English F2

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TR1 This page is exclusively prepared for teachers. TEACHER’S RESOURCE Exercise 1 Use only the letters in the word wheel to form new words. You have to ensure that none should be plural or proper nouns. The time limit is 10 minutes. Each word must be of three letters or more, and all must contain the key letter in the centre. Each letter can only be used once in every word. E E N L X E C L T 1 F I T N I N C E O 2 M H S I A C T R S 3 Exercise 2 Underline the correct word from the bracket to complete the following proverb. 1 Every ( cloud , star , moon ) has a silver lining. 2 Barking dogs seldom ( howl , fight , bite ). 3 Fire is a good ( worker , friend , servant ) but a bad ( foe , master , follower ). 4 All that glitters is not ( gold , silver , diamond ). 5 A bird in the hand is worth two in the ( nest , bush , tree ). 6 Prevention is better than ( treatment , care , cure ). 7 One man’s meat is another man’s ( food , poison , flesh ). 8 When in Rome, do as the Romans ( do , practise , preach ). 9 People who live in glass houses shouldn’t throw ( stones , sticks , snowballs ). 10 Charity begins at ( school , home , work ). Exercise 3 How do these animals make their sounds? 1 A horse 7 A snake 2 An elephant 8 An owl 3 A tiger 9 A donkey 4 A goat 10 A cock 5 A rat 11 A bird 6 A hen 12 A frog BONUS! Teacher's Resource CONTOH

This page is exclusively prepared for teachers. TR2 TEACHER’S RESOURCE Articles A Grip on Grammar (a) Indefinite Articles (i) A and an are used to refer to any thing or person or place which is not specified. (ii) A is used before a countable noun beginning with a consonant. e.g. a cook, a table, a good boy, a clever girl, a computer, a fish, a sad story, a comedy show, a Japanese lady, a Malaysian, a brother, a telephone call, a hospital, a one-way street, a coin, a toothbrush, a bank, a clinic, a soldier Exceptions: (iii) A is also used before nouns beginning with the vowel ‘u’ pronounced as ‘yu’. e.g. a university, a unique picture, a unit, a uniform, a unicorn, a united family, a European, a union, a user, a utensil, a U-turn, a used car (iv) An is used before a countable noun beginning with a vowel. (a, e, i, o, u) e.g. an apple, an eel, an igloo, an interesting story, an enjoyable holiday, an uncle, an exciting film, an idea, an umbrella, an old man, an oven, an axe, an egg, an airliner, an ill person, an eagle, an advertisement, an island, an ocean Exception: (v) An is also used before nouns beginning with the silent ‘h’. (‘h’ is not pronounced) e.g. an honour, an honest man, an hour, an heir, an honourable king, an heirloom (b) Definite Article When do we use the definite article ‘the’? To refer to a thing or person already mentioned (a) The pen you want is out of stock. (b) I like the chicken curry from that shop. To refer to a thing of which there is only one of its kind (a) The sun shines during the day. (b) The principal of SMK Bukit Tinggi is Mr Dorai. With the superlative degree (a) Mary is the most hard-working girl in the class. (b) This is the tallest building in Malaysia. Before names of oceans, seas, rivers, deserts, mountains and countries (a) The Pacific Ocean is the largest ocean in the world. (b) He is studying in the United States of America. (c) Illegal immigrants came to Malaysia across the Straits of Malacca. To change an adjective to a noun (a) Have you read the story called ‘The Good, The Bad and The Ugly’? (b) The rich always oppress the poor. Articles are not used in the following Before proper nouns (countries, roads, streets, people) (a) I live in Subang Jaya. (b) Kuala Lumpur is the capital of Malaysia. Before uncountable nouns (a) Milk is a nutritious drink. (b) Palm oil is used in making soap. (c) Man shall not live by bread alone. Before abstract nouns (a) Honesty is the best policy. (b) Wisdom is more precious than riches. Grammar Bites CONTOH

English Form 2 Teacher’s Resource TR3 This page is exclusively prepared for teachers. TEACHER’S RESOURCE Pronouns A Grip on Grammar Pronouns take the place of nouns. There are six main types of pronouns. Personal pronouns (a) Subject pronouns: I, you, we, they, he, she, it e.g. I enjoyed my trip to Australia. You are a kind person. (b) Object pronouns: me, you, us, them, his, her, it e.g. Please pass the book to me. Would you like to visit us? (c) Good manners require that we should say: (i) You and I (not ‘I and You’) (ii) My family and I (not ‘I and my family’) Possessive pronouns Possessive pronouns are used to show possession. e.g. mine, yours, ours, theirs, his, hers, its e.g. The bag over there is mine. They couldn’t score the last point, so the trophy is ours. He has a digital camera. The digital camera is his. My sister bought the book. It is hers. The restaurant is famous for its good food. Relative pronouns (a) Relative pronouns take the place of a noun or pronoun when they join two sentences. e.g. The man, who came this morning, is Ali’s father. The dog, which bit the old lady, was put to sleep. (b) Relative pronouns for people: who, whose, whom (c) Relative pronouns for animals and things: that, which Reflexive pronouns Reflexive pronouns show that the action is on the doer. e.g. myself, yourself, yourselves, ourselves, themselves, himself, herself, itself e.g. I baked the cake myself. You must take care of yourself. All of you should clean yourselves before dinner. The dog bit itself on the tail. Emphatic pronouns Emphatic pronouns emphasise the subject. e.g. myself, yourself, yourselves, ourselves, themselves, himself, herself, itself e.g. I will do it myself. He himself was absent in the meeting. The town itself is very ordinary, but it is set in a lovely countryside. Interrogative pronouns Interrogative pronouns are used to ask questions. e.g. who, whom, whose, which, what, why, when, where e.g. Who is that man? Where did you go yesterday? What prevented Daniel from playing football for his club? Whose racing cars are these? CONTOH

