OMG 7 English Form 1

7.0

Formative Ujian Akhir
Assessment Sesi Akademik

LATEST BONUS

Summative Detachable
Assessment Set

Guided Practice Level 1 & 2 Pre-Writing Professional Voice Over Analytical Answers Video
(Easy for students to (Step by Step with Talent for Listening Audio (Answering Technique &
UNDERSTAND) (Native English Speaker) Answers Review)
Myteach Innovation Example) New Innovation
Versi Demo
English Not For Sale You may download the Audio for
Form 1 Listening at https://qrs.ly/l1e3ulk ?

Answers
Provided in Student’s Edition (Detachable)

Name:
Class:

Opps, I cannot
remember the
explanation from

teacher!!

Teacher does not have What is the role of Analytical Answers
sufficient time to Video in OMG book?
In-depth explanation:
explain to ALL students - Answering Technique
There are students who - Common Mistake
- Working Step
are shy to ask - Answer Review
teacher
How to use it?
This is the solution!! 1. Students do exercises in the book (OMG

Analytical Answers Video Module)
2. Teacher marks the book
3. Teacher explains to student
4. e teacher can share the link of Analytical

Answers Video in Google Classroom or
students can access it from the Answers.
Versi Demo
Analytical Where can the Analytical Answers Video
Answers Video & PDF be accessed?
Practice A 1. Inside Front Cover (Master List)

(only printed in Teacher’s Edition)
2. Beside Practice (QR Code Video)

(only printed in Teacher’s Edition)
3. Answers (QR Code Video & Pdf Download)

(only printed in Student’s Edition)

Master List for URL & QR Code to access
Analytical Answers Video & PDF
- Scan on this QR Code, or
- Visit https://qrs.ly/fte9wcm

CONTENTS Kelvin 011-1527 8088
Wilson 013-778 1667
FORMATIVE ASSESSMENT 26 Reading Part 4: Short Answer .............................. 29

UASA (New Format) 30

UNIT MONEY MATTERS 27 Writing | Email ............................................................................... 31
01 (NON-TEXTBOOK UNIT) 32
Part 1: Short Communicative Message
1 Speaking Part 1: Interview
...................................... 1 28 Literature In Action ......................................................................
2
2 Listening Part 1: 3-option Visual ........................... 3 29 Language Awareness Part 2: Error Correction ...............
4
3 Reading Part 1: Short Texts MCQ ........................
6
4 Writing | Email ................................................................................ 7 UNIT LET’S SEE THE WORLD Nicholas 012-288 5285
05 (TEXTBOOK-BASED UNIT 2) Johnny 011-5507 1039
Part 1: Short Communicative Message

5 Literature In Action ...................................................................... 30 Speaking Part 2: Storytelling ........................... 33

6 Language Awareness Part 2: Error Correction ............... 31 - 32 Reading Part 5: Matching (Gapped Text) .............. 34

UASA (New Format)

UNIT FREE TIME IS FUN 33 Language Awareness Part 2: Error Correction ............... 35
02 (TEXTBOOK-BASED UNIT 1)
34 Listening Part 5: Note Completion (Dialogue) 36
7 Speaking Part 2: Storytelling (Core Civic Value) 8 ..... 37

8 - 9 Reading Part 3: Information Transfer .......... 9 35 Enrichment Activity ..................................................................... 39
40
10 Language Awareness Part 2: Error Correction ............... 10 36 Language Awareness Part 2: Error Correction ............... 42

11 Listening Part 2: Matching (Sequencing) 37 - 38 Action Oriented Task ........................................................ John 017-331 3993
Vincent 012-973 9386
............ 11 39 Writing | Review ............................................................................

12 Enrichment Activity (Core Civic Value) ..................................... 12 Part 2: Notes Expansion UASA (New Format)
13 Language Awareness Part 2: Error Correction ............... 14
40 Literature In Action (Core Civic Value) ...................................... 44

14 - 15 Action Oriented Task (Core Civic Value) ........................ 15

16 Writing | Personal Profile (Core Civic Value) .......................... 17 UNIT SMART SPENDING
06 (NON-TEXTBOOK UNIT)
Part 2: Notes Expansion UASA (New Format)

17 Literature In Action ...................................................................... 19 41 Listening Part 1: 3-option Visual ...................... 45
42 Speaking Part 3: Discussion Task ..................... 46
UNIT TECHNOLOGY IN OUR LIFE 43 Reading Part 5: Matching (Gapped Text) ...................... 47
03 (NON-TEXTBOOK UNIT) Versi Demo
To Place ORDER Or CHECK STOCKUASA (New Format)

18 Listening Part 3: 3-option MCQ .............................. 20
19 Speaking Part 3: Discussion Task .......................... 21 44 Writing | Review ............................................................................ 48
20 Reading Part 4: Short Answer
.............................. 22 Part 2: Notes Expansion UASA (New Format)

UASA (New Format) 45 Literature In Action (Core Civic Value) ...................................... 49
46 Language Awareness Part 2: Error Correction ............... 50
21 Writing | Fictional Narrative ....................................................
23

Part 2: Notes Expansion UNIT TIME TO CELEBRATE
07 (NON-TEXTBOOK UNIT)
22 Literature In Action ...................................................................... 25
23 Language Awareness Part 2: Error Correction ............... 26 47 Listening Part 2: Matching (Sequencing) ........ 51

48 Speaking Part 1: Interview .................................................... 52

UNIT FRIEND WITH THE PLANET 49 Reading Part 1: Short Texts MCQ ........................................ 53
04 (NON-TEXTBOOK UNIT) 50 Writing | Personal Profile Part 2: Notes Expansion ..... 54

24 Listening Part 4: Note Completion (Monologue) .... 27 UASA (New Format)

25 Speaking Part 1: Interview (Core Civic Value) ....... 28

51 Literature In Action ...................................................................... 55

52 Language Awareness Part 2: Error Correction ............... 56

UNIT CALM AFTER A STORM UNIT JOIN ME ON SOCIAL MEDIA!
08 (TEXTBOOK-BASED UNIT 3) 12 (NON-TEXTBOOK UNIT)

53 Speaking Part 2: Storytelling ............................................... 57 87 Listening Part 5: Note Completion (Dialogue) .................. 92
58 88 Speaking Part 3: Discussion Task ......................................... 93
54 – 55 Reading Part 3: Information Transfer ..................... 59 89 Reading Part 3: Information Transfer ............................... 94
60 90 Writing | Review ............................................................................ 95
56 Language Awareness Part 2: Error Correction ...............
Part 2: Notes Expansion UASA (New Format)
57 Listening Part 3: 3-option MCQ .........................

