OMG 5 English Form 2

Oh My Guru (Module) English Form 2 OH MY GURU Module Version 5.0

Demo Version Professional
New New New Voice Over Talent
for Listening Audio

Guided
PT3

Oriented Practice

Real Life
Adaption
Practice

Complete
Scheme of Work
(Lesson 1 to 112)

ANSWERSTeacher’s Edition (ReadinBgYhO,otPNWutpaUrmpsiS:teai/rn/yPqg1Td,r3tsoSo.wpMlyPeno/aald6opkeareibnldrgwT4i,tesLseaitststening)

Are provided in the Student’s Edition Teacher’s Edition

You may download the Audio for
Listening at https://qrs.ly/6rbwses
or scan QR Code at this book to play
the audio file.

2 English
Form 2

OMG Module English Book Guide

G1 G2 G1 G2
F1 F1 F1

Dotted underline
words are distractor

(possible correct answers)

G1 Practice written based on Scheme of Work, from Lesson 1 to
Lesson 112. (Inclusive Enrichment Activity, Action Oriented
Task & Project-Based Lessons). They also comply with
Learning Standard (L.S) and PT3 Oriented Practice.

G2 Real Life Adaption: When would I do this in real life?
To educate pupils on how they are going to use learnt skills in
near future and coming events.

F1 Guided Practice Level 1 (Easy)
Key word with conversation template given to guide student
prepare answer. Upon completion of a conversation, student
may practise the conversation (speaking skill) with friend.
Demo Version F1 Guided Practice Level 1 (Easy)
Words in bold in the text are possible correct answers. To
comply with CEFR (New PT3 Format), each answer comes
with 2 distractors (possible answers).

G1 G2

F1

G1 G2

F1

F1
F2

The tapescript is
purposely layout
upside down.

F1 Guided Practice Level 1 (Easy)
Practice with step-by-step approach.
Step 1: Listen to audio (without tapescript)
Step 2: Listen to audio & turn round the book to read the
tapescript. The tapescript comes with answer hint (words
in bold). To comply with CEFR (New PT3 Format), each
answer comes with distractor (possible answer).

F2 QR Code for Listening Audio. Recorded in Music Studio F1 Guided Practice Level 1 (Easy)
by Professional Voice Over Talent. Clear audio quality Guideline with Key words & essay template given to help
and no weird accent. Audio file can be downloaded at student to follow step-by-step approach.
https://qrs.ly/6rbwses or scan QR Code at this book to
play the audio.

CONTENTS

UNIT PROTECTING OUR PLANET UNIT BRINGING SCIENCE INTO THE CLASSROOM
(NON-TEXTBOOK UNIT) (NON-TEXTBOOK UNIT)
01 05

1 Speaking Part 3: Discussion Task (Core Civic Value) 1 30 Listening Part 4: Note Completion (Monologue) 31

2 Listening Part 2: Matching (Sequencing) ......... 2 31 Speaking Part 1: Interview ............................ 32

3 Reading Part 3: Information Transfer ............ 3 32 Reading Part 1: Short Texts MCQ .......................................... 33

4 Writing | Informal Letter .............................................................. 4 33 Writing | Blog Post Part 2: Notes Expansion 34

Part 1: Short Communicative Message 34 Literature In Action ...................................................................... 36

5 Literature In Action ...................................................................... 6 35 Language Awareness Part 2: Error Correction ............... 37
6 Language Awareness Part 2: Error Correction ............... 7

UNIT MONEY UNIT JOURNEYS
(TEXTBOOK-BASED UNIT 6) (TEXTBOOK-BASED UNIT 7)
02 06

7 Speaking Part 1: Interview 36 Speaking Part 3: Discussion Task 38(Core Civic Value)
Demo Version
(Core Civic Value) ... 8 37 & 38 Reading Part 3: Information Transfer 39

8 & 9 Reading Part 4: Short Answer (Core Civic Value) 9 39 Language Awareness Part 2: Error Correction ............... 40

10 Language Awareness Part 2: Error Correction ............... 10 40 Listening Part 1: 3-option Visual ................. 41

11 Listening Part 3: 3-option MCQ .......................... 11 41 Enrichment Activity ..................................................................... 42
42 Language Awareness Part 2: Error Correction ............... 44
12 Enrichment Activity (Core Civic Value) ..................................... 12
13 Language Awareness Part 2: Error Correction ............... 14 43 - 44 Action Oriented Task ........................................................ 45

14 - 15 Action Oriented Task (Core Civic Value) ........................ 15 45 Writing | Blog Post (Core Civic Value) ....................................... 47

16 Writing | Informal Letter (Core Civic Value) ........................... 17 Part 2: Notes Expansion

Part 1: Short Communicative Message 46 Literature In Action ...................................................................... 48

17 Literature In Action ...................................................................... 18

UNIT FAMILY AND FRIEND UNIT RINGGIT AND CENT
(NON-TEXTBOOK UNIT) (NON-TEXTBOOK UNIT)
03 07

18 Listening Part 1: 3-option Visual 47 Listening Part 2: Matching (Sequencing) ... 49
19 Speaking Part 3: Discussion Task
20 Reading Part 5: Matching (Gapped Text) ....................... 19 48 Speaking Part 3: Discussion Task ................ 50
................ 20
49 Reading Part 5: Matching (Gapped Text) ...................... 51
......................... 21
50 Writing | Story Part 2: Notes Expansion .......................... 52
21 Writing | Informal Letter (Core Civic Value) ........................... 22
51 Literature In Action ...................................................................... 53
Part 1: Short Communicative Message
52 Language Awareness Part 2: Error Correction ............... 54
22 Literature In Action ...................................................................... 23
23 Language Awareness Part 2: Error Correction ............... 24 UNIT ALERT TODAY, ALIVE TOMORROW
(NON-TEXTBOOK UNIT)
08

UNIT PET AND ANIMAL 53 Listening Part 3: 3-option MCQ 55(Core Civic Value)
(NON-TEXTBOOK UNIT)
04 54 Speaking Part 1: Interview ..................................................... 56

24 Listening Part 5: Note Completion (Dialogue) 25 55 Reading Part 5: Matching (Gapped Text) ......................... 57

25 Speaking Part 2: Story Telling (Core Civic Value) 26 56 Writing | Email ............................................................................... 58

26 Reading Part 1: Short Texts MCQ .................... 27 Part 1: Short Communicative Message

27 Writing | Informal Letter (Core Civic Value) ................. 28 57 Literature In Action ...................................................................... 60
58 Language Awareness Part 2: Error Correction ............... 61
Part 1: Short Communicative Message

28 Literature In Action ...................................................................... 29
29 Language Awareness Part 2: Error Correction ............... 30

UNIT PIECES OF TECHNOLOGY UNIT COLOURS OF MALAYSIA
(NON-TEXTBOOK UNIT) (NON-TEXTBOOK UNIT)
09 13

59 Listening Part 5: Note Completion (Dialogue) ................. 62 88 Listening Part 4: Note Completion (Monologue) ................. 90
89 Speaking Part 3: Discussion Task ............................................ 91
60 Speaking Part 3: Discussion Task ......................................... 63 90 Reading Part 3: Information Transfer .................................. 92
91 Writing | Message Part 1: Short Communicative Message 93
61 Reading Part 4: Short Answer ......................... 64
92 Literature In Action ...................................................................... 94
62 Writing | Email .................................................... 65 93 Language Awareness Part 2: Error Correction ............... 95

Part 1: Short Communicative Message

63 Literature In Action ...................................................................... 66
64 Language Awareness Part 2: Error Correction ............... 67

UNIT GOOD LUCK, BAD LUCK UNIT TAKE CARE
(TEXTBOOK-BASED UNIT 8) (TEXTBOOK-BASED UNIT 9)
10 14

65 Speaking Part 2: Story Telling ...................... 68 94 Speaking Part 3: Discussion Task ............................................ 96
95 & 96 Reading Part 4: Short Answer ................................... 97
66 & 67 Reading Part 4: Short Answer ................................. 69 97 Language Awareness Part 2: Error Correction .................. 98
98 Listening Part 2: Matching (Sequencing) .............................. 99
68 Language Awareness Part 2: Error Correction ............... 70Demo Version
69 Listening ............................................................................................ 71 99 Enrichment Activity (Core Civic Value) ....................................... 100
100 Language Awareness Part 2: Error Correction ............. 102
Part 4: Note Completion (Monologue)