English Form 2 Teacher’s Resource This page is exclusively prepared for teachers. TR4 TEACHER’S RESOURCE Adjectives A Grip on Grammar Adjectives are words that describe or modify nouns. Descriptive adjectives Describe the quality of a person, an object or a place: tall, short, white, yellow, big, clever, aged, smart, childish, vast, young, etc. e.g. The beach is dirty. He ties a yellow ribbon around the tree. Quantitative adjectives Used to show quantity, amount or number: a few, twenty, second, any, some, a lot of, many, several, two, little, much, etc. e.g. Amira’s father has two bungalows. There are seven days in a week. Interrogative adjectives Used for asking questions: what, where, which, whose, who. e.g. Where is your home? What day is today? Demonstrative adjectives Used to show objects: this, that, these, those. e.g. This is Abdullah’s bicycle. Those flowers are from Cameron Highlands. Possessive adjectives Used to show possession: my, your, their, our, his, its, her. e.g. She lost her purse to the snatch thief. The cat was licking its paw. Distributive adjectives Used to refer to each one of a number: each, every, etc. e.g. Each of the children was given a goody bag. It rained every day during the holidays. Compound adjectives Consist of two or more words: dirt cheap, multiracial, high-rise, long-legged, user-friendly, soft-spoken, soft-hearted, world-class, well-dressed, well-informed, long-distance, old-fashioned, action-packed, etc. e.g. The bulletproof vest saved the policeman’s life. The things sold during the warehouse sales are dirt cheap. CONTOH

English Form 2 Teacher’s Resource TR5 This page is exclusively prepared for teachers. TEACHER’S RESOURCE Adverbs A Grip on Grammar An adverb modifies the meaning of a verb, an adjective or another adverb. Adverbs of time e.g. immediately, now, ago, late, soon, lately, before, today, already, after, yesterday, early, etc. e.g. I have heard the story before. He called me a few minutes ago. She came late. We start our project today. Adverbs of manner e.g. fast, well, soundly, clearly, quickly, slowly, hard, beautifully, wonderfully, gracefully, happily, carefully, etc. e.g. She sleeps soundly. They studied hard. Mother walks quietly. The dog snarled fiercely at the strange man who came near it. Adverbs of place e.g. here, there, everywhere, up, down, in, out, within, outside, etc. e.g. They looked everywhere for him. She lives in Petaling Jaya. The driver parked the cab there. Water flowed down into the ditch. Adverbs of degree e.g. too, as, enough, fully, rather, at all, partly, very, no, quite, so, hardly, almost, extremely, etc. e.g. He talks too much. They did very well in the examinations. He wasn’t lucky enough to win a prize. We quite understand the situation. Adverbs of frequency e.g. often, seldom, once, twice, frequently, always, daily, weekly, annually, usually, never, etc. e.g. They pay their fees monthly. She visits me often. The sun always rises in the east. – Adverbs of frequency may be arranged in order: 100 per cent of the time always usually regularly often/ frequently 50 per cent of the time seldom sometimes occasionally rarely/ hardly 0 per cent of the time CONTOH never

English Form 2 Teacher’s Resource This page is exclusively prepared for teachers. TR6 TEACHER’S RESOURCE Comparison of Adjectives A Grip on Grammar There are three degrees of comparison of adjectives. They are the positive, comparative and superlative forms. COMPARISON OF ADJECTIVES Positive Comparative Superlative (a) For comparing two nouns that are equal. (b) Use expressions ‘as ... as’ and ‘not as ... as’. (i) Samad is as tall as Salim. (ii) The mangoes are as sweet as honey. (a) For comparing two nouns that are not equal. (b) Add ‘-er’ to adjectives with one or two syllables. (c) Add ‘more’ or ‘less’ to adjectives with three or more syllables. (i) Susan is taller than Su Ling. (ii) Fish are more expensive than vegetables. (a) For comparing three or more nouns that are not equal. (b) Add ‘-est’ to adjectives with one or two syllables. (c) Add ‘most’ to adjectives w i t h t h r e e o r m o r e syllables. (i) Jasmine is the tallest student in the class. (ii) Diamonds are the most expensive precious stones. kind brave happy wealthy red courageous understanding kinder braver happier wealthier redder more courageous more understanding the kindest the bravest the happiest the wealthiest the reddest the most courageous the most understanding Tenses A Grip on Grammar (a) The word, tense, means time (comes from the Latin word, tempus). (b) The tense of a verb shows the time of an action or event. (c) Thus, there are three main tenses. (d) A verb that refers to the present time is said to be in the Present Tense. (e) A verb that refers to the past time is said to be in the Past Tense. (f) A verb that refers to the future time is said to be in the Future Tense. TENSES The Present Tense (refers to present time) The Past Tense (refers to past time) The Future Tense (refers to future time) (a) The Simple Present (a) The Simple Past (a) The Simple Future (b) The Present Continuous (b) The Past Continuous (b) The Future Continuous (c) The Present Perfect (c) The Past Perfect (c) The Future Perfect (a) The Present Tense The Simple Present Tense Examples To show habitual actions (a) He often wakes up late. (b) My mother always goes to the market nearby. To express a universal truth or fact (a) The sun rises in the east. (b) The earth revolves round the sun. CONTOH

