OH MY GURU Module Version 6.0
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n M’siafrom Le
st SPM Fo
mbaga Peperiksaa
Professional Guided Pre-Writing End-of-Year Test
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for Listening Audio
Practice not Answers) New
New New
4 English NOT FOR You may download the Audio for Listening
Form 4 SALE from https://qrs.ly/facs0el or scan QR
Codes in this book to play the audio les.
ANSWERS
Are provided in the Student’s Edition
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To place ORDER or John 017-331 3993 Nicholas 012-288 5285 Johnny 011-5507 1039
CHECK STOCK availability Vincent 012-973 9386 Kelvin 011-1527 8088
U1
(To access iPdPc demo video) Titles in iPdPc 2.0 (PowerPoint):
Scan QR Code Bahasa Melayu Tg 1, 2, 3, 4, 5
or visit English Form 1, 2, 3, 4, 5
Matematik Tg 1, 2, 3, 4, 5 (versi BM)
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Sains Tg 1, 2, 3, 4, 5 (versi BM)
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U2
USER GUIDE OMG MODULE ENGLISH FORM 4
Reading Module Info
12 e User Guide is printed in the
Teacher’s Edition only
1 Scheme of Work
Practice written based on
Scheme of Work, from
Lesson 1 to Lesson 112.
ey also comply with
LearningStandardand the
SPM-Oriented Practice.
3
4 2 Real-Life Adaptation
When would I use the
skill I learnt in real life?
To educate students on
how they are going to
apply learnt skills in the
future.
Demo Version
3 Textbook Page
Reference
Practice based on Full
Blast! Plus textbook.
(Teaching along with
textbook)
5 Guided Practice
(Level 1)
4
Words in bold in the
text are clues for possible
correct answers.
(UNDERSTANDING is
IMPORTANT
SPM Practice
Actual SPM Format
Practice
(refer page 11, 34, 48,
85, 93)
5 New SPM Format WATCH NOW
To comply with new SPM Format, Practice A (To access User Guide video)
(Reading Part 5), it must come with distractors in the text. Scan QR Code
or visit
https://qrs.ly/bxd077t
Clues in Teacher’s Edition
Dotted underlined words are distractors. Solid
underlined words are clues for correct answers.
U3
Grammar Module 1 Grammar Notes
1 Precise notes with
explanation and example
2 (keywords are in bold).
2 Guided Practice
(Level 1)
With multiple choice of
answers
Lesson 2: Practice A
(refer page 3)
Demo VersionLesson 8: Practice C
(refer page 4)
3 Guided Practice
(Level 2)
With helping words
Lesson 2: Practice B
(refer page 3)
Lesson 8: Practice D
(refer page 4)
3
4 SPM Practice
Actual SPM Format
Practice
(refer page 4, Practice E)
5 QR Code to access
Answers
5 PdPR Suggestion:
After student complete
the practice, teacher
will give student pdf
password to check the
answers at home.
U4
Listening Module 1 QR Code to Access
Audio for Listening
Recorded in a Recording
2 1 Studio by Professional
Voice Over Talents.
2 Guided Practice
(Level 1)
Step 1: Listen without
the tapescript.
Step 2: Listen with the
tapescript. (With help
of words in bold)
(UNDERSTANDING is
IMPORTANT)
Demo Version Guided Practice
(Level 2)
Step 1: Listen without
the tapescript.
Step 2: Listen with the
5 tapescript. (Without
help of words in bold)
(refer page 57)
4 SPM Practice
Actual SPM Format
Practice
(refer page 72, 81)
3 New SPM Format
To comply with the new
SPM Format, Practice A
(3-option MCQ), each
question must come with 2
distractors in the tapescript
(possibleanswers)
Clues in
Teacher’s Edition
Dotted underlined words
are distractors.
Solid underlined words
are clues for the correct
answers.
(refer page 141)
4 Complimentary Skill
Practice B to comply with
the Learning Standard
3 5 Further Practice
Optional to proceed with
other practices (di erent
level of di culties)
U5
Speaking Module
1 1 Guided Practice
(Level 1)
Conversation template
with a guide (5W1H)
given to help student to
answer the question.
5W1H Technique
e 5W1H technique is a
framework that you can
use to create a longer,
better conversation.
Demo Version SPM Practice
Actual SPM Format
Practice
(refer page 14)
2 Further Practice
Optional to proceed with
other practices (di erent
level of di culties)
2
U6
Writing Module 1 Pre-Writing
3 (Step by Step)
+
(Example)
To help students to
understand writing
techniques
1 (UNDERSTANDING is
IMPORTANT)
(refer page 15)
2 Guided Practice
(Level 1)
Writing Template +
(5W1H Guide &
Demo Version Keywords)
(UNDERSTANDING is
IMPORTANT)
(refer page 16)
SPM Practice
Actual SPM Format
Practice
(refer page 46, 84)
3 Further Practice
Optional to proceed with
other practices (di erent
2 level of di culties)
Types of Essay
Part 1
- Email (page 15, 16, 83, 84)
Part 2
- Descriptive Essay
(page 24, 25)
- Opinion
(page 41, 54, 55, 59, 60)
Part 3
- Story
(page 30, 32, 68, 70)
- Movie Review
(page 89, 91)
- Report
(page 121, 124)
- Article
(page 99, 101)
Not evaluated in SPM
- Email of Job Application
(page 45, 46)
- Informal Letter (TBC)
(page 74, 75, 114)
- Formal Letter
(page 106, 107)
U7
Literature in Action Module 1 1 QR Code to Access
Video
Project-Based Learning
Video for Poem
1
Recitation
U8
Demo Version QR Code to Access
Other Videos
Poem:
- e Living Photograph
(page 17)
- e Charge of the
Light Brigade
(page 33)
Short Story:
- Tanjong Rhu
(page 47, 76)
- Leaving (page 61, 92)
Play:
- e Right ing to Do
(page 108, 125)
1 Set Induction
Suggested activity to
encourage student
interest to know more.
2 Story Mode Lesson
Practice A:
Listen to people talking
about a greener
environment
Practice B:
Conversation about
greener environment
Practice C:
Write an email to share
about Earth Day
celebration
(refer page 139 - 140)
CONTENTS
UNIT ESTABLISHING A CONNECTION 29 Listening Part 2: 3-option MCQ ........................... 38
01 30 Speaking Part 3: Discussion ...................................... 39
1 Reading Part 5: Matching & Information Transfer .... 1 31 Writing | Completing a Form ..................................................... 40
3
2 Grammar ............................................................................................. Pre-Writing
5 32 Writing | Opinion ............................................................................ 41
3 Listening Part 1: 3-option MCQ ................................
6
4 Speaking Part 3: Discussion ...................................... 7 Part 2: Guided Writing
5 Writing | Personal Webpage ..................................................... 33 Reading Part 4: Gapped Text ................................................ 42
6 Reading Part 1: Short Texts ..................................... 8 34 Grammar ............................................................................................. 36
35 Listening Part 2: 3-option MCQ .............................................. 43
7 Reading Part 5: Matching & Information Transfer .......... 11 36 Speaking Part 3: Discussion .................................................... 44
37 Writing | Email of Job Application ........................................... 45
8 Grammar ............................................................................................. 3
Pre-Writing
9 Listening Part 4: Note Completion 38 Writing | Email of Job Application ........................................... 46
Part 1: Short Communicative Mesage
39 Literature in Action Video ............................................... 47
Demo Version .......................... 13
10 Speaking Part 3: Discussion .................................................... 14
11 Writing | Email ................................................................................. 15
Pre-Writing
12 Writing | Email ................................................................................. 16
Part 1: Short Communicative Mesage
13 Literature in Action Video ............................................... 17 UNIT TEEN LIFE AND EDUCATION
04
UNIT HELPING HANDS 40 Reading Part 5: Matching & Information Transfer ... 48
02 41 Grammar ............................................................................................. 50
14 Reading Part 5: Matching & Information Transfer .... 18 42 Listening Part 3: Matching ........................................ 52
15 Grammar ............................................................................................. 20 43 Speaking Part 3: Discussion ...................................... 53
16 Listening Part 4: Note Completion ..................... 22 44 Writing | Opinion ............................................................................ 54
17 Speaking Part 3: Discussion ...................................... 23 Pre-Writing
45 Writing | Opinion ............................................................................ 55
18 Writing | Descriptive Essay ........................................................ 24
Pre-Writing Part 2: Guided Writing
19 Writing | Descriptive Essay ........................................................ 25
46 Reading Part 4: Gapped Text ................................................ 56
Part 2: Guided Writing
47 Grammar ............................................................................................. 50
20 Reading Part 3: Longer Text ................................... 26 48 Listening Part 1: 3-option MCQ ........................... 57
21 Grammar ............................................................................................. 20 49 Speaking Part 3: Discussion .................................................... 58
50 Writing | Opinion ............................................................................ 59
22 Listening Part 2: 3-option MCQ ................................ 28
23 Speaking Part 1: Interview ...................................................... 29 Pre-Writing
24 Writing | Story ................................................................................. 30 51 Writing | Opinion ............................................................................ 60
Pre-Writing Part 2: Guided Writing
25 Writing | Story ................................................................................. 32
52 Literature in Action Video ............................................... 61
Part 3: Extended Writing
26 Literature in Action Video ............................................... 33
UNIT BE SMART, BE WISE To Place ORDER or CHECK STOCK availability
03 Nicholas 012-288 5285 Vincent 012-973 9386
27 Reading Part 5: Matching & Information Transfer .... 34 John 017-331 3993 Kelvin 011-1527 8088
28 Grammar ............................................................................................. 36 Johnny 011-5507 1039
UNIT LET’S TRAVEL 84 Listening Part 4: Note Completion ........................................ 97
85 Speaking Part 3: Discussion .................................................... 98
05 86 Writing | Article ............................................................................... 99
56 Reading Part 3: Longer Text ................................................. 62 Pre-Writing
87 Writing | Article ............................................................................... 101
57 Grammar ............................................................................................. 64 Part 3: Extended Writing
58 Listening Part 4: Note Completion ........................................ 66 88 Reading Part 3: Longer Text ................................................. 102
89 Grammar ............................................................................................. 95
59 Speaking Part 2: Individual Long Turn .................. 67 90 Listening Part 2: 3-option MCQ .............................................. 104
91 Speaking Part 3: Discussion .................................................... 105
60 Writing | Story ................................................................................. 68 92 Writing | Formal Letter ................................................................ 106
Pre-Writing Pre-Writing
61 Writing | Story ................................................................................. 70 93 Writing | Formal Letter ................................................................ 107
94 Literature in Action Video ............................................... 108
Part 3: Extended Writing
62 Reading Part 4: Gapped Text ................................................ 71
63 Grammar ............................................................................................. 64
64 Listening Part 1: 3-option MCQ .............................................. 72
65 Speaking Part 3: Discussion .................................................... 73
66 Writing | Informal Letter ............................................................. 74
Pre-Writing
67 Writing | Informal Letter ............................................................. 75
68 Literature in Action Video ............................................... 76
Demo Version UNIT APPEARANCE AND ART
08
UNIT FREE-TIME ACTIVITIES 95 Reading Part 4: Gapped Text ................................................ 109
06 96 Grammar ............................................................................................. 110
97 Listening Part 3: Matching ...................................................... 112
69 Reading Part 3: Longer Text ................................................. 77 98 Speaking Part 3: Discussion .................................................... 113
99 Writing | Informal Letter ............................................................. 114
70 Grammar ............................................................................................. 79 Part 1: Short Communicative Mesage
71 Listening Part 1: 3-option MCQ .............................................. 81 100 Reading Part 1: Short Texts ................................................ 115
72 Speaking Part 3: Discussion .................................................... 82 101 Reading Part 3: Longer Text .............................................. 117
73 Writing | Email ................................................................................. 83
102 Grammar ......................................................................................... 110
Pre-Writing 103 Listening Part 4: Note Completion ..................................... 119
74 Writing | Email ................................................................................. 84 104 Speaking Part 3: Discussion ................................................. 120
Part 1: Short Communicative Mesage 105 Writing | Report ........................................................................... 121
75 Reading Part 5: Matching & Information Transfer .......... 85 Pre-Writing
106 Writing | Report ........................................................................... 124
76 Grammar ............................................................................................. 79
77 Listening Part 3: Matching ................................... 87 Part 3: Extended Writing
107 & 108 Literature in Action
78 Speaking Part 3: Discussion .................................................... 88 Video ............................. 125
79 Writing | Movie Review ................................................................ 89
109 & 110 END-OF-YEAR TEST (PAPER 1 - 4) 126
Pre-Writing
80 Writing | Movie Review ................................................................ 91 111 - 112 Project-Based Learning ............................................... 139
Part 3: Extended Writing LISTENING TAPESCRIPT 141
81 Literature in Action Video ............................................... 92
UNIT NATURE AND ENVIRONMENT ANSWERS
(Provided in Student’s Edition)
07
82 Reading Part 5: Matching & Information Transfer .......... 93