58 Enrichment Activity ..................................................................... 61 91 Literature In Action ...................................................................... 96
59 Language Awareness Part 2: Error Correction ............... 63 92 Language Awareness Part 2: Error Correction ............... 97

60 - 61 Action Oriented Task ........................................................ 64

62 Writing | Fictional Narrative .................................................... 66

Part 2: Notes Expansion UASA (New Format) UNIT CONSUMER’S RIGHTS
13 (NON-TEXTBOOK UNIT)
63 Literature In Action ...................................................................... 67

93 Listening Part 4: Note Completion (Monologue) ........... 98

UNIT CHECK THE BUDGET 94 Speaking Part 2: Storytelling ............................................... 99
09 (NON-TEXTBOOK UNIT)
95 Reading Part 5: Matching (Gapped Text) ...................... 100
64 Listening Part 3: 3-option MCQ ..........................................
68 UASA (New Format)
69
65 Speaking Part 3: Discussion Task .......................... 70 96 Writing | Fictional Narrative Part 2: Notes Expansion 101

66 Reading Part 4: Short Answer ............................................. UASA (New Format)

UASA (New Format) 97 Literature In Action ...................................................................... 102

67 Writing | Email Part 1: Short Communicative Message ... 71 98 Language Awareness Part 2: Error Correction ............... 103

68 Literature In Action ...................................................................... 72 UNIT FUTURE-PROOF TECHNOLOGY
69 Language Awareness Part 2: Error Correction ............... 73 14 (TEXTBOOK-BASED UNIT 5)

UNIT TRAVEL WISELY 99 Speaking Part 3: Discussion Task ...................................... 104
10 (NON-TEXTBOOK UNIT) 100 - 101 Reading Part 4: Short Answer ........................... 105

70 Listening Part 2: Matching (Sequencing) ............................ 74 UASA (New Format)

71 Speaking Part 3: Discussion Task .................. 75 102 Language Awareness Part 2: Error Correction ........... 106

72 Reading Part 1: Short Texts MCQ .................................... 76 103 Listening Part 2: Matching (Sequencing) ..................... 107

73 Writing | Message Part 1: Short Communicative Message 77 104 Enrichment Activity .............................................................. 108
105 Language Awareness Part 2: Error Correction ........... 110
74 Literature In Action ...................................................................... 78Versi Demo
75 Language Awareness Part 2: Error Correction ............... 79 106 - 107 Action Oriented Task (Core Civic Value) ................... 111
108 Writing | Opinion Part 2: Notes Expansion .................. 113

UNIT LIVING ON EARTH UASA (New Format)
11 (TEXTBOOK-BASED UNIT 4)
109 Literature In Action .................................................................. 113
76 Speaking Part 1: Interview (Core Civic Value) ..................... 80
110 - 112 Project-Based Lessons (Core Civic Value) ............... 114

77 - 78 Reading Part 4: Short Answer ............................... 81

UASA (New Format) SUMMATIVE ASSESSMENT

79 Language Awareness Part 2: Error Correction ............... 82

80 Listening Part 1: 3-option Visual .......................................... 83 LISTENING TAPESCRIPT T1 - T5
P1 - P2
81 Enrichment Activity ..................................................................... 84 UJIAN AKHIR SESI AKADEMIK (PAPER 1 - 2)
82 Language Awareness Part 2: Error Correction ............... 86 A1 - A8
83 - 84 Action Oriented Task (Core Civic Value) ........................ 87 ANSWERS
85 Writing | A Geographical Description .................................. 89 (Provided in Student’s Edition)

Part 2: Notes Expansion UASA (New Format)

86 Literature In Action ...................................................................... 91

Student Performance Standard Record Table English Form 1

SOW Skill Practice & Learning Standard Page Week Date () Teacher's Signature
& Date
PL Achieved
() Not
Achieved

Unit 1: Money Matters (Non Textbook-Based Unit) Theme: Consumerism and Financial Awareness

1.1.6 Understand with support longer simple narratives on a wide 3.1.4 Use with some support familiar print and digital
range of familiar topics resources to check meaning

2.1.1 Ask about and give detailed information about themselves 4.1.3 Narrate factual and imagined events and experiences
and others 4.1.5 Connect sentences into two coherent paragraphs or more

2.4.1 Narrate short stories, events and experiences using basic coordinating conjunctions and reference pronouns
3.1.2 Understand specific details and information in simple longer texts 5.3.1 Respond imaginatively and intelligibly through creating
3.1.3 Guess the meaning of unfamiliar words from clues provided
simple stories and poems. Other imaginative responses
by other known words and by context as appropriate

1 Speaking A (2.1.1), B (3.1.4) 1

2 Listening A (1.1.6), B (2.4.1) 2

3 Reading A (3.1.2), B (3.1.3) 3

4 Writing A (4.1.3, 4.1.5) 4

5 Literature A (5.3.1), B (5.3.1) 5

6 Grammar Indirect questions with present 6
and past tenses

Unit 2: Free Time Is Fun (Textbook-Based Unit 1) Theme: People and Culture

1.1.1 Understand with little or no support the main ideas in simple 3.1.1 Understand the main points in simple longer texts
3.1.2 Understand specific details and information in simple
longer texts on a range of familiar topics
1.1.2 Understand with little or no support specific information
longer texts

and details in simple longer texts on a range of familiar topics 4.1.1 Give detailed information about themselves and others

2.1.1 Ask about and give detailed information about themselves 4.2.3 Produce a plan or draft of two paragraphs or more and

and others modify this appropriately in response to feedback

2.1.5 Ask about and describe personality 5.1.1 Describe in simple language a character’s actions or

2.3.2 Agree on a set of basic steps needed to complete extended feelings and explain the reasons for them

classroom tasks Versi Demo

7 Speaking A (2.1.1, 3.1.2) 8

8 & 9 Reading A (3.1.2), B (2.1.1, 2.3.2) 9

10 Grammar Affirmative & Negative Sentences; Short 10
Answer Question

11 Listening A (1.1.1, 1.1.2) 11

12 Enrichment A (3.1.1, 3.1.2) 12
Activity

13 Grammar Present Simple Tense & Present 14
Continuous Tense

14 - Action A (3.1.2), B (1.1.1 , 1.1.2), C 15
15 Oriented Task ((4.1.1, 2.1.1)

16 Writing A (4.1.1, 4.2.3) 17

17 Literature A(5.1.1),B(2.1.5)(Poem:SadIAms) 19

1

SOW Skill Practice & Learning Standard Page Week Date () Teacher's Signature
& Date
PL Achieved
() Not
Achieved

Unit 3: Technology In Our Life (Non Textbook-Based Unit) Theme: Science and Technology

1.1.2 Understand with little or no support specific information 3.1.3 Guess the meaning of unfamiliar words from clues
and details in simple longer texts on a range of familiar provided by other known words and by context

topics 4.1.2 Describe future plans or events
4.1.5 Connect sentences into two coherent paragraphs
1.1.4 Understand longer sequences of supported classroom
instructions or more using basic coordinating conjunctions and
reference pronouns
2.1.2 Ask about and express rules and obligations 4.2.2 Spell most high frequency words accurately in
2.1.4 Explain and give reasons for simple advice independent writing
3.1.2 Understand specific details and information in simple longer 5.1.2 Identify and describe in simple language the key
characters in a text
texts

18 Listening A (1.1.4, 1.1.2) 20

19 Speaking A (2.1.2, 2.1.4) 21

20 Reading A (3.1.2, 3.1.3) 22

21 Writing A (4.1.2, 4.1.5), B (4.2.2) 23

22 Literature A (5.1.2), B (5.1.2) 25
Poem: News Break

23 Grammar Past Tense with a limited range 26
of Sequencing Adverbs

Unit 4: Friend With The Planet (Non Textbook-Based Unit) Theme: Health and Environment

1.1.5 Understand more complex supported questions 4.1.2 Describe future plans or events
2.1.3 Ask about and describe future plans or events 4.1.3 Narrate factual and imagined events and experiences
2.1.4 Explain and give reasons for simple advice 4.2.3 Produce a plan or draft of two paragraphs or more and
3.1.2 Understand specific details and information in simple longer
modify this appropriately in response to feedback
texts 5.3.1 Respond imaginatively and intelligibly through creating

