along River Orwell. Mother agrees on condition that they do not go out of the harbour. Rising Action The Goblin runs out of petrol because Jim forgets to fill it up. He goes ashore on the dinghy, leaving the children alone on the yacht. The Goblin slowly moves with the tide, pushing them out to sea. BAKTI SDN. BHD. PENERBIT ILMU BAKTMU BAKTI SDN. BHD. PENERBIT ILMU BAKTILMU BAKTI SDN. BHD. PENERBIT ILMU BAKTILMU BAKTI SDN. BHD. PENERBIT ILMU BA

N15 Climax The children are alone out at sea and face a violent storm. John almost falls overboard and they nearly get run over by a ferry. Falling Action The children ask a pilot on board a pilot ship to show them the way into the nearest harbour. Commander Walker meets the children and finds a way to contact their mother. Resolution The children and their father arrive safely in Pin Mill and explain to their mother and Jim. Characters Main Characters Character Description Character Trait John Walker • The eldest among the Walker children • Takes good care of his siblings • Knowledgeable • Intelligent • Level-headed Susan Walker • The second eldest among the Walker children • Organised • Very motherly and concerned • Supportive • Honest Titty Walker • The third among the Walker children • Caring • Helpful • Brave • Good actor Roger Walker • The fourth among the Walker children • Brave • Practical BAKTI SDN. BHD. PENERBIT ILMU BAKTMU BAKTI SDN. BHD. PENERBIT ILMU BAKTILMU BAKTI SDN. BHD. PENERBIT ILMU BAKTILMU BAKTI SDN. BHD. PENERBIT ILMU BA

N16 Character Description Character Trait Mother/Mrs Walker • Mother of five children • Loving • Protective Commander Walker • Father of five children • Alert • Loving • Practical Themes Theme Description Keeping a promise • Keeping a promise shows that we value that person and take his or her word seriously. • Jim promises Mother that they will not go out of the harbour, and keeps to his word. He carefully plans the route he will take with the children. • Susan feels very worried and upset because they have broken their promise to their mother. She tells her father that they didn’t mean to go out to sea. Importance of family • The children only have each other when they go out to sea unintentionally. • John takes the responsibility of looking after his siblings. • Susan, Titty and Roger support him and do their part to help each other. Leadership, perseverance, courage, independence • The children are not prepared to go out to sea on their own. They do not have lights, petrol or an anchor. • They manage to pull through and not give up, even though the journey is difficult. Responsibility • Jim looks after the Walker children while they are on board the Goblin. • He reassures Mrs Walker by showing her the charts. • He feels responsible for their welfare when he finds out that the Goblin, together with the children, is missing. Moral Values 1 We must keep our promises. 2 We must persevere when faced with challenges. 3 We must learn to believe in ourselves. 4 We need to support our family members. 5 We must be prepared for the unexpected. BAKTI SDN. BHD. PENERBIT ILMU BAKTMU BAKTI SDN. BHD. PENERBIT ILMU BAKTILMU BAKTI SDN. BHD. PENERBIT ILMU BAKTILMU BAKTI SDN. BHD. PENERBIT ILMU BA

ML1 Modul Literasi dan Amali Sivik Theme: Health and Environment Topic: Environment and Us Learning Standard (LS) 2.1.4 Explain own point of view 4.1.5 Organise, sequence and develop ideas within short texts on familiar topics 4.2.3 Produce a plan or draft of two paragraphs or more and modify this appropriately independently Core Value Context Responsibility Self, family, school, society and country Civic Literacy • Explain the importance of ensuring quality water and air to guarantee good health • Appreciate and love the environment • Involved in protecting the environment Learning Objectives 1 Students should be able to describe the benefits of a healthy environment to man, animals and plants. 2 Students should be able to write a paragraph in 80 words on the topic “Healthy Environment for Healthy Life”. PAK-21 Activities 1 Role-Play 2 i-THINK Map 3 Team Word-Web Activities Pre-Lesson 1 Students are asked about their opinion of the pictures given. 2 Teacher discusses the areas of pollution with the students. Activity 1: Role-Play (PAK-21 Activity) 1 Students work in groups of four/five to prepare a role-play to advise in the situations given: Situation 1 You are in the canteen eating. Your friends litter the table and floor with food. They do not return their trays to the appropriate place. Knowledge Socioemotional Action BAKTI SDN. BHD. PENERBIT ILMU BAKTMU BAKTI SDN. BHD. PENERBIT ILMU BAKTILMU BAKTI SDN. BHD. PENERBIT ILMU BAKTILMU BAKTI SDN. BHD. PENERBIT ILMU BA

ML2 Situation 2 Your friends are sneezing and coughing in the classroom. Situation 3 You live nearby a restaurant. The workers throw the leftover food and cooking oil that has been used into the river that runs behind the restaurant. Situation 4 Your neighbour constantly burns rubbish outside his compound under a big tree. Situation 5 You are a prefect and notice that the students do not flush the toilets which are nearby the classrooms. The surrounding area stinks and there are flies buzzing around. Activity 2: i-THINK Map (PAK-21 Activity) 1 Teacher explains to the class the importance of a healthy environment. 2 Students work in groups of three. They prepare a multi-flow map (cause and effect) to show the causes and effects of a clean and healthy environment on society. Example: i-THINK Multi-Flow Map 3 The group leader presents the points in the multi-flow map. Activity 3: Team Word-Web (PAK-21 Activity) 1 Students in groups of four are given the topic “Healthy Environment for Healthy Life”. 2 Every group member writes one idea to contribute to the topic given. 3 Teacher goes to each group and discusses their ideas. 4 Each student writes one paragraph in about 80 words based on the mind map they create. Sample points: Assessment Students are assessed based দon observations, oral presentations, group activities or question and answer. Clean and Healthy Environment Causes People carpool to work in order to reduce the number of cars on the road. More trees are grown in the neighbourhood. Signboards are put up at rivers and ponds to warn the public not to pollute them with waste. Effects Everyone in the neighbourhood feels happy and healthy. Air becomes fresher and the surroundings become cooler. Water remains clean and marine lives’ safety is ensured. Healthy Environment for Healthy Life Throw rubbish only in rubbish bins to avoid pests. Do not pollute any places of water. Keep food at home covered. Do not burn rubbish in open areas. BAKTI SDN. BHD. PENERBIT ILMU BAKTMU BAKTI SDN. BHD. PENERBIT ILMU BAKTILMU BAKTI SDN. BHD. PENERBIT ILMU BAKTILMU BAKTI SDN. BHD. PENERBIT ILMU BA

ML3 Theme: People and Culture Topic: Unity is Strength Learning Standard (LS) 2.3.1 Keep interaction going in longer exchanges by asking a speaker to slow down, speak up or to repeat what they have said 4.1.1 Explain simple content from what they have read or heard 4.1.5 Organise, sequence and develop ideas within short texts on familiar topics Core Value Context Mutual Respect Self, family, school, society and country Civic Literacy • State the culture and taboos of various races and ethnicities • Explain the importance of respecting culture and taboos of various races and ethnicities • Feel proud to be able to adapt oneself to the culture and taboos of various races and ethnicities • Accept and respect the culture and taboos of various races and ethnicities Learning Objectives 1 Students should be able to relate the concept of unity. 2 Students should be able to describe the causes and effects of disunity. PAK-21 Activities 1 Gallery Walk 2 Three Stray, One Stay 3 Team Word-Web Activities Pre-Lesson 1 Teacher asks students to think of unity among friends, family members or neighbours. 2 Teacher writes vocabulary used by students while relating their experiences. Example: friends, community, support, cooperation, respect, peace Activity 1: Gallery Walk (PAK-21 Activity) 1 Students work in groups of four. 2 Each group is given the questionnaire below. • Where does your family originally come from? • Have they always lived in your town? • Where were your grandparents born? • What festival do you celebrate? • What food do you eat? • What is your mother tongue? • What is the name of your traditional clothes? 3 Each student writes down the answers to the questionnaire given on a section allocated in a mah-jong paper. Example: My name is Anand. My grandparents are from India. My family has always lived in Kuala Lumpur. I celebrate Deepavali, Ponggal or also known as the harvest festival and Tamil New Year on the 14th of April every year. Knowledge Socioemotional Action BAKTI SDN. BHD. PENERBIT ILMU BAKTMU BAKTI SDN. BHD. PENERBIT ILMU BAKTILMU BAKTI SDN. BHD. PENERBIT ILMU BAKTILMU BAKTI SDN. BHD. PENERBIT ILMU BA