English Form 2 Teacher’s Resource TR7 This page is exclusively prepared for teachers. TEACHER’S RESOURCE To show a future action (a) They leave for Australia next month. (b) The train to Butterworth departs in ten minutes. To give orders or instructions (a) Switch on the lights. (b) Don’t litter in this place. To show the passive form of the verb (a) The gate is painted. (b) Oil palms are grown in Malaysia. The Present Continuous Tense Examples To show an action that is still going on at the time of speaking (a) He is sleeping now. (b) Look! It is raining. To show a future action that has been planned (a) The students are acting in the play tomorrow. (b) We are taking part in the games this evening. To show the meaning ‘about to’ (a) It is going to rain. (b) I am going to paint the house. For habitual actions or habits. Often used with ‘always’, ‘often’, ‘continuously’, ‘constantly’, etc. (a) He is always complaining about his sister. (b) He is continuously making the same mistake. To indicate the passive form of the verb (a) The house is being painted. (b) Oil palms are being grown in Malaysia. The Present Perfect Tense Examples To show an action that has just completed at the time of speaking (a) I have already finished my work. (b) The bus has arrived. To show an action started in the past but is still going on (a) We have lived here since 1990. (b) He has studied Spanish for six months. To show an action completed recently (a) The maid has just cleaned the room. (b) They have recently bought a new house. To show the passive form of the verb (a) The floor has been swept. (b) The money has been stolen. (b) The Past Tense The Simple Past Tense Examples To indicate an action completed in the past (a) She went to the library yesterday. (b) He washed the car this morning. To show a past habit which is no longer true (a) When he was young, he used to play football. (b) They always walked to school. To indicate an unlikely event (a) If I were you, I would travel around the world. (b) They wish they could become millionaires. For polite requests (a) Could I have a cup of tea? (b) Would you like to come to my birthday party? The Past Continuous Tense Examples To show an action going on at some time in the past (a) She was working the whole morning. (b) They were playing football all evening yesterday. To show two actions going on at the same time in the past (a) He was playing tennis while his brother was swimming. (b) Ruby was singing while Lee Lee was playing the piano. To show an action that was going on at a certain time in the past when another action was completed (a) He was playing chess when you arrived. (b) While I was reading, the light went out. CONTOH

English Form 2 Teacher’s Resource This page is exclusively prepared for teachers. TR8 TEACHER’S RESOURCE The Past Perfect Tense Examples To describe an action completed before a certain point of time in the past (a) We had packed our luggage when the taxi arrived. (b) She had already reached home before the rain came down. In reported speech (a) Ali said, “I have seen the movie.” Ali said that he had seen the movie. (b) She said, “I have not taken my lunch yet.” She said that she had not taken her lunch yet. In conditional situations (a) I would have told you, if you had listened. (b) If he had booked the hall earlier, we would have held the games. (c) The Future Tense The Simple Future Tense Examples To show a future action or an action that is going to take place in the future (a) They will come here tomorrow. (b) She will know the result next week. In conditional phrases (a) If he does not come on time, I shall leave without him. (b) She will know the answer, if she asks him. The Future Continuous Tense Examples To indicate an action going on at some time in the future (a) You will be cooking at 11.00 o’ clock tomorrow. (b) I shall be watching television this evening. The Future Perfect Tense Examples To indicate the completion of an action at some time in the future (a) By tomorrow, she will have arrived at Kuala Lumpur. (b) We shall have saved a thousand ringgit by next January. To express commands, determination, promise and threat Note: The Normal Form I shall, We shall, They will, You will, She will, He will, It will, Ahmad and Ali will, The children will (a) We/ I will become successful. (determination) (b) They will pay for the damage. (threat) In the passive form (a) The examination results will be announced next Monday. (b) They will be rewarded by the king. Notes: 1 Some verbs can be used in the Simple Present Tense and Present Continuous Tense with little change of meaning: (a) I look forward to your reply. (more formal) (b) I’m looking forward to your reply. (less formal) 2 Notice the difference between a permanent situation expressed by the Simple Present Tense and a temporary situation expressed by the Present Continuous Tense. (a) Vincent Yap lives in Selangor. (b) Vincent Yap is living with us till his apartment is ready to move into. CONTOH

English Form 2 Teacher’s Resource TR9 This page is exclusively prepared for teachers. TEACHER’S RESOURCE Subject-Verb Agreement A Grip on Grammar (a) A singular subject takes a singular verb. (b) A plural subject takes a plural verb. Singular Subject Singular Verb He She Ali The boy The child plays football every day. watches television every evening. goes to school by bus every afternoon. does the homework before going to bed. loves singing. It The dog drinks milk. barks loudly. Plural Subject Plural Verb You We They Ali and Ahmad The boys and girls The children go to school by bus every afternoon. watch television every evening. do the homework before going to bed. love singing. drink milk. The dogs/ They bark loudly. (c) Nouns preceded by determiners like many, few, a few, several, both, a lot of, a number of, take plural verbs. (i) Many children do not have enough to eat. (ii) Both my brothers are doctors. (iii) A number of the workers were hurt in the accident. (d) A singular subject followed by expressions like together with, with, as well as, in addition to, takes a singular verb. (i) The headman, with all the villagers, is here. (ii) I, as well as my friends, am tired. (iii) Santhi, together with her sisters, lives in this house. (e) Plural nouns preceded by each, every and pronouns like anyone, no one, everybody, somebody, anybody, nobody, everything, something, anything, nothing, take singular verbs. (i) Everyone has to attend this meeting. (ii) Each student is given a new file. (iii) Something just doesn’t seem right. (iv) Nothing was stolen from the house. (f) Plural nouns preceded by expressions like one of, each of, none of, neither of, either of, take singular verbs. (i) Neither of the men plays golf. (ii) One of the twins is a boy. (iii) None of the students knows the answer. (g) Abstract or uncountable nouns take singular verbs. (i) Honesty is the best policy. (ii) Water has many uses. (iii) Good health depends on good habits. (iv) Your behaviour is unpardonable. (v) Milk contains all the necessary nutritious elements. CONTOH