83 Grammar ............................................................................................. 94
Student Performance Standard Record Table English Form 4
SOW Skill Practice & Learning Standard Page Week Date ()Achieved Teacher's Signature
& Date
PL () Not
Achieved
Unit 1: Establishing a Connection Theme: Science and Technology
1.1.1 Understand independently the main ideas in extended texts on a 3.1.3 Guess the meaning of unfamiliar words from clues provided by other
wide range of familiar topics words and by context on a wide range of familiar topics
1.1.2 Understand independently specific information and details in 3.1.5 Recognise with little or no support the attitude or opinion of the
extended texts on a wide range of familiar topics writer in extended texts on a wide range of familiar topics
1.1.5 Understand independently more complex questions on a wide 4.1.5 Organise, sequence and develop ideas within a text of several
range of familiar topics paragraphs on familiar topics
2.1.1 Explain simple content on familiar topics from what they read and hear 4.2.2 Spell written work on a range of text types with reasonable accuracy
2.1.4 Explain and justify own point of view 4.2.3 Produce an extended plan or draft and modify this appropriately in
2.3.1 Confirm understanding in discourse-level exchanges by repeating
response to feedback or independently
back what a speaker has said 4.2.4 Use formal and informal registers appropriate to the target audience
3.1.1 Understand the main points in extended texts on a wide range of in most familiar situations
familiar topics 5.1.1 Explain briefly the feelings and opinions a text provokes in them
1 Reading A (3.1.1), B (2.1.4) 1
2 Demo VersionGrammarPresent Simple vs Present Progressive /3
computer-based vocabulary
3 Listening A (1.1.1), B (2.1.1) 5
4 Speaking A (2.1.1, 1.1.5) 6
5 Writing A (4.2.3), B (4.2.2) 7
6 Reading A (Part 1: Short Texts) 8
7 Reading A (3.1.3), B (2.3.1) 11
8 Grammar Pastsimple,usedto,beusedto;useofsuffixes 3
9 Listening A (1.1.2), B (2.1.4) 13
10 Speaking A (2.1.3, 4.1.5) 14
11 Writing A (4.2.4, 3.1.5) 15
12 Writing A (Email) 16
13 Literature A (5.1.1) (Poem: The Living Photograph) 17
Unit 2: Helping Hands Theme: People and Culture
1.1.1 Understand independently the main ideas in extended texts on a 3.1.1 Understand the main points in extended texts on a wide range of familiar topics
wide range of familiar topics 3.1.2 Understand specific details and information in extended texts on a
1.1.2 Understand independently specific information and details in wide range of familiar topics
extended texts on a wide range of familiar topics
3.1.6 Recognise with support typical features at word, sentence and text
1.1.5 Understand independently more complex questions on a wide levels of an increased range of genres
range of familiar topics
4.1.4 Express and respond to opinions and common feelings such as
2.1.1 Explain simple content on familiar topics from what they read and hear amusement, anger and regret
2.1.2 Ask about and explain causes and consequences of actions events
4.1.5 Organise, sequence and develop ideas within a text of several
simple processes paragraphs on familiar topics
2.1.4 Explain and justify own point of view 4.2.3 Produce an extended plan or draft and modify this appropriately in
2.4.1 Summarise the main points of a story, text or plot response to feedback or independently
5.1.1 Explain briefly the feelings and opinions a text provokes in them
14 Reading A (3.1.1), B (2.1.4) 18
15 Grammar Countableanduncountablenouns.Quantifiers. 20
16 Listening A (1.1.2), B (2.1.1) 22
17 Speaking A (2.1.4., 1.1.5) 23
18 &19 Writing A (4.2.3, 3.1.2), B (Guided Writing) 24
20 Reading A (3.1.2), B (2.4.1) 26
21 Grammar Past simple vs. past continuous 20
22 Listening A (1.1.1), B (2.1.4) 28
23 Speaking A (2.1.2, 4.1.4) 29
24 Writing A (4.1.5, 3.1.6) 30
25 Writing A (Story) 32
26 Literature A(5.1.1)(Poem:TheChargeoftheLightBrigade) 33
1
SOW Skill Practice & Learning Standard Page Week Date ()Achieved Teacher's Signature
& Date
PL () Not
Achieved
Unit 3: Be Smart, Be Wise Theme: Consumerism and Financial Awareness
1.1.1 Understand independently the main ideas in extended texts on a 3.1.4 Use independently familiar and some unfamiliar print and digital
wide range of familiar topics resources to check meaning and extend understanding
1.1.2 Understand independently specific information and details in 3.1.6 Recognise with support typical features at word, sentence and text
extended texts on a wide range of familiar topics levels of an increased range of genres
2.1.1 Explain simple content on familiar topics from what they read and hear 4.1.3 Explain the main points of an idea or argument
2.1.3 Explain advantages and disadvantages of plans and ambitions 4.2.2 Spell written work on a range of text types with reasonable accuracy
2.1.4 Explain and justify own point of view 4.2.3 Produce an extended plan or draft and modify this appropriately in
2.3.1 Confirm understanding in discourse-level exchanges by repeating
response to feedback or independently
back what a speaker has said 4.2.4 Use formal and informal registers appropriate to the target audience
3.1.2 Understand specific details and information in extended texts on a
in most familiar situations
wide range of familiar topics 5.1.2 Explain in detail the development of plot, characters and themes in a
3.1.3 Guess the meaning of unfamiliar words from clues provided by text
other words and by context on a wide range of familiar topics
27 Reading A (3.1.2), B (2.1.4) 34
28 Grammar Modal verbs 36
29 Listening A (1.1.1), B (2.1.1) 38
Demo Version
30 Speaking A (2.1.3, 3.1.4) 39
31 Writing A (4.2.2), B (2.3.1) 40
32 Writing A (Guided Writing) 41
33 Reading A (3.1.6), B (3.1.3) 42
34 Grammar Present perfect simple and present 36
perfect continuous
35 Listening A (1.1.2), B (2.1.4) 43
36 Speaking A (2.1.4, 4.1.3) 44
37 Writing A (4.2.3, 4.2.4) 45
38 Writing A (Email) 46
39 Literature A (5.1.2) (Short Story: Tanjong Rhu) 47
Unit 4: Teen Life And Education Theme: People and Culture
1.1.2 Understand independently specific information and details in 3.1.2 Understand specific details and information in extended texts on a
extended texts on a wide range of familiar topics wide range of familiar topics
1.1.3 Recognise independently attitudes or opinions in extended texts on 3.1.4 Use independently familiar and some unfamiliar print and digital
a wide range of familiar topics resources to check meaning and extend understanding
1.1.5 Understand independently more complex questions on a wide 3.1.6 Recognise with support typical features at word, sentence and text
range of familiar topics levels of an increased range of genres
2.1.1 Explain simple content on familiar topics from what they read and 3.2.1 Read a variety of suitable print and digital texts to investigate and
hear analyse national issues
2.1.2 Ask about and explain causes and consequences of actions events 4.1.4 Express and respond to opinions and common feelings such as
simple processes amusement, anger and regret
2.1.4 Explain and justify own point of view 4.1.5 Organise, sequence and develop ideas within a text of several
2.3.1 Confirm understanding in discourse-level exchanges by repeating paragraphs on familiar topics
back what a speaker has said 5.1.2 Explain in detail the development of plot, characters and themes in a text
40 Reading A (3.1.2), B (2.1.1) 48
41 Grammar Future tenses 50
42 Listening A (1.1.3), B (2.1.4) 52
43 Speaking A (2.3.1, 3.1.4) 53
44 & 45 Writing A (4.1.4, 3.1.2), B (Guided Writing) 54
46 Reading A (3.2.1), B (2.1.4) 56
47 Grammar Zero, first and second conditionals 50
48 Listening A (1.1.5), B (2.1.4) 57
49 Speaking A (2.1.2, 1.1.2) 58
50 Writing A (4.1.5, 3.1.6) 59
51 Writing A (Guided Writing) 60
52 & 53 Literature A (5.1.2) (Short Story: Leaving) 61
2
SOW Skill Practice & Learning Standard Page Week Date ()Achieved Teacher's Signature
& Date
PL () Not
Achieved
Unit 5: Let’s Travel Theme: People and Culture
1.1.2 Understand independently specific information and details in 3.1.2 Understand specific details and information in extended texts on a
extended texts on a wide range of familiar topics wide range of familiar topics
1.1.5 Understand independently more complex questions on a wide 3.1.5 Recognise with little or no support the attitude or opinion of the
range of familiar topics writer in extended texts on a wide range of familiar topics
1.3.1 Recognise with support typical features at word, sentence and text 4.1.1 Explain information from (i) diagrams, (ii) charts, (iii) tables, (iv)
levels of a range of spoken genres graphs or other visuals
2.1.4 Explain and justify own point of view 4.1.2 Explain causes and consequences of (i) actions, (ii) events or (iii)
2.1.5 Express and respond to feelings such as amusement, anger and regret simple processes
2.3.1 Confirm understanding in discourse-level exchanges by repeating
4.1.4 Express and respond to opinions and common feelings such as
back what a speaker has said amusement, anger and regret
2.4.1 Summarise the main points of a story, text or plot
3.1.1 Understand the main points in extended texts on a wide range of 5.2.1 Evaluate and explain briefly stylistic features an author uses to show
character, events or place
familiar topics
56 Reading A (3.1.2), B (2.1.4) 62
57 Grammar Past perfect simple / past perfect 64
continuous
Demo Version
58 Listening A (1.1.5, 2.4.1) 66
59 Speaking A (2.1.5, 4.1.4) 67
60 Writing A (4.1.2, 3.1.5) 68
61 Writing A (Story) 70
62 Reading A (3.1.5), B (2.1.5) 71
63 Grammar Direct speech / reported speech 64
64 Listening A (1.3.1), B (2.4.1) 72
65 Speaking A (2.3.1, 1.1.2) 73
66 Writing A (4.1.1, 3.1.1) 74
67 Writing A (Informal Letter) 75
68 Literature A (5.2.1) (Short Story: Tanjong Rhu) 76
Unit 6: Free-Time Activities Theme: People and Culture
1.1.2 Understand independently specific information and details in 3.1.4 Use independently familiar and some unfamiliar print and digital
extended texts on a wide range of familiar topics resources to check meaning and extend understanding
1.2.1 Guess the meaning of unfamiliar words from clues provided by 3.1.5 Recognise with little or no support the attitude or opinion of the
other words and by context on a wide range of familiar topics writer in extended texts on a wide range of familiar topics
2.1.1 Explain simple content on familiar topics from what they read and 4.1.3 Explain the main points of an idea or argument
hear 4.2.1 Punctuate written work on a range of text types with reasonable
2.1.3 Explain advantages and disadvantages of plans and ambitions accuracy
2.1.4 Explain and justify own point of view 5.2.1 Evaluate and explain briefly stylistic features an author uses to show
2.4.1 Summarise the main points of a story, text or plot
character, events or place
69 Reading A (3.1.5), B (2.1.4) 77
70 Grammar Active and passive verb forms 79
71 Listening A (1.2.1), B (2.1.1) 81
72 Speaking A (2.1.1, 4.2.1) 82
73 Writing A (4.2.1, 2.1.3) 83
74 Writing A (Email) 84
75 Reading A (3.1.4), B (2.1.1) 85
76 Grammar Clauses of result, concession and 79
purpose
77 Listening A (1.2.1), B (3.1.4) 87
78 Speaking A (2.4.1, 1.1.2) 88
79 Writing A (4.1.3, 2.1.4) 89
80 Writing A (Movie Review) 91
81 Literature A (5.2.1) (Short Story: Leaving) 92
3
SOW Skill Practice & Learning Standard Page Week Date ()Achieved Teacher's Signature
& Date
PL () Not
Achieved
Unit 7: Nature And Environment Theme: Health and Environment
1.1.6 Understand independently longer simple narratives on a wide range 3.1.3 Guess the meaning of unfamiliar words from clues provided by other
of familiar topics words and by context on a wide range of familiar topics
1.3.1 Recognise with support typical features at word, sentence and text 3.1.6 Recognise with support typical features at word, sentence and text
levels of a range of spoken genres levels of an increased range of genres
2.1.1 Explain simple content on familiar topics from what they read and hear 3.2.1 Read a variety of suitable print and digital texts to investigate and
2.1.4 Explain and justify own point of view analyse national issues
2.2.1 Use formal and informal registers appropriately in most familiar
4.1.3 Explain the main points of an idea or argument
contexts 4.2.2 Spell written work on a range of text types with reasonable accuracy
3.1.1 Understand the main points in extended texts on a wide range of 5.2.1 Evaluate and explain briefly stylistic features an author uses to show
familiar topics character, events or place
82 Reading A (3.1.1, 3.1.3) 93
83 Grammar The full and bare infinitive and –ing 94
form / exclamatory sentences
84 Listening A (1.1.6), B (2.2.1) 97
85 Speaking A (2.2.1, 4.2.2) 98
86 Writing A (4.1.3, 3.1.6)Demo Version 99
87 Writing A (Article) 101
88 Reading A (3.2.1), B (2.1.1) 102
89 Grammar Modal verbs + have + past participle 95
90 Listening A (1.3.1), B (2.2.1) 104
91 Speaking A (2.2.1, 3.1.3) 105
92 Writing A (4.1.3), B (2.1.4) 106
93 Writing A (Formal Letter) 107
94 Literature A (5.2.1) (Play: The Right Thing to Do) 108
Unit 8: Appearance And Art Theme: Science and Technology
1.1.2 Understand independently specific information and details in 3.1.2 Understand specific details and information in extended texts on
extended texts on a wide range of familiar topics a wide range of familiar topics
1.1.3 Recognise independently attitudes or opinions in extended texts on a 3.1.3 Guess the meaning of unfamiliar words from clues provided by
wide range of familiar topics other words and by context on a wide range of familiar topics
1.1.6 Understand independently longer simple narratives on a wide range of 4.1.4 Express and respond to opinions and common feelings such as
familiar topics amusement, anger and regret
2.1.1 Explain simple content on familiar topics from what they read and hear 4.2.3 Produce an extended plan or draft and modify this appropriately
2.1.4 Explain and justify own point of view in response to feedback or independently
2.1.5 Express and respond to feelings such as amusement, anger and regret
2.4.1 Summarise the main points of a story, text or plot 4.2.4 Use formal and informal registers appropriate to the target
audience in most familiar situations
5.3.1 Respond imaginatively and intelligibly through writing scripts
and creating props for a short play
95 Reading A (3.1.3), B (2.1.4) 109
96 Grammar The causative form and third conditional 110
97 Listening A (1.1.6), B (2.1.5) 112
98 Speaking A (2.1.5, 4.1.4) 113
99 Writing A (4.1.4, 2.1.4) 114
100 Reading A (Part 1: Short Texts) 115
101 Reading A (3.1.2), B (3.1.3) 117
102 Grammar wish / if only 110
103 Listening A (1.1.3, 1.1.2) 119
104 Speaking A (2.4.1, 1.1.2) 120
105 Writing A (4.2.4, 2.1.1) 121
106 Writing A (Report) 124
107 & Literature A (5.3.1) (Play: The Right Thing to Do) 125
108
109- End-of-Year Paper 1 (Reading), Paper 2 (Writing), 126
110 Test Paper 3 (Speaking), Paper 4 (Listening)
111- Project-Based A (1.1.2), B (3.1.2, 2.1.1), C (4.2.3), D 139
112 Learning (5.1.1)
4
Demo Version
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Demo Version
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Technique 01UNIT ESTABLISHING A CONNECTION
Focus on Process not Answers Theme: Science and Technology
(UNDERSTANDING is IMPORTANT)
Lesson 1: Reading Read comments from the public in social networking sites. Real-Life Adaptation
Practice A (L.S.3.1.1) SPM-Oriented Part 5: Matching & Information Transfer Textbook: page 8-9 PL
We interviewed six students if they prefer e-books. Read the texts below and pay attention to the words in bold and
then answer the questions that follow. (Dotted underlined words are possible correct answers.)