ML4 I eat all kinds of vegetables, fruits and fish except beef. I speak Tamil and my mother wears a sari. My father wears a dhoti during festivals and religious celebrations. 4 Students put up their mah-jong papers on the walls. They then move in groups in rotation to read the answers by all the groups. 5 Students ask questions and give positive comments on the various backgrounds of different students if they wish to. Activity 2: Three Stray, One Stay (PAK-21 Activity) 1 Students work in groups of four. 2 Teacher explains to the class the importance of living united by showing images of Independence Day celebration by the ethnic society. 3 Students write on a piece of mah-jong paper how they share and care for their friends of different races in school and how it influences them. 4 Three students walk to the other groups while one student stays back to explain their ideas to other groups. 5 Student 2 stays back while the other three repeat the activity of going on their rounds. Sample answer Share our food when a friend has no money to buy food at the canteen. By sharing, we develop love and respect for one another although we come from different backgrounds. Activity 3: Team Word-Web (PAK-21 Activity) 1 Teacher explains to the class how Malaysians have lived in unity for decades since independence. 2 Teacher assigns the topic – Causes and Effects of Disunity. 3 Each group is given a piece of mah-jong paper. A student writes the topic “Disunity” in a cause and effect i-THINK Multi-flow map. 4 Each group member writes one cause of disunity and its effect in the map. The ideas of each group are discussed in class. Example: Assessment Students are assessed based on observations, oral presentations, group activities or question and answer. Disunity Teasing one another Anger and fight Hatred towards one another No co-operation among people Causes Effects i-THINK Multi-Flow Map BAKTI SDN. BHD. PENERBIT ILMU BAKTMU BAKTI SDN. BHD. PENERBIT ILMU BAKTILMU BAKTI SDN. BHD. PENERBIT ILMU BAKTILMU BAKTI SDN. BHD. PENERBIT ILMU BA

ML5 Theme: People and Culture Topic: Act with Kindness Learning Standard (LS) 2.1.4 Explain own point of view 4.1.5 Organise, sequence and develop ideas within short texts on familiar topics Core Value Context Love Self, family, school and society Civic Literacy • Explain ways to show compassion towards human beings and animals • Describe the benefits of being compassionate to human beings and animals • Love and appreciate others • Show empathy towards other human beings • Display empathy towards other human beings Learning Objectives 1 Students should be able to describe the importance of compassion to people. 2 Students should be able to state solutions to situations related to compassion. PAK-21 Activities 1 Fan-N-Pick 2 Round Robin 3 Team Stand-N-Share Activities Pre-Lesson 1 Students are asked about their opinion on the quote below. No act of kindness, no matter how small, is ever wasted. Definition: Whether it is a big act or a small act of kindness, being kind is not a waste of time. 2 Students are asked to mention any act of kindness they have performed to others in the past one week as the teacher writes them down on the board. Activity 1: Fan-N-Pick (PAK-21 Activity) 1 Students work in groups of four. Only the names of the members of the group are mentioned in the cards. 2 Student A: Arranges all the four cards in a fan-like shape. Student B: Picks up one of the cards and reads out the name of the group member mentioned. Student C: Says one type of kindness in the student whose name was read out. Student D: Responds to student C’s comment on the friend’s kindness and adds more comments to the kindness in the student’s name mentioned. (This is repeated till all the names of the members have been mentioned). Activity 2: Round Robin (PAK-21 Activity) 1 Teacher puts up several pictures on a piece of mah-jong paper. Each picture is followed by a line that describes the act of kindness. 2 Students continue to add a few lines to state the importance that is revealed through the act of kindness mentioned by teacher. Knowledge Socioemotional Action BAKTI SDN. BHD. PENERBIT ILMU BAKTMU BAKTI SDN. BHD. PENERBIT ILMU BAKTILMU BAKTI SDN. BHD. PENERBIT ILMU BAKTILMU BAKTI SDN. BHD. PENERBIT ILMU BA

ML6 Example: Picture 1: A young girl is offering food to a homeless man sitting by the roadside. It is important to feed people who are hungry. They would feel that they are being cared for and loved. Activity 3: Team Stand-N-Share (PAK-21 Activity) 1 Students work in groups of three. All the members in every group stand. 2 Students are given situations. 3 Group members can sit only when they give opinions that are agreeable to members of other groups for the situations given. Students must also state the reason for their actions. Situation 1 An old man begs for money and refuses to accept food. Will you give him the money? Why? Situation 2 A stranger walks past you as you are walking down a street. You must greet him “Good evening”. Why? Situation 3 You have just finished reading a wonderful book that is beneficial to you. You must pass it on to your friends. Why? Situation 4 You mention words of praises to others whenever possible. Why? Assessment Students are assessed based on observations, oral presentations, group activities or question and answer. 1 3 2 4 BAKTI SDN. BHD. PENERBIT ILMU BAKTMU BAKTI SDN. BHD. PENERBIT ILMU BAKTILMU BAKTI SDN. BHD. PENERBIT ILMU BAKTILMU BAKTI SDN. BHD. PENERBIT ILMU BA

ML7 Theme: People and Culture Topic: Stop Bullying Learning Standard (LS) 2.1.4 Explain own point of view 4.1.4 Express and respond to opinions and common feelings such as happiness, sadness, surprise, and interest Core Value Context Love Self, school and society Civic Literacy • List the physical and mental effects of bullying • Identify ways to curb bullying • Instil feelings of empathy towards one another • Appreciate friendship without prejudice • Foster friendship without prejudice • Report cases of bullying to the authorities concerned • Practise saying NO to acts of bullying Learning Objectives 1 Students should be able to avoid being bullied. 2 Students should be able to discuss methods to speak with respect to others. PAK-21 Activities 1 Fan-N-Pick 2 Simultaneous Round Table 3 Video Clip Activities Pre-Lesson 1 Teacher writes the following words on the board: hurt, tease, call names, kick, hit, victim, bystander 2 Teacher explains that these words are related to today’s topic. 3 Teacher asks students to guess the topic. 4 If necessary, teacher helps students with unknown vocabulary (but don’t say the words ‘bully’ or ‘bullying’). 5 Students make suggestions about the topic which is bullying. 6 Elicit or explain the meaning as a mean or hurtful act that people do on purpose, repeatedly and unfairly. Activity 1: Fan-N-Pick (PAK-21 Activity) 1 Students work in groups of four. 2 Student A : Arranges all the four cards in the shape of a fan. Student B : Chooses a card and reads out the scenario. Student C : Answers or gives a suggestion to the scenario. Student D : Responds to the suggestion and gives marks for the response. Card 1 – Feel alone!!! A new girl has joined our group and keeps leaving me out when they go out. The others in our group are now leaving me out too. They are starting to call me names and make up stuff about me. I feel so alone. Knowledge Socioemotional Action BAKTI SDN. BHD. PENERBIT ILMU BAKTMU BAKTI SDN. BHD. PENERBIT ILMU BAKTILMU BAKTI SDN. BHD. PENERBIT ILMU BAKTILMU BAKTI SDN. BHD. PENERBIT ILMU BA

ML8 Card 2 – Please help me!! This boy keeps calling me names all the time and the class thinks it’s funny. Now the other kids are calling me names too. The teachers have heard them and haven’t done anything. When I say anything back, they say it’s just banter! I feel stressed. Please help. Card 3 – Fake profile – It’s not me!! Someone has made up a fake profile of me and keeps sharing fake images of me, too. They are using my account to bully others and now everyone thinks it is me. I have been threatened and I try to explain it is not me but no one is listening. Card 4 – No one cares!! I’m 15 and a quiet girl. I had a big fight with a friend. Now she is telling everyone that I am mentally retarded and of no use to anyone. She is spreading rumours and telling me to kill myself. She has got others to join in too. I just want to commit suicide as I feel no one cares. Activity 2: Simultaneous Round Table (PAK-21 Activity) 1 Teacher explains to the class – We’re not always aware of the ways our beliefs influence the choices we make to take a stand against or ignore the bullying around us. 2 In groups of five, students write their response to situations given in their own paper. 3 Students pass their response in clockwise direction to enable each group member to add any other lines that display respect in the speech. Situation Response with Respect 1 Your friend wears a pair of shoes with holes on its soles. I have an extra pair of shoes at home. If you don’t mind, I can give it to you. 2 During recess, your classmate eats something that you do not like at all. 3 While being out, your friend does not agree with you to go to the cinema. 4 Your opinion differs from your cousin’s who says that donating money to beggars is good. Activity 3: Video Clip (PAK-21 Activity) 1 Students work in groups of four. 2 Teacher shows a video clip of a student being laughed at because he does not have any friends. 3 One student from the group of four, sits on a chair and plays the role of an “expert”. 4 The “expert” answers all the questions asked by other members of the group. Sample questions: (a) Is it right of the boy to make fun or tease others? (b) What should other students do upon seeing the boy being laughed at? Assessment Students are assessed based on observations, oral presentations, group activities or question and answer. Video For educational purposes only Scan the QR code or go to https:// www.kidzsearch.com/kidztube/watch. php?vid=52d810c0b to watch the video. Video BAKTI SDN. BHD. PENERBIT ILMU BAKTMU BAKTI SDN. BHD. PENERBIT ILMU BAKTILMU BAKTI SDN. BHD. PENERBIT ILMU BAKTILMU BAKTI SDN. BHD. PENERBIT ILMU BA