English Form 2 Teacher’s Resource This page is exclusively prepared for teachers. TR10 TEACHER’S RESOURCE (h) Collective nouns referred to as a whole group, take singular verbs. (i) The committee has agreed on the main issues. (ii) This class consists of forty students. (iii) The audience is excited. (iv) A group of boys is playing in the garden. (v) A bunch of bananas does not cost much. (i) Nouns that are plural in form but singular in meaning, take singular verbs. (i) Mathematics has become his favourite subject. (ii) No news is good news. (iii) Rickets is caused by malnutrition. (j) When two nouns together express one idea, the singular verb is used. (i) Time and tide waits for no man. (ii) Every nook and cranny is seached thoroughly. (k) When a gerund or an infinitive is the subject of a sentence, the singular verb is used. (i) Swimming is my hobby. (ii) To do well requires some hard work. (l) When nouns are taken as one singular quantity or entirety, singular verbs are used. (i) Two hundred dollars is a large sum of money to a child. (ii) Three hectares of the forest has been cut down for development. (m) When the subject of the sentence consists of fractions or percentages, the verb used must agree with the noun indicated. (i) Ten per cent of his salary is saved every month. (ii) Forty per cent of the students in this school are Malays. (iii) A quarter of the residents here are interested in patrolling their homes. (iv) Half the money has been donated by the pupils. (n) The uses of either ... or or neither ... nor: When they are used with singular subjects, singular verbs are used. (i) Either Rahim or Razali has taken the ball. (ii) Neither Ah Chong nor Ah Meng knows how to swim. When they are used with plural subjects, plural verbs are used. (i) Either the nurses or the doctors are on duty. (ii) Neither the men nor the women have won the competition. When they are used in sentences where one subject is singular and the other plural, the verbs used must agree with the subject nearest to it. (i) Either his father or his brothers are visiting him next week. (ii) Neither the children nor their mother wants to stay here. (o) Words like the young, the old, the hungry, the rich, the poor, take plural verbs. (i) The young feel that freedom is all-important. (ii) The poor ar CONTOH e usually found in slum areas.

English Form 2 Teacher’s Resource TR11 This page is exclusively prepared for teachers. TEACHER’S RESOURCE Prepositions A Grip on Grammar They are words placed before nouns or pronouns or gerunds to show place, position, time, manner, purpose or possession. Types of Prepositions Examples Prepositions of place and position e.g. in, inside, on, by, beside, next to, behind, over, above, at, near, between, opposite, below, under, in front of, within, into, outside, against, across, etc. (a) The cows are grazing in the field. (b) The shopping mall is within walking distance from the school. (c) There is a man standing in front of the hotel. Prepositions of direction e.g. to, from, along, across, up, down, off, towards, through, round, around, away, past, etc. (a) She walked to the bus stop. (b) The sun shines through the window. (c) The cars are going round the roundabout. Prepositions of time e.g. after, before, within, throughout, since, for, by, at, until, during, on, in, etc. (a) The train from Johor arrived at 10 o’clock. (b) We have finished our work within an hour. (c) I am usually at work by nine in the morning. Prepositions of manner e.g. by, with, in, etc. (a) He came to school by bus. (b) The man chopped the tree with an axe. (c) The man killed the tiger with a spear. Prepositions of purpose e.g. for, of, from, through, etc. (a) Ronny died of dengue. (b) Haslinda works for a low salary. (c) We can only achieve success through sheer determination. Prepositions of accompaniment e.g. with, etc. (a) Rosnah went to the movies with her friends yesterday. (b) Can you come with me to the staff room? (c) Marie lives with her grandparents. Prepositions of measure, rate or value e.g. of, at, by, etc. (a) A kilogram of mutton costs five ringgit. (b) These apples are sold at fifty sen each. (c) The workers are paid by the hour. Prepositions of possession e.g. with, of, etc. (a) Kuala Lumpur is the capital of Malaysia. (b) The girl, with a yellow cap, is my sister. (c) The manager left the key with her assistant before he went home. Conjunctions and Sequence Connectors A Grip on Grammar Conjunctions and Sequence Connectors join words, phrases or sentences together. Types of Conjunctions Examples To join similar ideas e.g. and, not only…but also, besides, as well as, both…and, aside from, etc. (a) He sells mangoes and oranges. (b) Tim could both read and write when he was only three. To show contrast e.g. though, yet, still, but, although, even though, despite, in spite of, instead of, etc. (a) Bryan tried hard but failed. (b) Although he hurried, he still missed the train. CONTOH