Advantages of E-books
A – ROBERT, 18 years old Unit 1
I love e-books as they are3portable. I can carry e-books anywhere I go and read them whenever I want.
Students like me can go through the learning materials at home or while I am travelling. It is so8convenient for
me as I don’t have to carry many books at one time. I can store hundreds of books in my e-book reader. Besides,
e-books can be downloaded and saved to be read later.
Demo Version
B – JULIANA, 19 years old
E-books come with special features. I can adjust the brightness of the screen, depending upon my preference
or according to the surroundings. I can change the font size of the text which means I can either5increase or
decrease it. This will not strain my eyes and is good for my eyesight. With printed books, the font size is fixed and
I can’t adjust it to a comfortable reading size.
C – WILLIAM TAN, 20 years old
I find e-books are2more engaging than printed materials. The interactive features include multimedia
enhancements make reading a totally new experience. The reader can enjoy trying out the different features.
There are also external links provided that offer additional7information. I can also bookmark certain pages or
find a word quickly.
D – TEIK FAI, 18 years old
One thing I like about e-books is that they are environmentally-friendly. If all published books were to be
replaced with digital e-books, then4this could save trees from being chopped down. Did you know that about
2.2 million books are published every year, using around 3.3 million trees?
E – MISHA, 20 years old
Printed books can be expensive, especially hardcover books.1E-books on the other hand cost much less. There
are no paperback covers, no printing or packaging costs, and no shipping charges. Hence,1e-books become
much cheaper than printed books. This reduces the costs of production for many publishers. Readers can get
their hands on more books since they are cheaper.
F – VIMALA, 19 years old
For academic purposes, e-books provide up-to-date information. Authors and publishers can instantly update any
outdated information in their text, providing users with the6latest digital content. This saves time involved in the process.
Questions 1 to 4 Paragraph Answer
Which paragraph (A – F) describes the reasons for the preference for e-books? E
C Password:
Statements A trees123
1 E-books are more affordable and do not cost much like printed books. D
2 E-books can also be very appealing because there are many interactive elements.
3 E-books are accessible everywhere. 1
4 E-books can save many trees from being felled and processed into paper.
Questions 5 to 8
Complete the notes below using information from the text. Choose no more than one word from the passage for
each answer.
What We Know About Advantages of e-Books
• For those who are unable to read a text if the font size is too small, they can (5) increase the size of
the font.
• The (6) latest data will be uploaded instantly and thus, able to provide students with up-to-date
digital content.
• A reader can get extra (7) information from the external links.
• E-books are very (8) convenient for students to carry everywhere.
Unit 1 Practice B (L.S. 2.1.4) PL
You may use the words in brackets or your own ideas to complete the conversation below. Then, role-play the dialogue.
Demo Version
Student A: Hi, Baidura . Which one do you prefer, e-books or printed books?
Student B: (to give opinion: e-books – affordable/ printed book – easier to read) Hi, Zainal . I prefer
e-books because they are more affordable. Printed books can be very expensive .
What about you?
Further practice: (Reading Part 5) Student A: You have a point there. (to respond: like) I also like e-books . (to justify opinion:
(Unit 1: page 11) (Unit 2: page 18 Guided 1)
(Unit 3: page 34) (Unit 4: page 48) (Unit 6: page 85) (Unit 7: page 93) interactive – engaging/ good for eyes) This is because some e-books are interactive which makes
them more engaging to readers .
Student B: (to agree: up-to-date/ browsing bookstore – better experience) Yes, I agree. Besides that, e-books
also provide up-to-date information. Authors and publishers can instantly insert up-to-date
information, providing users with the latest digital content .
Student A: (to agree: save time – printing/ review – highlight – sticky note) That’s right. This can save
a lot of time printing and processing the information for users. I guess there are a lot of benefits of
having e-books .
L.S. 3.1.1 Understand the main points in extended texts on a wide range of familiar topics
L.S. 2.1.4 Explain and justify own point of view
Word: the Explanation: Common Pronunciation Mistake
Say:
• short sound ‘thuh • Normally, we pronounce ‘the’ with a short sound (like ‘thuh’). But when
(ðə)’ before a ‘the’ comes before a vowel sound, we pronounce it as a long ‘thee’. When
consonant sound we wish to place emphasis on a particular word, we can use ‘emphatic the’
[thee], whether or not the word begins with a consonant or vowel sound.
• long sound ‘thee
(ði)’ before a • The word ‘the’ is often pronounced ‘thee’ before a vowel sound and ‘thuh’
vowel sound before a consonant sound. This is not a ruling. It’s just a tendency to assist
with the flow of speech. In speech, the word ‘the’ can be pronounced
‘thee’ for emphasis.
Answer • As far as I’m concerned • I believe Other ways to say "I think"
• From my point of view • I feel that • If you ask me
• I assume that • In my opinion • If you wonder my opinion
• It’s my belief that
Password:
feel123
2
Lesson 2: Grammar Textbook: page 9-10 Present Simple vs Present Progressive / Computer-based Vocabulary
Type Explanation Example
Present To talk about permanent states. • I don’t like online shopping.
Simple Used for regular habits or actions. • Miss Tan always shops at EcoSave Mart.
To talk about universal truths or general facts. • The moon is round.
Present To talk about a temporary state. • I’m signing up for a baking course next
Continuous For actions happening at the moment of speaking. month.
To refer to future arrangements made.
• The doctor is vaccinating my father in the room.
Stative These verbs are not normally used in the • We could smell the aroma of freshly baked
Verbs bread from the bakery.
continuous tenses:
• verbs of the senses (feel, see, hear, taste, • My brother does not like to push the trolley.
• I believe online shopping will soon take over
seem, look, etc.)
• verbs of emotions and preferences (love, physical shopping.
• I hope my parents will get me an iPad for my
hate, like, dislike, need, etc.)
• verbs of perception and opinion (think, birthday.
believe, know, hope, etc.)
Demo Version
Lesson 8: Grammar Textbook: page 15-16 Unit 1Past simple, used to, be used to; use of suffixes
Type Explanation Example
To talk about actions that were done at a certain • She bought an automatic washing machine
time in the past. last month.
Past To refer to habitual or repeated actions in the past. • I often played my electric guitar so loudly
Simple To show completed actions that happened one that my neighbours complained.
• Mrs Tan worked in the food industry for
after the other in the past.
For permanent situations in the past. 30 years.
Used to To talk about a past situation that is no longer • Robert and I used to work in the hospital in Klang.
• I am not used to using an iPhone.
true or an action that has changed now.
Be used to To express a situation that is not new or strange, • She used to be overweight until she took up
Get used to or is no longer new. jogging.
To get accustomed to something.
• Wewillgetusedtohavingonlineclassesverysoon.
Practice A PL Practice B PL
Underline the correct verb for each sentence. Write the verbs in the brackets in the Present Simple or
1 Every year, the teachers (choose / chooses / choosing) Present Continuous.
the most creative computer design via a messaging app. 1 My father sometimes chats with his best
2 Lalita (enjoy / enjoys / enjoyed) using social media friend during his free time. (chat)
platforms to stay connected with her friends.
2 Mrs Krishnan does not allow Manu to play
3 The residents of the apartment (want / wants / online games on schooldays. (do)
wanting) better Internet access.
3 Mr Tan and Mr Rahman are having a long
4 Azizah is (listen / listens / listening) to instructions
on how to create a webpage carefully. chat about the Standard Operating Procedure for
5 Siew Lan and Ratnam are always texting, even though the pandemic. (have)
they (live / lives / lived) next door to each other.
4 I am trying hard to complete my project
6 I am (send / sends / sending) Mr Tan a message as I while my sister is listening to music on
could not get him the whole morning.
her phone. (try, listen) Answer
7 June (write / writes / writing) her essay on her mobile
phone but I am working on mine using a laptop. 5 Lisa is looking for her thumb drive.
She says she left it on the table a while ago.
(look, say) Password:
chat123
3
Practice C PL Practice D PL
Underline the correct verb for each sentence. Write the verbs in the brackets in the correct tense.
1 His article about new inventions (win / wins / won) 1 I am not used to studying with Google Meet
the first prize in the essay competition. as I prefer traditional classroom learning. (study)
2 The boy slipped and (fall / fell / fallen) into the 2 In the past, we used to buy food from
drain while he was texting his friend. restaurants, but today you can just order food
via food delivery platforms. (buy / order)
3 My grandfather used to (type / types / type) letters
on the typewriter but today he uses the computer. 3 I came across some old family photographs
in my dad’s mobile phone. (come)
4 A few years ago, Lina (used to / use to / using to)
work for a computer company but lost her job due 4 The signal was very poor last night that I could hardly
to the pandemic. hear what my friend said over the phone. (say)
5 I am still not familiar with reading the menu on my 5 In the past, mobile phones used to be large
phone but soon I will (get used to / be using to / be and heavy, but today it is slim and light. (use)
used to) it.
6 I used to call my grandmother at least
6 Nowadays, we (is / are / were) used to sending twice a week, but now I text her almost every
electronic greeting cards instead of mailing a day. (call, text)
traditional greeting card.
Unit 1
Practice E SPM-Oriented Part 2: Cloze Text PL
Demo Version
Read the text below and choose the best word for each space. For each question, mark the correct letter A, B, C or D.
Benefits of Social Media
Today, it (0) is hard to keep in contact physically with my friends due to Covid-19 restrictions. Thus, social media
like Snapchat and Google Meet have helped me to connect with others. Otherwise we could not (1) ________ in
touch like we used to.
Connecting with friends is even more important now given how the pandemic is (2) ________ our lives. In the
past, we used to (3) ________ out after school, but today we can hardly go to school. Without social media, I think
many students would feel extremely bored and lonely. During the lockdown, we were stuck at home for weeks and
certainly (4) ________ difficulties to pass the time. I (5) ________ to chat with my friends almost every night for hours.
Besides, apps like Instagram and TikTok are useful during the pandemic because we can get the latest news
updates and announcements on the pandemic progress. Every time I (6) ________ onto social media, there will be
news that I find interesting. These apps also keep me updated with world news which I also (7) ________ can help
me to be aware of current affairs. There are also many social media apps which (8) ________ helpful for us to find
new information on certain topics.
In addition, social media also (9) ________ to strengthen the bond between my siblings and me during this
lockdown. The Tik Tok app allows us to share experiences and (10) ________ us something in common to talk
about and laugh over. In short, I think social media has greatly benefitted me and other teens as well. It helps us
to stay connected online when we cannot meet our friends.
0 A is 3 A hang 6 A go 9 A help
B are B hung B goes B helps
C hangs C went C helped
C was D hanging D going D helping
D were 4 A has 7 A thinking 10 A giving
B had B thought B gives
1 A keep C have C thinks C give
B kept D having D think D gave
C keeps 5 A use 8 A is
B uses B are
D keeping C used C was
D using D were
Answer 2 A restrict
B restricts
C restricted
D restricting
Password:
laugh123
4
Technique Lesson 3: Listening When you need to talk about information and communication technology. Real-Life Adaptation
Focus Process not Answers
(UNDERSTANDING is IMPORTANT) Practice A (L.S. 1.1.1) SPM-Oriented Part 1: 3-option MCQ Textbook: page 11 PL Audio
A You will hear people talking in seven different situations. (Listen without the tapescript)
B Now listen again and go to page 141 to read the tapescript and then pay attention to the words in bold. For Track 1.1
questions 1 to 7, choose the correct answer (A, B or C).
1 What has Fadli decided to buy in the end? 5 When Madam Salmah was talking to Mr. Tan about Unit 1
A A tablet ‘Pizza Shop’, she
B A laptop
C A desktop A was happy because she did not think about it.
B was worried because she was not aware of the
2 What does Alisha say about the FoodDay App?
A The restaurant selected will deliver to any address. game.
B We can go through the menu of the selected C learnt that she can now do simple exercises to
restaurant.
C FoodApp is especially created to be used only improve her addition.
during the pandemic.
6 The two speakers agree on the point that
3 According to Mr. Ram, the motivation to play is that a child A the web is now an important means of
A would be able to get to know about money easily. communication.
B would gain knowledge about currency and make B the web is easily accessible from every part of
a lot of money. the world.
C can purchase accessories at a digital store after C the Internet allows them to connect with each
completing a game. other whenever they want to.
4 Soo Ling likes a social media platform which 7 Amirah needs to write an essay on
A lets her communicate with one person at a time. A the ways we can make use of technology.
B makes her take more time to communicate with B how technology can be beneficial and yet
all her friends. harmful.
C allows her to communicate with many friends at C how people get duped or hooked on online
the same time. games.
Demo Version Further practice: (Listening Part 1)
Practice B (L.S. 2.1.1) PL (Unit 4: page 57 Guided 2) (Unit 5: page 72) (Unit 6: page 81)
You may use the words in brackets or your own ideas to complete the conversation below. Then, role-play the dialogue.
Salesperson: Hi. How can I help you?
Customer: Hi. I am looking for a laptop.
Salesperson: (to introduce: new model) Would you like to see our new model for laptops ?
Customer: (to ask for information: specifications) What are the laptop specifications ?
Salesperson: Well, this is a 10th Gen Intel Core i3 Processor with 8GB RAM.
Customer: (to ask for information: screen size) What’s the size of the screen ?
Salesperson: It’s 15.6” FHD screen.
Customer: (to ask for confirmation: suitable – student) So, is this model suitable for students ?
Salesperson: Yes, it is. (to reconfirm the description: lightweight – ideal) It is a lightweight portable laptop. It’s
ideal for students .
Customer: That’s great! (to ask for information: price) May I know what is the price ?
Salesperson: It’s RM1999 after a 20 per cent discount. (to persuade: good price bargain) This is a good price. Answer
You are getting it for a bargain .
Customer: Oh, that’s great. It is within my budget. I’ll take it.