P1 Pembelajaran Abad ke-21 PAK-21 Activities Activity 1 Gallery Tour Task: 1 Students work in groups of four. 2 Teacher provides the topic – Benefits of Using Mobile Phones. 3 Each group writes down their ideas/answers on a piece of mah-jong paper. The mah-jong paper is then put on the table/hung on the wall for other group members to read. 4 Students from other groups are instructed by the teacher to add comments/ideas to enhance the written piece. They then move to other stations repeating their actions. 5 Students return to their places/groups and relate their experiences on what they have read from other groups. Example: Benefits of Using Mobile Phones Mobile Phones in Education • In education, mobile phones have special applications for learning and communication. • We can use our mobile phones as a dictionary, if needed. • We can also use the mobile phones to access the Internet anytime, anywhere. Mobile Phones as Communication Tools • Cell phones are a faster and more effective way to transfer information. • They are tools which are used as the fastest way to communicate with people, and it is convenient to carry around with its ‘pocket size’. Mobile Phones as a Computer/Laptop • Mobile phones are mainly used as a tool to make calls and send short messages. • However, nowadays they have been developed to be used to do work as we do on a computer or a laptop. • For example, we can connect to the Internet through mobile phones. • We can also use some applications in the system like GPS, dictionary, game apps and others. • Mobile phones with cameras are now very popular that almost everyone uses the camera to take pictures and videos when they have special events. BAKTI SDN. BHD. PENERBIT ILMU BAKTMU BAKTI SDN. BHD. PENERBIT ILMU BAKTILMU BAKTI SDN. BHD. PENERBIT ILMU BAKTILMU BAKTI SDN. BHD. PENERBIT ILMU BA

P2 Activity 2 Fan-N-Pick Task: 1 Students work in groups of four. 2 Teacher displays the passage below on a projector or in handouts. 3 Each team receives a set of five question cards. 4 Student 1 holds the question cards in a fan-like shape and says, “Pick any card from this”. Student 2 picks a card and reads the question aloud. Student 3 answers the question. Student 4 paraphrases or says student 3’s answer in his/her own words. 5 Students rotate their roles till everyone gets his/her turn. Adapting to Survive Living things adapt to their environment so they can survive. An organism adapts when it develops a behaviour that makes it more likely to survive. It can also adapt by forming a physical characteristic or body part that helps it survive. In a forest environment, some trees grow taller than the other plants around them. This lets them reach the sunlight. Growing taller is an adaptation that helps trees survive. Shorter plants have adapted with their behaviour. They have learned to live in the shade with less sunlight. Animals in the forest have a wide variety of adaptations. Monkeys have long tails. They can use them almost like another hand. This helps them swing quickly through the tops of trees. They can even do this while holding their babies or gathering food. Giraffes need to reach leaves at the tops of tall trees. Having a long neck is an adaptation that allows them to do this. Some animals’ adaptations prevent other animals from wanting to eat them. A skunk’s horrible smell makes larger animals choose something else to eat. Even plants sometimes protect themselves in this way. Roses and acacia trees have dangerous thorns. The thorns prevent animals from eating their leaves. Questions: 1 What are the two main ways that an organism adapts? Answer: By changing its behaviour or its physical characteristics 2 What is one animal adaptation you read about in the passage? Answer: A monkey’s tail/A giraffe’s neck/A skunk’s smell 3 Is the animal adaptation you mentioned a physical or behavioural adaptation? Answer: A physical adaptation. 4 What is one plant adaptation you read about in the passage? Answer: Trees growing taller/Short plants/Roses and acacia trees 5 Is the plant adaptation you mentioned a physical or behavioural adaptation? Answer: Trees growing taller – physical/Short plants – behavioural/Roses and acacia trees – physical BAKTI SDN. BHD. PENERBIT ILMU BAKTMU BAKTI SDN. BHD. PENERBIT ILMU BAKTILMU BAKTI SDN. BHD. PENERBIT ILMU BAKTILMU BAKTI SDN. BHD. PENERBIT ILMU BA

P3 Activity 3 Round Robin Task: 1 Students work in groups of four. 2 Teacher provides the sentences to each group. 3 Students are given “think time” to think of questions for the sentences. 4 Each group is given a piece of mah-jong paper and marker pens. 5 Students take turns to write the sentences and the appropriate questions. 6 Each group presents their answers to the class. Sentences: Having friends and being a good friend can sometimes be hectic. Question: Is it easy to be a friend? Reading is the most important subject in school because it is necessary in order to learn all the other subjects. Question: Why is reading the most important subject in school? Mobile phones should not be allowed during class time because if they ring, they can distract all the students in the class. Question: Should students be allowed to have mobile phones in class? You can save water by turning off the faucet when you brush your teeth, fixing any leaks in the pipes, and taking a shower instead of a bath. Question: What are ways to save water? A field trip should be interesting to all the students and involve going to places the students usually do not go. Question: What is a good field trip? A pet can teach you responsibility, give you love, and be there when you need a friend. Question: What are the advantages of owning a pet? BAKTI SDN. BHD. PENERBIT ILMU BAKTMU BAKTI SDN. BHD. PENERBIT ILMU BAKTILMU BAKTI SDN. BHD. PENERBIT ILMU BAKTILMU BAKTI SDN. BHD. PENERBIT ILMU BA

P4 Activity 4 Three-Step Interview Task: 1 Students work in groups of four. 2 Teacher provides several issues related to Internet safety. 3 In pairs, students in each group interview their partner. They then take turns to interview. 4 Students from each group take turns to relate their experience about the interview. 1 You’ve noticed that one of your friends is sometimes taking risks online and you’re worried about him/her. You decide to talk to another friend about it. Ask about these things: • Sharing photos • Keeping passwords safe • Interacting with other people • Keeping things private • Personal information Use some of the language below in asking the questions: 1 Do you think it’s a good idea to… (share photos online)? 2 How important is it to… (keep your password safe)? 3 Which personal information is safe to be shared? 4 Why should we… (be careful)? 2 One of your friends wants to talk to you about how to stay safe online. Your friend is worried about taking risks while online. Talk about these things: • Sharing photos • Keeping passwords safe • Interacting with other people • Keeping things private • Personal information Use some of the words and phrases below to advise him/her: 1 You should always (check your privacy settings). Check your privacy settings and make sure that no one is able to get your personal information such as your contact number and house address from the Internet. 2 It isn’t a good idea to (write down your password). Your password must only be known to you. If it has been exposed or known to someone else, you must immediately change your password. Never write down your password in a place where it can be seen by others. 3 Make sure you never (use your birth date as a password). Never set your password using your date of birth or your mobile phone numbers. This is because others usually try to guess that your password could be one of these numbers. 4 It’s very important to (clear your browser history). Always keep your browser history cleared so that others cannot go to the websites that you have surfed. Even by going to the websites you have surfed; others can guess your personal matters or information. BAKTI SDN. BHD. PENERBIT ILMU BAKTMU BAKTI SDN. BHD. PENERBIT ILMU BAKTILMU BAKTI SDN. BHD. PENERBIT ILMU BAKTILMU BAKTI SDN. BHD. PENERBIT ILMU BA