3.1.4 Use with some support familiar print and digital resources simple stories and simple poems. Other imaginative
to check meaning responses as appropriate

24 Listening A (1.1.5), B (2.1.4) 27
Versi Demo
25 Speaking A (2.1.3, 4.1.2) 28

26 Reading A (3.1.2, 3.1.4) 29

27 Writing A (4.1.3, 4.2.3) 30

28 Literature A (5.3.1), B (5.3.1) 31
(Poem: Sad I Ams)

29 Grammar Modal verbs to talk about rules 32
and obligations

2

SOW Skill Practice & Learning Standard Page Week Date () Teacher's Signature
& Date
PL Achieved
() Not
Achieved

Unit 5: Let's See The World (Textbook-Based Unit 2) Theme: People and Culture

1.1.1 Understand with little or no support the main ideas in simple 3.1.1 Understand the main points in simple longer texts
3.1.2 Understand specific details and information in simple
longer texts on a range of familiar topics
1.1.2 Understand with little or no support specific information
longer texts

and details in simple longer texts on a range of familiar topics 4.1.1 Give detailed information about themselves and others

2.1.1 Ask about and give detailed information about themselves 4.2.3 Produce a plan or draft of two paragraphs or more and

and others modify this appropriately in response to feedback

2.4.1 Narrate short stories, events and experiences 5.1.2 Identify and describe in simple language the key

characters in a text

30 Speaking A (2.1.1, 3.1.2) 33

31&32 Reading A (3.1.2), B (4.1.1) 34

33 Grammar PastSimpleTense(Regular&Irregular 35
Verbs)

34 Listening A (1.1.1, 1.1.2) 36

35 Enrichment A (3.1.2), B (3.1.1) 37
Activity

36 Grammar was/were&could/couldn’t 39

37 - Action A (3.1.2), B (1.1.1), C (1.1.2), 40
38 Oriented D (4.1.1, 2.1.1, 2.4.1)

Task

39 Writing A (4.1.1, 4.2.3) 42

40 Literature A (5.1.2) (Short Story: Fair’s 44
Fair)

Unit 6: Smart Spending (Non Textbook-Based Unit) Theme: Consumerism and Financial Awareness

1.1.6 Understand with support longer simple narratives on a wide 4.1.4 Describe personality
range of familiar topics 4.1.5 Connect sentences into two coherent paragraphs

2.1.2 Ask about and express rules and obligations or more using basic coordinating conjunctions and
2.1.4 Explain and give reasons for simple advice reference pronouns
2.1.5 Ask about and describe personality 4.2.2 Spell most high frequency words accurately in
2.3.1 Keep interaction going in short exchanges by checking independent writing
5.1.2 Identify and describe in simple language the key
understanding of what a speaker is saying characters in a text
3.2.1 Read and enjoy fiction / non-fiction and other suitable printVersi Demo

and digital texts of interest

41 Listening A (1.1.6), B (2.1.4) 45

42 Speaking A (2.1.2, 2.3.1) 46

43 Reading A (3.2.1) 47

44 Writing A (4.1.4, 4.1.5), B (4.2.2) 48

45 Literature A (5.1.2), B (2.1.5) 49
(Short Story: Fair’s Fair)

46 Grammar verb-to-be going to & will 50

3

SOW Skill Practice & Learning Standard Page Week Date () Teacher's Signature
& Date
PL Achieved
() Not
Achieved

Unit 7: Time To Celebrate (Non Textbook-Based Unit) Theme: People and Culture

1.2.1 Guess the meaning of unfamiliar words from clues provided by 4.1.3 Narrate factual and imagined events and experiences
other known words and by context on a range of familiar topics 4.2.1 Use capitals, full stops, commas in lists, question marks,

2.1.4 Explain and give reasons for simple advice and speech marks appropriately at discourse level
2.1.5 Ask about and describe personality 4.2.3 Produce a plan or draft of two paragraphs or more and
2.3.1 Keep interaction going in short exchanges by checking
modify this appropriately in response to feedback
understanding of what a speaker is saying 5.3.1 Respond imaginatively and intelligibly through creating
3.1.1 Understand the main points in simple longer texts
3.1.2 Understand specific details and information in simple longer texts simple stories and simple poems. Other imaginative
responses as appropriate

47 Listening A (1.2.1), B (2.1.5) 51

48 Speaking A (2.1.4, 2.3.1) 52

49 Reading A (3.1.2, 3.1.1) 53

50 Writing A (4.1.3, 4.2.3), B (4.2.1) 54

51 Literature A (5.3.1), B (5.3.1) 55
(Poem: News Break)

52 Grammar Modal verbs 56

Unit 8: Calm After A Storm (Textbook-Based Unit 3) Theme: Health and Environment

1.1.1 Understand with little or no support the main ideas in simple 3.1.1 Understand the main points in simple longer texts

longer texts on a range of familiar topics 3.1.2 Understandspecificdetailsandinformationinsimplelongertexts
1.1.2 Understand with little or no support specific information 4.1.1 Give detailed information about themselves and others

and details in simple longer texts on a range of familiar topics 4.1.3 Narrate factual and imagined events and experiences

2.1.1 Askabout and give detailed information about themselves and others 4.2.3 Produce a plan or draft of two paragraphs or more and

2.3.2 Agree on a set of basic steps needed to complete extended modify this appropriately in response to feedback

classroom tasks 5.3.1 Respond imaginatively and intelligibly through creating

2.4.1 Narrate short stories, events and experiences simple stories and simple poems

53 Speaking A (2.1.1, 2.3.2) 57

54 & Reading A (3.1.2, 3.1.1), B (2.4.1) 58
55

56 Grammar Past Continuous Tense Versi Demo&59
Adverbs

57 Listening A (1.1.2, 1.1.1) 60

58 Enrichment A (3.1.2), B (3.1.1) 61
Activity

59 Grammar Past Simple Tense & Past 63
Continuous Tense

60 - Action A (3.1.1, 3.1.2), B (1.1.1, 1.1.2), 64
61 Oriented C (4.1.1), D (2.1.1, 2.4.1)

Task

62 Writing A (4.1.3, 4.2.3) 66

63 Literature A (5.3.1), B (5.3.1) 67
(Short Story: Fair’s Fair)

4

SOW Skill Practice & Learning Standard Page Week Date () Teacher's Signature
& Date
PL Achieved
() Not
Achieved

Unit 9: Check The Budget (Non Textbook-Based Unit) Theme: Consumerism and Financial Awareness

1.1.2 Understand with little or no support specific information 3.1.3 Guess the meaning of unfamiliar words from clues
and details in simple longer texts on a range of familiar provided by other known words and by context

topics 4.1.1 Give detailed information about themselves and others
4.2.1 Use capitals, full stops, commas in lists, question marks,
1.2.1 Guess the meaning of unfamiliar words from clues provided
by other known words and by context on familiar topics and speech marks appropriately at discourse level
5.1.1 Describe in simple language a character’s actions or
2.1.4 Explain and give reasons for simple advice
2.3.1 Keep interaction going in short exchanges by checking feelings and explain the reasons for them

understanding of what a speaker is saying
3.1.2 Understand specific details and information in simple longer

texts

64 Listening A (1.1.2), B (1.2.1) 68

65 Speaking A (2.1.4, 2.3.1) 69

66 Reading A (3.1.2, 3.1.3) 70

67 Writing A (4.1.1), B (4.2.1) 71

68 Literature A (5.1.1) 72
(Novel Form 1)

69 Grammar Relative clauses 73

Unit 10: Travel Wisely (Non Textbook-Based Unit) Theme: Science and Technology

1.1.4 Understand longer sequences of supported classroom 3.1.4 Use with some support familiar print and digital
instructions resources to check meaning