English Form 2 Teacher’s Resource This page is exclusively prepared for teachers. TR12 TEACHER’S RESOURCE To show reason e.g. because, therefore, since, for, so, so as, due to, as, owing to, etc. (a) Joe was late because he missed the bus. (b) The competition was cancelled due to the lack of response. To show comparison or manner e.g. as…as, as, so…as, as if, than, as though, etc. (a) Alan is as tall as his brother. (b) It is better late than never. To express choice or alternative e.g. either…or, neither…nor, etc. (a) You can have either coffee or tea. (b) Neither Jasmine nor her friend came to help. To express condition e.g. if, unless, as long as, etc. (a) The vase will break if you drop it. (b) As long as you follow the rules of the game, you may win. To show purpose e.g. in order to, in order that, so that, so as, etc. (a) Speak clearly so that we can hear you. (b) We are saving our pocket money in orderto buy that mountain bike. To show result e.g. so that, so, therefore, as a result, consequently, etc. (a) Ali lost his balance, so he fell off his bicycle. (b) Justin loved to gamble, consequently he became very poor. Used as sequence connectors e.g. firstly, secondly, next, after that, then, afterwards, until, till, while, when, as soon as, etc. This is how we make a birthday card. Firstly, get a piece of Manila card. Then, cut it according to the size you wish. Next, fold it in half. Afterwards, draw some cartoons or pictures on the cover. Finally, write or glue the words ‘Happy Birthday’ on the inner page of the card. Gerunds, Present Participles and To-Infinitives A Grip on Grammar (a) Gerunds A gerund is the -ing form of a verb used as a noun. Uses Examples As the subject of a sentence (a) Swimming is my favourite pastime. (b) Smoking is bad for our health. As the object of a sentence (a) His hobby is reading. (b) I enjoy camping. After a preposition (a) You should keep on trying. (b) Ben is good at painting. (c) I look forward to hearing from you. After certain verbs e.g. enjoy, like, love, dislike, prefer, hate, etc. (a) Thima prefers playing basketball to playing netball. (b) We dislike working with him. To make polite requests (a) Would you mind helping me with these parcels? (b) Would you like having lunch with me? (b) Present Participles Present Participles are words with -ing. Uses Examples As adjectives (a) His grandfather uses a walking stick to help him move around. (b) I have won the first prize in an essay writing competition. CONTOH

English Form 2 Teacher’s Resource TR13 This page is exclusively prepared for teachers. TEACHER’S RESOURCE Placed after a noun or pronoun and used after certain verbs like see, hear, smell, feel, etc. (a) I saw the dog chasing after a cat. (b) The police caught him stealing the car. (c) I saw him breaking open the lock. (c) To-Infinitives To + verb = to-infinitive which functions as a noun. Uses Examples As the subject of a sentence (a) To cheat others is wrong. As the object of a sentence (a) Alias likes to play tennis. After adjectives (a) Jenny is too tired to work. (b) This house is too big to clean up in a day. Verbs followed by infinitives without ‘to’ (a) Her mother let her attend her friend’s birthday party. (b) He dared not cry out. (c) I heard him sing. (d) We heard them whisper in the room. Active Voice and Passive Voice A Grip on Grammar (a) In the Active Voice, the subject is the person who does the action. (b) In the Passive Voice, the subject is the receiver of the action. Active Voice Passive Voice The Simple Present Tense (i) Mrs Lee teaches English. (ii) The class monitor gives out these books. (i) English is taught by Mrs Lee. (ii) These books are given out by the class monitor. The Simple Past Tense (i) The cat chased the mouse. (ii) My cousin gave me some mangoes. (i) The mouse was chased by the cat. (ii) Some mangoes were given to me by my cousin. /I was given some mangoes by my cousin. The Simple Future Tense (i) The maid will mop the floor. (ii) I shall order the sandwiches for you. (i) The floor will be mopped by the maid. (ii) Some sandwiches shall be ordered (by me) for you. The Present Perfect Tense (i) Mr Goh has bought a new computer. (ii) May Yin has given me some roses. (i) A new computer has been bought by Mr Goh. (ii) Some roses have been given to me by May Yin. /I was given some roses by May Yin. The Past Perfect Tense (i) Justin had taught Billy before. (ii) Who had written these letters? (i) Billy had been taught by Justin before. (ii) By whom had these letters been written? The Present Continuous Tense (i) The workmen are repairing the roof. (ii) The farmer is planting tomatoes. (i) The roof is being repaired by the workmen. (ii) Tomatoes are being planted by the farmer. CONTOH

English Form 2 Teacher’s Resource This page is exclusively prepared for teachers. TR14 TEACHER’S RESOURCE The Past Continuous Tense (i) My mother was baking a cake. (ii) The farmer was scattering some seeds in the field. (i) A cake was being baked by my mother. (ii) Some seeds were being scattered in the field by the farmer. Used with Modals: e.g. can, could, will, would, should, shall, need, must, ought to, may, might, had better, dare, used to (i) We ought to treat our elders with respect. (ii) The police may have to interrogate him again. (i) Our elders ought to be treated with respect. (ii) He may have to be interrogated by the police again. Question Tags and Responses A Grip on Grammar Question tags are used at the end of statements. We use them when we want someone to confirm or agree with what we say. Examples: isn’t, haven’t, didn’t, hadn’t, won’t, wasn’t, hasn’t, couldn’t, shouldn’t, don’t, etc. Question Tags Questions Answers We add a negative question tag to a positive statement when we expect the answer to be yes. (a) It’s a hot day today, isn’t it? (b) Nurul wants to go to the camp, doesn’t she? (c) Your friend had sent you a gift, hadn’t he? (d) Miss Kang has a new car, hasn’t she? (e) The students could finish their sums on time, couldn’t they? Yes, it is. Yes, she does. Yes, he had. Yes, she has. Yes, they could. We add a positive question tag to a negative statement when we expect the answer to be no. (a) Siti can’t drive, can she? (b) The factory workers weren’t late, were they? (c) Ahmad didn’t help his father, did he? (d) The cat wasn’t hurt, was it? (e) You don’t need any help, do you? No, she can’t. No, they weren’t. No, he didn’t. No, it wasn’t. No, I don’t. Exercise 1 1 excellent, ten, teen, cent, let, net, tell, etc. 2 infection, note, tone, into, toe, ion, con, tonne, none, etc. 3 mass, rash, mast, cash, cast, sit, ash, this, hiss, his, miss, mist, etc. Exercise 2 1 cloud 2 bite 3 servant, master 4 gold 5 bush 6 cure 7 poison 8 do 9 stones 10 home Exercise 3 1 neighs 2 trumpets 3 roars 4 bleats 5 squeaks 6 cackles 7 hisses 8 hoots 9 brays 10 crows 11 chirps 12 croaks Answers CONTOH