70 Enrichment Activity ..................................................................... 72 101 - 102 Action Oriented Task (Core Civic Value) ..................... 103
71 Language Awareness Part 2: Error Correction ............... 74
103 Writing | Instant Message ......................................................... 105
72 - 73 Action Oriented Task ........................................................ 75
74 Writing | Email Part 1: Short Communicative Message .. 76 Part 1: Short Communicative Message
75 Literature In Action ...................................................................... 77
104 Literature In Action ..................................................................... 106

UNIT GO GREEN AND SAVE THE ENVIRONMENT UNIT INSPRIRE YOUR NEXT IDEA
(NON-TEXTBOOK UNIT) (NON-TEXTBOOK UNIT)
11 15

76 Listening Part 1: 3-option Visual .......................................... 78 105 Listening Part 1: 3-option Visual ........................................ 107
77 Speaking Part 3: Discussion Task ......................................... 79 106 Speaking Part 2: Story Telling ............................................. 108
78 Reading Part 1: Short Texts MCQ ....................................... 80 107 Reading Part 4: Short Answer ............................................ 109
79 Writing | Message (Core Civic Value) ................................ 81 108 Writing | Instant Message (Core Civic Value) ......................... 110

Part 1: Short Communicative Message Part 1: Short Communicative Message

80 Literature In Action ...................................................................... 82 109 Literature In Action .......................................................... 111
81 Language Awareness Part 2: Error Correction ............... 83
110 Language Awareness Part 2: Error Correction .............. 112
111 - 112 Project-Based Lessons .................................................. 113

UNIT HOW HAS SCIENCE CHANGED OUR LIFE? LT TAPESCRIPT 116
(NON-TEXTBOOK UNIT)
12

82 Listening Part 3: 3-option MCQ ............................................. 84 ANS ANSWERS
(Are provided in Student’s Edition)
83 Speaking Part 2: Story Telling ............................................... 85

84 Reading Part 3: Information Transfer ............................... 86
85 Writing | Message ......................................................................... 87

Part 1: Short Communicative Message

86 Literature In Action ...................................................................... 88 To place order, you may Contact or SMS or WhatsApp to:
87 Language Awareness Part 2: Error Correction ............... 89
Nicholas 012-2885 285 Vally 016-522 5313

John 017-331 3993 Alvis 011-3550 9166

Vincent 012-973 9386 Jackson 011-1890 9869

Kelvin 011-1527 8088 Johnny 011-5507 1039

01UNIT PROTECTING OUR PLANET (NON-TEXTBOOK UNIT)

Theme: Health and Environment

SOW: Lesson 1 Speaking When would I do this in real life? Real Life Adaption

Discussion with friend about school club campaign.

Practice A (L.S. 2.1.2, 2.3.1) PT3 Oriented Part 3: Discussion Task PL Unit 1 (Non-Textbook Unit)

Common Pronunciation Mistake

old Word: wednesday
newspaper Phonetics: /ˈwɛnzdeɪ

used Items Say: wenz-dey
magazines to Collect
and Sell for plastic Don’t say: wen-nesdey
used books Recycling glass
Explanation: Americans don’t pronounce
the d in Wednesday. You
Demo Versiontin can can’t hear it doesn’t mean it
doesn’t exist cause the word
Wednesday actually has
Germanic linguistic origins.
The first “d” and second “e”
in Wednesday is always silent.

Teacher Now, I’d like you to talk about something together for about two minutes. I’m going to describe a situation
to you. You and your friend are discussing about school Science Club fund-raising campaign.
First you have some time to look at the task.
Allow candidate A and B 15 seconds to look at the task.
Now, talk together about the items that you would like to collect and sell for recycling to get
some money for the Science Club fund. You may start if you are ready.

Candidate A (What: old newspapers – easily found) I would like to suggest that we collect some old
newspapers because they are easily found everywhere.

Candidate B (How: where to get – not many buy newspapers) How do we get them because these days, not
many people buy newspapers anymore as they read the news from their smartphone.

Candidate A (What: agree) I think I have to agree with you. What is your suggestion then?

Candidate B (What: plastic - glass - tin can) I think it is easier to collect plastic, glass and tin cans as everyone
has them at home.

Candidate A (How: ask – friends and family) That’s a great suggestion. We can ask our friends and family
members to donate used plastic and glasses for the campaign.

Candidate B (What: used books - used magazines) I think it is easy to collect used books and magazines too. Core Civic Value: Responsibility

Candidate A (Why: school pupils – easy to get) That’s right because most of us are school pupils, so we can
get those items easily to be recycled later.

1-2 minutes Back-up prompts to be used if necessary:
What do you think (candidate name)? How about you (candidate name)? What about this
(pointing to option)? Do you agree (candidate name)?

L.S. 2.1.2 Ask for and respond appropriately to simple suggestions
L.S. 2.3.1 Keep interaction going in longer exchanges by checking understanding of what a speaker is saying

1

Audio Reminder: This is not a printing mistake, the tapescript is purposely laid out upside down. Real Life Adaption
SOW: Lesson 2 Listening PT3 Oriented Part 2: Matching (Sequencing)

Practice A (L.S. 1.1.1)Mr Sim: The next step is testing process to determinePL
the weight of the plastic. Lastly, the most
Track 1.1 interesting final process is 5mixing the small
plastic. Once this step is done, the new plastic
You will listen to a radio show about recycling.can be used for other plastic products.

Now listen to the audio again. Turn round your book toAngela: Thank you so much Mr Joshua for sharing with us.
read the tapescript and then pay attention to the words inMr Sim: You’re most welcome.
bold. (Dotted underline words are possible correct answers.)
Unit 1 (Non-Textbook Unit) Angela: Good morning Mr Sim, our topic for today is on When would I do this in real life?
For questions 1 to 5, complete the notes with options A how to recycle plastic waste. Could you please Listen to radio talk show.
Demo Version– G. You only need to write the letter. Write the correct tell us about the process?
answer (A - G) in the space provided.
Mr Sim: Certainly. First of all, our workers purchase
plastic to be recycled such as plastic bagsRecycling Plastic Process
from the factory. Usually, we collect themBuy plastic from factory to be recycled
from homes but we have stopped due to
shortage of man power.1. B

Angela: Do you purchase plastic from other countries?2. G
Mr Sim: Yes, we did but we stopped to do that due to high
Plastic sent for washing to remove any dirt.
currency exchange rates and operation costs.3. D
Angela: So, Mr Joshua, what’s the next step?4. C
Mr Sim: The next step is, we will 1collect and transport
Examine weight of the plastic Practice B (L.S. 2.1.2) PL
all the plastic back to our recycling facility
5. F before we sort them out, which is anotherComplete the dialogue below between Shila and her
process coming after that. 2Machines will sortfather about recycling.
New plastic produced the plastic into different types such as the
type of plastic, the colour, and also how they
Steps: are made.
A Visit homes to collect recycle item. Angela: That’s interesting to know.
B Used plastic is sent to the recycling facility. (1) Mr Sim: Well, after our machines have sorted out the
C The plastic undergoes resizing process. (4) plastic, the next step is washing to remove dirt
D Get rid of labels. (3) and everything that is not made of plastic.
E Purchase plastic from other countries. Angela: Let me guess, does that process 3remove all
F Combine small plastic. (5) the labels?
G Machines are used to sort out the plastic. (2) Mr Sim: You are correct, Angela. After the washing process
is done, 4it is time for reshaping the plastic into
small plastic.
Angela: So, what’s the next step then, Mr Joshua?
Dad: Why are there so many empty glass bottles
under the sink, Shila?

Shila: (Asking for a suggestion) What should we

do with them ?

Dad: (Respond to a suggestion: sell - recycling

centre) Well, you could sell them to the

recycling centre. .

Shila: That’s a great idea, Dad. (Asking for a

suggestion: go - weekend) Shall we go there

this weekend ?

Dad: (Respond to a suggestion: agree) OK, we

will go this weekend .