1.1.6 Understand with support longer simple narratives on a wide 4.1.4 Describe personality
range of familiar topics 4.2.2 Spell most high frequency words accurately in

2.1.2 Ask about and express rules and obligations independent writing
2.3.1 Keep interaction going in short exchanges by checking 5.1.2 Identify and describe in simple language the key

understanding of what a speaker is saying characters in a text
3.1.2 Understand specific details and information in simple longer

texts

70 Listening A (1.1.6) B (1.1.4) Versi Demo 74

71 Speaking A (2.1.2, 2.3.1) 75

72 Reading A (3.1.2) B (3.1.4) 76

73 Writing A (4.1.4), B (4.2.2) 77

74 Literature A (5.1.2) 78
(Novel Form 1)

75 Grammar Prepositions 79

5

SOW Skill Practice & Learning Standard Page Week Date () Teacher's Signature
& Date
PL Achieved
() Not
Achieved

Unit 11: Living On Earth (Textbook-Based Unit 4) Theme: Health and Environment

1.1.1 Understand with little or no support the main ideas in simple 3.1.1 Understand the main points in simple longer texts
3.1.2 Understand specific details and information in simple
longer texts on a range of familiar topics
1.1.2 Understand with little or no support specific information
longer texts

and details in simple longer texts on a range of familiar topics 4.1.1 Give detailed information about themselves and others

2.1.1 Ask about and give detailed information about themselves 4.2.3 Produce a plan or draft of two paragraphs or more and

and others modify this appropriately in response to feedback

2.3.1 Keep interaction going in short exchanges by checking 5.3.1 Respond imaginatively and intelligibly through creating

understanding of what a speaker is saying simple stories and simple poems

76 Speaking A (2.1.1, 2.3.1) 80

77 & Reading A (3.1.2, 3.1.1), B (2.1.1) 81
78

79 Grammar Comparatives and Superlatives 82

80 Listening A (1.1.1, 1.1.2) 83

81 Enrichment A (3.1.2), B (3.1.1) 84
Activity

82 Grammar Countable and Uncountable 86
Nouns

83 - Action A (3.1.1), B (1.1.1, 1.1.2), 87
84 Oriented C (4.1.1), D (2.1.1)

Task

85 Writing A (4.1.1, 4.2.3, 3.1.2) 89

86 Literature A (5.3.1) (Poem: Sad I Ams) 91
in Action

Unit 12: Join Me On Social Media! (Non Textbook-Based Unit) Theme: Science and Technology

1.1.1 Understand with little or no support specific information and 4.1.1 Give detailed information about themselves and others

details in simple longer texts on a range of familiar topics 4.1.5 Connect sentences into two coherent paragraphs

1.1.5 Understand more complex supported questions or more using basic coordinating conjunctions and

2.3.2 Agree on a set of basic steps needed to complete extendedVersi Demoreference pronouns

classroom tasks 4.2.1 Use capitals, full stops, commas in lists, question marks,

2.3.1 Keep interaction going in short exchanges by checking and speech marks appropriately at discourse level

understanding of what a speaker is saying 5.3.1 Respond imaginatively and intelligibly through creating

3.2.1 Read and enjoy fiction/non-fiction and other suitable print simple stories and simple poems

and digital texts of interest

87 Listening A (1.1.1, 1.1.5) 92

88 Speaking B (2.3.2, 2.3.1) 93

89 Reading A (3.2.1) 94

90 Writing A (4.1.1, 4.1.5, 4.2.1) 95

91 Literature A (5.3.1), B (5.3.1) 96
in Action 97

92 Grammar Infinitive of Purpose

6

SOW Skill Practice & Learning Standard Page Week Date () Teacher's Signature
& Date
PL Achieved
() Not
Achieved

Unit 13: Consumer's Rights (Non Textbook-Based Unit) Theme: Consumerism and Financial Awareness

1.1.6 Understand with support longer simple narratives on a wide 3.1.4 Use with some support familiar print and digital

range of topics resources to check meaning

2.4.1 Narrate short stories, events and experiences 4.1.3 Narrate factual and imagined events and experiences

2.1.4 Explain and give reasons for simple advice 4.2.2 Spell most high frequency words accurately in

2.3.1 Keep interaction going in short exchanges by checking independent writing

understanding of what a speaker is saying 5.1.1 Describe in simple language a character’s actions or
3.1.2 Understand specific details and information in simple longer texts
feelings and explain the reasons for them

93 Listening A (1.1.6) 98

94 Speaking A (2.4.1, 2.1.4, 2.3.1) 99

95 Reading A (3.1.2), B (3.1.4) 100

96 Writing A (4.1.3), B (4.2.2) 101

97 Literature A (5.1.1) (Novel Form 1) 102

98 Grammar Present Simple Tense & Past 103
Simple

Unit 14: Future-Proof Technology (Textbook-Based Unit 5) Theme: Science and Technology

1.1.1 Understand with little or no support the main ideas in simple 3.1.1 Understand the main points in simple longer texts
longer texts on a range of familiar topics 3.1.2 Understand specific details and information in simple

1.1.2 Understand with little or no support specific information and longer texts
details in simple longer texts on a range of familiar topics
4.1.2 Describe future plans or events
2.1.1 Ask about and give detailed information about themselves and others 4.2.3 Produce a plan or draft of two paragraphs or more and
2.1.3 Ask about and describe future plans or events
2.3.1 Keep interaction going in short exchanges by checking modify this appropriately in response to feedback

understanding of what a speaker is saying 5.3.1 Respond imaginatively and intelligibly through creating
simple stories and simple poems

99 Speaking A (2.1.1, 2.3.1) 104
Reading A (3.1.2, 3.1.1), B (2.1.3) 105
100 & Grammar will and won’t 106
101 Versi Demo

102

103 Listening A (1.1.2, 1.1.1) 107

104 Enrichment A (3.1.2), B (3.1.1) 108
Activity

105 Grammar First Conditional 110

106 - Action A (3.1.1), B (3.1.2), 111
107 Oriented C (1.1.1 , 1.1.2), D (4.1.2),
E (2.1.1)
Task

108 Writing A (4.2.3, 3.1.2) 113

109 Literature A (5.3.1) (Short Story: Fair’s Fair) 113
in Action

110 - Project- A (1.1.1), B (2.1.1), 114
112 Based C (3.1.2, 3.1.3), D (2.1.3),
Lessons E (4.1.1, 4.1.4), F (5.3.1)

7

03UNIT TECHNOLOGY IN OUR LIFE (NON-TEXTBOOK UNIT)

Theme: Science and Technology

Lesson 18: Listening Listen to a radio talk. Real-Life Adaptation

Practice A (L.S. 1.1.4, 1.1.2) Part 3: 3-option MCQ (Text) PL

Track 3.1

Answering Technique A You will hear a parent talking about online learning. (Listen without the tapescript.) Listening (Guided Practice Level 1)
and Answering Review (Listen with the tapescript and bold keyword)
B Now listen to the audio again. Turn round your book to read the tapescript and then pay attention to the words
in bold. (Dotted underlined words are distractors.)

C For questions 1 to 5, choose the correct answer A, B or C.