R1 STUDENT’S NAME : CLASS : TEACHER’S NAME : Student’s Performance Record English CEFR Form 3 Skill/Aspect Learning Standard Page Performance Level THEME: People and Culture Unit 1: Family Ties Reading and Speaking 3.1.1 Understand the main points in longer texts on an increased range of familiar topics. 2.1.4 Explain own point of view. 1 Reading 3.1.2 Understand specific details and information in longer texts on an increased range of familiar topics. 3.1.3 Guess the meaning of unfamiliar words from clues provided by other words and by context on an increased range of familiar topics. 2 Language Awareness Grammar Focus: Present Simple Tense and Present Continuous Tense 3 Listening 1.1.2 Understand independently specific information and details in longer texts on an increased range of familiar topics. 4 Writing and Reading 4.2.1 Punctuate written work with moderate accuracy. 3.1.2 Understand specific details and information in longer texts on an increased range of familiar topics. 5 Literature in Action 5.1.1 Explain why a part or aspect of a text interests them. 6 THEME: People and Culture Unit 2: Food, Food, Food Reading and Speaking 3.2.1 Read, enjoy and give a personal response to fiction/non-fiction and other suitable print and digital texts of interest. 2.1.5 Express and respond to common feelings such as happiness, sadness, surprise and interest. 7 Reading and Speaking 3.2.1 Read, enjoy and give a personal response to fiction/non-fiction and other suitable print and digital texts of interest. 2.1.5 Express and respond to common feelings such as happiness, sadness, surprise and interest. 8 Language Awareness Grammar Focus: Past Simple Tense and Past Continuous Tense 9 Listening and Reading 1.1.2 Understand independently specific information and details in longer texts on an increased range of familiar topics. 3.1.2 Understand specific details and information in longer texts on an increased range of familiar topics. 10 Speaking 2.1.4 Explain own point of view. 2.3.1 Keep interaction going in longer exchanges by asking a speaker to slow down, speak up or to repeat what they have said. 11 Writing and Reading 4.1.1 Explain simple content from what they have read or heard. 3.1.2 Understand specific details and information in longer texts on an increased range of familiar topics. 12 Literature in Action 5.1.2 Explain briefly the development of plot, characters and themes in a text. 13 THEME: Health and Environment Unit 3: The Wonders of Nature Reading and Speaking 3.1.1 Understand the main points in longer texts on a range of familiar topics. 2.1.4 Explain own point of view. 14 Reading and Speaking 3.1.1 Understand the main points in longer texts on a range of fimiliar topics. 2.1.4 Explain own point of view. 15 BAKTI SDN. BHD. PENERBIT ILMU BAKTMU BAKTI SDN. BHD. PENERBIT ILMU BAKTILMU BAKTI SDN. BHD. PENERBIT ILMU BAKTILMU BAKTI SDN. BHD. PENERBIT ILMU BA

R2 Skill/Aspect Learning Standard Page Performance Level Language Awareness Grammar Focus: Present Perfect Simple Tense 16 Listening and Speaking 1.3.1 Recognise with support typical features at word, sentence and text levels of a small number of spoken genres. 2.1.4 Explain own point of view. 17 Writing and Reading 4.2.4 Begin to use formal and informal registers appropriate to the target audience in familiar situations. 3.1.2 Understand specific details and information in longer texts on an increased range of familiar topics. 18 Literature in Action 5.1.2 Explain briefly the development of plot, characters and themes in a text. 19 Monthly Test 1 20-24 THEME: Health and Environment Unit 4: Special Relationships Reading and Speaking 3.1.1 Understand the main points in longer texts on an increased range of familiar topics. 2.1.4 Explain own point of view. 25 Reading 3.1.2 Understand specific details and information in longer texts on an increased range of familiar topics. 3.1.3 Guess the meaning of unfamiliar words from clues provided by other words and by context on an increased range of familiar topics. 26 Reading 3.1.2 Understand specific details and information in longer texts on an increased range of familiar topics. 3.1.3 Guess the meaning of unfamiliar words from clues provided by other words and by context on an increased range of familiar topics. 27 Listening and Speaking 1.1.3 Recognise with little or no support attitudes or opinions in longer texts on an increased range of familiar topics. 2.3.1 Keep interaction going in longer exchanges by asking a speaker to slow down, speak up or to repeat what they have said. 28 Writing and Speaking 4.1.5 Organise, sequence and develop ideas within short texts on familiar topics. 2.1.2 Ask about and explain simple processes. 29 Literature in Action 5.1.2 Explain briefly the development of plot, characters and themes in a text. 30 THEME: Science and Technology Unit 5: A Place to Call Home Reading 3.1.4 Use independently familiar print and digital resources to check meaning and extend understanding. 31 Reading and Speaking 3.1.2 Understand specific details and information in longer texts on an increased range of familiar topics. 2.1.4 Explain own point of view. 32 Language Awareness Grammar Focus: will; be going to 33 Speaking 2.1.4 Explain own point of view. 2.3.1 Keep interaction going in longer exchanges by asking a speaker to slow down, speak up or to repeat what they have said. 34 Writing and Reading 4.2.4 Begin to use formal and informal registers appropriate to the target audience in familiar situations. 3.1.2 Understand specific details and information in longer texts on an increased range of familiar topics. 35 Writing and Reading 4.2.4 Begin to use formal and informal registers appropriate to the target audience in familiar situations. 3.1.2 Understand specific details and information in longer texts on an increased range of familiar topics. 36 Literature in Action 5.1.2 Explain briefly the development of plot, characters and themes in a text. 37 THEME: Health and Environment Unit 6: Ready, Steady, Go Reading and Speaking 3.1.3 Guess the meaning of unfamiliar words from clues provided by other words and by context on an increased range of familiar topics. 2.1.1 Paraphrase short simple texts. 38 BAKTI SDN. BHD. PENERBIT ILMU BAKTMU BAKTI SDN. BHD. PENERBIT ILMU BAKTILMU BAKTI SDN. BHD. PENERBIT ILMU BAKTILMU BAKTI SDN. BHD. PENERBIT ILMU BA

R3 Skill/Aspect Learning Standard Page Performance Level Reading and Speaking 3.1.3 Guess the meaning of unfamiliar words from clues provided by other words and by context on an increased range of familiar topics. 2.1.1 Paraphrase short simple texts. 39 Language Awareness Grammar Focus: Conditionals 40 Listening and Speaking 1.1.5 Understand independently more complex questions. 2.1.5 Express and respond to common feelings such as happiness, sadness, surprise and interest. 41 Revision 1 Vocabulary and Grammar 42 Revision 2 Vocabulary and Grammar 43 Writing and Reading 4.2.2 Spell written work with moderate accuracy. 3.1.2 Understand specific details and information in longer texts on an increased range of familiar topics. 44 Literature in Action 5.2.1 Identify key stylistic features of a text and explain briefly why the author uses them. 45 Mid-Year Assessment 46-54 THEME: Health and Environment Unit 7: Extreme Situations Reading 3.1.1 Understand the main points in longer texts on an increased range of familiar topics. 3.1.4 Use independently familiar print and digital resources to check meaning and extend understanding. 55 Reading 3.1.1 Understand the main points in longer texts on an increased range of familiar topics. 3.1.4 Use independently familiar print and digital resources to check meaning and extend understanding. 56 Language Awareness Grammar Focus: Past Perfect Tense and Past Perfect Continuous Tense 57 Speaking and Reading 2.3.1 Keep interaction going in longer exchanges by asking a speaker to slow down, speak up or to repeat what they have said. 3.1.3 Guess the meaning of unfamiliar words from clues provided by other words and by context on an increased range of familiar topics. 58 Writing and Reading 4.2.3 Produce a plan or draft of two paragraphs or more and modify this appropriately independently. 3.1.3 Guess the meaning of unfamiliar words from clues provided by other words and by context on an increased range of familiar topics. 59 Literature in Action 5.2.1 Identify key stylistic features of a text and explain briefly why the author uses them. 60 THEME: People and Culture Unit 8: Time to Spare Reading and Writing 3.1.3 Guess the meaning of unfamiliar words from clues provided by other words and by context on an increased range of familiar topics. 4.2.2 Spell written work with moderate accuracy. 61 Reading and Writing 3.1.3 Guess the meaning of unfamiliar words from clues provided by other words and by context on an increased range of familiar topics. 4.2.2 Spell written work with moderate accuracy. 62 Language Awareness Grammar Focus: Modals 63 Listening and Speaking 1.1.1 Understand independently the main ideas in simple longer texts on an increased range of familiar topics. 2.1.4 Explain own point of view. 64 Writing 4.2.1 Punctuate written work with moderate accuracy. 4.1.5 Organise, sequence and develop ideas within short texts on familiar topics. 65 Literature in Action 5.3.1 Respond imaginatively and intelligibly through creating power points, visuals, posters, blogs and webpages. Other imaginative responses as appropriate. 66 THEME: Science and Technology Unit 9: High-Tech World Reading and Speaking 3.1.5 Recognise with support the attitude or opinion of the writer in simple longer texts on an increased range of familiar topics. 2.1.4 Explain own point of view. 67 Language Awareness Grammar Focus: The Passive Voice 68 BAKTI SDN. BHD. PENERBIT ILMU BAKTMU BAKTI SDN. BHD. PENERBIT ILMU BAKTILMU BAKTI SDN. BHD. PENERBIT ILMU BAKTILMU BAKTI SDN. BHD. PENERBIT ILMU BA