L.S. 1.1.1 Understand independently the main ideas in simple longer

texts on a range of familiar topics

L.S. 2.1.2 Ask for and respond appropriately to simple suggestions

2

SOW: Lesson 3 Reading When would I do this in real life? Real Life Adaption

Read news or article from website or social media.

Practice A (L.S. 3.1.3) PT3 Oriented Part 3: Information Transfer PL
Read the text and and pay attention to the words in bold, then answer questions 1 to 8.

Demo Version
Unit 1 (Non-Textbook Unit)
Recycled Water

1Wastewater is transformed into recycled water that can be used for many purposes which means no
freshwater supplies are used for this process. The process saves a huge amount of freshwater. Usually recycled
water is not used for drinking. The water can be used to 2wash cars and clothes in light industry, 3mixing
concrete in heavy industry and watering fields in agricultural farming.

According to the World Health Organisation (WHO), there are four important factors for wastewater reuse –
water shortage, increased population, food security issues, and last but not least, increased air pollution and
water pollution in any place, for example, Malaysia. 4Water shortage and 5food security issues are happening
in poor African countries, while European countries have to keep pace with the growing number in population
each year.

Singapore is one of the many nations that uses recycled water, which is called “NEWater”. Though a small amount
of the reused water is channelled back to reservoirs for drinking water, most of the recycled water production is for
the 6high-tech industry in the country. NEWater is considered as a successful programme, as 782% of respondents
state that they drink the recycled water without a doubt, and another 16% only do so when mixed with reservoir
water. By 2060, Singapore’s National Water Agency plans to triple the NEWater capacity, which is at around 30%
of Singapore’s total use, to 850% in order to meet Singapore’s future water demand.

Complete the following table. Choose no more than four words and/ or a number from the text for each answer.
For each question, write your answer in the space provided. (Dotted underline words are possible correct answers.)

Recycled Water

Recycled water is made from 1 wastewater

Light and heavy industries can use the recycled water 2 wash cars and clothes
3 mixing concrete

Nations in Africa region are facing 4 water shortage
5 food security issues

NEWater in Singapore is produced for 6 the high-tech industry

Percentage of Singaporeans who drink NEWater directly 7 82%

Singapore aims to fulfil future water demand up to 8 50%

Practice B (L.S. 2.1.1) PL
Complete the dialogue below with a partner, using the information from the text.

Student A: What is recycled water?
Student B: Recycled water is the process of transforming wastewater to water.
Student A: (Asking for suggestion: use recycled water - home) How do we use recycled water at home?
Student B: We can use recycled water for washing cars and clothes.

L.S. 3.1.3 Guess the meaning of unfamiliar words from clues provided by other known words and by context on a range of familiar topics
L.S. 2.1.1 Ask about and explain key information from simple texts

3

SOW: Lesson 4 Writing | Informal Letter When would I do this in real life? Real Life Adaption
Model Essay
Write letter or email to advise or give suggestion to your friend.

Read the letter sent by your best friend, Zamri, who is living in another state.

Unit 1 (Non-Textbook Unit) 41, Jalan Perdana 2,
Taman Perdana Utama,
Demo Version
70400 Seremban,
Negeri Sembilan.

10 January 2021

Dear Azura,

How are you? I hope all is well.

My school is going to organise Earth Day campaign next month. As the Science Club President, I need
your suggestion on what kind of activities that are suitable for the campaign.

Do write back. Bye.

Zamri

In about 80 words, write a reply to Zamri, by suggesting some activities for Earth Day campaign.

Sender’s full address 89, Jalan Matahari 7/10,
Displayed on the top right- Taman Suria Aman,
hand section 16000 Kota Bharu,
Kelantan.
Date
Displayed on the right- 23 January 2021
hand side
Hi Zamri,
Salutation
Dear (name of the person) (Opening) How’re you doing? I hope you’re doing well.

Opening (Why are you writing this letter?) So, you want me to suggest some activities for
your school Earth Day campaign, don’t you? (What is the first suggestion?) My
Body first suggestion is tree-planting activity. Get pupils to plant trees around the school
Why are you writing compound. (Why do you suggest that?) The air quality will be improved.
the letter/ Question
requirement (What is your second suggestion?) My second suggestion is to pick up rubbish
around your school compound. (How to do this?) Groups are assigned by your club
Complimentary close teachers to work together to clean up the rubbish.
Example: Best wishes, Best
regards, All the best, Take (Closing) I hope the suggestions given above will help you make (What is your
care hope?) the campaign a successful event. Hope to hear from you soon. Bye.
Very close relationship:
With love, Your friend, Lots Your best friend,
of love
Azura
Sender’s signature

4

Practice A (L.S. 4.1.1, 4.2.3) PT3 Oriented Part 1: Short Communicative Message PL
Read the letter sent by your pen pal from Thailand.
51, Orchid Street,
Dearest friend, 30002 Chiang Mai,
How have you been doing? It’s been a long time since I last wrote to you.
Thailand.
17 January 2021
Demo Version
Unit 1 (Non-Textbook Unit)
I have a lot of plastic bottles in my kitchen. What should I do with them? I’m thinking of selling them for some
money. What do you think?

Bye.

Vichai

In about 80 words, write a letter to Vichai, giving him some advice. You may use the words in the brackets or your
own ideas to complete the letter.

202, Jalan Dahlia 20,
Kampung Rahman Yasin,

86000 Kluang,
Johor.

21 January 2021

Hi Vichai,

(Opening) How are you? I hope you and your family are well .

(Why are you writing this letter? reuse and recycle)     My advice to you is to reuse or recycle the
unwanted plastic bottles    .(How to reuse and recycle them? herb garden containers - interesting
project)     Herb garden containers are mostly from plastic bottles that you’re not using anymore, so it
will be an interesting project for you to try    . (How to make them? plastic bottles - cut - paint ) The
plastic bottles are cut and painted before you fill them with soil. When we reuse things, we reduce waste. We also

save money .

(Closing: advice - try the project)      I hope that my advice is helpful and you’ll try the proposed project.

I am looking forward to hearing from you soon. Take care and bye .

Your friend, (99 words)

Suresh

L.S. 4.1.1 Explain simple content from what they have read
L.S. 4.2.3 Produce a plan or draft of two paragraphs or more and modify this appropriately either in response to feedback or independently

5

Video SOW: Lesson 5 Literature in Action PL

Practice A (L.S. 5.1.1)

My Hero

Based on poem ‘My Hero’, answer the questions below.
1 Who is the persona’s hero?
The persona’s dad.
2 How would the persona’s dad react if he meets a ghost?
He would smile and greet the ghost.
3 Name 3 other scary characters that are mentioned in the poem.
Vampires, wolf-man and Frankenstein monster.
4 Which phrasal verb has the same meaning as ‘worry’?
Watch out
5 Who would the persona call if dad is afraid?
The persona’s mother./ The mother.
6 Give one lesson you have learned from this poem.
To love and respect our parents for all the imperfections that they might have.
7 State a person you look up to. Give a reason why you look up to him or her.
Person : Mother/ Father (any possible answer)
Reason : Always cheerful although she/he is tired after a long day at work.
Unit 1 (Non-Textbook Unit)

Demo Version
Practice B (L.S. 5.3.1) PL
Complete the crossword puzzle below with words from the poem ‘My Hero’.