TR15 This page is exclusively prepared for teachers. TEACHER’S RESOURCE think back to remember something that happened in the past Dear, I’ve lost my car key! OMG! Think back. Where did you put it? More examples: (a) I like to think back on my childhood and try to remember what it was like. (b) When I think back on Trishya and the good times we had together, I get very sad. (c) I can’t think back as my mind is preoccupied with other things. word of mouth getting information by people telling each other Word of mouth, Chef. How did you hear about us? Jojo’s Restaurant is very good! You should try Jojo’s Restaurant! More examples: (a) We discovered the café by word of mouth. (b) A: How do you know who the best teachers are? B : Word of mouth. Students tell each other. (c) The story has been passed down by word of mouth. break the ice to make people who have not met before feel more relaxed with each other Nobody is talking. Er, well – how can I break the ice? Maybe I can tell a joke… That’s hilarious! Good joke! More examples: (a) A nice smile does a lot to break the ice. (b) I was so nervous about meeting Jessica’s parents for the first time, but her dad broke the ice by asking about my hobbies, and everything went great after that. my lips are sealed used when you are promising to keep a secret My lips are sealed. Dad, I bought this for Mum’s birthday. Don’t tell her. More examples: (a) A : Please don’t tell anyone about this. I’m so embarrassed. B : Don’t worry. My lips are sealed. (b) A : Please don’t tell the boss that I’m looking for a new job. B : Okay. My lips are sealed. Vocab At Your Fingertips CONTOH

English Form 2 Teacher’s Resource This page is exclusively prepared for teachers. TR16 TEACHER’S RESOURCE have butterflies (in one’s stomach) to feel very nervous, usually about something you are going to do More examples: (a) Having butterflies in my stomach almost kept me from going on stage and performing. (b) Whenever I have to speak in public, I have butterflies in my stomach. (c) Tony always has butterflies in his stomach before a test. go blank you are suddenly unable to remember something More examples: (a) I just went blank and couldn’t remember her name for a minute. (b) I was so nervous during the SPM exam that my mind went blank. (c) My heart began to race and my mind went blank. apples and oranges two things/ people that are totally different More examples: (a) You can’t talk about Greg and Jasper in the same breath. They are like apples and oranges. (b) A: Which is more interesting: Travelling to Korea or Maldives? B : I can’t say which is more interesting. They are apples and oranges. it serves him/ her/ you right! someone deserves this suffering because they did something bad More examples: (a) You tripped while making fun of those kids? Serves you right! (b) A: Micah lost his job because his boss fired him. B : It serves him right! He was always late for work. My mind went blank! My topic today is… is… a… Dad, you and Uncle Tom are so different. Yes, we are brothers… but we’re apples and oranges. It serves you right, son! I had two girlfriends yesterday. But I’ve none now. I’ve butterflies in my stomach now! CONTOH

User Titbits Content Areas & Skills Performance Standard Record Table Teacher’s Manual Recording Scripts Listening Audio Pop Quiz Digital Resource Project-Based Learning Lessons Non-TextbookBased Units PULSE 2 p. 11 Content Areas & Skills Performance Standard Record Table Teacher’s Manual Recording Scripts Listening Audio Pop Quiz Digital Resource Project-Based Learning Lessons Non-TextbookBased Units PULSE 2 p. 11 UPDATED & UPGRADED DIGITAL-FRIENDLY What makes our Modul 360° Efisien special? Teacher's Manual offers suggestions on how to make lessons more interesting and effective Listening Audio Scan the QR codes to access online audio tracks that are relevant to the lessons learnt Recording Scripts Scan the QR code to get or download the transcripts for the audio tracks Pop Quiz Scan the QR codes to access quizzes and do a self-evaluation online Digital Resource Scan the QR codes to access online digital materials or contents that are relevant to the lessons learnt Project-Based Learning Lessons provided to make learning fun and interactive. Civic Values incorporated to produce responsible citizens who know their rights and duties to the society, country and the world Performance Standard Record Table provided to evaluate students’ performance for each skill every day/ week Textbook Page Reference makes it easy for teachers and students to refer to the lessons taught in the textbook Non-Textbook-Based Units as extra materials incorporated to facilitate the delivery of lessons based on the Scheme of Work Units presented in the same order as in the MOE textbook Incorporates all the skills stipulated in the CEFR-aligned syllabus Book A – SOW & PBD CONTOH

Answers Content Areas & Skills Teacher’s Manual Ujian Akhir Sesi Akademik Vocab At Your Fingertips Unit 7: Journeys (PULSE 2) Theme: People & Culture Ujian Akhir Sesi Akademik Analysis For Grammar Items Grammar Bites Worksheet Answers Content Areas & Skills Teacher’s Manual Ujian Akhir Sesi Akademik Vocab At Your Fingertips Unit 7: Journeys (PULSE 2) Theme: People & Culture Ujian Akhir Sesi Akademik Analysis For Grammar Items Grammar Bites Worksheet Teacher's Manual provided to facilitate the teaching process in the classroom Grammar Bites is a bonus section for students to improve their grammar knowledge Vocab At Your Fingertips is a fun learning approach to keep students engaged with a bunch of essential English phrases through illustrations Word Bank expands students’ vocabulary power and builds their literacy skills Analysis For Grammar Items gives information about the grammar of speech and students can scan QR codes for Grammar Bites for explanation and exercises Intensive Skill-Based Drill tests students’ knowledge and gives extra insights into the overall topics Units & Themes are arranged according to the MOE textbook for easy reference Grade 'A' Answers provide a yardstick for students to measure their own performance Ujian Akhir Sesi Akademik enables students to self-assess and boost their confidence Adopts a student-and-teacher-friendly approach Topics have been systematically organised for quick and easy assessment User Titbits What makes our Modul 360° Efisien special? UPDATED & UPGRADED Book B – Formative & Summative Assessments DIGITAL-FRIENDLY CONTOH