ANALYTICAL ANSWER VIDEO 1 How does the father feel about online learning at Online learning is here to stay. When it was
first? announced that all students would start learning from
Unit 3 (Non-Textbook Unit) A Very unhappy about it home, many parents were not happy. I was just1not FurtherD practice:em(ListeningoPart 3)
B Certain that his family could not handle it sure if I could help my children learn properly. (Unit 8: page 60 Guided 2) (Unit 9: page 68)
C Worried that he could not help his children Most of the parents had difficulty to adapt this new
learning environment. Luckily, we, as a family got
2 Who is glad about not waking up early? more confident with time.
A All the man’s children
B The man’s youngest child Well, my youngest son does not have to wake up
C The man’s eldest child early since his classes begin at noon.2My eldest son
is over the moon when he realises he does not have
3 What do the children miss most about school? to wake up at six in the morning. I notice that they
A Their teachers’ care are not moody any more. Now, they are well rested.
B Being with their friends They talk more to their mother and me after a good
C Sports and lessons night’s sleep.

4 According to the parent, what kind of problem do After a few months, the children are getting tired
most students face when they do online learning? of online classes. Yet, they are glad that they are
A Not having enough device not being watched by teachers. It’s3spending time
B Bad internet connection with friends that they miss. They love sports so
C Misunderstood teachers much like playing with friends during school days,
but now they don’t even care that they cannot do
5 Why does the parent want his children to go to sports.
school?
A He wants more time for himself. I have friends who don’t live in the city. They say
B He and his wife like the peace and quiet. they don't have enough computers and phones
C He wants them to learn skills they cannot learn at for their children to use.4The internet connection
home. is also slow and sometimes there is no connection.
Though I'm living in the city, but my children
sometimes complain about the problems of
internet connection. Thankfully, the teachers
understand the problems faced.

As a parent, I want my children to go to school. I
do like that I have more time with them, but they
are missing out on5learning important life skills.
When they go back to school, my house will be quiet.
Versi
Analytical Answer
Answer Video
Password:
L.S. 1.1.2 Understand with little or no support specific information and details in simple longer texts on a range of familiar topics online123
L.S. 1.1.4 Understand longer sequences of supported classroom instructions

Practice A

20

Further practice: (Speaking Part 3) Lesson 19: Speaking Discuss with friend about computers. Real-Life Adaptation Conversation template with 5W1H technique
(Unit 6: page 46 Guided 2) (Unit 9: page 69 Guided 1) (Unit 10: page 75 Guided 2) (Unit 12: page 93) (Unit 14: page 104) to guide students to create better conversation
Practice A (L.S. 2.1.2, 2.1.4) Part 3: Discussion Task PL

You may use the words in the mind map or your own ideas to complete the conversation about the usefulness of a
computer with your friend. Then role play the dialogue.

Common Pronunciation Mistake

read join online Word: film
online learning Phonetics: /fɪlm/
news Say: fihlm
do Don’t say: fee-lum / flihm
play homework
computer Explanation: Some Malaysians 5W1H Technique
The Uses of pronounced this like
games Computer the Malay word filem. In
English, the word is only
use social one syllable, not two.
media The ‘i’ sound should also
come before ‘l’.
watch TV/
films



Teacher Now, I’d like you to talk about something together for about two minutes. I’m going to mention an
electronic device – computer to you.
Now, talk together about how a new computer can be useful for your friend. You may start if
you are ready.

Candidate A (Why is having a computer useful?) I think having a computer is important to do online learning.

Candidate B (What do you think?) But we can use a smartphone too for online learning.
Versi Demo
Candidate A (Why having a computer is better?) The computer has a bigger screen. It will help someone to Unit 3 (Non-Textbook Unit)
have a better view of the lesson.

Candidate B (What can you use the computer for?) Okay, I agree. I do my homework on the computer. I can
easily find the information I need on the Internet.

Candidate A (Do you agree?) (What are other uses of a computer?) (Why do you use it?) Me too. When I get
bored with lessons, I like using social media. I can see what my friends are doing.

Candidate B (Why do you join social media?) (What else do you do on your computer?) Using social media, I
join groups that share my interest like sport. I watch films on my computer when I’m free. What
about you? Do you watch movies on your computer?

Candidate A (Do you agree?) I prefer watching films on TV. I also use my computer to play computer games.

Candidate B (What are other uses of the computer?) Sometimes I do that too. Besides, I read online news. We
can get the latest news on the Internet.

1-2 minutes (Back-up prompts to be used if necessary)
Teacher What do you think (candidate name)? How about you (candidate name)? What about this
(pointing to option)? Do you agree (candidate name)?
Answer Analytical
Answer Video
Password:
watch123 L.S. 2.1.2 Ask about and express rules and obligations
L.S. 2.1.4 Explain and give reasons for simple advice

Practice A

21

Lesson 20: Reading Read a product review before purchasing. Real-Life Adaptation Further practice: (Reading Part 4)
(Unit 4: page 29 Guided 1) (Unit 9: page 70) (Unit 11: page 81) (Unit 14: page 105)
Form 1 (8 questions: True or False & Short Answer) Practice A (L.S. 3.1.2, 3.1.3) UASA-Oriented Part 4: Short Answer UASA (New Format) PL

UASA New FORMAT Non-Linear Text Read the text and look at the words in bold, then answer questions 1 to 10. (Dotted underlined words are distractors.)

Sunny Portable Bluetooth Speaker

Tired of non-lasting battery of your speaker? Well, worry no more! Our latest
portable Bluetooth speaker just needs63 hours of charging to last the whole day.
• Enjoy your music, podcasts and5audiobooks everywhere.
• Easy to carry around with its built-in handle. No need for plug points.
• Comes with a USB charging cable.
• Waterproof.7
• Available in4black, white, and red.
• 1Shipping time:35–7 working days

Product Ratings
rahim93 M M M M
Performance: Wow! Portable yet powerful2wireless speaker.
Good value for money. Saves me a lot of time when charging it. My old speaker needs to be charged 6 hours and could
only last for 12 hours! The sound is clear indoor and outdoor too.

basshunter M M M M M
Performance: Great bass sounds.
Finally! A product that can8play bass sounds as it should be! My other speaker cannot play the sound as clear as this
one and would have crackling sounds. Minus one star for late

Unit 3 (Non-Textbook Unit) Questions 1 – 4 TRUE
Read the text again. Are the sentences below TRUE or FALSE? FALSE
FALSE
1 Interested buyers can order the Bluetooth speaker online. TRUE
2 Users have to plug in the speaker before turning it on.
3 Ahmad places an order on Saturday and can get it processed on the same day.
4 Encik Azman is able to buy the speakers in different colours for his three children.
Versi Demo
Questions 5 – 8
Answer the questions below.
Choose no more than five words and/or a number from the text for each answer.

5 As a bookworm, Liza could enjoy listening to     audiobooks     on the speaker.
6 Ramlan could use the speaker for the whole day by charging it     3 hours    .
7 The Bluetooth speaker is suitable for a synchronised swimmer as it is     waterproof    .
8 A musician will love this speaker as it could     play bass sounds     clearly.