1 N 5 P
2 F I L M

G R

3 H O R R O R S

4 U P S E T V

E

Across
2 a story or event recorded by camera as set of moving images and shown in cinema
3 intense feelings of fear
4 make someone unhappy

Down
1 the period from sunset to sunrise
5 to show the truth

L.S. 5.1.1 Explain in simple language connections between characters, places or events in texts and their own lives
L.S. 5.3.1 Respond imaginatively and intelligibly through creating poems, board games, puzzles and quizzes

6

SOW: Lesson 6 Language Awareness

Modal verbs to talk about rules and obligations in the present

Type Explanation Example
Modal verb
A modal verb is a type of auxiliary (helping)
verb that is used to express ability,
possibility, permission or obligation.
Demo Version can, could, may, might, shall, should, will,
Unit 1 (Non-Textbook Unit)would, must

Practice A PL Practice C PT3 Oriented Part 2: Error Correction

Underline the most suitable modal verb in the brackets. Read the text below and correct the underlined errors.
For each question, write the correct word in the space
1 You (may / will / should) brush your teeth at least provided.
twice a day.
Recycling: What we should Do and What we
2 If you are sick, you (must / will / may) not go to should Not Do
school.
People (0) have to know how to practise recycling
3 My grandmother is eighty, but she (can / will / may) in the right way. Some people recycle items like
still read and write without glasses. plastic, glass, and food waste into the same rubbish
bin. Here are some guides on the (1) dos and don’ts
4 You (must / may / will) ask Ganesh for help. when recycling. First of all, you (2) do separate your
items. Some city councils provide different recycle
5 Mary promised her mother that she (might / would bins, like blue bin is for paper, red for plastic and green
/ could) study hard. for food waste. What you (3) may do is to gather the
items into separate categories before you throw them
Practice B PL into the bins. You (4) need not put them all together
in the same bin. Secondly, after eating pizza, you
Choose a suitable answer from the box. You may use the (5) shouldn’t throw away the cardboard pizza boxes
modal verb more than once. directly into the bin. You (6) can to remove the oil from
the cardboard pizza box first before you throw the box
can could have to into the bin. Thirdly, electonic item like batteries (7)
must might should won’t be recycled together with other items. Lastly, do
not recycle food waste. You (8) may make sure that the
1 Jagjit  might  feel exhausted after the long flight food cans, bottles and containers are clean, and there’s
from the United States. no food residue left in them. This is because food waste
is compostable, but not recyclable.
2 If you go to Melaka, you  should  visit the
Stadthuys building. Example 5 don’t
0 should 6 have
3 Hiking up Mount Kinabalu  could  be dangerous. 1 do’s 7 can’t
2 must 8 must
4  Could  you hold your breath for more than a 3 should
minute, Dad? 4 should

5 Please make sure to water the plants because if they
don’t get enough water, they  might  die.

6 You  have to  take your umbrella along with you
today. It’s drizzling outside.

7 Denise started crying when she  could  not find
her favourite doll.

8 I have to/ must stop reading the novel or I will not
finish my homework.

9 Chloe  can  sing the song very well if you give her
a chance.

7

02 MONEYUNIT
(TEXTBOOK-BASED UNIT 6)
Theme: Consumerism and Financial Awareness

SOW: Lesson 7 Speaking Textbook: page 62 When would I do this in real life? Real Life Adaption

Respond to specific question and express opinion.

Practice A (L.S. 2.3.1) PT3 Oriented Part 1: Interview PL

Interlocutor selects one/two of the following questions for each candidate. Allow candidates roughly 30 seconds maximum
per question. Use candidates’ names throughout. You may use the word in the box or your own idea to answer.

always almost usually responsibility

(Accept any suitable or reasonable answer)

Unit 2 (Textbook-Based Unit 6) Teacher: May I know what your name is?

Candidate: My name is Harjit Singh.
Teacher: How are you feeling today?

Candidate: I’m feeling great today. Thank you.
Teacher: Do you help in any house chores at home? {Back-up prompts (if required)} Do you help your

parents at home?

Candidate: Yes, I always do house chores at home. / Yes, I do help my parents at home.
Teacher: What kind of house chores you do? {Back-up prompts (if required)} Can you tell me what kind of

work you help your parents at home?

Candidate: I mop the house, wipe the windows, and take out the rubbish from the kitchen.
Teacher: When do you usually do the house chores? {Back-up prompts (if required)} When do you help

your parents?

Candidate: Usually, I do all the daily house chores when I’m home from school.
Teacher: Do your siblings help you with the house chores? If yes, how? {Back-up prompts (if required)} Do

your siblings help you with the work? Why?

Candidate: Yes, they do. My siblings and I always do the chores together.
Teacher: Do you get any reward for doing house chores? If yes, what is the reward?

Candidate: Yes, we do. Sometimes, my father will buy us a KFC meal.
Teacher: Do you think everyone should help their parents doing house chores? Why? {Back-up prompts (if

required)} Do you agree that teenagers should help their parents at home? Why?
Candidate: Yes, everyone should help do some work because it’s part of our responsibility to help our parents

whenever we can.
Demo Version

Core Civic Value: Responsibility L.S. 2.3.1 Keep interaction going in longer exchanges by checking understanding of what a speaker is saying

Common Pronunciation Mistake
• Word: ‘the’
• Say

»» short sound ‘thuh (ðə)’ before a consonant sound
»» long sound ‘thee (ði)’ before a vowel sound
• Explanation
»» Normally, we pronounce ‘the’ with a short sound (like ‘thuh’). But when ‘the’ comes before a vowel sound, we pronounce it

as a long ‘thee’. When 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.
»» The word ‘the’ is often pronounced ‘thee’ before a vowel sound and ‘thuh’ 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.

8

SOW: Lesson 8 & 9 Reading Textbook: page 63 When would I do this in real life? Real Life Adaption
Read news report from website or social media.

Practice A (L.S. 3.1.1, 3.1.2) PT3 Oriented Part 4: Short Answer PL

Readthe text andlookat the words in bold,thenanswerquestions1 to8. (Dottedunderlinewordsarepossiblecorrectanswers.)

Doing Chores for Charity Unit 2 (Textbook-Based Unit 6)
by Wahida Hamid – 27th May 2020

KULIM - A group of sixty SMK Tun Telawi pupils organised a charity campaign to help poor people during the
COVID-19 outbreak. They 1donated daily necessities instead of giving them cash.

On 13th May, campaign 7flyers were distributed to the community in 3housing areas near the school and
commercial office. The campaign would start on 220th May. To support the campaign, the public would pay
a fixed amount of money in exchange for 8services requested. For those who were interested in the services
provided, they had to book at least two days before the campaign started, not 4after the deadline stated.

The chore services offered during the campaign were mowing the lawn for 5RM 30, washing vehicles like cars
and motorcycles for RM 10 per vehicle, and planting flowers and tree saplings for RM 50. Each service would
last about two hours, especially for grass cutting and planting flowers, except car wash service, which would
take 6less than an hour to finish the job for each vehicle. Mr Kumar would like to extend his gratitude to the
community for supporting the fund-raising campaign.
Demo Version
Answer the questions below. Choose no more than four words and/ or a number from the text for each answer.

1 The objective of the campaign is to     donate daily necessities     to poor people.
2 The date of the fund-raising campaign was on     20th May    .
3 The campaign flyers were given to the community in     housing areas    .
4 Booking the services must not be made     after the deadline stated    .
5 One would need to pay only     RM 30     for the lawn mowing service.
6 Car wash service would take     less than an hour     to complete the job for each vehicle.

Complete the table below with a word from the text.

Meaning Word
7 A small printed advertisement flyer

8 Doing work for someone service

Practice B (L.S. 2.1.1) PL
Complete the conversation about fund-raising campaign.

Student A: Hi,   Kamal  . (joined fund-raising campaign) Last week I joined a fund-raising campaign.

Student B: (ask for info) Really? What did you do for the campaign ? Core Civic Value: Responsibility

Student A: (respond to question: car wash) I was part of the team in charge of car wash service .

Student A: (ask for info: earn) That’s cool! How much did your team earn for the campaign ?

Student B: (respond to question) We earned RM 350 in total .

Student A: Well done, my friend! I’m so proud of you.

L.S. 3.1.1 Understand the main points in simple longer texts on a range of familiar topics
L.S. 3.1.2 Understand specific details and information in simple longer texts on a range of familiar topics
L.S. 2.1.1 Ask about and explain key information from simple texts

9

SOW: Lesson 10 Language Awareness Textbook: page 64

Contrast will and going to 4 I’m not hungry yet. I    will    let you know
when I’m ready for dinner.
Type Explanation Example
5 Please wait here, Sir. The doctor    will    call
be + ‘Be + going to’ is • My mother is going you once he is ready.
going to cook dinner for us
used to talk about tonight. 6 Johari told me that he   is going to   fly to
to Seoul for a holiday.
future plans and • I am not going to
Sam’s birthday party 7 We   are going to   practise our dance on the
intentions at next week. basketball court this evening.

the moment of

speaking.