Student Performance Standard Record Table..............i Project-Based Learning Lessons 1 – 3........................... iv 01 Speaking.................................................................. 1 02 Listening.................................................................. 2 03 Reading ................................................................... 3 04 Writing .................................................................... 5 05 Literature in Action............................................... 7 06 Language Awareness: Grammar............................ 8 Vocabulary Drill ............................................................ 9 Guardians of the Earth Unit 1 (Non-Textbook-Based Unit) 01 Listening................................................................ 10 02 Speaking................................................................ 11 03 Reading ................................................................. 12 04 Writing .................................................................. 13 05 Language Awareness 6.1 & 6.2: Grammar ...... 14 Vocabulary Drill .......................................................... 17 Money Unit 2 (Textbook-Based Unit) 01 Listening................................................................ 18 02 Speaking................................................................ 19 03 Reading ................................................................. 20 04 Writing .................................................................. 23 Rise to Where You Want to Be Unit 3 (Non-Textbook-Based Unit) 01 Listening................................................................ 26 02 Speaking................................................................ 27 03 Reading ................................................................. 28 04 Writing .................................................................. 31 Vocabulary Drill .......................................................... 33 Healthy Living Unit 4 (Non-Textbook-Based Unit) 01 Listening................................................................ 34 02 Speaking................................................................ 35 03 Reading ................................................................. 36 04 Writing .................................................................. 41 05 Language Awareness: Grammar.......................... 44 Simply Brilliant Unit 5 (Non-Textbook-Based Unit) 01 Listening................................................................ 45 02 Speaking................................................................ 47 03 Reading ................................................................. 49 04 Writing .................................................................. 53 05 Language Awareness 7.1 & 7.2: Grammar ...... 57 Vocabulary Drill .......................................................... 60 Journeys Unit 6 (Textbook-Based Unit) 01 Listening................................................................ 62 02 Speaking................................................................ 63 03 Reading ................................................................. 66 04 Writing .................................................................. 68 05 Language Awareness 8.1 & 8.2: Grammar ...... 71 Good Luck, Bad Luck Unit 7 (Textbook-Based Unit) 01 Listening................................................................ 74 02 Speaking................................................................ 75 03 Reading ................................................................. 77 04 Writing .................................................................. 78 Take Care Unit 8 (Textbook-Based Unit) 01 Listening................................................................ 80 02 Language Awareness: Adverbs............................ 80 03 Reading ................................................................. 82 04 Speaking................................................................ 84 05 Writing .................................................................. 84 Think Twice, Act Wise Unit 9 (Non-Textbook-Based Unit) Answers Scan me Recording Scripts Scan me Civic Education Module Scan me e-RPH Contents The selection of URLs given in this publication were valid at the time of printing. QR CONTOH

i Skill Learning Standards & Worksheets Pages SOW Lesson Week Date PL Achieved ()/ Not Achieved () Teacher’s Signature & Date Unit 1 Guardians of the Earth Theme: Health & Environment 1.1.1 Understand independently the main ideas in simple longer texts on a range of familiar topics 2.1.1 Ask about and explain key information from simple texts 2.1.2 Ask for and respond appropriately to simple suggestions 2.3.1 Keep interaction going in longer exchanges by checking understanding of what a speaker is saying 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 4.1.1 Explain simple content from what they have read 4.2.3 Produce a plan or draft of two paragraphs or more and modify this appropriately either in response to feedback or independently 5.1.1 Explain in simple language connections between characters, places or events in texts and their own lives 5.3.1 Respond imaginatively and intelligibly through creating poems, board games, puzzles and quizzes Speaking 2.1.2, 2.3.1 1 – 2 1 Listening 1.1.1, 2.1.2 (audio) 2 – 3 2 Reading 3.1.3, 2.1.1 3 – 4 3 Writing 4.1.1, 4.2.3 (Recycling essay) (PAK21) 5 – 6 4 Literature 5.1.1, 5.3.1 (audio) 7 5 Grammar Modal verbs of obligation 8 – 9 6 Vocabulary Food-related sayings 9 Skill Learning Standards & Worksheets Pages SOW Lesson Week Date PL Achieved ()/ Not Achieved () Teacher’s Signature & Date Unit 2 Money Theme: Consumerism & Financial Awareness 1.1.2 Understand independently specific information and details in simple longer texts on a range of familiar topics 1.2.1 Guess the meaning of unfamiliar words from clues provided by other words and by context on a range of familiar topics 2.3.1 Keep interaction going in longer exchanges by checking understanding of what a speaker is saying 3.1.1 Understand the main points in simple longer texts on a range of familiar topics 3.1.2 Understand specific details and information in simple longer texts on a range of familiar topics 4.2.3 Produce a plan or draft of two paragraphs or more and modify this appropriately either in response to feedback or independently Listening 1.1.2, 1.2.1 (audio) 10 11 Speaking 2.3.1 11 – 12 7 Reading 3.1.1, 3.1.2 12 – 13 8 – 9 Writing 4.2.3 (informal letter) (PAK-21) 13 – 14 16 Grammar be going to, contrast will and going to, would like/ wouldn’t like 14 – 17 10 & 13 Vocabulary Money-related idiomatic expressions 17 Skill Learning Standards & Worksheets Pages SOW Lesson Week Date PL Achieved ()/ Not Achieved () Teacher’s Signature & Date Unit 3 Rise to Where You Want to Be Theme: People & Culture 1.1.5 Understand with little or no support more complex questions 1.1.6 Understand with little or no support longer simple narratives on a wide range of familiar topics 2.1.1 Ask about and explain key information from simple texts 2.1.5 Express opinions or feelings about character and personality 3.1.2 Understand specific details and information in simple longer texts on a range of familiar topics 3.1.5 Recognise with support attitude or opinion of the writer in simple longer texts 4.1.1 Explain simple content from what they have read 4.1.5 Organise and sequence ideas within short texts on familiar topics 4.2.2 Spell written work with moderate accuracy Listening 1.1.6, 1.1.5 (audio) 18 – 19 18 Speaking 2.1.1, 2.1.5 19 – 20 19 Reading 3.1.5, 3.1.2 20 – 22 20 Writing 4.1.1, 4.1.5, 4.2.2 (article) (PAK-21) 23 – 25 21 Skill Learning Standards & Worksheets Pages SOW Lesson Week Date PL Achieved ()/ Not Achieved () Teacher’s Signature & Date Unit 4 Healthy Living Theme: Health & Environment 1.1.3 Recognise with support attitudes or opinions in simple longer texts on a range of familiar topics 1.1.4 Understand with little or no support longer sequences of classroom instructions 2.4.1 Communicate opinions or feelings about a story, event or experience 3.1.1 Understand the main points in simple longer texts on a range of familiar topics 3.1.2 Understand specific details and information in simple longer texts on a range of familiar topics 3.1.4 Use independently familiar print and digital resources to check meaning 4.1.2 Make and respond to simple requests and suggestions 4.1.3 Summarise the main points of a simple story, text or plot 4.1.5 Organise and sequence ideas within short texts on familiar topics Student Performance Standard Record Table English Form 2 CONTOH