Analytical Answer
Answer Video
Password:
L.S. 3.1.2 Understand specific details and information in simple longer texts clear123
L.S. 3.1.3 Guess the meaning of unfamiliar words from clues provided by other known words and by context

Practice A

22

Lesson 21: Writing FICTIONAL NARRATIVE Write blog about your dreams and hopes. Real-Life Adaptation UASA New FORMAT Form 1: Word length (70 - 90 words)

Model Essay UASA (New Format) With 3 points given in bubble map

Last week, you read a blog post about the latest technology for homes. In about 90 words, write your dream home in
30 years’ time. You may use the notes below to help you.

who do you
want to live

with

My Dream
Home

how would what are your
this affect your dream gadgets

life

(Introduction: Who do you want to live with?) I will live in my dream home with my beloved family. My dream
home will have many new gadgets.

(Body 1: What are your dream gadgets?) For my dream home, I prefer to have a robot vacuum in my living
room. (Why it is useful?) My life will be easier because it can help me vacuum the floor daily. (Body 2: What are
your dream gadgets?) In my bedrooms, I want to have smart bulbs. (Why it is useful?) They have light sensor
technology, so I can snap my fingers just to switch it on and off.

(Conclusion: How would this affect your life?) In conclusion, I will be happier. (What is your hope?) I hope
that my dream home is real one day, and after all, the sky is the limit!

(99 words)
Versi Demo
Unit 3 (Non-Textbook Unit)23

Practice A (L.S. 4.1.2, 4.1.5) UASA-Oriented Part 2: Notes Expansion PL Further practice: (Fictional Narratice)
(Unit 8: page 66 Guided 2) (Unit 13: page 101)
You read an article on how robots help people. In about 90 words, write about robots that help people in restaurants.
You may use the notes below to help you.

what does a Coordinating for, and, nor, but, or, yet, so
robot look like conjunctions
I, you, he, she, it, they, we, us, mine,
Pronoun him, hers, myself, itself, yourself

Robot
Restaurant

Workers

how robots what tasks can
helps to save robot do

cost

Unit 3 (Non-Textbook Unit)

(Introduction: What does a robot look like?) (look – people – wheels) It’s a good idea to have robots working in
restaurants. They are machines that look and work like humans. They move easily on wheels.

(Body: What tasks can robot do?) (wash – keep clean – orders – deliver) They can work in the kitchen.
These robots wash the dishes and keep the kitchen clean. Human beings will still have to do the cooking. In the
restaurant, the robots take orders, deliver food and clean the tables.
(Conclusion: How robot helps to save cost?) (not – pay – repair) (What is your hope?) (new job creation)
Restaurants will not have to pay for robot work. Once they buy these robots, can repair them when the robots
are not functioning. I hope there will be new job creations to overcome this issue.

(97 words)

Practice B (L.S. 4.2.2) Versi Demo PL

There are five errors in the passage below. Underline the errors and mark Sp for each error. An example has been
given below.

Sp: lives

Humans have created many things to help us in our daily lifes. One type of appliance that we cannot do without

Sp: maintenance Sp: necessary

is the computer which requires less maintainance. It is a machine that allows us to do many neccessary tasks.

Sp: system

Some prefer to use a desktop while others use a laptop. There are two types of operating sistem that is Microsoft

Sp: inventions

Window and macOS. Many other invenntions like tablets and smartphones can do what computers do. People

Sp: relevant

use tecnology to solve relevent problems every day.

Analytical L.S. 4.1.2 Describe future plans or events Answer
Answer Video L.S. 4.2.2 Spell most high frequency words accurately in independent writing
Practice A L.S. 4.1.5 Connect sentences into two coherent paragraphs or more using basic coordinating conjunctions and pronouns Password:
abc123

24

Lesson 22: Literature in Action

Practice A (L.S. 5.1.2) PL
Complete the mind map below with suitable words given to describe the persona’s feelings in the poem.

News Break

News Break

Now why so loving, darling, No dropping of your school books, Now were you struck by lightning
And why the sudden kiss? Or were you stunned at sport?
No shrieking, childish treble. Ah… now I see the reason.
You’d help me with some little jobs? Today you are a lamb, love, You’ve brought your school report!
For goodness sake, what’s this?
Where yesterday a rebel.

Your face is clean for once, dear. But surely you’re some stranger,
Your clothes without a crease. No rage or hullabaloo.
You saved your luncheon money? Come closer, let me look, dear,
Will wonders never cease? Can this be REALLY you?

afraid confused surprised realisation rebel wondering comparing

surprised

realisation confused

The Persona

comparing Versi Demo wondering
Unit 3 (Non-Textbook Unit)
Practice B (L.S. 5.1.2) PL

There are two words that are not used in Practice A. Use the words to answer these questions about the second
persona. Work with a partner to discuss.

Answer Student A: Who is the second persona in the poem?
Student B: The second persona is the (1)    son / daughter    of the first persona.
Student A: Describe the second persona.
Student B: He or she is a (2)   rebel   but is now (3)   afraid   to show the school report to the

parent.
Student A: Why do you think the persona feels this way?

Student B: I think the persona (give a reason) (4) brings home a bad school report and to escape punishment
from his / her parent, the son / daughter behaves like an angel. He / She hopes to be the parent's

favourite.

Password: L.S. 5.1.2 Identify and describe in simple language the key characters in a text
book123

25

Lesson 23: Grammar Past tense with a limited range of sequencing adverbs

Explanation Example

In order to describe two or more actions, we can First, break the eggs. Then, pour in some oil and heat up
use the sequence adverbs ‘first’, ‘then’, ‘next’, ‘after’, the pan. Next, add the eggs into the pan. Finally, cook for 2
‘after that’, or ‘finally’.
minutes before the dish is ready to be served.

The comma is used after ‘first’, ‘then’, ‘next’, ‘after’, • I have many things to do. First, I will make a cup of coffee.
‘after that’ and ‘finally’ when a sentence that • Anne is currently finishing her degree. Then, she wants

describes an action is introduced. to be a teacher.

Practice A PL 3 The woman started the engine and next drove off in
a hurry.
Underline the correct use of sequence of adverbs. The woman started the engine and then drove off

1 When you are buying a new phone, (first /then), you in a hurry.
should decide what you are going to use it for.
4 Pour in the water. After, close the lid and switch on
2 Finish your homework. (Then / Next) you can play the kettle.
video games for an hour. Pour in the water. After that, close the lid and switch

3 Key in your username. (After /After that), type in on the kettle.
the password.
5 After years of hard work, then my father is officially
4 I filled in the form and (next / finally) got a response retired.
after 14 days. After years of hard work, finally, my father is
officially retired
5 Choose from the menu and click ‘order’. Pay (after /
first) you are done. Practice C UASA-Oriented Part 2: Error Correction

6 She pressed the switch. (Next /Finally), she turned Read the text below and correct the underlined errors. For
on the computer and showed me her work. each question, write the correct word in the space provided.

7 To make an omelette, (first / then), you break two
eggs into a bowl.

8 I have finished my homework. (After / Finally), I am
allowed to play football in the field.

9 Mariam called her parents and (next / then), her
sister in Taiping.
Unit 3 (Non-Textbook Unit) Setting Up a New Phone
10 Please clean up your classroom and (after / after
Versi Demothat), go to the school hall. When you buy a new phone, you need to follow a
few simple steps to set it up. (1) Next, charge it for a
Practice B PL few hours when you get home. Unplug it and (2) after

Correct each sentence below with the correct use of turn it on. (3) Finally, set the correct time and date.
sequence of words. You can find these in the settings. (4) Then that, you
can explore what your phone can do.
1 This is what you have to do. Then read all the
instructions carefully. To connect to the Internet, (5) next, click the
This is what you have to do. First, read all the ‘Wi-Fi’ button. (6) Fourthly, choose the service for

instructions carefully. your 'home'. You will have to type in the password
(7) then. Now you can (8) first surf the Internet on
your new phone!