‘Will’ is used to • I will text you once Practice C PT3 Oriented Part 2: Error Correction
talk about future I’m home.
will predictions or Read the text below and correct the underlined errors.
decision made at • You won’t like the For each question, write the correct word in the space
the moment of movie. It’s so boring provided.
speaking.
to watch.
Unit 2 (Textbook-Based Unit 6)
Practice A PL Satish: It’s been raining cats and dogs since this
Demo Version morning. I think it (0) will to continue to
Underline the correct form of going to or will to complete rain until night.
the sentences below.
Ibrahim: Maybe you’re right. But who knows the
1 I (will / am going to) attend the wedding ceremony rain (1) won’t stop in a few hours.
next Saturday with my friends.
Satish: Oh, I have forgotten to tell you something.
2 She (will / is going to) be a professional e-sports Our classmate, Hani, (2) am going to plan
gamer when she turns eighteen. a surprise birthday party for our class
teacher, Ms Latifah. (3) Is you going to join
3 Aunt May, I (will / am going to) help you with the us?
heavy cart.
Ibrahim: Really? Who (4) am going to come to the
4 “It’s official. My father (will / is going to) accept the party?
job offer.” Rahman told me.
Satish: Well, it looks like that most of our classmates
5 The sellers at the night market (will / are going to) definitely (5) is going to the party.
close their stalls soon as the sky darkens.
Ibrahim: That’s great! I (6) are going to help you
6 I (will / am going to) have a carbonara spaghetti and with the decorations.
a glass of blackberry juice.
Satish: Why not? Ramli and Alan (7) will help out
7 Run! The blue monster (will / is going to) get us! with the food for the party.

8 Imani (won’t / am not going to) join our session. She Ibrahim: Oh, I can’t wait for the party. I’m sure it (8)
is not feeling well. is going to be a blast!

Practice B PL

Fill in the correct form of going to or will to complete the Example
sentences below. 0 will
1 will
1 Hurry up, Wee! We    will    miss the bus if 2 is going to 5 are going to
we’re late. 3 Are 6 will
4 is going to 7 are going to
2 Finish up your homework first. Mom   won’t   be 8 will
happy if you don’t.

3 Kamala    is going to    transfer to another
school next month.

10

Reminder: This is not a printing mistake, the tapescript is purposely laid out upside down.

SOW: Lesson 11 Listening Textbook: page 65 When would I do this in real life? Real Life Adaption Audio
Listen to storytelling on radio or podcast.

Practice A Track 2.1
You will hear to a story about Halim’s shopping experience.

Practice B (L.S. 1.1.2) PT3 Oriented Part 3: 3-option MCQ PL

Now listen to the audio again. Turn round your book to read the tapescript and pay attention to the word in bold.
For questions 1 to 5, choose the correct answer A, B or C. (Dotted underline words are possible correct answers.)

1 Where did Halim go to after helping his mother? 4 What did Halim buy in the men’s clothes shop?
A He went to his room. A A pair of sunglasses.
B He went to the kitchen. B Two collared shirts.
C He went to the dining table. C A pair of short pants.

2 Where did Halim keep the money after he had 5 What did Halim buy for his sister?
counted it? A A beef burger.
A Under the bed. B A cheeseburger.
B In the money box. C Two sets of fried chicken.
C In his leather wallet.

3 How much did Halim get from his uncle?
A Fifty Ringgit.
B Thirty Ringgit.
C One Hundred Ringgit.
Demo Version
Unit 2 (Textbook-Based Unit 6)
Halim helped his mother to clean up the dining table and wash the dishes in the kitchen. Once everything
was done, HalimB1hurriedly ran 1to his bedroom as if something was waiting for him there.

There was a big smile on his oval face as he opened up his money box which he kept under his bed. He
counted the money and put it into 2his leather wallet.B2Halim was over the moon because finally, he had money
for shopping. He had been doing chores for the entire month. He received a total of RM100 from his parents and
3RM50 from his uncle. His grandmother gave him another RM30.

The next morning, Halim together with his elder brother, Hassan, went to a shopping complex near their
house. The first shopB3he walked into was an apparel store for men. At first, he thought of buying a pair of short
pants, sunglasses and two collared shirts. However, as advised by his brother, Halim spent RM50 for 4two
collared shirts as theB4other items were quite pricey. After that, he went into aB5popular sports shop, Sports
Hub and bought a pair of running shoes which cost him RM150. Before they went home, Halim went to a fast
food restaurant. He bought a cheeseburger for Hassan, two sets of fried chicken for his parents, and 5a beef
burger for his younger sister.

Both of them went home before seven in the evening. Halim was glad that he had spent his savings for himself
and his family.

Practice A (L.S. 1.2.1) PL

Listen to the audio again and underline the correct word for each question below. (Zigzag line words are clues for
correct answers)

1 After helping his mother, Halim (quickly / slowly) ran to his room.
2 Halim was feeling very (excited / happy) that he had enough money for shopping.
3 Halim went to a (clothing / souvenir) shop and bought two collared shirts.
4 Halim didn’t buy other items because they were (bad quality / expensive).
5 Halim bought his running shoes from a (popular / unpopular) sports shop.

L.S. 1.1.2 Understand independently specific information and details in simple longer texts on a range of familiar topics
L.S. 1.2.1 Guess the meaning of unfamiliar words from clues provided by other words and by context on a range of familiar topics

11

SOW: Lesson 12 Enrichment Activity Textbook: page 66 When would I do this in real life? Real Life Adaption
Sharing shopping experience with others
PAK-21: Think-Pair Share

Introduction Set Induction

A teacher begins the lesson by asking pupils to watch a short video of the Night Market in Chiang
Mai which is taken from Youtube. Before the pupils watch the video, the teacher poses questions
to the pupils to think about while watching the video (What do you see from the video? / Can
you guess where the place is in the video?) Once the pupils have watched the video, teacher
collects responses from the pupils and discusses the answers with the whole class.

The teacher asks the pupils how different the Chiang Mai night market is when compared to the
local night markets. The teacher asks pupils to write down their responses on a mini whiteboard
first before sharing their responses with the whole class.

Method: Start with a video

Learning By end of the lesson, pupils will be able to:
Objective 1 understand specific details and information from the story about shopping at a night market.

2 understand the main points of the story about shopping at a night market.
Unit 2 (Textbook-Based Unit 6)

Demo Version
Procedure 1 Teacher asks pupils to watch a YouTube video as a pre lesson activity.
(Teacher) 2 While watching the video, pupils need to think about the questions posed.

Procedure 3 During the lesson stage, pupils work in pairs and are given worksheets.
(Pupils) 4 In pairs, pupils are to complete the first task to achieve the 1st learning objective.

5 Pupils work with the same partner to complete the second task to achieve the 2nd learning
objective.

6 For post lesson, in groups of four, pupils are required to list at least 6 items they would like to
buy at a night market.

1 Pupils watch a Youtube video and answer teacher’s questions.
2 For the first task, work in pairs and complete the table.
3 For the second task, work with the same partner and fill in the blanks.
4 For the final task, work in groups of four and list down at least 6 items to buy at a night market.

Success Pupils can:
Criteria: 1 complete the table with 5 correct informative knowledge from the story.
2 complete at least 3 blanks with correct details about the story.

Suggested Example:
Solution
1 Teacher should simplify the article given to the pupils.

2 The tasks given should focus more on achieving the learning objectives.

Method:
1 Teacher simplifies the article by choosing short and easy to understand extracts.
2 The difficulty of the tasks should be set based on pupils’ level.

Practice A (L.S. 3.1.2) PT3 Oriented Part 3: Information Transfer PL
Read the text below and answer questions 1 to 8.

Shopping at Malaysia’s Night Market

Last month, myB1former university friend, Sally from Australia visited me and my family. It’s been aB2decade
since we last met each other.

One of the many places that I brought my friend to visit was a night market “Pasar Malam”. Bentong Walk

12

is one of the famous night markets in Bentong, but I decided to take her to the nearest night market in my Unit 2 (Textbook-Based Unit 6)
neighbourhood inA1Taman Bentong Jaya. The night market starts in the afternoon, usually at 3 p.m. and ends
atA212 midnight. As some night markets, close at 2a.m. Some night markets in Bentong operate on Saturdays but
the night market that we went to operates onA3Sundays.

When we arrived at the night market at around 5 p.m., we went to the fruit section. There’re many types of

fresh local and imported fruits, such as apples, oranges, pineapples, watermelons and many more. Sally almost
bought a local durian and ginger but changed her mind as the price were quite expensive. Sally tried some of
the local fruits, but the one that she liked the most wasA4pineapple. She bought five pineapples and a packet
ofA5green apples as well.