Password:
price123
5
Lesson 4: Speaking Discussion with a friend on the importance of electronic gadgets. Real-Life Adaptation Technique
Focus on Process not Answers
Practice A (L.S. 2.1.1, 1.1.5) SPM-Oriented Part 3: Discussion Textbook: page 12 PL (UNDERSTANDING is IMPORTANT)
You may use the guide (5W1H) in the table or your own ideas to complete the conversation below. Then, role play
the dialogue.
essential interact relieve Info Further practice: (Speaking Part 3)
things with family stress (Unit 1: page 14) (Unit 2: page 23 Guided 1) (Unit 3: page 39 Guided 1) (Unit 3: page 44) (Unit 4: page 53 Guided 1) (Unit 4: page 58)
and friends The ‘5W1H’ (what) (when) (where) (Unit 5: page 73) (Unit 6: page 82) (Unit 6: page 88) (Unit 7: page 98) (Unit 7: page 105) (Unit 8: page 113) (Unit 8: page 120)
latest online (why) (who) (how) technique is a
issues Why classes strategy often used in news reporting to
Teenagers provide the audience with an overview of
an event.
Own Advantages of this technique:
Electronic • Helps students to organise their
Gadgets
thinking.
• Can guide students to create a range
of question types independently.
Unit 1 entertainment
purposes
Demo Version
Teacher I’d like you to talk about something together for about three minutes. First, you have some time to
look at the task given. (Allow candidates 20 seconds to prepare.)
Now, talk to each other about why teenagers own electronic gadgets.
Candidate A (What is the main reason to have electronic gadgets?) (Why do you say so?) In my opinion,
many teenagers nowadays own electronic gadgets to interact with their family members and
friends. (Why?) It’s quite difficult to connect and spend time together without electronic gadgets
as the Covid-19 pandemic is still around. What do you think?
Candidate B (What is the other reason?) I do agree with your reason. As for me, I strongly believe that due to the
current pandemic situation, teenagers own electronic gadgets to relieve stress. Since teenagers like
us have to stay at home, we would feel anxious and stressed, so that’s when electronic gadgets help to
relieve our boredom. Do you agree with me?
Candidate A (What about the second reason?) (Why do you say so?) Well, yes, I do. What do you think of the
point to be used for online classes? I’m not sure that’s a strong reason. Based on my personal
experience, many of my classmates refused to join online classes without giving a proper excuse.
What is your opinion?
Candidate B (Why do you think so?) (How do you use them?) (What about entertainment purposes?) I
disagree with that because like myself, I do use my smartphone for online classses especially
when the school is shut down. I use my smartphone to join Google Meet sessions with classmates
and teachers. What about entertainment purposes? Do you think that is a good reason?
Candidate A (What is your view?) (What kind of entertainment do teenagers look for?) (What about the
fourth point?) I would say that it is indeed a good reason why teenagers own electronic gadgets.
Teenagers use their gadgets to play online games, surf the Internet, and stream online movies.
What do you think about to keep up with the latest issues? Do you agree?
Candidate B (What do you think?) (Why?) To me, I would totally agree with this reason simply because it’s
easier to keep up with the latest news happening around us. What do you think about the last
reason that we’ve not discussed yet?
Answer Candidate A (What is your opinion?) (Why?) I absolutely agree with this reason as teenagers like us are totally
dependent on electronic gadgets. What do you think?
Candidate B To be honest, I feel the same too. I can’t imagine my life without any electronic gadgets. It’s part
Password: of the essential things.
games123
6
Core Civic Value: Happiness Lesson 5: Writing A PERSONAL WEBPAGE I would write a webpage about personal details of my life. Real-Life Adaptation
Practice A (L.S. 4.2.3) Textbook: page 13 PL
Read the webpage below. Imagine you are creating a webpage about yourself. What would be the interesting part
of your life that you can share with the public? Write your own webpage. You may use some underlined words and
phrases in the example given to help with your writing.
Welcome to My Webpage! Unit 1
My name is Marina and I am sixteen years old. I live in Jelebu, a small, quiet town in Negeri Sembilan with my
small family. I am the eldest daughter and I only have one younger brother. Both my parents are teachers.
My hobbies are cycling and taking pictures. Every evening, I will cycle along Bukit Tangga with my best friend
Samirah to watch the sunset. In case you’re wondering, Bukit Tangga is a hilly road that you must take to get to
Jelebu. Sometimes, Samirah and I would stop at a nearby stream at Jeram Toi. Dipping our feet in the clear water
is just an excuse to visit the place because the scenery is simply breathtaking. Samirah was the one who gave me
the idea to have my own webpage since I love photography so much. We take plenty of selfies too! We believe that
everyone should see the beauty of Jelebu. Most of the scenery pictures in this webpage are either taken around
Bukit Tangga or Jeram Toi.
There are not many things to do in Jelebu, but I believe my life is pretty exciting. Everyone knows each other
in this small town and we live harmoniously like a big family. I also like to photograph the interesting characters
I meet every day. Check out my webpage from time to time to read about my life, friends, neighbours and the
beautiful people of Jelebu!
Demo Version
Hello! My name is Nafizanzuri and I am sixteen years old. I am studying at SMK St. Andrew in Muar, Johor. As it is
situated in the town area, it is attended by students of all races. We always do many things together like camping,
playing basketball and best of all – eating out.
Most people think that Muar is a small and quiet town. However, if you visit Muar, you will discover that the
people are unique in many ways. First of all, we have satay and mee rebus for breakfast! There are many places
to get the ‘best’ satay and mee rebus. You can only get authentic mee bandung in Muar. In case you’re wondering,
even the people of Muar can never have enough of mee bandung!
On this webpage, you will find many pictures of my friends and I trying out different restaurants and giving
food reviews. I also include my friends’ reviews because we understand that different people have different
tastes. I hope you will love our pictures. None of them are photoshopped. Do check out our webpage from time
to time. So if you want to have a taste of great food, head down to Muar. I have also included directions to each
eatery and recommendations for places to stay.
Practice B (L.S. 4.2.2) PL
There are four errors in the passage below. Underline the error and correct the spelling. One example is given.
Camera disappeared
Kamera went digital and then dissappeared into smartphones. Many teenagers own smartphones nowadays.
With so many different apps available, photography has become a common hobby. Many teenagers like to take
selfies technique
selfiess – pictures of themselves in different places. This photography techniq is useful when you have no one Answer
scenery Password:
to help you take a picture. Some like to take pictures of breathtaking sceenery, like the sunset at the beach. sunset123
7
Lesson 6: Reading Read messages or advertisements for specific information. Real-Life Adaptation
Unit 1
Practice A SPM-Oriented Part 1: Short Texts PL
Demo Version
Technique
Focus on Process not Answers
(UNDERSTANDING is IMPORTANT)
Read the text carefully in each question and then pay attention to the words in bold. Choose the best answer A, B or
C. (Dotted underlined words are possible correct answers.)
Second AGM Meeting
Computer Science Club
SMK Taman Mutiara
To all Computer Science Club members
The Second Annual General Meeting (AGM) will be held on 25 February 2022 at 12 noon. Due to the current
pandemic situation, the meeting will be carried out online.
Agenda:
• To confirm the minutes of the First Annual General Meeting on 10 January 2022
• To receive the committee’s report for 2021
• To elect two new committee members
• To elect the Chairman for the Digital Innovation competition
• To plan activities for 2022
Meeting link ID and password will be posted in the Telegram group soon.
1 Which of the following is true about the notice?
A The meeting will be conducted via the school’s Telegram group.
B The meeting is to discuss the activities to be carried out in 2022.
C All students of SMK Taman Mutiara are invited to attend the meeting.
More Youths are Lost in the Cyber World
Today’s younger generation are spending more of their free time on social networking sites such as Instagram and
Facebook. They are practically growing up with these social media platforms that they have lost contact with the real world.
Many teenagers tend to interact with friends and virtual strangers online. Most are also caught up in playing online games. As a
result, there is less face-to-face interaction.
2 Which of the following statements is true?
A More and more youths are setting up social networking sites.
B The youths of today have shown more interest in socialising online.
C Instagram and Facebook are the only social networking sites youths prefer.
Rules and Regulations of Tech Savvy Contest
• This contest is open to all students of SMK Taman Pelangi.
• Entry forms can be downloaded from the Tech Savvy Facebook site.
• Each entry form must be signed by the class teacher.
• The grand prize will be awarded to the entry with the most creative innovation.
• The organisers reserve the right to replace the stated prizes with items of equal value.
• The decision of the judges is final and no correspondence will be entertained.
Answer 3 Which of the following is true about the rules and regulations of the contest?
A Photostated entry forms will not be accepted.
B All the students of the school can participate in the contest.
C Dissatisfied contestants can lodge complaints with the judges.
Password:
final123
8
Demo VersionJaime: Hello, Dina. Where are you going with your mother?
Unit 1Dina: Hi, Jaime. My mother has gotten her appointment for the Covid-19 vaccine. I feel so happy as it will
give her some form of protection from the virus. She’s getting her vaccination done at Sunway
Convention Centre. I am waiting for my ride. The e-hailing driver hasn’t arrived yet.
Jaime: That’s great news! How did your parents register for the vaccination?
Dina: I helped them to register. First, you need to download the MySejahtera app and complete the
registration. You just need to follow the instructions given.
Jaime: Oh I see. I will download it tonight and register for my parents.
4 Which of the following is true?
A The Covid-19 vaccine is the only way to stay safe.
B Dina is using an e-hailing service to take her mother.
C Jaime’s parents have registered for their Covid-19 vaccine.
Get Connected with IT
A talk on using IT today will be held at Sri Kota Institute Technology E-education in conjunction with
World Information Day on 18 and 19 June 2022.
E-learning companies such as Comm Lab, Bright Space and Learning Port would be invited to
present a discussion on the latest e-learning methods for students during the Movement Control Order
(MCO). Students can get tips on innovative learning methods to cope with online lessons.
For more information, contact 03-7788 8888
5 Which of the following is true about the notice?
A There will be only two speakers invited from IT companies.
B For more information, students can contact e-learning companies.
C The talk will be hosted by Sri Kota Institute Technology E-education.
Chef Fifi
@ chef fifi
8.35 a.m. 31 July 2022
Hello, everyone! During the Movement Control Order (MCO), most of us cook our own meals and eat at home.
Remember, home cooking should be low in fat. Use a non-stick pan when frying. This can reduce the usage of
oil. You can add spices or herbs to add flavour to the food instead of oil. You can still enjoy delicious and
healthy low-fat meals.
Tweet me your opinion.
6 Which of the following is true?
A The less oil is used, the better it is for health.
B We must use a frying pan to fry home-cooked meals.
C Spices or herbs added into oil will make the food tastier.
Answer
Password:
home123
9
Share Your Thoughts Blog
This evening, I took advantage of the free Covid-19 screening provided by the authorities in
Pandamaran. For 3 days, this group screening has been moving around Klang and people have used this
opportunity to get screened for free. It was smooth flowing and well organised at the screening
centre. Thank you to the team who made this programme a success. I would call upon everyone in
Klang to take this opportunity to participate in this programme. All you need to do is register in
the app and click Submit.
Kino
Unit 1 7 Which of the following is true?
A The screening centre was disorganised and chaotic.
B The writer did not pay for the Covid-19 screening test.
C The programme is meant only for those living in Pandamaran.
Demo Version
Further practice: (Reading Part 1) To: [email protected]
(Unit 8: page 115) From: [email protected]
Hi James,
I tried to call you a few times but there was no answer. So I have to email you. How did the interview go? I know it was not
easy. I hope you did well in the interview. Please let me know if you need any help.
I have completed the introduction for our project and am still working on the conclusion. I am still stuck for ideas.
We will further discuss the science project when we meet in class next week.
Brian
8 Which of the following is true?
A James needs help for the interview.
B Brian has not finished the conclusion part.
C James and Brian will work on the introduction.
Phrases to express anger Phrases to express fear Useful Phrases
1 boiling mad 1 a shiver ran down her spine
2 fuming mad 2 could feel the impending danger Phrases to express fatigue
3 furious over 3 feel a sense of dread 1 dog tired
4 rage engulfed one’s mind 4 frozen with terror 2 dragging himself on limply
5 livid with rage 5 trembling with fear 3 limbs feel as if they are chained to
Phrases to express happiness iron shackles
1 ecstatic over 4 worn out with fatigue
2 head is dizzy with delight
3 in high spirits Phrases to express hunger Phrases to express pride
4 jumping with joy 1 feel the stomach twisting 1 as proud as a peacock
5 over the moon 2 ravenous for 2 chest stuck out proudly
3 stomach growling 3 sense of pleasure
Phrases to express sadness 4 stomach is begging for food 4 a surge of pride wells
1 breaking down in tears 5 wolfs down his food
2 cry my heart out
Answer 3 picture of misery Phrases to express shock Phrases to express temptation
4 gloomy and depressed 1 astounded 1 could not resist
5 tears well up in her eyes 2 amazed to find 2 feels as if he is being pulled over by
3 flabbergasted
4 astonished an invisible thread
5 unexpected
3 helplessly drawn into/ towards
4 unconsciously gravitating towards
Password:
cry123
10
Core Civic Value: Mutual Respect Lesson 7: Reading Read comments from the public in social networking sites. Real-Life Adaptation
Practice A (L.S. 3.1.3) SPM-Oriented Part 5: Matching & Information Transfer Textbook: page 14-15 PL
We interviewed six students if they would attend a class reunion after they have left school. Read the texts below and
answer the questions that follow. (Dotted underlined words are possible correct answers.)
Attending a Class Reunion
A – SU LIN, 18 years old
I would definitely attend a class reunion. This is the time where I can reconnect with friends whom I had known
in school. I am excited 4about meeting them to know what’s been going on in their lives. I’m sure a lot would
have changed over the years. If we are just texting using social media, the feeling isn’t the same. Nothing can beat
face-to-face interaction.
B – JULIANA, 19 years old Unit 1
It would a great time for us to1look back on those times we shared in school. We can bring back those memories
of the fun and laughter shared with those who were by our side. Remembering those great times can be very
rewarding. We can get to relive those memories of the past.
Demo Version
C – CHIN SOON, 20 years old
I would often wonder where my friends ended up and what they would have done with their lives after all these
years. Attending a class reunion is an5opportunity for me to find out. It is going to be fun to see if they look like
what they used to be like in school. Looking at pictures on Facebook or on profile pages is not the same as seeing
them in 7real life.