2 Mr Ong went to many different shops and after got 1 Firstly 5 first
his computer fixed at the tenth one. 2 then
3 Next 6 Secondly
Analytical Mr Ong went to many different shops and finally got 4 After 7 next Answer
Answer Video his computer fixed at the tenth one. 8 finally

Practice C Password:
phone123

26

04UNIT FRIEND WITH THE PLANET (NON-TEXTBOOK UNIT)

Theme: Health and Environment

Core Civic Value: Responsibility Lesson 24: Listening Listen to announcement in school. Real-Life Adaptation

Practice A (L.S. 1.1.5) Part 4: Note Completion (Monologue) PL

A You will hear a talk by a student on Environmental Awareness Week in school. (Listen without the tapescript.) Track 4.1

B Now listen again and go to page T1 to read the tapescript and then pay attention to the words in bold.

C For questions 1 to 5, complete the notes below. Use no more than three words and/ or a number for each
answer. (Dotted underlined words are distractors.)

Environmental Awareness Week

Further practice: (Listening Part 4) Presenter Fahmi
(Unit 13: page 98) Activity 1 Gotong-royong

Date of activity 2 25th of July Listening (Guided Practice Level 1)
(Listen with the tapescript and bold keyword)
Cleaning starts at 3 8.30a.m. / eight-thirty

Teacher to give out tools 4 Puan Julia

Grand prize 5 Two-hundred ringgit/ RM200

Practice B (L.S. 2.1.4) PL

For the Environmental Awareness Week at school, your class have been asked to do a gotong-royong cleaning the
school garden. Suggest how the gotong-royong is going to be carried out. You may use the words in the brackets or
your own ideas.

Student A: (Explain) For the gotong-royong this Saturday, I think we should start with a list of jobs which we
should do to clean up our school garden.

Student B: (Give advice: pull weeds - garden - tidy) Let’s pull out the weeds. The garden would look tidy after
that.

Student A: (Give advice: drain - dirty) The drain surrounding the garden is dirty too.

Student B: (Explain: clear - rubbish - clean - drain - mosquito - breed) We must clear away the rubbish and clean
the drains. The water will flow and no mosquito can breed there.

Student A: (Give reason: to-do list - show - teacher) We have our to-do list, so now we can show it to our teacher
and see if she agrees to it.
Versi Demo
L.S. 1.1.5 Understand more complex supported questions Unit 4 (Non-Textbook Unit)
L.S. 2.1.4 Explain and give reasons for simple advice

Answer Wrong Common Mistake Analytical
Correct Answer Video
Password: I have headache
wish123 I wish I was here. I have a headache. Practice A
Don’t forget to reply back. I wish I were there.
You can do more better. Don’t forget to reply. 27
You can do better.

Core Civic Value: ResponsibilityLesson 25: Speaking
Further practice: (Speaking Part 1)
(Unit 7: page 52) (Unit 11: page 80)
Asking for information about a topic. Real-Life Adaptation

Practice A (L.S. 2.1.3, 4.1.2) Part 1: Interview PL

Complete the interview about how do you spend your weekend with your club secretary. Then role-play the dialogue.
(Accept any suitable or reasonable answer)

Secretary: (Ask about an event) Hi,    Hayley   , do you feel comfortable staying at home on a
weekend?

Student A: Yes, I love to stay at home.
Secretary: (Ask about an event) How do you spend your weekends at home?
Student A: (Describe) I would help my parents to clean the house and throw away rubbish.

Secretary: (Ask about other activity) Do you like gardening?
Student A: (Explain) Yes, I like to plant flowers because I love roses and hibiscuses. Furthermore, I like to see

them grow

Secretary: (Ask about weekend plan) Do you go shopping during weekends?
Student A: (Explain) Yes, I go shopping during weekend because my parents are free on the days.

Secretary: (Ask about future plan) When you go shopping, do you carry your own shopping bag?
Student A: (Explain) Yes, because my mother will always bring one every time we go shopping.

Secretary: (Ask about future event) If your neighbourhood organises a gotong-royong programme, would you

like to join in?

Student A: (Describe future plan) Yes, I would join because I want to contribute and clean our neighbourhood
surroundings.

Unit 4 (Non-Textbook Unit)L.S. 2.1.3 Ask about and describe future plans or events
L.S. 4.1.2 Describe future plans or events
Versi Demo
Analytical Thebattleof EnglishandMathematics! Answer
Answer Video
1 rabbit saw 6 elephants while hopping towards the river. Every elephant saw 2 monkeys going towards the Password:
river. Every monkey held 1 parrot in their hands. zoo123
How many animals are going towards the river?
Total of 3 animals approaching the river.
Explanation:
1 A rabbit was going towards the river not the elephants (because of the word WHILE)! Elephants were just

standing still.
2 Just 2 monkeys were going towards the river because every elephant saw the 2 monkeys.
3 Parrots won’t be counted as they are birds not animals !
4 So on the whole just 3 animals.

Practice A

28

Further practice: (Reading Part 4) Lesson 26: Reading Read news report from website or social media. Real-Life Adaptation
(Unit 9: page 70) (Unit 11: page 81) (Unit 14: page 105)
Practice A (L.S. 3.1.2, 3.1.4) UASA-Oriented Part 4: Short Answer UASA (New Format) PL UASA New FORMAT Form 1 (8 questions: True or False & Short Answer)

Read the text and look at the words in bold, then answer questions 1 to 10. (Dotted underlined words are distractors.) Non-Linear Text

AIR POLLUTION 8.8 million
deaths per
Air pollution happens when contaminants such as8chemicals, harmful gases, year worldwide
and other particles are released into the atmosphere. can be caused
by6polluted air
It does not only affect Europe or Asia, but is said to have a2planet-wide implication.

Health effects: • Headache
• Lung diseases
• Heart diseases3 • Nausea
• Nose and throat sensitivity4 • Dizziness

During London’s ‘Great Smog’ in 1952, between During a heavy traffic jam, pollutants outside can seep
4,000 and 12,000 people died in a few days due to air into your car, making the4air inside your car 10 times
pollution. more polluted than normal city air.

Breathing the air of Beijing has the same Deforestation7is one of the The1world’s most polluted city
health risks as smoking 21 cigarettes a day. major causes of air pollution. is New Delhi, India.

Questions 1 – 4 FALSE
Read the text again. Are the sentences below TRUE or FALSE? TRUE
TRUE
1 The air quality in London is worse than India. FALSE
2 Air pollution affects the whole world.
3 Heart failure is a long-term effect of air pollution.
4 It is safe to shut the windows and stay inside a vehicle during a congestion.
Versi Demo
Questions 5 – 8 Unit 4 (Non-Textbook Unit)
Answer the questions below.
Choose no more than four words and/or a number from the text for each answer.

Answer 5 People in Beijing may be experiencing     nose and throat sensitivity     if they sneeze a lot and
have runny nose.
Password:
monkey123 6 A lot of people died because of inhaling     polluted air    .
7 Vehicles and     deforestation     are among factors that contribute to air pollution.
8     Chemicals, harmful gases     and other particles in the air are substances that can be dangerous

to humans.