Then we went to the clothes stalls. Both of us spent a lot of time there! Sally was excited to know that most
of theB4clothes sold there were inexpensive and affordable. After an hour, finally, Sally boughtA6three T-shirts,
andA7two night gowns. She wanted to buy pants but there there was none of her size. The last section we went
was theB4food area. The place was full of people. Sally is not a fan of spicy food like Laksa, so she bought her
favourite local food, chicken rice and banana fritters.

We left the night market precisely at 9 p.m. and reached my home atA89:30 p.m. Sally wasB5glad that finally, she
able to visit a night market again after a decade.

Demo Version
Complete the table below. Choose no more than three words and/ or a number from the text for each answer. For
each question, write your answer in the space provided. (Dotted underline words are possible correct answers.)

Place Shopping at Night Market
Business closing time 1 Taman Bentong Jaya
Open for business on 2 12 midnight
Fruits purchased 3 Sundays
4 pineapples
Apparels bought 5 green apples
6 Three T-shirts
Time they arrived home 7 Two night gowns
8 9:30 p.m.

Practice B (L.S. 3.1.1) PT3 Oriented Part 4: Short Answer PL

Read the story again and answer the questions below. Choose no more than four words and/ or a number from Core Civic Value: Happiness
the text for each answer. For each question, write your answer in the space provided. (Zigzag line words are clues for
correct answers)

1 The writer and Sally were     former university friends    .
2 The last time both of the writer and her friend met was a     decade     ago.
3 Most of the night markets operate at     night    .
4 Among the local food, Sally doesn’t like     Laksa    .
5 Sally was     glad     that she could go shopping at the local night market again.

L.S. 3.1.2 Understand specific details and information in simple longer texts on a range of familiar topics
L.S. 3.1.1 Understand the main points in simple longer texts on a range of familiar topics

13

SOW: Lesson 13 Language Awareness Textbook: page 67

Learn and review a set of future time expressions

Type Explanation Example

Time Usually, when making predictions about the
expressions future with ‘will’, we use time expressions like • I’ll visit my uncle in New Zealand next week.
+ will, when ‘tomorrow’, ‘next week’, and ‘soon’. We also • When I’m already at home, I will call you.

+ will use when to describe the future with ‘will’.

Would like We use would like to mean ‘want’ and use the • She would like to buy a new handbag.
+ infinitive: infinitive to after it.
Affirmative and negative: • I’d like to have fried chicken for dinner tonight.
• Would you like to play badminton with me?
Questions and short answers
Yes, I would. / No, I wouldn’t.

Practice AUnit 2 (Textbook-Based Unit 6)PL Practice C PT3 Oriented Part 2: Error Correction

Underline the correct answer in the brackets.Demo Version Read the text below and correct the underlined errors.
For each question, write the correct word in the space
1 I (will / would like) let you know when I’m ready to provided.
go.
Scrabble Competition
2 (Will / When) you finished your homework, I’ll let
you go out to play with your friends. Tomorrow (0) was a big day for me. I will be
taking part in a Scrabble competition together with
3 Maria (would / wouldn’t) like to join the trip. She is my team-mate, Sulaiman. We (1) would to win the
too busy. competition for our school. My teacher, Miss Irda
says that she (2) will not to see us to be disqualified
4 I (will / would like) to have a cup of black coffee, but to reach the finals. It’s a big pressure for us, but
please. we (3) would try our best tomorrow. To go to the
venue tomorrow, Miss Irda (4) wouldn’t take me and
5 (Would / Wouldn’t) she like to have new running Sulaiman there. She wants us to wait for her in school
shoes? at around 7 in the morning. (5) Will I’m there, I’ll
send my parents some photos of the happening at the
Practice B PL venue. I’m not lying that I’m already feeling nervous
thinking about tomorrow’s competition, but I
Fill in the blanks. You may use the words in the box below (6) am be fine as this is not the first time I represent
more than once. my school. I (7) will to win in the competition because
this year might be the final year I can represent my
Would when will school as I (8) would sit for PT3 examination next
year.
wouldn’t like would like

1 We   will   let you know of our decision next Example 5 When
week. 0 will be 6 will
1 would like 7 would like
2   Would   you like to have scrambled egg? 2 wouldn’t like 8 will be sitting
3 will
3   When   I have enough money, I’ll bring my 4 will
parents to Osaka one day.

4 Chris  wouldn’t like  to miss his favourite TV
show.

5 My grandpa   would like   to stay in the village
rather than in the city.

14

SOW: Lesson 14 & 15 Action Oriented Task When would I do this in real life? Real Life Adaption
Talking about how to get extra pocket money
Textbook: page 68 - 69

Introduction Set Induction PAK-21: Think-Pair-Share

Learning A teacher starts the lesson by asking pupils how they get their pocket money. The pupils are told
Objective to work with a partner and respond to the question by writing down their responses on a mini
whiteboard.
Action-
oriented The teacher then instructs the pupils to show their mini-whiteboards and discusses the topic
with the whole class. The teacher chooses some interesting responses and writes them down on
Task the whiteboard in front of the classroom.

After that, the teacher briefly explains to the pupils about possible ways to get extra pocket money.
Method: Start with a question
Example: How do you get pocket money from your parents?
Do you do some work to get extra pocket money?

By end of the lesson, pupils will be able to:

1 understand specific details and information about the survey.
2 understand specific information and details from the conversation between a son and his father.
3 make and respond to simple request and suggestion by completing a dialogue.
Demo Version
Unit 2 (Textbook-Based Unit 6)
4 practise speaking by asking and responding to simple suggestion by using the dialogue given.

What’s the purpose? What will be accomplished?
You would like to earn some extra pocket money to buy anything that you like. That could be
done by doing house chores or any other work.

Practice A (L.S. 3.1.2) PT3 Oriented Part 4: Short Answer PL

Read the text below and answer questions 1 to 6. (Dotted underline words are possible correct answers.)

How Do Pupils of Form 2 Beta Get Extra Pocket Money?
By Ong Kah Liang

Help parent’s business

Part time work

Sell recyclables

0 2 4 6 8 10

Number of pupils

Money is important, and there is no doubt about it. Most parents usually give their children a fixed amount of
pocket money on a 1weekly or a monthly basis. However, for some teenagers, the amount of money given by their
parents is not enough. The chart above shows how pupils of Form 2 Beta earn extra pocket money.

The survey is for 2twenty pupils of Form 2 Beta; however, four are absent on the day it is conducted. According
to the chart above, out of sixteen pupils of Form 2 Beta, 3three pupils are doing part-time work to earn extra
pocket money. When I ask them the main reason why they have to take part-time work, one of them says that
his parents couldn’t afford to give him a fixed amount of money on a weekly basis while the other two say that
they’ve to 4support their parents.

Five pupils gain extra pocket money by selling recyclables like old newspapers, cardboard boxes and plastic
bottles. 5Two of them are doing this chore only once in a month, and the other 3 are doing it almost every
weekend. Eight of Form 2 Beta pupils get their extra pocket money by helping in their parents’ businesses. Three
of them are helping their parents in their convenience stores, two are helping their parents in 6small restaurants,
and another three are helping their parents, selling breakfast meals by the roadside on weekends.

15

Choose no more than three words and/or a number from the text for each answer.

1 Majority teenagers are given pocket money by their parents on     a weekly     basis.
2 The number of pupils who should participate in the survey is     twenty    .
3 The number of Form 2 Beta pupils who are doing part-time work is     three    .
4 Two pupils explain that they have to work to     support their parents    .
5 Only   two   pupils sell recyclables once a month to get extra pocket money.
6 Out of eight, only two pupils are helping their parents in their   small restaurants  .

Practice B (L.S. 1.1.2) PL Audio

You will listen to a son talking to his mother about getting money to buy his new gadget. Circle the correct answer A, B or C.

1 What chores is Jayden going to do? Track 2.2

Unit 2 (Textbook-Based Unit 6) Demo Version C
A B

Practice C (L.S. 4.1.2) PL

You and your brother are planning to buy a present for your mother’s birthday. You may use words given or your own
ideas to complete the conversation.