D – JOHAN, 18 years old
Personally I am looking forward to hugging those friends I had in my class. Most of us would have moved or went
off to college elsewhere. We still keep in touch on Facebook or Whatsapp but it isn’t the same feeling. So, I look
forward to6reconnecting with those friends in real life when I meet up with them during the reunion.
E – KAVITHA, 20 years old
A class reunion is also a time to see how people have changed in their physical appearance over the years. I
attended my primary school reunion last year and realised that everyone is getting older. Well,3I am not the only
one going through these physical changes. When we meet again in the next 20 years, we will see ourselves with
wrinkles, grey hair, creases on our forehead, pigmentation and other skin conditions.
F – AMBIGAH, 19 years old
Class reunions are not only a time to meet up with friends but also a time to8thank those who have made a
difference in our lives, for example teachers. There are those2who love teaching and continue to teach while
some would have2retired from the teaching profession. It also gives us an opportunity to exchange contact
numbers to stay in touch.
Questions 1 to 4 Paragraph Answer
Which paragraph (A – F) describes the reasons for attending class reunions? B
F
Statements E
1 I can recollect and remember the good old times. A
2 I have the opportunity to meet my former teachers.
3 I have to come to terms with aging.
4 I can catch up with my old friends.
Password:
catch123
11
Questions 5 to 8
Complete the notes below using information from the text. Choose no more than one word from the passage for
each answer.
Benefits of Attending a Class Reunion
• For those who are curious about their friends, they have the (5) opportunity to meet up in a class
reunion.
• We can start (6) reconnecting with friends whom we have lost touch with.
• Seeing pictures or Facebook status updates of old friends isn’t the same as meeting them in (7) real life.
• During a class reunion, we can also express our gratitude and (8) thank our former teachers.
Practice B (L.S. 2.3.1) PL
Unit 1 You may use the words in brackets or your own ideas to complete the conversation below. Then, role-play the dialogue.
Student A: Hello, Kamariah . Have you heard about our class reunion next month?
Demo Version
Student B: (to respond: posted – Telegram group) Oh yes, it was posted in our Telegram group .
Further practice: Student A: (to repeat: Telegram group) Not only in our Telegram group . It was also posted
(Unit 2: page 19 Guided 2) (Unit 3: page 34) (Unit 4: page 48) (Unit 6: page 85) on our Facebook group. Did you see it? You can confirm your attendance in the event created.
(Unit 7: page 93)
Student B: (to repeat for confirmation: Facebook) On our Facebook group ? No, I haven’t
seen it. Let me check it out too.
Student A: It has been a long time since we last met up with our friends, hasn’t it?
Student B: (to repeat for confirmation: long time) Yes, it has been a long time . I think the
last reunion was about 10 years ago.
Student A: 10 years ago? (to justify: meet them again) It would be a good idea to meet them again during the
class reunion .
Student B: Yes, you’re right. I will be attending the reunion next month.
Student A: (to confirm: will) Yes, I will be going too .
Answer L.S. 3.1.3 Guess the meaning of unfamiliar words from clues provided by other words and by context on a wide range of familiar
L.S. 2.3.1 topics
Password:
wide123 Confirm understanding in discourse-level exchanges by repeating back what a speaker has said
12
Technique Lesson 9: Listening Having a conversation with a neighbour or friend. Real-Life Adaptation
Focus Process not Answers
(UNDERSTANDING is IMPORTANT) Practice A (L.S. 1.1.2) SPM-Oriented Part 4: Note Completion Textbook: page 16 PL Audio
A You will hear a dialogue between a computer specialist, Andrew Tan, and his neighbour Marina about free time
activities. (Listen without the tapescript) Track 1.2
B Now listen again and go to page 141 to read the tapescript and then pay attention to the words in bold. For questions
1 to 10, fill in the missing information in each numbered space. Use NO MORE THAN ONE WORD for each space.
Core Civic Value: Happiness Doing Things that You Like Unit 1
Marina felt tired as she had been busy with her (1) writing job. So, she decided to go for a
jogging. After meeting Andrew in the park, he suggested that she plays tennis with his wife. As for him,
he prefers (2) cycling . Then, Andrew realised that Marina seemed worried. It showed on her
facial (3) expression . Marina explained that she was concerned about her son. He was always
(4) relaxing on his chair playing online games.
When Andrew tried to relate her son’s passion for gaming with his job, Marina showed some interest.
Andrew loves his job as a computer support specialist. Previously, he was an Internet Technician Supervisor
at the IT department. As an (5) Internet Technician Supervisor, he addressed problems regarding
Internet connection and provided support to (6) troubleshoot problems. The hardest part of the job
was telling the customer that he could not repair the computer. The best part was learning how the Internet
works and how to (7) solve problems.
Now, Andrew works as a computer support specialist. His daily tasks include challenging problem-solving,
monitoring and revising existing (8) network systems. He also has to do some tech support tasks such
as recovering lost data and upgrading computers. Andrew also offers technical assistance. One of his tasks is to
advise all programmable electronic (9) device users. He likes his current job because there are constant
changes. He believes that no other industry can match its significance and (10) relevance in the current
time. Marina ends up wondering if his son would be interested to further his studies in IT.
Core Civic Value: Responsibility Demo Version Further practice: (Listening Part 4)
Practice B (L.S. 2.1.4) PL (Unit 2: page 22 Guided 2) (Unit 5: page 66) (Unit 7: page 97) (Unit 8: page 119)
You may use the words in brackets or your own ideas to complete the conversation below. Then, role-play the dialogue.
Student A: Hi, Adrian . Have you heard about the new ice-skating rink?
Student B: Hi, Sam . No, I haven’t. I don’t even know how to skate. (to ask a question: know – skate)
Do you know how to skate on ice ?
Student A: (to respond to question: not very good) Yes, but I am not very good at ice skating,
though . I can teach you some basic skills. Shall we go?
Student B: (to respond to question: like to – not sure) I would like to but I am not so sure if I want to go .
Student A: Why? You used to rollerblade a lot. (to ask question: worried about) Is there anything that you are
worried about ?
Student B: (to agree and confirm: like rollerblading) Yes, you are right. I like rollerblading and I used
to be good at it. Maybe I should try ice skating too .
L.S. 1.1.2 Understand independently specific information and details in extended texts on a wide range of familiar topics Answer
L.S. 2.1.4 Explain and justify own point of view
Password:
view123
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Lesson 10: Speaking Having discussions with a friend about a social issue among teenagers. Real-Life Adaptation
Practice A (L.S. 2.1.3, 4.1.5) SPM-Oriented Part 3: Discussion Textbook: page 17 PL
Complete the conversation below. Then, role-play the dialogue.
connect
with anyone
cyberbullying raise
awareness
Common Pronunciation Mistake
Advantages Word: doubt
and Phonetics: daʊt
Disadvantages of
Social Media
Unit 1 get latest Say: dawt
affect updates
Demo Version health Don’t say: dawbt
Further practice: (Speaking Part 3)Explanation:The letter “b” is not a
(Unit 2: page 23 Guided 1) (Unit 3: page 39 Guided 1) (Unit 3: page 44) (Unit 4: page 53 Guided 1) (Unit 4: page 58)stressed letter, so you
(Unit 5: page 73) (Unit 6: page 82) (Unit 6: page 88) (Unit 7: page 98) (Unit 7: page 105) (Unit 8: page 113) (Unit 8: page 120)waste ofdon’t have to pronounce
time it.
Teacher I’d like you to talk about something together for about three minutes. First, you have some time to
look at the task given above. (Allow candidates 20 seconds to prepare.)
Now, talk to each other about the advantages and disadvantages of using social media.
Candidate A (What are the advantages of social media?) Let us begin with the advantages of social media. To
me, being able to connect with anyone like our family members, relatives, and friends is the
biggest advantage of all. Although we live far away from them, it is still possible to keep in touch
at any time and anywhere.
Candidate B (What is the other advantage?) You are right. Another advantage of using social media is we can use
it to raise awareness (How?) by organising campaigns. (Give an example) For example, creating an
awareness campaign on bullying. Do you agree?
Candidate A Yes, I do. (What about the third point?) With social media, it is easy for anyone to get the latest
updates around the world (How?) by watching online news. Furthermore, we can receive the
latest news faster online than on television or through radio channels. What do you think?
Candidate B I share the same view. (What about the disadvantages of using social media?) Now, let’s talk about
the disadvantages of using social media. (What is your opinion?) To me, I agree that it is a waste
of time, but if only you are using it all the time. (Why?) This is because you will spend most of
your day online and do nothing else. Do you agree?
Candidate A Yes, that’s right. (What are the other disadvantages?) I think when spending too much time on
social media, it would affect your health. (How does it affect health?) You will feel lazy to do
exercises or outdoor activities. (What about the last point?) What do you think of cyberbullying?
Candidate B As for the last disadvantage, I don’t doubt that cyberbullying could happen to anyone. (How?)
You could either be a bully or a victim of a cyberbully. Do you agree?
Candidate A Yes, certainly. Cyberbullying isn’t something new but many social media users aren’t aware of
doing it. (How?) Some of them make negative comments on someone’s physical appearance.
That’s considered cyberbullying.
Candidate B I totally agree. Cyberbullying is a crime. It’s one of the disadvantages of social media.
Answer 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)?
Password:
name123
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Technique Lesson 11: Writing AN EMAIL I would use an email when I am writing to my family or friends. Real-Life Adaptation
Focus Process not Answers
(UNDERSTANDING is IMPORTANT) Practice A (L.S. 4.2.4, 3.1.5) SPM-Oriented Part 1: Short Communicative Message Textbook: page 18 PL
You may use the example given below to help you complete the pre-writing.
Pre-Writing
1 Greeting
How should you greet your friend?
Example: Dear Anne,
Hi Karen,
2 Opening Unit 1
(a) What are some ways to start off your email to ask about your friend?
Example: How have you been? I hope everything is fine.
How are things with you?
(b) What are some ways to start your email to ask about vacation?
Example: I hope you had a great trip.
I hope you enjoy your holiday.
(c) What are some ways to start your email to express congratulations? Your friend just scored 6As in the
exam.
Example: What an achievement! Congratulations!
Good job Karen!
Demo Version
3 Body
(a) Why are you writing this email? Your cousin asked you about your new hobby.
Example: I’m afraid I haven’t figured out what’s my new hobby yet.
Anyway, I have found a new hobby to occupy me which is singing.
(b) How to accept an offer/decline a suggestion? Your friend invited you to join the school book club.
Example: Joining a book club sounds interesting.
I’m afraid I have to turn down your offer on joining the book club.
(c) How do you justify your rejection/acceptance of your friend’s offer? Your friend invited you to join the
school book club.
Example: I used to enjoy reading. So, I think joining a book club is a great way to kickstart the habit again.
Ever since I discovered podcasts, I find it much more enjoyable than reading.
4 Closing
How do you respond in the closing paragraph?
Example: Hope to hear from you soon.
Waiting for your email.
5 Signing off & Name Answer
Example: Your friend,
Kumar
With love,
Emily
L.S. 4.2.4 Use formal and informal registers appropriate to the target audience in most familiar situations Password:
L.S. 3.1.5 Recognise with little or no support the attitude or opinion of the writer in extended texts on a wide range of familiar topic target123
15
Lesson 12: Writing AN EMAIL I would use an email when I am writing to my family or friends. Real-Life Adaptation
Practice A SPM-Oriented Part 1: Short Communicative Message PL
You received an email from your friend, Kavitha who is asking for some advice.
Hi,
How was your exam? Anyway, I’m writing to ask you for advice on how to make new friends.
I just moved to a small town last week and I don’t have much things to do here. I really need
your advice on the type of activities that can help me make new friends. You have moved
several times too, so I believe you are the best person to ask.
Don’t forget to write soon.
Unit 1 Now write an email to your friend in about 80 words.
You may use the guide and keywords given below or your own ideas to complete the essay outline below. Then, use
the answer to write your email.
Demo Version
Greeting Greet the person you’re writing to.
Hi Kavitha,
Opening Start with polite phrases.
It’s great to hear from you. My exam went well last week. I feel so honoured that you asked me
for advice on making new friends.
Body Why are you writing this email?
I suggest you start cycling around your neighbourhood and bring a camera along.
Further practice: (Email)
(Unit 3: page 46) (Unit 6: page 84) How to justify your reason?
I think you can meet other people of your age, as many teenagers enjoy cycling too. Bringing a
camera will help you break the ice.
What are the possible outcomes/benefits?
You can get the chance to introduce yourself to your friends and neighbours.
Closing What is your hope?
I hope you will be able to make new friends soon and adjust to your new place.
Signing Off & Your friend,
Name Natasha Ahmad
(92 words)
How are you? Useful phrases to write email
I hope you and your family are well.
Asking
Opening Apologies I’m writing to apologise for
I’m really sorry that I have forgotten
Good news
Bad news I’m really glad / very happy to hear / to read about
I’m extremely sorry / very sad to hear / to read about
Body Move the topic on Anyway, the reason I’m writing
Anyway, I wonder
Answer By the way, have you heard about
Closing Ending Hope to hear from you soon.
Looking forward to hear from you again.
Drop me a line if you have time!
Password:
news123
16
Lesson 13: Literature in Action PL Video
Practice A (L.S. 5.1.1)
Based on the poem, ‘The Living Photograph’, complete the chart below with the correct answers.
Stanza in the poem Poet’s intended effect How do you feel after The Living
reading this stanza? Photograph
My small grandmother is tall there, It makes me think of my
straight-back,1dwhite broderie anglaise shirt,1b 1 Nostalgic as she is own grandmother.
pleated skirt,1cflat shoes,1agrey bun,
a kind,2aold smile round her eyes. remembering her
Her big hand holds mine, I am reminded that everyone
white hand in black hand.3 grandmother when she was will die eventually.
Her1esharp blue eyes look her own death in the eye.
younger and stronger.
It was true after all; that look.
My tall grandmother became small.
Her back round and hunched.
Her soup forgot to boil.
She went to the awful place grandmothers go.
Somewhere unknown, unthinkable.
Demo Version 2 Sad as she had to lose her
Unit 1grandmother.
But there she is still, 3 Glad that she could I learn that I should take as
in the photo3with me at three, still remember her many pictures as possible
the crinkled smile is still living, breathing.
grandmother’s face with the with my family members.
photograph she has.