R4 Skill/Aspect Learning Standard Page Performance Level Listening and Reading 1.1.6 Understanding independently longer simple narratives on a range of familiar topics. 3.1.2 Understand specific details and information in longer texts on an increased range of familiar topics. 69 Speaking and Listening 2.3.1 Keep interaction going in longer exchanges by asking a speaker to slow down, speak up or to repeat what they have said. 1.1.5 Understand independently more complex questions. 70 Writing 4.1.1 Explain simple content from what they have read or heard. 4.2.2 Spell written work with moderate accuracy. 71 Literature in Action 5.3.1 Respond imaginatively and intelligibly through creating power points, visuals, posters, blogs and webpages. Other imaginative responses as appropriate. 72 Monthly Test 2 73-77 THEME: People and Culture Unit 10: That’s Entertainment Reading and Speaking 3.1.3 Guess the meaning of unfamiliar words from clues provided by other words and by context on an increased range of familiar topics. 2.3.1 Keep interaction going in longer exchanges by asking a speaker to slow down, speak up or to repeat what they have said. 78 Reading and Speaking 3.1.3 Guess the meaning of unfamiliar words from clues provided by other words and by context on an increased range of familiar topics. 2.3.1 Keep interaction going in longer exchanges by asking a speaker to slow down, speak up or to repeat what they have said. 79 Language Awareness Grammar Focus: Reported Speech 80 Listening and Speaking 1.1.4 Understand independently longer sequences of classroom instructions. 2.1.4 Explain own point of view. 81 Writing and Reading 4.1.2 Explain simple processes. 3.1.1 Understand the main points in longer texts on an increased range of familiar topics. 82 Literature in Action 5.3.1 Respond imaginatively and intelligibly through creating power points, visuals, posters, blogs and webpages. Other imaginative responses as appropriate. 83 THEME: People and Culture Unit 11: Lessons to Learn Reading and Speaking 3.2.1 Read, enjoy and give a personal response to fiction/non-fiction and other suitable print and digital texts of interest. 2.1.4 Explain own point of view. 84 Language Awareness Grammar Focus: Gerunds and Infinitives 85 Listening 1.1.6 Understand independently longer simple narratives on a range of familiar topics. 1.1.4 Understand independently longer sequences of classroom instructions. 86 Revision 3 1.1.6 Understand independently longer simple narratives on a range of familiar topics. 1.1.4 Understand independently longer sequences of classroom instructions. 87 Speaking and Reading 2.1.4 Explain own point of view. 3.1.3 Guess the meaning of unfamiliar words from clues provided by other words and by context on an increased range of familiar topics. 88 Writing 4.2.3 Produce a plan or draft of two paragraphs or more and modify this appropriately independently. 4.1.5 Organise, sequence and develop ideas within short texts on familiar topics. 89 Revision 4 Vocabulary 90 Project-based Lessons Listening and Writing 1.1.6 Understand independently longer simple narratives on a range of familiar topics. 4.1.1 Explain simple content from what they have read or heard. 91 Reading and Speaking 3.2.1 Read, enjoy and give a personal response to fiction/non-fiction and other suitable print and digital texts of interest. 2.1.5 Express and respond to common feelings such as happiness, sadness, surprise, and interest. 92 Ujian Akhir Sesi Akademik 93 – 106 BAKTI SDN. BHD. PENERBIT ILMU BAKTMU BAKTI SDN. BHD. PENERBIT ILMU BAKTILMU BAKTI SDN. BHD. PENERBIT ILMU BAKTILMU BAKTI SDN. BHD. PENERBIT ILMU BA

1 Comments: ........................................................................................................................................................Teacher’s Signature: .............................................Date: ............................. PERFORMANCE LEVEL ACHIEVED 1 2 3 4 5 6 Unit 1 Family Ties Theme: People and Culture A Read the passage below. LS 3.1.1 Andy’s Family Andy Ooi’s father received the sad news that morning. Andy’s great-grandfather had passed away. He was a centenarian. He was 101 years old. Two hours later, the family left for Bagan Sungai Tiang in Perak. The body was embalmed and kept for five days. Buddhist monks chanted prayers throughout the five days. Andy was told that 120 family members had gathered for the funeral. The day of the funeral was not a gloomy affair. Instead, it was a joyous ceremony to send off Andy’s great-grandfather to his final resting place. Four generations of descendants all wore red T-shirts. The deceased’s children, grandchildren, great-grandchildren and great-great-grandchildren carried two long red cloths and walked around the small fishing village. Then, they headed to the cemetery. Curious villagers came out to watch the procession. This custom was known as “pulling the dragon’s whiskers.” It is a Chinese custom to honour those who were blessed enough to live to a ripe old age. Upon returning home, Andy was curious about his huge family. He was interested in drawing up a family tree. He wanted to trace his genealogy. He wanted to know his ancestors and the lines of descent. He began asking his parents about their parents and siblings. He took down the names of uncles, aunts and cousins. Then, he talked to both sets of grandparents. He asked them about their parents and siblings and to whom their siblings were married to, and the names of their children and grandchildren. Finally, after many phone calls and emails that took months and months, Andy collated the information. He mapped out his family tree on three pieces of mah-jong paper. By his count, his deceased great-grandfather had 150 descendants. Not only were they scattered throughout Malaysia but also all over the world. Not only were they married to Chinese but also to other nationalities. “My family tree spreads across five continents,” he told his friends proudly. Hebat Bacaan PdPc RAP Strategy 1 Read the paragraph. 2 Ask yourself, ‘What is it about?’ 3 Tell (paraphrase) in your own words. B Discuss. LS 2.1.4 1 Is it important to map out a family tree? Why or why not? 2 What are some difficulties that you may face when mapping out your family tree? Give your reasons. Accept all suitable answers. Reading and Speaking SoW: Lesson 1 PIB Activity Textbook Discuss with your parents and grandparents about your family history. Pelibatan Ibu Bapa PdPc BAKTI SDN. BHD. PENERBIT ILMU BAKTMU BAKTI SDN. BHD. PENERBIT ILMU BAKTILMU BAKTI SDN. BHD. PENERBIT ILMU BAKTILMU BAKTI SDN. BHD. PENERBIT ILMU BA

2 Comments: ........................................................................................................................................................Teacher’s Signature: .............................................Date: ............................. PERFORMANCE LEVEL ACHIEVED 1 2 3 4 5 6 Theme: People and Culture Family Ties Unit 1 Reading SoW: Lesson 2 PAK-21 Activity Textbook A Refer to the passage on page 1. Answer these questions. LS 3.1.2 1 Name the custom that the family followed in Andy Ooi’s great-grandfather’s funeral. Pulling the dragon’s whiskers 2 What was the predominant colour of the funeral procession? Red 3 Which is the deceased’s final journey? A Home cemetery B Home favouirte places cemetery C Home around the village cemetery 4 Tracing ancestors often begins with ______________. A talking to present-day relatives B talking to ancestors C looking up records B Match the word to its meaning. LS 3.1.3 Word Meaning 1 centenarian the dead person 2 embalmed collected and arranged in order 3 descendants a person who is 100 years or older 4 deceased found in various locations 5 collated persons who are related to you and lives after you 6 scattered the dead body is preserved by injecting a chemical Activity Rally Robin PAK-21 PdPc 1 Students work in pairs. 2 Students tell their partner about their family – the number of siblings they have, the number of their parents’ siblings and children, and their grandparents’ siblings and children. 3 Next, students draw up a simple family tree based on what they told their partners. 4 Students write a short description of what they drew. 5 Students present their family tree to the class. BAKTI SDN. BHD. PENERBIT ILMU BAKTMU BAKTI SDN. BHD. PENERBIT ILMU BAKTILMU BAKTI SDN. BHD. PENERBIT ILMU BAKTILMU BAKTI SDN. BHD. PENERBIT ILMU BA