A: Brother, I think I want to buy something for Mum’s birthday next month, but I can’t afford it right now.

B: (Making suggestion: house chores - Dad - money - reward) I suggest you to do house chores. I’m sure Dad

will give you some money as a reward for doing the house chores .

A: (Respond to suggestion: great suggestion - what - can do) That is a great suggestion. But, what kind of

house chore can I do ?

B: (Make suggestion: wash the cars) You can help Dad to wash the cars ?

A: (Respond to suggestion: agree) I agree with your suggestion. .

B: (Make suggestion: help - approach dad) I can approach Dad and ask him .

Core Civic Value: Responsibility A: (Thanks) That’s great! Thanks brother .

Practice D (L.S. 2.1.2) PAK-21: Role-Play PL

Work with a partner. Read the dialogue that you have completed in Practice C and take turns to practise the dialogue.

L.S. 3.1.2 Understand specific details and information in simple L.S. 4.1.2 Make and respond to simple requests and
L.S. 1.1.2 longer texts on a range of familiar topics suggestions

Understand independently specific information and L.S. 2.1.2 Ask for and respond appropriately to simple
details in simple longer texts on a range of familiar topics suggestions

16

SOW: Lesson 16 Writing | Informal Letter When would I do this in real life? Real Life Adaption

Write thank you letter or email to friend or family.

Practice A (L.S. 4.2.3) PT3 Oriented Part 1: Short Communicative Message Textbook: page 70 PL
Read the letter sent by your elder brother who is studying in New Zealand.

University of Auckland,
Auckland 1010,
New Zealand.

15 July 2021

Dear Little Sister,

How’s everyone over there? It’s been a month since I last wrote to you.

Congratulations on the excellent results in the mid-year examination. I’m pretty sure that you’ve already Unit 2 (Textbook-Based Unit 6)
received a surprise gift from me. I hope you like it.
Demo Version
Love,
Your Big Brother
In about 80 words, write a reply thanking your brother for the gift.

71, Jalan Serindit 3,
Taman Permata Jaya,

28880 Kuantan,
Pahang.

30 July 2021

Dear Brother,

(Opening) How are you? I hope you’re doing well. All of us here are doing great here.

(Why are you writing this letter?)        Thanks a lot for the surprise gift!        (What
is the gift)     I couldn’t believe my eyes that you bought me Taylor Swift’s latest album and it is a special
edition too    . (How did you feel?) Besides, I’m on cloud nine because Taylor Swift is my favourite singer

and she is also a well-known person .

(Closing)       I appreciate the special gift you gave me. Thank you      . (What is your

hope?) I hope that you’ll pray for my success in the upcoming test next month .

Take care and goodbye. Core Civic Value: Love

Your sister,

Nadia

(92 words)

L.S. 4.2.3 Produce a plan or draft of two paragraphs or more and modify this appropriately either in response to feedback or
independently

17

Video SOW: Lesson 17 Literature in Action

Practice A (L.S. 5.1.1) PL

What is Red?

Based on the poem ‘What is Red?’, write your own poem about your favourite colour.

Red is a sunset What is Red? Red is a lipstick
Blazing and bright. Red is hotness Red is a shout
Red is feeling brave You get inside Red is a signal
When you’re embarrassed That says: ‘Watch out!’
With all your might. And want to hide. Red is a great big
Fire-cracker, fire-engine Rubber ball.
Red is a sunburn Fire-flicker red – Red is the giantest
And when you’re angry Colour of all.
Spot on your nose. Red runs through your head. Red is a show-off,
Red is an Indian, No doubt about it –
Sometimes red A Valentine heart. But can you imagine
The trimmings on Living without it?
Is a red red rose. A circus cart.
Red squiggles out
When you cut your hand.

Red is a brick

And the sound of a band.
Unit 2 (Textbook-Based Unit 6)
What is   Blue     Blue   is a   peacock  ,
Demo Version   A blue-eyed girl  ,
  Blue   is a   fire   The   icing   on
A   blue velvet   cake.
Blazing and bright.   Blue   is a   dress  
  Blue   is feeling   sad     Blue   is a   marble  
  Don’t feel regret  .   Blue   is   the Earth  
That says, “  Protect Me  !”
Blue is a moon   Blue   is a great big
  So bright on the darkest sky  .
Sometimes   blue  , is a   blue blue sky  . Balloon.
Blue smudges your shirt from your fountain pen  .   Blue   is the   coolest  
  Blue   is the   sea  
And   a school of whales  . Colour of all.
  Blue   is calmness   Blue   is   loyalty  ,

You get inside No doubt about it –
When you’re   relaxed  
And want to   recline  . But can you imagine

Cookie Monster, Blueberry Muffin Living without it?
  Papa Smurf blue   –
And when you’re   shy  
  Blue butterflies   get in your   tummy  .

L.S. 5.1.1 Explain in simple language connections between characters, places or events in texts and their own lives

18

03UNIT FAMILY AND FRIEND (NON-TEXTBOOK UNIT)

Theme: People and Culture

SOW: Lesson 18 Listening Audio
When would I do this in real life? Real Life Adaption
To listen for specific information.Practice A (L.S. 1.1.6, 1.1.5) PT3 Oriented Part 1: 3-option Visual PL

Demo Version
Unit 3 (Non-Textbook Unit)
There are four questions in this part. For each question, there are three pictures and a short recording. For each Track 3.1
question, choose the correct answer A, B or C. Listen to recording and go to page 116 to read the tapescript and pay
attention to the words in bold.

1 When will Matt’s mom send him to the party?



A B C

2 What ingredients should Kim prepare for the smoothie?

C
A B
3 Where did Sherry leave her purse?



A B C

4 What farewell gift would Lina get from her friends?

C
A B

L.S. 1.1.6 Understand with little or no support longer simple narratives on a wide range of familiar topics

L.S. 1.1.5 Understand with little or no support more complex questions

19

When would I do this in real life? Real Life Adaption SOW: Lesson 19 Speaking PL
Discussion with friend about charity activity. Practice A (L.S. 2.1.1, 2.1.5) PT3 Oriented Part 3: Discussion Task

story Common Pronunciation Mistake
telling
playing Word: salmon
What board Phonetics: ˈsamən
activities games
decorating can you do? Say: sa-mon
cooking
doing cleaning Don’t say: sal-mon
handcraft
Explanation: the ‘l’ letter is silent

Demo Version
Teacher Now, I’d like you to talk about something together for about two minutes. I’m going to describe a
situation to you. I’d like you to imagine that your school is planning a visit to the old folks’
Unit 3 (Non-Textbook Unit) home and you need to think about the activities you could do there.
First you have some time to look at the task.
Allow candidate A and B 15 seconds to look at the task.

Now, talk together about the activities you could do at the old folks’ home and decide which
activity would be the most important. You may start if you are ready.

Candidate A (storytelling - playing board games) When we go to the old folks’ home, we could do activities like
storytelling and playing board games with them.

Candidate B (cook - clean - surroundings) Yes, I agree with you. We could also cook and eat lunch with them,
and later clean the area. Wouldn’t it be great to see the surroundings are clean.

Candidate A (simple handicraft - decorate - rooms) Of course, it would be great. I think we could also do some
simple handicraft with them, and after that decorate a few rooms with the craft.

Candidate B (lovely) That would be lovely. They would love it.

Candidate A (important) So, among the activities we’ve mentioned, which one do you think is the most
important?

Candidate B (cleaning – surrounding area) I think cleaning the surrounding area is the most important
because the old folks would feel better in clean surroundings.

Core Civic Value: Responsibility Candidate A (disagree – storytelling – important - feel happy) Well, I disagree. I think storytelling is more
important, because they would feel happy to share their stories with us.

Candidate B (agree - happy) Yes, I agree. It would definitely make them happy.

1-2 minutes Back-up prompts to be used if necessary:
What do you think (candidate name)? How about you (candidate name)? What about this
(pointing to option)? Do you agree (candidate name)?

L.S. 2.1.1 Ask about and explain key information from simple texts
L.S. 2.1.5 Express opinions or feelings about character and personality

20

SOW: Lesson 20 Reading When would I do this in real life? Real Life Adaption
Read article from website or social media.