4 Physical appearance: 5 Personality:
(a) Grey bun hair (a) Kind / loving
(b) White broderie anglaise shirt (b) Neat
(c) Pleated skirt (c) Fashionable
(d) Straight-back (d) Open-minded
(e) Sharp blue eyes
6 The persona
Age: 3 years old
Enjoys a loving relationship with her grandmother, even though
they are not from the same race .
7 How do you show kindness to old people? Answer
We can show kindness to old people by helping to clean their house whenever we visit them
.
L.S. 5.1.1 Explain briefly the feelings and opinions a text provokes in them
Password:
race123
17
02UNIT HELPING HANDS
Theme: People and Culture
Lesson 14: Reading Read comments from the public in social networking sites. Real-Life Adaptation
Unit 2
Practice A (L.S.3.1.1) SPM-Oriented Part 5: Matching & Information Transfer Textbook: page 22-23 PL
Demo Version
Core Civic Value: Responsibility
We interviewed six students on why they want to be involved in community service. Read the texts below and pay
attention to the words in bold and then answer the questions that follow. (Dotted underlined words are possible
correct answers.)
Community Service in a Teen’s Life
A – YENNY, 17 years old
I like doing community service. It teaches us how important it is to help others who are in need. There are many
less fortunate people out there who need help. In a way,3it connects us with the community by improving the
quality of life and making the world a better place for people to live in.
B – DARSHA, 18 years old
One benefit of community service is it allows me to practise not only good social skills but also build my self-
esteem and empathy. It gives me an opportunity to get out of my comfort zone and4develop myself. So there is
always room for me to grow.
C – YASMIN, 17 years old
Community service keeps me physically healthy. It makes me active by working to clean up a park, or the beach.
This is good5exercise for me and I am able to sleep better at night!
D – ANITA, 16 years old
I believe that community service is a way for students to2explore their interests and possibly lead them to a
good career path. Students have an opportunity to learn and discover their7passion. It also helps them make
more informed choices.
E – RAMESH, 17 years old
I would say that getting involved in community service can help me reduce stress. When I am working with other
people or6helping others, it takes away attention from my own problems and concerns. It makes me feel more
thankful in my day-to-day life.
F – KHENG KHENG, 16 years old
When my younger siblings see me get involved in community work, they will grow up knowing that helping
others is the right thing to do. Perhaps they will follow my8footsteps. So, it1helps me to be a good role model
for my siblings.
Questions 1 to 4
Which paragraph (A – F) describes the following experiences of community service?
Statements Paragraph
F
1 It makes me set a good example. D
A
2 It allows me to discover my future interests. B
Answer
3 It helps me to get connected with the community.
Password: 4 It allows me to grow and develop.
set123 18
Questions 5 to 8
Complete the notes below using information from the text. Choose no more than one word from the passage for
each answer.
Reasons To Be Involved in Community Service
• If you want to (5) exercise to stay healthy and have a good night’s sleep, then it is a good idea to be
active in community service.
• (6) Helping other people can also take your mind off your own issues.
• One good way to find your (7) passion and make better choices is to get involved in a community
service project.
• You will serve as an inspiration for others who might not have been involved in community service and
perhaps will emulate your (8) footsteps .
Practice B (L.S. 2.1.4) PL
Demo Version
You may use the words in brackets or your own ideas to complete the conversation below. Then, role-play the dialogue.
Student A: Hi, Faizal , do you agree that students should join a community service? Unit 2
Student B: (to respond: agree – benefit) Hi, Kok Keong , I agree . This is because community
service can benefit students like us
.
Student A: (to refute opinion: takes – lot of time) But it takes up a lot of our time .
Student B: (to respond: gain – experience – explore career) It is true but you can gain a lot of experience that Further practice: (Reading Part 5)
(Unit 3: page 34) (Unit 4: page 48) (Unit 6: page 85) (Unit 7: page 93)
allows us to explore our future career path .
Student A: (to agree: social skills – self-esteem) Yes, I think you are right. Furthermore, being a community
service volunteer helps us to develop social skills and increase our self-esteem
.
Student B: (to explain: help – in need – connect) Yes. Besides that, it is good to help those who are in need. We
can also connect with the community .
Student A: (to suggest: register – member) Let’s register to be a member of a community project .
Student B: Okay, let’s go now.
L.S. 3.1.1 Understand the main points in extended texts on a wide range of familiar topics Answer
L.S. 2.1.4 Explain and justify own point of view
Password:
texts123
19
Lesson 15: Grammar Textbook: page 23-24 Countable and Uncountable Nouns (Quantifiers)
Quantifiers Explanation Example
some / any • some + uncountable / plural nouns are used in • There are some extra packets of rice for the needy.
/ no affirmative sentences and in questions. We use it • Would you like to donate some pre-loved toys
to make an offer or ask for something politely. to the fire victims?
• any + uncountable / plural countable nouns are • Are there any more extra packets of rice for the
used in questions and to give a negative meaning. flood victims?
• no (= not any) + uncountable/ plural countable • There are no more membership application
nouns are used to give a negative meaning in forms left.
affirmative sentences.
• We use many with plural countable nouns to • I didn’t see many people at the charity event.
ask questions and in negative sentences. • Not much information about the charity event
• We use much for uncountable nouns in was posted on the website.
• There is a lot of sponsorship at the event.
many / questions and negative sentences.
much / a lot • We use a lot (of), lots (of) / plenty (of) for • I need to buy a few more things from the
Unit 2
Demo Version
(of) uncountable / plural countable nouns mainly supermarket to be sent to the old folks’ home.
in affirmative sentences. • She cooked a little porridge for the homeless man.
• We use a few with plural countable nouns. • There’s very little time left for us to finish what
• We use little with uncountable nouns. we have planned.
Lesson 21: Grammar Textbook: page 29-30 Past Simple and Past Continuous Tense
Tense Explanation Example
To talk about actions that: • The community centre was set up four years
Past Simple • happened at a definite time in the past. ago to help those residents in that area.
• started and were completed in the past. • Carol worked as a volunteer to help the
orphanage when she was a student.
Past To talk about actions that: • Madam Meena was preparing dinner for the
Continuous • were happening at a specific point of time senior citizens at 7 o’clock yesterday.
Tense in the past; set the scene in a story. • While the rescue team was helping the victims,
• were happening at the same time in the past. the reporters were taking photographs.
Practice A PL Practice B PL
Underline the correct verb for each sentence. Fill in the blanks with the correct quantifiers.
Answer 1 Mr Tham always donates (some / lot / no) money to 1 Can you give me some advice on how to
charity organisations. organise a fundraising project?
2 We are going to the supermarket to buy (much / any 2 We hope many people will buy the raffle tickets
/ a lot of) things for the homeless. for the fire victims’ charity.
3 The Boy Scouts will have (many / any / much) fun 3 The volunteers have cleared a lot of rubbish at
helping the senior citizens’ home. the old folks’ home.
4 I shouldn’t take (many / much / lot) of your time to 4 Much effort has been put in to collect money to
respond to this questionnaire. help the B40 group in our residential area.
5 We haven’t served (little / much / any) food yet to 5 Getting a little help from us means a lot to the
the guest-of-honour at the event. lady who lives at the end of the road.
6 There were not (many / much / a little) people at 6 Do you have any bottles of mineral water left to
the fundraising event yesterday. be distributed to the flood victims?
7 There aren’t (many / much / more) information
available about the donor.
Password:
little123
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Practice C PL Practice D PL
Underline the correct verb for each sentence. Fill in the blanks with the correct form of the Past Simple
or Past Continuous tense.
1 Last week, the Interact Club (visit / visited / visiting)
the Sunshine Home to help beautify the place. 1 The charity organisation had (has) successfully
raised enough funds to help the homeless.
2 They (elect / elects / elected) Mr Chang as the
Chairman of the project to help the needy. 2 Yesterday, I saw (see) a notice at the canteen
looking for volunteers to help clean the library.
3 As they were (pass / passed / passing) the market,
they (see / saw / seeing) two women helping the 3 Last weekend as the residents were cleaning
blind man to cross the road. (clean) the park, it started (start) to rain heavily.
4 The boy (jump / jumped / jumping) into the drain 4 Saras was shopping (shop) at the mall when
to save the kitten. the boy came (come) to ask her for help.
5 The children (were watching / was watching /
watching) the men carrying bags of rice into the home.
Practice EDemo VersionSPM-Oriented Part 2: Cloze Text PL
Unit 2
Read the text below and choose the best word for each space. For each question, mark the correct letter A, B, C or D.
Fresh Fish for the Poor
Each day, Encik Jamal’s family receives about 3 000 kg of fresh fish for their wholesale business. So, businessman
Encik Jamal, (0) decided to have all of them either sold or donated every day when he discovered that (1) ________
people could not afford to buy fish during the Covid-19 pandemic.
Encik Jamal, 38, kickstarted this initiative back in April last year. Customers could buy fish from him for nearly
half the price to be donated to the underprivileged. He said donations came pouring in since the first day he
(2) ________ the initiative. Some people donated about RM10 worth of fish. Some customers (3) ________ to spend
RM1 000 to buy fish for the poor.
His volunteers would then deliver the fish donated by (4) ________ of the customers to those in need. These
include people who (5) ________ in old folks’ homes, single mothers, people with special needs, and low-income
families. It all started when Encik Jamal, who (6) ________ for a company in Banting for over a decade, visited his
family in Kuantan in January last year. Then, the pandemic hit Malaysia and he could not return to Banting.
His family operates a wholesale fish business. Since Encik Jamal could not go back to Banting, he decided to
help with the business. Since then, he found that (7) ________ people could not afford a number of things including
fresh fish. So for the past year, he (8) ________ up to 1 200 kg of fresh fish to needy families to help them cope with
the pandemic.
Eventually, a group of volunteers (9) ________ out to him, asking whether he could donate some fish to an old
folks’ home which (10) ________ less donations due to the movement control order. They brought him to the home
and when he saw the situation there, he tried to think of a way to help them.
His aim is not to make a profit, but to have all of the fish reach families while they are fresh.
0 A decide 3 A willing 6 A was working 9 A reach
B decides B had willing B have worked B reached
C decided C was willing C were working C reaches
D deciding D were wiling D have been working D reaching
1 A a lot 4 A any 7 A no 10 A had gotten
B many B much B any B was getting
C much C some C much C were getting
D a little D little D a lot of D had been gotten
2 A start 5 A lived 8 A were providing Answer
B starts B living B could provided
C started C was living C was providing
D starting D were living D had provide
Password:
reach123
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Lesson 16: Listening When you need to talk about information and communication technology. Real-Life Adaptation
Audio Practice A (L.S. 1.1.2) SPM-Oriented Part 4: Note Completion Textbook: page 25 PL
A You will hear an interview with Matilda, talking about her experience of being an actress. (Listen without the tapescript)
Track 2.1 B Now, listen again and go to page 142 to read the tapescript. For questions 1 to 10, fill in the missing information
in each numbered space. Use NO MORE THAN ONE WORD for each space.
An Interview with an Actor
Matilda is playing a character as Tasha in the movie ‘Tasha the Asian Warrior’. She got to (1) pursue an acting
career after appearing in TV commercials. Tasha’s character was significant to her as she experienced a life of hardship
growing up. Tasha’s bravery is represented in her attitude. Matilda feels that she is as (2) fearless as Tasha. In a
way, Tasha’s character resembles Matilda’s because she is a family-oriented person. Playing the role is not challenging
as Matilda can (3) relate to the character which is similar to her real-life experience.
According to Matilda, other than memorising the (4) script , an actor has to research the
role. He or she also has to maintain punctuality and be professional on the set. An actor needs to be
(5) flexible when there are script changes. Other than that, he or she must possess good interpersonal
skills to engage with other actors. Other useful skills include the ability to (6) sing and act. A degree
in theatre and acting experience can prove to be helpful as jobs for actors are usually based on auditions where
(7) training is essential.
There are several training methods when the other actors are unavailable. Matilda would seek help from her
family and friends to (8) read their lines. At other times, she reads her lines and practises her reactions
and (9) expressions on her own and pretends that the actors are with her. When she receives negative
reviews, she will use them to identify areas to improve on. Matilda advised future actors that hard work and
(10) persistence are needed to achieve success. They should not depend on luck only.
Unit 2 Demo Version
Further practice: (Listening Part 4) Practice B (L.S. 2.1.1) PL
(Unit 5: page 66) (Unit 7: page 97) (Unit 8: page 119)
You may use the words in brackets or your own ideas to complete the conversation below. Then, role-play the dialogue.
Student A: Hello, Dhinesh , would you want to be an actor someday? .
Student B: (to respond: affirmative – actor) Hello, Lee . Yes, I would like to be an actor someday ?
Student A: (to ask: get involved – acting) How did you get involved in acting
Student B: (to explain: uncle – ventured) My uncle is an actor. So, I ventured into acting due to his encouragement.
Student A: Did you expect to be the best actor at a national level competition?
Student B: (to respond: didn’t expect – did best) I didn’t expect to win the award. I only did my best .
Student A: (to ask for opinion: win – award) What do you think made you win this award ?
Student B: (to respond: hard work – persistence) I guess it is hard work and persistence . I did train a
lot under a good Drama Club advisor.
Student A: How did you train to memorise the script?
Student B: (to explain: not skip – family – read) I didn’t skip any rehearsal practice at school. At home, my family
members helped me to read the lines of the script .
Student A: Well, good luck in your journey of becoming an actor.
Answer Student B: Thank you.
Password: L.S. 1.1.2 Understand independently specific information and details in extended texts on a wide range of familiar topics
lines123 L.S. 2.1.1 Explain simple content on familiar topics from what they read and hear
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Lesson 17: Speaking Discussion with a friend to justify my opinion. Real-Life Adaptation Core Civic Value: Responsibility
Practice A (L.S. 2.1.4, 1.1.5) SPM-Oriented Part 3: Discussion Textbook: page 26 PL
You may use the guide (5W1H) in the table or your own ideas to complete the conversation below. Then, role-play
the dialogue.
strong
moral
character
keep calm bold and
brave
Common Pronunciation Mistake
Characteristics good Word: model
to Have as a Phonetics: [ˈmɒdl]
Police Officer physical Say: mo-dl
fitness Don’t say: mo-del
dedication to
the community
communication
skills
Further practice: (Speaking Part 3) Explanation: The letter “e” is not a
(Unit 3: page 39 Guided 1) (Unit 3: page 44) (Unit 4: page 53 Guided 1) (Unit 4: page 58) (Unit 5: page 73) stressed word, so you
(Unit 6: page 82) (Unit 6: page 88) (Unit 7: page 98) (Unit 7: page 105) (Unit 8: page 113) (Unit 8: page 120)don’t have to pronounce Unit 2
it.