3 Comments: ........................................................................................................................................................Teacher’s Signature: .............................................Date: ............................. PERFORMANCE LEVEL ACHIEVED 1 2 3 4 5 6 Theme: People and Culture Family Ties Unit 1 A Underline the errors in the sentences below. Then, write the present tense verb in the space given. There may be one or two errors in each sentence. 1 Andy and his cousins is interested in drawing up their own family tree. are 2 “A family tree tell us about our ancestors,” says Andy’s cousins. tells, say 3 Andy ask if this includes stepfathers, stepmothers and stepchildren. asks 4 Everyone are not sure. They surfing the Internet for information. is, surf 5 One article say that family trees should only include biological relationships. says 6 Other articles states that it is good to included all relationships. state, include B Complete the text message with the correct present continuous tense of the verbs in brackets. Language Awareness SoW: Lesson 3 Textbook Hi Jane. I’m (1) calling (call) to tell you something interesting. I’m outside my house now (2) watching (watch) this unusual funeral procession. The mourners are (3) all wearing (all/ wear) red T-shirts. They are a large group, perhaps 100 people or more. They are (4) all smiling and talking (all/smile and talk). They don’t seem to be sad. I don’t know what is (5) happening (happen). I’m (6) thinking (think) of finding out more from my neighbour, Mrs Chin. Will call you later. Bye for now.” BAKTI SDN. BHD. PENERBIT ILMU BAKTMU BAKTI SDN. BHD. PENERBIT ILMU BAKTILMU BAKTI SDN. BHD. PENERBIT ILMU BAKTILMU BAKTI SDN. BHD. PENERBIT ILMU BA

4 Comments: ........................................................................................................................................................Teacher’s Signature: .............................................Date: ............................. PERFORMANCE LEVEL ACHIEVED 1 2 3 4 5 6 Theme: People and Culture Family Ties Unit 1 Audio Textbook E-Questions Listening SoW: Lesson 5 Listen to the conversations. Circle the correct answer (A, B or C). LS 1.1.2 1 Which picture shows Andy Ooi’s great-grandfather? A B C 2 What time is Sunny’s father’s meeting? A B C 3 On which airlines will Betty and her family travel from Singapore to Sydney? A B C FIREFLY MAS QANTAS AIR 4 What is the suggested route to Anchorage, the capital of Alaska? A Kuala Lumpur Vancouver Hong Kong Anchorage B Kuala Lumpur Hong Kong Vancouver Anchorage C Kuala Lumpur Dubai Vancouver Anchorage Audio For educational purposes only Scan the QR code for E-Questions. E-Questions BAKTI SDN. BHD. PENERBIT ILMU BAKTMU BAKTI SDN. BHD. PENERBIT ILMU BAKTILMU BAKTI SDN. BHD. PENERBIT ILMU BAKTILMU BAKTI SDN. BHD. PENERBIT ILMU BA

5 Comments: ........................................................................................................................................................Teacher’s Signature: .............................................Date: ............................. PERFORMANCE LEVEL ACHIEVED 1 2 3 4 5 6 Theme: People and Culture Family Ties Unit 1 A Underline the correct abbreviation. LS 4.2.1 1 Rest in peace, great-grandpa. 2 Please order the tent as soon as possible. 3 Can you order the food, drinks, etcetera by today? 4 Please respond to my invitation by 13 June. 5 The happy occasion will be on Thursday, fifth of March. B Read the email. Then, complete the blanks with the phrases given. LS 3.1.2 Writing and Reading SoW: Lesson 8 RSVP RIP ASAP RSVP etc. e.g. RSVP BCC Thurs., 5th Mar Thur., 5rd March New Message Subject : Send Dra To : cc : bcc : Hi Ishak, My cousin Sandy and his brother are in KL for a few days before returning to Alaska. They are keen to (1) go walking in our forest. They’ve never been (2) in a tropical forest before. So, I’m (3) organising a walk in the Bukit Gasing Forest this Saturday at 9 a.m. My father is taking us there. Ali, Muthu and Chong (4) have agreed to come along. Will you (5) join us ? After the walk, my father (6) will buy us all a big breakfast. My cousins can (7) get a taste of the local food. Let me know ASAP if (8) you can join us , Ishak. We’re meeting at the entrance to the forest at 9 a.m. Got to go now. Bye. Andy [email protected] Walking in Bukit Gasing Forest have agreed in a tropical forest join us organising a walk get a taste of go walking you can join us will buy BAKTI SDN. BHD. PENERBIT ILMU BAKTMU BAKTI SDN. BHD. PENERBIT ILMU BAKTILMU BAKTI SDN. BHD. PENERBIT ILMU BAKTILMU BAKTI SDN. BHD. PENERBIT ILMU BA

6 Comments: ........................................................................................................................................................Teacher’s Signature: .............................................Date: ............................. PERFORMANCE LEVEL ACHIEVED 1 2 3 4 5 6 NON-TEXTBOOK Literature in Action SoW: Lesson 10 Poem: The Day the Bulldozers Came by David Orme A Based on the poem ‘The Day the Bulldozers Came’ by David Orme, complete the circle map with the animals mentioned in the poem. LS 5.1.1 i-THINK Circle Map Animals in ‘The Day the Bulldozers Came’ Poem Friends Teacher Internet 5 squirrels 3 toad 2 flies 1 rooks 4 fox B Using your own words, state the activity of each animal as mentioned in the poem. LS 5.1.1 Stanza 1 The rooks are building their nests in oak trees. The flies are buzzing around the pond. The toad is sitting at the pond, waiting to catch the flies. Stanza 2 The squirrels are dashing up the trees in different directions, most probably after hearing the sound of the bulldozers. Stanza 3 The fox is sleeping cozily in its burrow underground. It wakes up when the ground shakes but continues sleeping, as it is convinced that it is safe deep in the ground. Non-textbook BAKTI SDN. BHD. PENERBIT ILMU BAKTMU BAKTI SDN. BHD. PENERBIT ILMU BAKTILMU BAKTI SDN. BHD. PENERBIT ILMU BAKTILMU BAKTI SDN. BHD. PENERBIT ILMU BA

7 Comments: ........................................................................................................................................................Teacher’s Signature: .............................................Date: ............................. Dr Jane Soo Dr Hayati Dr Chandran Textbook Unit 2 Food, Food, Food Theme: People and Culture A Read the accounts below. LS 3.2.1 Reading and Speaking SoW: Lesson 12 Think of your body as a battery. The battery needs to be powered up so that you can go about your daily work. The energy to charge that battery comes from eating healthy food. Worse still, if teenagers don’t eat well, the battery becomes weak. This may lead to health complications. Their growth may be stunted. The child remains short. There is delayed puberty. Teenagers may be moody and irritable. There is not much stamina and energy for sports. Even studies are affected. It is also important for teens to stay hydrated. They must drink a lot of water. Eight glasses of water a day is a good guide. Teens should also cut down on sodas and sweetened fruit drinks. This extra sugar adds calories but not vitamins and fibre. Teens should eat a lot of fruits and vegetables for minerals and vitamins. Milk, cheese and yoghurt also go a long way in providing calcium for strong bones and teeth. Teenagers should not skip meals. More importantly, they should not skip breakfast. Breakfast gets the body going. If they are short on time, grab a banana or any fruit. Make it a point to eat three meals a day and a healthy snack in between. Healthy snacks include foods like nuts and fruit. Teens should also make sure they eat protein at meals. Protein helps build the body. Protein is found in fish, eggs, meat, tofu, beans and lentils. Eggs are the cheapest source of protein. So, eat an egg a day. Source: https://www.niddk.nih.gov/health-information/weight-management/take-charge-health-guide-teenagers Dr Zul Teenage years are between the ages of 10 – 19 years. This period is known as adolescence. During adolescence, teenagers grow rapidly. Height, weight, muscle mass and bone density increase. Even the internal organs such as the heart, brain and liver grow. For this growth to take place, there must be enough calories and nutrients every day. Hebat Bacaan PdPc RAP Strategy 1 Read the paragraph. 2 Ask yourself, ‘What is it about?’ 3 Tell (paraphrase) in your own words. BAKTI SDN. BHD. PENERBIT ILMU BAKTMU BAKTI SDN. BHD. PENERBIT ILMU BAKTILMU BAKTI SDN. BHD. PENERBIT ILMU BAKTILMU BAKTI SDN. BHD. PENERBIT ILMU BA