Analytical
Answer Video

L.S. 3.1.2 Understand specific details and information in simple longer texts
L.S. 3.1.4 Use with some support familiar print and digital resources to check meaning

Practice A

29

Lesson 27: Writing EMAIL Write email to advise your friend. Real-Life Adaptation Further practice: (Writing Part 1)
(Unit 9: page 71) (Unit 10: page 77)
Practice A (L.S. 4.1.3, 4.2.3) UASA-Oriented Part 1: Short Communicative Message PL
Read the email from your English-speaking friend, Alice.

Hi,

How are you? How are you getting on in the new school? I know you wouldn’t have a problem since
you’re a very friendly person.

Fred, could I ask you for some help? You see, my teacher has asked my class to do a project on recycling.
I have to choose either a glass container or a box to recycle. Which one would you suggest?

Please help me to decide.

Alice
In about 80 words, write an email to Alice to give your advice.

To: [email protected]
From: [email protected]

Hi Alice,

(Opening) It’s nice to hear from you. I love my new school. Besides, I make a lot of new friends.


(Why are you writing this email? – suggestion)     I think you should choose a glass container for the
project    . (What to make with it?)     You can make a pen holder because it’s the easiest. You can
use it to put your new set of coloured pens    . (How to make it?)     You just need to decorate it

with your favourite stickers .

(Closing)        I hope my suggestion helps you to decide on your school project       .
(What is your hope?) Don’t forget to send me a picture before you send it to your teacher. Write soon. Bye.
.

Your friend

Fred
(98 words)
Unit 4 (Non-Textbook Unit)
Useful words/ Friendly openings: Useful phrases: Friendly endings:
Versi Demophrases to write How are you? I love… Write soon.
an email Nice to hear from you. You should choose… Don’t forget to…

Analytical Answer
Answer Video
Password:
L.S. 4.1.3 Narrate factual and imagined events and experiences forget123
L.S. 4.2.3 Produce a plan or draft of two paragraphs or more and modify this appropriately in response to feedback

Practice A

30

Lesson 28: Literature in Action

Practice A (L.S. 5.3.1) PL
Complete the table below with words or phrases from the poem ‘Sad I Ams’.

Sad I Ams

Sad I Ams

I am I am
the ring the battery in which no charge is left
from an empty Cola can the starter motor which remains inert
the scrapings the tyre on which the tread is worn
from an unwashed porridge pan the sparking plug which shows no sign of spark
the severed arm the carburettor choked by bits of dirt
of last year’s Action Man. the chromium trim from which the shine has gone.

I am I am
the envelope a garden
on which the gum is gone overgrown with weeds
the Sellotape a library book
where you can’t find the end that no one ever reads
the toothless stapler, springless bulldog clip a stray
the dried-up liquid paper which no one thinks to feed
that mars instead of mends the piece of good advice
the stamped addressed reply which no one seems to need.
that you forgot
to send.

Topic Word / Words from Topic Word / Words from
1 a noun from Stanza 1 ‘Sad I Ams’ poem 4 one object from Stanza 3 ‘Sad I Ams’ poem

Cola starter motor

2 a noun from Stanza 1 Porridge 5 a place from Stanza 4 garden

3 one object from Stanza 2 a toothless stapler

Practice B (L.S. 5.3.1) PL
Create a short story by using the words in Practice A.Versi Demo
Unit 4 (Non-Textbook Unit)
A group of explorers called (1)   Cola   were on a mission to discover an island known as
(2)   Porridge   in the Amazon. They travelled there with a fast boat named (3)   Sellotape  . After
weeks of travelling, finally, they reached the destination. They stepped out from the boat to explore the island
carrying a (4)   toothless stapler   and a (5)   liquid paper   as their weapons.

When they were deep into the jungle, an old man stopped them and asked for a
(6)   battery   and also a (7)   starter motor  . The explorers were puzzled and before they asked
more questions, the old man invited them to his (8)   garden  .

Suddenly, a group of locals started chasing after them with spears and bows. The explorers ran for their lives
and went back to their boat. Luckily, the locals were afraid of water and the explorers arrived home safely.

Answer

Password: L.S. 5.3.1 Respond imaginatively and intelligibly through creating simple stories and simple poems. Other imaginative responses
how123 as appropriate

31

Lesson 29: Grammar Modal verbs to talk about rules and obligations

Type Positive Negative

has to/ have to/ She has to follow her mother to market every I don’t have to work on weekends.
don’t have to Sunday.

must/ mustn’t You must be in the hall before the exam starts You mustn’t sleep when you’re in the

at 8 a.m. classroom.

can/ can’t Sarah can stay up late on weekends. You can’t enter this area without permission.

should/ shouldn’t You should save some money for your own good. You shouldn’t make noise in the library.

Practice A PL Practice C UASA-Oriented Part 2: Error Correction
Underline the correct modal verbs.
Read the text below and correct the underlined errors. For
1 You (must / mustn’t) make any noise when you’re in each question, write the correct word in the space provided.
the school library.
Conserve Our Water
2 Raymond (can / can’t) answer your call now because
he is busy studying. Water is the most important resource that we
have on the planet. Every living being depends
3 You (don’t have to / shouldn’t) come to the meeting, on it. And yet, whenever you see a river or lake, it
however, it would be helpful if you’re there. is obvious that we are facing very serious water
pollution. Thus, we (0) has to take quick action to
4 We (can / should) always respect and appreciate preserve this valuable natural resource. So, what
our parents. are the actions that we (1) cannot do? First of all,
it is important that we (2) should throw unwanted
5 I think you (have to / must) stop playing your mobile things freely on the ground. Other than that, we
phone game now. It’s already late at night. (3) must dispose rubbish such as plastic bottles,
diapers or any dirty sanitary items into the river or
6 Tina and her sister (have to / must) study harder sea. We (4) cannot dispose those things properly and
because both of them failed in the previous test. avoid littering rubbish by the beaches or river banks.
Furthermore, we (5) can’t reduce excessive amount
7 You (can / must) go to school by bus if you want to. of fertiliser and pesticide usages. This would greatly
reduce water pollution. Last but not least, we (6)
8 We (should / can) look at the person when he is shouldn’t always try to conserve water at all times.
talking to us. When we conserve water, it (7) cannot help to reduce
the amount of contaminated water that (8) must be
Practice B PL treated.

Rewrite the sentences below with the correct use ofUnit 4 (Non-Textbook Unit)
modal verbs.
Versi Demo
1 Borhan and his brother mustn’t join us for practice
today.

Borhan and his brother can’t join us for practice

today.

2 When you’re in the zoo, you can’t feed the animals. Example 5 should
When you’re in the zoo, you mustn’t feed the 0 must 6 must
animals. 1 can 7 can
2 shouldn’t 8 should
3 My mother told me that I mustn’t eat a lot of sweets. 3 can’t
4 must
Analytical My mother tells me that I shouldn’t eat a lot of Answer

Answer Video

sweets.

Practice C Password:
water123
32

UJIAN AKHIR SESI AKADEMIK FORMAT FOR
ENGLISH FORM 1

Paper 1: Reading and Use of English

Part Type Total Question Mark
8 8
Part 1 Short Texts (3-option MCQ) 8 8

Part 2 Error Correction 8 8

Part 3 Information Transfer
• Transfer into table

Part 4 Non-Linear Text (New) 88
• True/ False
• Short Answer

Part 5 Matching (Gapped Text) (New) 8 8
• 2 Text (Each text comes with 4 choices) Total marks: 40

Paper 2: Writing

Part Type Total Question Mark
1 30
Part 1 Short communicative message

Part 2 Notes expansion: (New) 1 30
• 3 points given
• 70 to 90 words

Total marks: 60

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