Demo Version
Teacher I’d like you to talk about something together for about three minutes. First, you have some time to
look at the task given above. (Allow candidates 20 seconds to prepare.)
Now, talk to each other about the characteristics to have as a police officer.
Candidate A (What is the characteristic to have as a police officer?) (Why do you say so?) To begin with, I do believe
that having a strong moral character is the most crucial trait to have as a police officer. With such a
strong moral character, one could avoid any immoral acts like bribery. What do you think?
Candidate B (What is the other characteristic?) (Why must you have that characteristic?) (What about having
good physical fitness?) You are right. To me, I would say that being brave is the most important
characteristic for a police officer because you need to be bold and brave to catch criminals out there.
It is not a career for those who are not brave enough. What do you think about the point, having good
physical fitness? Is it an important characteristic too?
Candidate A (What is your opinion?) (How does it help?) Absolutely. I do think that having good physical
fitness is a must for all police officers. As we all know, being a police officer is a tough profession.
They need to be ready all the time for any difficult task. This requires them to be physically fit.
Don’t you think so?
Candidate B (What do you think?) (What about the other point?) (How?) Yes, I agree with you. Besides this, I
would say that having good communication skills is another must-have trait. If a police officer
can communicate well with the citizens or community, it could certainly make them more willing
to help the police in fighting crime.
Candidate A (What do you think of this point?) That’s a good point and I must say I agree with you. What about
showing dedication to the community? Do you agree with that characteristic?
Candidate B (What is your opinion?) (What about showing dedication to the community?) (How to serve the Answer
community?) I totally agree. In my opinion, a good police officer must be dedicated in ensuring
community safety. They should provide the community with the latest updates on criminal cases. Password:
By doing this, they can also maintain a good relationship with the community. help123
Candidate A (What about the last point?) (Why?) As for the last characteristic, I agree that police officers need
to keep calm in any situation. This is because having this trait would help them to carry out their
duties more efficiently. Do you agree?
Candidate B (What is your opinion?) Yes, exactly. I do agree that is another vital characteristic to have as a
police officer.
23
Lesson 18 & 19: Writing DESCRIPTIVE ESSAY I would describe a person in a conversation or in writing. Real-Life Adaptation
Practice A (L.S. 4.2.3, 3.1.2) SPM-Oriented Part 2: Guided Writing Textbook: page 27 PL
Your teacher has asked you to write a descriptive essay about someone you know who has a job that you admire.
In your essay, you should write about:
• the description of the person
• the occupation and the responsibilities
• the reasons why the person chose this occupation
Write your essay using all the notes and giving reasons for your point of view. Write your answer in 125 – 150 words
in an appropriate style.
Pre-Writing
1 Brainstorming for ideas
Before writing your essay, jot down any ideas that come to mind. Brainstorming will help you generate more
ideas for a topic quickly. You can brainstorm using the 5W1H technique below:
What happened? When did it happen? Where did it happen? Why did it happen? Who was involved? How
did it happen?
2 The benefits of using the 5W1H technique
This is a useful strategy to help you plan your essay. You can also think of what information is needed for your
essay. It helps you to organise your ideas into one coherent plan.
3 How to use the 5W1H technique
Use this technique to connect with the writing topic. It helps you to relate your ideas to the topic given. Then,
write three questions about the topic and answer the questions you have created. Two questions have been
created for you as examples.
Example: 5W1H + a person with a job that you admire
(a) (What/ When/ Where/ Why/ Who/ How) is this person to you?
The person with a job that I admire is my mother.
(b) (What/ When/ Where/ Why/ Who/ How) is this person’s occupation?
My mother works as a teacher in a secondary school.
Unit 2
Demo Version
(c) (What/ When/ Where/ Why/ Who/ How) kind of personality does this person have ?
She is always curious, hardworking and creative.
(d) (What/ When/ Where/ Why/ Who/ How) does he/she work ?
Officially, she works in a school, but she always works from home now due to the pandemic.
(e) (What/ When/ Where/ Why/ Who/ How) does he/she work ?
My mother works five days a week, from 7.30 a.m. until 4.30 p.m. Sometimes, she even goes to school on
Saturdays and Sundays.
4 Useful words or phrases to describe a person’s character.
committed knowledgeable hardworking friendly patient kind-hearted
To help you write a better essay, you may use the given words or your own ideas.
My mother is very committed in her work./ My mother is very hardworking as she even works during the
Answer weekend. / My mother is very patient with her students. / As a teacher, my mother is very knowledgeable
about her subject. / I believe all teachers must be friendly with their students.
Password:
five123
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Practice B (L.S. 4.2.3, 3.1.2) SPM-Oriented Part 2: Guided Writing PL
You may use your answer in Practice A, or the guide (5W1H) given below or your own ideas to complete the essay
outline below. Then, use the answer to write your essay in 125 – 150 words in an appropriate style.
Introduction Who is the person with a career that you look up to?
The person with a career I admire is my cousin. Her name is Ezrine.
Body 1 What does he/she do for a living?
She works as a reporter for a local newspaper.
Elaboration 1 How is his/her personality like?
She is a brave and determined person who loves taking up challenges.
Elaboration 2 What is/are his/her responsibilities?
She has to report on the latest current affairs in the country. She also has to interview people
and then produce reports that will be published in the media.
Body 2 Demo VersionWhat is your opinion about his/her career?
I think my cousin’s career is adventurous.
Elaboration 1 Why do you think that way? Unit 2
It is because through her job, she gets to meet people from different backgrounds and gets to
know everything that happens first.
Elaboration 2 How does he/she commit to this career?
My cousin takes her job very seriously.
Conclusion What is the reason he/she choosing this occupation?
My cousin wanted to be a reporter because she believes everyone has the right to get accurate
information. She also has an ability to find the latest news.
Hope What is your hope in the future?
I hope I will be able to become a reporter just like my cousin in the future and serve the country.
(Introduction) The person with a career I admire is my cousin. Her name is Ezrine. Further practice: (Guided Writing)
(Body 1) She works as a reporter for a local newspaper. She is a brave and determined person who loves taking up (Unit 3: page 41) (Unit 4: page 55)
challenges. She has to report on the latest current affairs in the country. She also has to interview people and then
produce reports that will be published in the media.
(Body 2) I think my cousin’s career is adventurous. It is because through her job, she gets to meet people
from different backgrounds and gets to know everything that happens first. My cousin takes her job very seriously.
(Conclusion) My cousin wanted to be a reporter because she believes everyone has the right to get accurate
information. She also has an ability to find the latest news. I hope I will be able to become a reporter just like my
cousin in the future and serve the country.
(149 words) Answer
L.S. 4.2.3 Produce an extended plan or draft and modify this appropriately in response to feedback or independently
L.S. 3.1.2 Understand specific details and information in extended texts on a wide range of familiar topics
Password:
serve123
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Lesson 20: Reading I would read a story from a short story, a website or a book. Real-Life Adaptation Core Civic Value: Mutual Respect
Practice A (L.S. 3.1.2) SPM-Oriented Part 3: Longer Text Textbook: page 28-29 PL
You are going to read an extract from a short story and then pay attention to the words in bold. For questions 1 to
8, choose the correct answer (A, B, C or D). (Dotted underlined words are possible correct answers.)
Unit 2 From then on, Pauline knew the horrible life of Pauline felt emotional. She was hesitant. Should Core Civic Value: Responsibility
the very poor. But she played her part to her level she speak to her? Or she shouldn’t? Yes, of course.5And
Demo Versionbest.1The dreadful loan must be paid. She would now that she had paid her debt in full, she would
pay it. They dismissed their maid; they moved to a tell her all. Why not?
Answer new place where no one knew them. They could
not afford even to rent a house; they rented a small She went up to her.
room on top of an old building. “Good morning, Pandalela.” “How are you?”
She came to know the heavy house chores Pandalela was surprised and did not recognise
required, the horrible duties of the kitchen.2In the her at once. She was astonished to be addressed so
past, she had her maid to do all those work. But familiarly6by this poor woman. She was nervous.
now she had to wash the dishes, scrub the dirty “But - madam - I don’t know…you,” she stammered.
pots and the bottoms of pans. She washed the dirty “I think you must have made a mistake.”
linen, the shirts and the dishcloths, which she hung
to dry out on a string. Every morning, she carried the “No, I am Pauline.”
dustbin down to the street, and carried up the pail of Her friend uttered a cry.
water, stopping to catch her breath. Dressed like a
poor woman, she went to the fruit stall, to the grocer, “Oh! ... my poor Pauline, how you have changed!
to the butcher, carrying her basket on her arm, trying My apologies, I could not recognise you.”
to bargain for every cent.
“Yes, I have fallen on some hard times since I
Her husband worked every evening, doing last saw you, and many difficulties that I had to go
accounts for a businessman. He often worked late through ... and all because of you! ...”
into the night, copying a manuscript at RM5 per “Me? How can that be?”
page. And this life lasted ten years. At the end of
ten years, they3had paid off everything, the loans “You remember that diamond necklace which I
that they had taken and with the accumulation of borrowed from you to wear to the Ministry event?”
interest.
“Yes. Well?”
Pauline looked old now. 4She had become
strong, hard and rough like all the women of “Well, I lost it.”
poor households. With her messy hair, with skirts “What do you mean? How could it be lost? You
wrinkled and not ironed and her hands no longer soft have returned it to me.”
and gentle, she talked loudly as she washed the floor
with water being spilled and splashed all over the “I bought you another one just exactly like
floor. But sometimes, when her husband was at the it.7And we had been paying for it for the last ten years.
office, she sat down near the window and thought It wasn’t easy for us as we had no money. But finally we
of that evening long ago at the hall at which she had managed to pay for it. It is over, and I am very glad.”
been so beautiful and had everyone admiring her.
Pandalela was at a loss for words. She did not
What would have happened if she had not lost that know what to say for a moment.
necklace? Who knows? Who knows? How strange life
is, how fickle! How little is needed to ruin or to save “You say that you bought a diamond necklace to
someone. replace mine?”
One Sunday, she went for a walk in Botanica “Yes, you didn’t notice it? They were very similar.”
Park, to relax and to refresh herself after a week’s
of hard work at the factory. Suddenly, she saw a And Pauline smiled with proud and innocent
woman walking with a child. She recognised her happiness.
immediately. It was Pandalela, still young, still
beautiful and charming. Pandalela was deeply moved and took both her
hands.
“Oh, my poor Pauline! But the diamond necklace
that you borrowed from me was an imitation! It was
worth the most RM50! ...”
(Adapted from The Necklace by Guy de Maupassant)
Password:
week123
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1 In paragraph 1, why did Pauline use the phrase ‘the 5 Pauline only had the courage to tell Pandalela the
horrible life of the very poor’? truth when she
A To describe her life until the debt was paid. A recognised Pandalela when she was taking a
B To justify she had played her part to her level walk in the park.
best. B had paid off the loan, so Pandalela had no reason
C To explain they had to move to a new place where to be angry with her.
no one knew them. C put the blame on Pandalela for all the hard times
D To rationalise that they had to stay in a rented she had gone through.
small room of an old building. D wanted Pandalela to know how much she had
suffered for the past ten years.
2 In paragraph 2, the writer uses the phrase ‘…came to
know the heavy house chores’ to tell us that Pauline 6 Pandalela could not recognise Pauline probably
because
A had never done any hard laborious work before.
B enjoyed doing housework without any complaint. A she looked nervous.
C was used to doing a lot of heavy household work. B she looked different.
D preferred to do house chores and dressed like a C she was old and poor.
D she was unattractive.
poor woman.
7 Why did Pauline smile with proud and innocent
3 In paragraph 3, Pauline’s husband worked hard for happiness?
ten years because
A She had successfully paid off the loan.
A he had to pay off the loan. B Pandalela was at a loss for words and could not
B he had to settle the interest
C he enjoyed copying manuscript. say anything.
D he did accounts for a businessman. C She had managed to buy a similar necklace for
4 In paragraph 4, what was the proof that Pauline’s Pandalela.
life had changed? D Pandalela did not notice the difference between
A She thought of the evening at the hall long ago. the necklace.
B She was beautiful and everyone would admire
8 What is the purpose of the writer writing this short
her. story?
C She sat down near the window waiting for her
A To look back on how life can be beautiful.
husband. B To show how deceptive appearances can be.
D She had become strong, hard and rough like all C To explain how poverty can change a person’s life.
D To describe how a small mistake can hurt a
women of poor households.
Demo Version person. Unit 2
Practice B (L.S. 2.4.1) PL Further practice: (Reading Part 3)
(Unit 5: page 62) (Unit 6: page 77) (Unit 7: page 102) (Unit 8: page 117)
You may use the words in brackets or your own ideas to complete the conversation below. Then, role-play the dialogue.
Student A: Hi, Karen . Have you summarised the main points of the short story that Mr Tan asked us to
do last week?
Student B: (to respond: not started) Hi, Mala. Oh no! I have not started yet. I almost forgot about it .
(to ask for information) What are the main points of the summary that you have highlighted?
Student A: (to explain) Well, I mentioned their difficult life and how hard they had to work to pay off the loan .
Student B: Okay. And then what else?
Student A: (to elaborate: main point) The next main point is how Pandalela did not recognise her friend. Pauline
told Pandalela she had replaced the necklace she borrowed with a new diamond necklace. And finally
Pandalela told her the truth. I think those are so far the main points of the story. I hope I got them right .
Student B: Thank you for sharing the main points of the story. I’d better get on with my own summary before our
next English class.
Answer
L.S. 3.1.2 Understand the main points in extended texts on a wide range of familiar topics
L.S. 2.4.1 Summarise the main points of a story, text or plot
Password:
story123
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Lesson 22: Listening I would watch a news report or interview about a crime. Real-Life Adaptation Core Civic Value: Responsibility
Audio Practice A (L.S. 1.1.1) SPM-Oriented Part 2: 3-option MCQ Textbook: page 30 PL
A You will hear Rahman talking about his experience of almost being accused of committing a crime. (Listen without
Track 2.2 the tapescript)
B Now listen again and go to page 142 to read the tapescript and then pay attention to the words in bold. For
questions 1 to 8, circle the correct answer (A, B, or C).