8 Comments: ........................................................................................................................................................Teacher’s Signature: .............................................Date: ............................. Theme: People and Culture Food, Food, Food Unit 2 PERFORMANCE LEVEL ACHIEVED 1 2 3 4 5 6 PAK-21 Activity Textbook B Based on the accounts on page 7, complete the main ideas below. LS 3.2.1 C Work in pairs and discuss the following questions. LS 2.1.5 1 What do you eat for breakfast? 2 Do you eat it at home or at school? 3 What do you eat at recess time? Accept all suitable answers. 1 Students work in groups of three. 2 Group leaders write the topic in the middle of a piece of mah-jong paper – Famous Malaysian Food. 3 Each member is asked to write down a famous Malaysian food. 4 Then, each member takes turns to write down words and phrases related to the dishes. Activity Team Word-Web PAK-21 PdPc • Teenagers grow (1) rapidly . • For growth to take place, they must consume enough (2) calories and nutrients . • Teenagers shouldn’t miss (7) meals . • An important meal is (8) breakfast . • If hungry, teenagers should snack on (9) fruit and nuts . • Teenagers should also eat a lot of (10) protein such as fish, meat and eggs. • Teenagers must eat (3) healthy meals . • Poor eating leads to (4) health complications/problems . For example, (5) stunted growth and moodiness. • They may not be able to concentrate in (6) studies too. • Teenagers should drink at least (11) eight glasses of water per day. • Eating more (12) fruits and vegetables provides the body with vitamins and minerals. • Consuming (13) milk, cheese and yoghurt provide calcium that builds strong (14) bones and teeth . Dr Zul Dr Jane Soo Dr Hayati Dr Chandran BAKTI SDN. BHD. PENERBIT ILMU BAKTMU BAKTI SDN. BHD. PENERBIT ILMU BAKTILMU BAKTI SDN. BHD. PENERBIT ILMU BAKTILMU BAKTI SDN. BHD. PENERBIT ILMU BA

9 Comments: ........................................................................................................................................................Teacher’s Signature: .............................................Date: ............................. Theme: People and Culture Food, Food, Food Unit 2 PERFORMANCE LEVEL ACHIEVED 1 2 3 4 5 6 Language Awareness SoW: Lesson 13 Textbook A Complete these sentences with the past simple tense of the verb in brackets. 1 I remember my older sister when she was (be) 16. She was not fat but a little plump. 2 She hung (hang) out with a group of girls who were (be) thin. 3 Soon my sister became (become) conscious of her body weight. 4 She decided (decide) to go on a diet. 5 She ate (eat) like a bird…that is, very little! 6 She only took (take) a spoonful of rice, some vegetables and a little steamed (steam) fish or meat. 7 “No fried (fry) food for me, Mum!” she told (tell) my mother. 8 My parents were concerned (concern) about her health. 9 My mother cooked (cook) a variety of dishes but my sister was not tempted (not/tempt) to eat them. 10 She only chose (choose) the dishes she wanted (want) to eat. B Complete these sentences with the past continuous tense of the verb in brackets. 1 My parents were alarmed that their daughter was starving (starve) herself. 2 She was not eating (not/eat) properly. She was losing (lose) weight. 3 She was becoming (become) thin. Her clothes were hanging (hang) loose on her. 4 She was getting (get) moody and irritable. 5 She was finding (find) it difficult to concentrate on her studies. 6 Finally, my mother took her to a doctor. While my mother was waiting (wait) outside the doctor’s room, the doctor talked to my sister. 7 My mother said my sister was listening (listen) carefully to the doctor. 8 My sister came home a changed person. The next day, she was eating (eat) well again. Till today, I wonder what the doctor had told her. For educational purposes only Scan the QR code or go to https://www.youtube.com/ watch?v=PdbBPOF8GK8 to learn more about the past simple tense. Tutorial Video Tutorial Video BAKTI SDN. BHD. PENERBIT ILMU BAKTMU BAKTI SDN. BHD. PENERBIT ILMU BAKTILMU BAKTI SDN. BHD. PENERBIT ILMU BAKTILMU BAKTI SDN. BHD. PENERBIT ILMU BA

10 Comments: ........................................................................................................................................................Teacher’s Signature: .............................................Date: ............................. Theme: People and Culture Food, Food, Food Unit 2 PERFORMANCE LEVEL ACHIEVED 1 2 3 4 5 6 A Listen to the text about the eating habits of Maria and Sam. Put a tick (✔) for the correct statements. Put a cross (✘) for the wrong statements. LS 1.1.2, 3.1.2 Maria Sam Eats one slice of bread for breakfast Eats three slices of bread for breakfast At recess, has a drink only At recess, eats noodles Eats a little for lunch Eats a lot for lunch Eats a lot for dinner Eats a little for dinner Small built Big built Not into sports A school rugby player ✔ ✘ ✔ ✘ ✔ ✔ ✔ ✔ ✔ ✘ ✔ ✔ B Listen to the text on nasi lemak. Circle the correct answer A, B or C. LS 1.1.2, 3.1.2 1 This text is about A eating nasi lemak. B nasi lemak as a national dish. C how nasi lemak got its name. 2 Nasi lemak was first created in the _______ of Peninsular Malaysia. A East coast B West coast C South coast 3 Nasi lemak was first prepared for A fishermen’s children. B fishermen’s wives. C fishermen. 4 Today, people view nasi lemak as a dish which is A soft and smooth. B sweet and sticky. C rich and creamy. Listening and Reading Audio Audio Audio Textbook E-Questions SoW: Lesson 15 For educational purposes only Scan the QR code for E-Questions. E-Questions BAKTI SDN. BHD. PENERBIT ILMU BAKTMU BAKTI SDN. BHD. PENERBIT ILMU BAKTILMU BAKTI SDN. BHD. PENERBIT ILMU BAKTILMU BAKTI SDN. BHD. PENERBIT ILMU BA

11 Comments: ........................................................................................................................................................Teacher’s Signature: .............................................Date: ............................. Theme: People and Culture Food, Food, Food Unit 2 PERFORMANCE LEVEL ACHIEVED 1 2 3 4 5 6 A Study the pictures below. LS 2.1.4 B Work with a partner. Choose a picture each. Describe it to each other. Use these questions as a guide. LS 2.1.4, 2.3.1 • What is the boy doing? • What food is he eating? • Do you think the food is healthy? Why or why not? C Interview your partner. Write your partner’s responses. Then, present the information to the class. LS 2.1.4, 2.3.1 Interview sheet 1 What time do you have breakfast? At 2 What do you have for breakfast? 3 What time do you have lunch? At 4 What do you eat for lunch? 5 Describe your favourite food. 6 What ingredients are in it? 7 Why is it your favourite? 8 How often do you eat it? Teacher to evaluate. Speaking SoW: Lesson 17 Textbook 1 2 BAKTI SDN. BHD. PENERBIT ILMU BAKTMU BAKTI SDN. BHD. PENERBIT ILMU BAKTILMU BAKTI SDN. BHD. PENERBIT ILMU BAKTILMU BAKTI SDN. BHD. PENERBIT ILMU BA

12 Comments: ........................................................................................................................................................Teacher’s Signature: .............................................Date: ............................. Theme: People and Culture Food, Food, Food Unit 2 PERFORMANCE LEVEL ACHIEVED 1 2 3 4 5 6 A Choose and write the correct adjective. LS 3.1.2 stale juicy mould crunchy soft 1 We love buying fruits that are juicy like watermelon and pineapple. 2 When biscuits are not kept in air-tight tins, they become soft . 3 My sister loves fried keropok lekor because it is crunchy . 4 Oh dear! This loaf of bread is stale . There is even mould on it. B Complete the message by writing sentences based on the notes given. LS 4.1.1 Writing and Reading SoW: Lesson 18 Textbook Hi ________________ , Let me tell you about a bad experience we had on (1) Mother’s Day . We went to an expensive restaurant called (2) The Western Joint . We went there for (3) dinner . The place was (4) difficult to find . Then at last, we found it. On entering the restaurant, we (5) found it was half-full . The waiter promptly took our orders. But (6) the food was slow in coming. My father’s (7) steak was tough . My mother’s (8) chicken chop was undercooked . My grandparents’ pandan chicken was too salty. And the salad was sour…too much lemon juice. Furthermore, the (9) tom yam was too spicy . The fish in my fish and chips (10) was stale and smelled fishy . And finally, for dessert, the ice cream that was served (11) was not cold and was melting ! To top it all, the bill was atrocious. I (12) would not recommend this place to anyone. Bye for now. ________________ 1 Name the occasion. 2 Name the restaurant. 3 State whether it was lunch/ dinner. 4 difficult – find 5 found – half-full 6 food – slow 7 steak – tough 8 chicken chop – undercooked 9 tom yam – too spicy 10 stale – smelled fishy 11 not cold – melting 12 Would you recommend? BAKTI SDN. BHD. PENERBIT ILMU BAKTMU BAKTI SDN. BHD. PENERBIT ILMU BAKTILMU BAKTI SDN. BHD. PENERBIT ILMU BAKTILMU BAKTI SDN. BHD. PENERBIT ILMU BA