Practice A (L.S. 3.1.5, 3.1.1) PT3 Oriented Part 5: Matching (Gapped Text) PL

You are going to read an article about a family hobby. Six sentences have been removed from the article. Choose from
the sentences (A – H) to fit each gap (1 – 6). There are two extra sentences which you do not need to use. For each
question, mark the correct answer (A – H) in the box.

A Family Hobby

Doing a hobby together as a family is a great way to spend time together. Finding a hobby that everyone
enjoys could create a stronger relationship among family members.

If your family enjoys outdoor pursuits, hiking and camping would be a great way to get away from the busy
city life. There are many hiking trails to be explored in Malaysia. 1 D Your family would definitely enjoy
the sounds of nature while cooking food over a fire. 2 G

Another great hobby to consider is baking. 3 B You can spend a few hours, once a week to attend the
classes together. On the other hand, each family member can take turns to attend the baking classes. Then, the
person can share what he or she has learned with the rest. 4 F . Your parents or siblings in the family can
act as judges. This would be a fun activity to do, especially on weekends or public holidays.

How about woodworking? If your family members love to make things with their hands, woodworking should
be one of the options to consider. You can think of a fun project to do together, for example, a coffee table.

5 A You can assign different persons to do the cutting, assembling and painting. You can display the
finished product in the living hall, and be proud of it.

6 C No matter what it is, outdoor or indoor activities, would create a stronger bond among the family
members. So, choose a hobby and start creating memories. Spending a few meaningful hours together is better
than none at all.
Demo Version
Unit 3 (Non-Textbook Unit)
A Each family member would be responsible for different parts. (5)
B Baking classes are quite common no matter where you live. (3)
C Therefore, the hobby that your family chooses to do together should be fun and enjoyable. (6)
D There are many campsites to spend a few nights too. (1)
E You can search for the activities in the internet.
F You can have a bake-off among family members too. (4)
G There are also many different species of trees to discover. (2)
H An indoor or outdoor activity would be so much fun to do as a family.

L.S. 3.1.5 Recognise with support attitude or opinion of the writer in simple longer texts
L.S. 3.1.1 Understand specific details and information in simple longer texts on a range of familiar topics

21

Real Life Adaption SOW: Lesson 21 Writing | Informal Letter

Practice A (L.S. 4.1.1, 4.1.5) PT3 Oriented Part 1: Short Communicative Message PL
Read the letter sent by your cousin who is studying in Sarawak.
Write thank you letter or email to friend or family.
When would I do this in real life? 23, Jalan Brighton,
98000 Miri,
Sarawak.
5 April 2021

Dear cousin,
How are you? I hope you and your family are well. My family and I would like to congratulate you for
achieving an excellent result in your examinations.
Have you received our present? I hope you like it. My mom chose the colour. She said it’s one of your
favourites. Send our love to your family. Hope to hear from you soon. Bye.

Your cousin,

Chris
Demo Version
In about 80 words, write a letter to Chris to thank him. 45, Jalan Puchong,
Dear Chris, 47100 Puchong,
Selangor.
15 April 2021

Unit 3 (Non-Textbook Unit) I’m happy to receive you letter. We are as fit as a fiddle here, and I wish the same to you and your family too.

I’m writing to thank you and your mom for the present you sent. Yes, I love the skateboard. It’s my favourite
colour, and I love the design very much. I’ve been saving my pocket money to buy this skateboard. I just
couldn’t believe my eyes when I received it. I was so surprised!
Got to go now as there’s an errand I need to do for my mom. Send my love to your family. Looking forward to
hearing from you soon. Bye.

Your cousin,

Kenny

Core Civic Value: Happiness Practice B (L.S. 4.2.2) PL

Underline the spelling error and write the correct answer in the space provided.

1 Angela bought a new set of stationary from the bookshop last week.   stationery  
2 Carmen filled out all the neccessary paperwork and then settled down for a long wait.   necessary  

L.S. 4.1.1 Explain simple content from what they have read L.S. 4.2.2 Spell written work with moderate accuracy

L.S. 4.1.5 Organise and sequence ideas within short texts on familiar topics

22

SOW: Lesson 22 Literature in Action Video
PL
Practice A (L.S. 5.1.1)
My Hero
Based on poem My Hero, fill in the blanks with suitable words from the box.

My Hero

My dad’s as brave as a dad can be,
I rate him Number One,
He’s not afraid of the dead of night,
Or anything under the sun.

He’s not afraid of a late-night film,
Full of horrors on the telly,
And is he afraid of skeletons?
Not Dad, not on your Nelly!

He’s not afraid of meeting ghosts,
He’d even smile and greet ‘em,
And things that scare most dads the most,
My dad could just defeat ‘em.

He’s not afraid of vampires,
Or a wolf-man come to get him,
If Frankenstein’s monster knocked on our door,
He wouldn’t let that upset him.

My dad’s as brave as a dad can be,
And he’s always ready to prove it.
So why, when a spider’s in the bath,
Does Mum have to come and remove it?
Demo Version
ghosts Unit 3 (Non-Textbook Unit)nightsupsetbravescarespider
mother skeletons afraid scary defeat wolf-man

The persona’s father is fearless and he is his number one. His father is not (1)   afraid   of anything
that happens in the dark and quiet (2)   nights   or bright sunny day. The persona thinks that his father is
brave for not being frightened when watching (3)   scary   movies or (4)   skeletons  . The persona
is very confident that his father will not be afraid if he meets (5)   ghosts   and would just smile and greet
them. His father can overcome any scary things that would (6)   scare   other fathers courageously. The
persona’s father is not terrified of vampires, (7)   wolf-man   or Frakenstein’s monster. The persona is
certain that his father is (8)   brave   from his actions shown. But, the persona is confused that when his
father sees a (9)   spider  , he would call his (10)   mother   to help him remove it.

L.S. 5.1.1 Explain in simple language connections between characters, places or events in texts and their own lives

23

SOW: Lesson 23 Language Awareness

Review of present simple and present continuous

Type Explanation Example
Present simple tense
Present simple tense is used to talk about actions that Badrul plays football.
Present continuous happen repeatedly or at any time.

Present continuous is used to show an action taking place Badrul is playing football.
at the time of speaking; a planned future action.

Practice A PL 6 My friend, Tina, often  comes  late to school.
7 Kim  eats  an apple every morning for breakfast.
Fill in the blanks with present simple or present
continuous form of the verb in the brackets.

1 Jasni  plays  (play) basketball every day in the Practice C PT3 Oriented Part 2: Error Correction
school hall.
Read the text below and correct the underlined errors. For
2 Nowadays, teenagers  spend  (spend) a lot of each question, write the correct word in the space provided.
time playing with gadgets.

3 My little sister  is watching  (watch) her favourite
cartoon on television.

4 Look! A band of musicians  is performing
(perform) in the park!

5 My mother always  drinks  (drink) a cup of coffee
in the morning.

6 Erica  is planning  (plan) to move to Sarawak
next year.

7 Selvam  is taking  (take) up singing lessons after
his PT3 examination.

8 My cousin  is working  (work) as a fabric designer
in Paris.
Unit 3 (Non-Textbook Unit) Myself

Demo Version My name is Anthony, I am 14 years old. I
Practice B PL (0) has black hair and brown eyes. My height (1)
was average. I am friendly so I have many friends.
Fill in the blanks with a verb in the present simple or Although I (2) is not as handsome as I would like
present continuous form.
to be, but many friends (3) adores me because I am
kind and friendly. In school, I like Geography very
much because I (4) learning about the diversity
of cultures in many countries. Furthermore, I live
in a multicultural community and so, I have the

opportunity to understand the different cultures of
my neighbours. I (5) gains a lot of knowledge from
them, from the clothes they (6) wearing to the food
they eat. Besides, I love cooking. I am learning and
(7) try a lot of new recipes from my neighbours. My
family members (8) is very happy about this as they

do not have to go to a fancy restaurant to try out the
dishes.

1 We’d better not go out. It  is raining  cats and Example 5 gain
dogs outside. 0 have 6 wear
1 is 7 trying
2 I  watch  television only on weekends. 2 am 8 are
3  Are  you  going  to June’s birthday party 3 adore
4 learn
tonight?

4 The children are on the skating rink. They  are
learning  how to skate.

5 My brother does not  exercise  regularly.

24

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