1 What was the main reason Rahman did not continue 5 Rahman was thinking about
his studies? A how to get to Mr. Tan’s factory.
A He did not have enough money. B how to resolve the watch issue.
B He did some odd jobs to earn money. C how the watch had got into the container.
C He wanted to sell scrap metal for a living.
6 What made Rahman almost break down in tears?
2 Why did Rahman stop by the roadside? A The guard had called him a thief.
A To collect scrap metal from Mr. Tan’s house. B The manager had interrogated him.
B To check where the sound was coming from. C The guard said that Rahman had the watch with
C To look for a new and expensive watch. him.
3 What was James doing? 7 What did the manager do?
A He was cutting grass. A He listened to Rahman’s explanation.
B He was teasing Rahman. B He alerted the police about the issue.
C He was throwing empty cans. C He brought Rahman into a room.
4 What did some boys do to Rahman when he used to 8 James only told the truth after
cycle on his rounds? A Mr. Tan solved pieces of the puzzle.
B a lot of cross-examination by the police.
A They made fun of him. C Mr. Tan found out that he had to be the culprit.
B They ignored him completely.
C They stopped laughing at him.
Unit 2 Demo Version
Further practice: (Listening Part 2) Practice B (L.S. 2.1.4) PL
(Unit 3: page 38 Guided 2) (Unit 3: page 43) (Unit 7: page 104)
Get into groups of four and work in pairs. Imagine that you are a witness to a crime scene. You are helping the police
with their enquiries by giving them a description of the following:
You may use 5W1H technique to describe a scene from a movie or a book/ newspaper/ online news that you have read.
Group 1 (Describe the Crime Scene Investigation)
Madam Jenny called her daughter many times but all the calls did not go through. Thus, she called me to check
on her daughter. I was her neighbour. When I arrived, the door was unlocked. So, I immediately called the police.
As I walked into the house, I saw some papers strewn on the floor. There was a small table that seemed to have
toppled down and there was a mobile phone on the floor. This explained why Madam Jenny could not reach her
daughter. The toppled table could be because of a forced entry.
Answer Group 2 (Describe a Car Chase)
Both cars were bumper to bumper on the road. The cars were also flashing lights and the horns were blaring.
Password: However, the driver did not overtake but continued chasing the car in front for several kilometres. Then, the driver
car123 began to bump into the back of the car in front. The car in front tried to escape but failed as the car behind was
still bumping against the car in front.
L.S. 1.1.1 Understand independently the main ideas in extended texts on a wide range of familiar topics
L.S. 2.1.4 Explain and justify own point of view
28
Lesson 23: Speaking Having a discussion about a topic related to extreme sports. Real-Life Adaptation
Practice A (L.S. 2.1.2, 4.1.4) SPM-Oriented Part 1: Interview Textbook: page 31 PL
Phase 1
Complete the conversation below. (Accept any suitable or reasonable answer)
Teacher Good morning to both of you. What’s your name?
Candidate A Good morning. My name is Surendran.
Teacher Thank you. And what’s your name?
Candidate B My name is Lee Yan.
Teacher Thank you. How are you doing today?
Candidate A I’m doing great today. Thank you for asking.
Teacher Where do you live?
Demo Version
Candidate B I live at Taman Permata which is only 2 kilometres away from here. Unit 2
Phase 2
Interlocutor selects one/two of the following questions for each candidate. Allow candidates roughly 30 seconds
maximum per question to prepare. Use candidates’ names throughout. (Accept any suitable or reasonable answer)
Teacher Now, I’m going to ask you about extreme sports.
What is your favourite extreme sport? {Back-up prompts (if required)} Can you name me one
extreme sport that you would like to try?
Candidate A My favourite extreme sport is rock climbing.
Teacher Why extreme sports are becoming popular with many teenagers? {Back-up prompts (if
required)} Do you think teenagers like extreme sports?
Candidate B Yes, I think they do. In my opinion, the reason is that there are many extreme sports facilities
available for teenagers such as skate parks and rock climbing centres.
Teacher What are some of the risks of doing extreme sports? {Back-up prompts (if required)} How
dangerous are extreme sports?
Candidate A I believe that the risks of doing extreme sports are personal injuries such as broken bones, broken
leg, sprained ankles and possibly death.
Teacher Do you think extreme sports are suitable for all people? (Why) {Back-up prompts (if required)}
Do you agree that extreme sports are safe for all to try?
Candidate B To me, extreme sports are not suitable for all people (Why not) because some of the sports like
bungee jumping and skydiving are not meant for people who are afraid of heights.
Teacher Do you think extreme sports are expensive? (Why) {Back-up prompts (if required)} Do you
think doing extreme sports costs a lot of money? Why not?
Candidate A Yes, it is (Why) because we need to wear proper safety equipment to avoid any injuries. For mountain biking, you need to
buy a mountain bike, a helmet, elbow pads and knee pads./ No, it isn’t (Why?) because not all extreme sports require you
to buy expensive equipment like skateboarding. You only need to buy a skateboard while the other equipment is optional.
Teacher What is your opinion about people who love extreme sports? Why? {Back-up prompts (if
required)} What do you think about extreme sports?
Candidate B From my point of view, I believe those people are brave because they are not afraid of the risks Answer
they would be facing. Besides, I also believe that they love to push themselves beyond the limit.
L.S. 2.1.2 Ask about and explain causes and consequences of actions, events, simple processes
L.S. 4.1.4 Express and respond to opinions and common feelings such as amusement, anger and regret
Password:
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Lesson 24: Writing A STORY I would share a story in a social gathering. Real-Life Adaptation
Example Practice A (L.S. 4.1.5, 3.1.6) SPM-Oriented Part 3: Extended Writing Textbook: page 32-33 PL
Your teacher has asked you to write a story for a writing competition. The story must have the title:
Model A Scary Experience in Your Life
Essay Your story should include:
• where were you and who were you with?
• how did you find out the truth?
Write your story in 200 – 250 words in an appropriate style.
Pre-Writing
You may use the guide given below or your own ideas to complete the pre-writing.
(A) Beginning of Story
How to hook your reader’s attention? There is no specific formula for this. The following questions may help
you to determine what the hook is.
• Your character(s) can’t be perfect.
• Where does your story take place?
• What sentence or fact makes people sit up and take notice of your story?
• What is the audience going to care about the most, or be most interested in or shocked by?
Example
Lisa and I have not been able to take any pictures of an old abandoned house for our Geography project because
she kept begging me to leave each time she heard a strange sound.
Practice 1(a) Now it’s your turn to write
My mother is timid in nature. However, she likes to read horror stories. My father likes to scare her with silly stories
about our neighbourhood and our old double storey house from time to time. My brother and I enjoy watching our
mother tremble with fear listening to the stories.
Unit 2
Demo Version
(B) Middle Events
Answer • What is the event leading up to the conflict?
• How did the character try to accomplish his/her goal?
• To make your story more interesting, include 2-3 challenges the character faces as he/she moves on to the
exciting part of your story. This builds up the tension in the plot before you state what happened.
Example
I opened the front door, with Lisa holding my bag tightly. I noticed a sweet smell in the air. Lisa gasped in
fear upon seeing all the furniture seemed brand new. Despite the weeds outside, everything looked very clean
inside. I asked Lisa, ‘It was a total mess last week, wasn’t it?’
Practice 1(b) Now it’s your turn to write
One night, Father had to work late. As usual, Mother would be reading her horror novel after dinner in her room.
My brother and I would be doing our homework.
Password:
work123
30
(C) Climax
• What is the most interesting part of the story?
• Is there a twist in the story? Did something unexpected happen at the end?
Example
We finally reached my house, panting and legs still shaking from our experience. Mum found us crying in the
living room and asked what happened. Lisa was too shocked to speak, so I had to tell my mother everything,
including the several trips we had made earlier to the building.
Practice 1(c) Now it’s your turn to write
Father came home at midnight. All of us were already asleep by then. Suddenly, we were wakened up
by Father’s loud scream. My brother and I rushed out and found our father standing in the master bedroom. His face
was pale and his hands were shaking. Mother was sitting up in bed, looking groggy and yawning.
Demo Version
Unit 2
(D) The Ending of the Story
• What is the result of the climax? What are the character’s reactions? Was any mystery solved in the end?
• What is the solution to the problem?
Example
Mum laughed and told us that the old woman must have been Aunt Josephine, the owner of the house. She had
decided to move back into the house that had belonged to her family. She explained that Aunt Josephine used to
sell home-made scented candles and had plenty of them in her house. That explained the sweet smell.
Practice 1(d) Now it’s your turn to write
With a shaky voice, Father asked Mother, ‘Weren’t you downstairs with me a moment ago?’ Mother was puzzled
and answered, ‘What do you mean? I was asleep.’ Father told us ‘Mother’ had opened the door for him. Then,
‘Mother’ brought him a cup of coffee and they had a small chat. He swore that he saw ‘Mother’ walking into the
kitchen as he was walking up the stairs.
(E) Conclusion • How was the problem solved? • What is the moral of the story?
• How did the story turn out?
Example
(Conclusion) Eventually, we were invited to the house and were properly introduced to Aunt Josephine. We
apologised for intruding into her property. Luckily, she forgave us. (Moral of the story) We learnt our lesson
to always ask for permission. We should also inform our parents of our whereabouts and what we are doing.
(250 words)
Practice 1(e) Now it’s your turn to write
(Conclusion) Since that day, Father stopped teasing Mother about her timid nature. He also would try to be
home before sunset. His scary encounter with a ghost had totally changed him. (Moral of the story) Father
definitely learnt a lesson not to make fun of anyone or anything any more.
(249 words)
L.S. 4.1.5 Organise, sequence and develop ideas within a text of several paragraphs on familiar topics Answer
L.S. 3.1.6 Recognise with support typical features at word, sentence and text levels of an increased range of genres
Password:
fun123
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Further practice: (Story) Lesson 25: Writing A STORY I would share a story in a social gathering. Real-Life Adaptation
(Unit 5: page 70)
Practice A SPM-Oriented Part 3: Extended Writing PL
Your teacher has asked you to write a story where you felt frightened or threatened.
A Strange Incident at My Home
Your story should include:
• a description of the strange incident
• how the story ends
Write your story in 200 – 250 words in an appropriate style.
You may use the guide given below or yours own ideas to answer the question. Then, use the answer to write your story.
Beginning of story A description of the frightening experience
• Who are your characters?
• Where does the story take place?
• What is the story about? What sentence or fact makes the story interesting?
Unit 2
Demo Version
My younger sister and I were at home one night. Our parents were out of town and would
only return home the next day. They had to attend a relative’s wedding. My sister requested
to watch a horror film that my parents had strictly warned us not to watch. Without
thinking, I agreed.
Middle event What is the event leading up to the conflict?
We were in the midst of a scary scene when suddenly the phone rang. Kriiiinggggggg!!! I
had a fright I almost fell off my chair. When I picked it up, there was only silence on the line.
Then after five minutes, the phone rang again and the same thing happened.
Climax The most interesting part of the story. Is there a twist in the story? Did something
Ending of story unexpected happen?
Conclusion My sister started crying when the phone rang for the third time. She was freaked out as the
movie was about ghosts making phone calls. I started to panic too and suggested that we
go to bed immediately. The next morning, my parents returned home. Upon seeing them,
my sister told them what had happened.
What is the result of the climax? How did the characters react? Any mysteries solved?
Suddenly, my parents burst into laughter and told us that they were the ones who had
made the prank calls. Apparently, they had installed CCTV and they were not happy seeing
us breaking their rules.
How did the story turn out? How was the problem solved? What is the moral of the story?
(Conclusion) As punishment, we had to wash the toilets for watching a horror film without
our parents’ permission. We promised our parents not to watch any horror films anymore.
(Moral of the story) We learned our lesson not to break any rules ever again.
(232 words)
Answer Other Examples
Examples for Climax
Password: 1 In the movie ‘Avengers: Endgame’, the Avengers and Thanos have a raging battle for the ages. Right as we think Thanos
glad123
might actually win, Tony is able to steal the Infinity Stones and snaps his fingers. Tony is dying, but the world is saved.
2 In the movie ‘Cinderella’, the prince says he will marry the woman whom fits the glass slipper.
Examples for Moral of the Story
1 Cinderella – Have courage and self-confidence.
2 Beauty and the Beast – The inner beauty is very important.
3 Lion King – Running away will not solve your problem.
4 Ola Bola – Always believe in the impossible.
32
Lesson 26: Literature in Action
Practice A (L.S. 5.1.1) PL Video
Based on the poem ‘The Charge of the Light Brigade’, complete the table below.
These three lines from the poem indicate the responsibilities of a soldier. In your own words, describe what the soldiers Charge of
the Light
must do and must not do. Brigade
Theirs not to make reply, 1 Soldiers must not question any commands given to them
Theirs not to reason why, 2 Soldiers must not doubt any orders given
Theirs but to do and die. 3 Soldiers must carry out all their responsibilities
Practice B (L.S. 5.1.1) PL
Based on the poem ‘The Charge of the Light Brigade’, answer the questions below.
Demo Version Answer
Unit 2The Charge of the Light BrigadePassword:
Half a league, half a league, Cannon to right of them, our123
Half a league onward, Cannon to left of them,
All in the valley of Death Cannon in front of them 33
Rode the six hundred. Volleyed and thundered;
“Forward, the Light Brigade! Stormed at with shot and shell,
Charge for the guns!” he said. Boldly they rode and well,
Into the valley of Death Into the jaws of Death,
Rode the six hundred. Into the mouth of Hell
Rode the six hundred.
“Forward, the Light Brigade!”
Was there a man dismayed? Alfred, Lord Tennyson.
Not though the soldier knew
Some one had blundered.
Theirs not to make reply,
Theirs not to reason why,
Theirs but to do and die.
Into the valley of Death
Rode the six hundred.
What lessons have your learnt from the poem?
1 We must avoid wars because many lives will be sacrificed.
2 Sometimes, we must speak up if we feel that any commands given to us may harm us.
3 We must follow all the instructions given to us by our leaders.
4 We must be brave when we face challenges in life
L.S. 5.1.1 Explain briefly the feelings and opinions a text provokes in them
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