13 Comments: ........................................................................................................................................................Teacher’s Signature: .............................................Date: ............................. PERFORMANCE LEVEL ACHIEVED 1 2 3 4 5 6 Literature in Action SoW: Lesson 20 Non-textbook Plot Exposition Dr Frederick Treves sees Joseph Merrick for the first time in a shop near the London Hospital. He takes Merrick for a medical examination, then sends him back to the shop after giving him his name card. Rising action The police find Merrick and bring him to Dr Treves. Mr Carr Gomm writes to The Times about Merrick and receives a donation of £50,000. Conflict Merrick becomes upset when people laugh or scream when they see him. He requests to stay in a lighthouse or a home for the blind. Climax Merrick develops a social life as more people come to visit him. The Queen of England, Queen Alexandra, also visits him and gives him gifts. He is happy to be treated like a man, and not a creature. Falling action Merrick begins to live like a normal human being. He goes to the theatre and stays in the countryside. Resolution Merrick sleeps on his back, like a normal human. However, his neck breaks and he dies. The Elephant Man – Tim Vicary Moby Dick – Herman Melville We Didn’t Mean to Go to Sea – Arthur Ransome Novel Work in pairs. Write the plot outline for the novel that you have studied in the Literature Component in English Language in Form 3. LS 5.1.2 NON-TEXTBOOK BAKTI SDN. BHD. PENERBIT ILMU BAKTMU BAKTI SDN. BHD. PENERBIT ILMU BAKTILMU BAKTI SDN. BHD. PENERBIT ILMU BAKTILMU BAKTI SDN. BHD. PENERBIT ILMU BA

14 Comments: ........................................................................................................................................................Teacher’s Signature: .............................................Date: ............................. A Read the text below. LS 3.1.1 B Complete the mind map. LS 3.1.1 Reading and Speaking SoW: Lesson 22 Textbook Unit 3 The Wonders of Nature Theme: Health and Environment The Semenggoh Wildlife Centre is some 20 km from Kuching, Sarawak. The main aim of this centre is to rehabilitate wild animals. This includes orangutan and sunbears that are orphaned, injured, or confiscated from the public. Once rehabilitated, they are released into the wild, particularly in totally protected areas. Currently, the centre serves as a habitat for orangutan. It is also a place for visitors to learn about this endangered and rare species. The orangutan brought to Semenggoh have to undergo quarantine for up to 90 days. Then, the animals have to undergo training. They go through kindergarten, primary and secondary levels of training. Only then are they released into the wild. Said a ranger, “We train them to climb trees when they are young. Once they can fend for themselves, we release them. We also monitor them after their release. We make sure they are in good health and are coping well after the release.” The centre is a success thanks to the involvement of the community. To date, 81 individuals and corporations have taken part in the orangutan adoption programme. Furthermore, the community around Semenggoh does not harm or disturb the orangutan. For example, during the fruiting season, the people do not consider the orangutan as pests when they eat their fruits. Source: The Star Semenggoh Wildlife Centre in (1) Sarawak (state) • (2) To rehabilitate wild animals. • (3) These animals are orphaned , injured or confiscated from the public . • (4) Examples of animals sent here: (a) orangutan (b) sunbears • (5) Orangutan brought in undergo quarantine for 90 days . • (6) Young orangutan are taught how to climb trees . • (7) Training levels are divided into three: (a) kindergarten (b) primary (c) secondary • (8) People and corporations participate in the orangutan adoption programme . • (9) During the fruiting season, people allow the orangutan to eat their fruits . • (10)They do not consider the orangutan as pests . Aim Procedure Community Involvement BAKTI SDN. BHD. PENERBIT ILMU BAKTMU BAKTI SDN. BHD. PENERBIT ILMU BAKTILMU BAKTI SDN. BHD. PENERBIT ILMU BAKTILMU BAKTI SDN. BHD. PENERBIT ILMU BA

15 Comments: ........................................................................................................................................................Teacher’s Signature: .............................................Date: ............................. Theme: Health and Environment The Wonders of Nature Unit 3 PERFORMANCE LEVEL ACHIEVED 1 2 3 4 5 6 C Match the word to its meaning. LS 3.1.1 D Circle the correct answer (A, B or C). LS 3.1.1 1 Why are the orangutan and sunbears taken away from the public? A People abuse them. B The animals kill humans. C They are protected animals. 2 In the orangutan adoption programme, what do you think people do? A They take the animals home. B They visit and care for them at the Centre. C They support an animal and make regular cash donations. E Tick (✔) True or False. LS 3.1.1 1 At present, there are sunbears and orangutan at the the Semenggoh Wildlife Centre. True ✔ False 2 In totally protected areas, some hunting is allowed. True False ✔ F Discuss in pairs. LS 2.1.4 If you had the opportunity to visit the Semenggoh Wildlife Centre, would you go? Why or why not? Give two reasons. HOTS Evaluating Accept all suitable answers. Textbook Word 1 rehabilitate 2 confiscated 3 released 4 particularly 5 fend for 6 monitor Meaning look after and provide for oneself restore to health observe and check for progress set free taken away with authority especially Website For educational purposes only Scan the QR code or visit https://www.greenpeace.org/ southeastasia/story/45597/10- amazing-facts-about-orangutans/ to read more about orangutan. Website BAKTI SDN. BHD. PENERBIT ILMU BAKTMU BAKTI SDN. BHD. PENERBIT ILMU BAKTILMU BAKTI SDN. BHD. PENERBIT ILMU BAKTILMU BAKTI SDN. BHD. PENERBIT ILMU BA

16 Comments: ........................................................................................................................................................Teacher’s Signature: .............................................Date: ............................. Theme: Health and Environment The Wonders of Nature Unit 3 PERFORMANCE LEVEL ACHIEVED 1 2 3 4 5 6 Language Awareness SoW: Lesson 23 A Circle the correct present perfect tense verb. 1 My grandfather _______ to the Semenggoh Wildlife Centre. A have be B has been C have been 2 In fact, he and his buddies _________ there twice. A has go B have go C have gone 3 Once, the rangers told the crowd, “Good news, everybody! A female orangutan _____ birth to a baby.” A has gave B has given C have given 4 “The vet ________ checking mother and child. Both are doing well,” said another ranger. A has finish B has finished C have finished 5 My grandfather _________ many pictures of the baby and the mother orangutan. A has took B has taken C have taken B Complete the sentences with the correct past simple tense (e.g. walked) or present perfect tense (e.g. has…, have…) of the verb in brackets. 1 Mr and Mrs Lee have not told (not/tell) their children the happy news yet. 2 However, the children have already found (already/find) out what it is all about. 3 “Dad,” they said. “We overheard (overhear) your telephone conversation. You have booked (book) tickets to Sabah.” 4 “Yes,” said Mr Lee. “Children, I have not seen (not/see) you this excited for a long time now.” 5 “Kids, I planned (plan) this trip a year ago. Now that I have saved (save) up enough money, we can all have a good holiday in Sabah.” 6 “To celebrate, since I have not cooked (not/cook) dinner yet, let’s eat out,” said Mrs Lee. Textbook For educational purposes only Scan the QR code or go to https://www. youtube.com watch?v=cBCqDRX5YfA to learn more about the present perfect tense. Tutorial Tutorial Video Video BAKTI SDN. BHD. PENERBIT ILMU BAKTMU BAKTI SDN. BHD. PENERBIT ILMU BAKTILMU BAKTI SDN. BHD. PENERBIT ILMU BAKTILMU BAKTI SDN. BHD. PENERBIT ILMU BA