ii English Form 2 Student Performance Standard Record Table Listening 1.1.3, 1.1.4 (audio) 26 24 Speaking 2.4.1, 4.1.3 27 – 28 25 Reading 3.1.1, 3.1.2, 3.1.4 (PAK-21) 28 – 30 26 Writing 4.1.2, 4.1.5 (informal letter) (PAK-21) 31 – 32 27 Vocabulary Health-related quotes and proverbs 33 Skill Learning Standards & Worksheets Pages SOW Lesson Week Date PL Achieved ()/ Not Achieved () Teacher’s Signature & Date Unit 5 Simply Brilliant Theme: Science & Technology 1.1.6 Understand with little or no support longer simple narratives on a wide range of familiar topics 1.2.1 Guess the meaning of unfamiliar words from clues provided by other words and by context on a range of familiar topics 2.1.3 Express opinions about future plans or events 3.1.2 Understand specific details and information in simple longer texts on a range of familiar topics 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 4.1.3 Summarise the main points of a simple story, text or plot 4.2.1 Punctuate written work with moderate accuracy 4.2.3 Produce a plan or draft of two paragraphs or more and modify this appropriately either in response to feedback or independently Listening 1.1.6, 1.2.1 (audio) 34 – 35 30 Speaking 2.1.3 (PAK-21) 35 – 36 31 Reading 3.1.2, 3.1.3 36 – 41 32 Writing 4.1.3, 4.2.3, 4.2.1 (e-diary) (PAK-21) 41 – 44 33 Grammar Review of Present Simple and Past Simple 44 35 Skill Learning Standards & Worksheets Pages SOW Lesson Week Date PL Achieved ()/ Not Achieved () Teacher’s Signature & Date Unit 6 Journeys Theme: People & Culture 1.1.1 Understand independently the main ideas in simple longer texts on a range of familiar topics 1.1.2 Understand independently specific information and details in simple longer texts on a range of familiar topics 2.3.1 Keep interaction going in longer exchanges by checking understanding of what a speaker is saying 3.1.2 Understand specific details and information in simple longer texts on a range of familiar topics 4.1.4 Express opinions and common feelings such as happiness, sadness, surprise and interest Listening 1.1.2, 1.1.1 (audio) 45 – 47 40 Speaking 2.3.1 47 – 49 36 Reading 3.1.2 49 – 53 37 – 38 Writing 4.1.4 (travel blog) (PAK-21) 53 – 57 45 Grammar Present Perfect: Affirmative & Negative, gone and been in the Present Perfect 57 – 60 39 & 42 Vocabulary Transportation-and-journey-related words and phrasal verbs 60 – 61 Skill Learning Standards & Worksheets Pages SOW Lesson Week Date PL Achieved ()/ Not Achieved () Teacher’s Signature & Date Unit 7 Good Luck, Bad Luck Theme: People & Culture 1.1.2 Understand independently specific information and details in simple longer texts on a range of familiar topics 1.2.1 Guess the meaning of unfamiliar words from clues provided by other words and by context on a range of familiar topics 2.1.5 Express opinions or feelings about character and personality 2.4.1 Communicate opinions or feelings about a story, event or experience 3.1.1 Understand the main points in simple longer texts on a range of familiar topics 3.1.2 Understand specific details and information in simple longer texts on a range of familiar topics 4.1.4 Express opinions and common feelings such as happiness, sadness, surprise and interest Listening 1.1.2, 1.2.1 (audio) 62 – 63 69 Speaking 2.4.1, 2.1.5 (PAK-21) 63 – 65 65 Reading 3.1.2, 3.1.1 66 – 68 66 – 67 Writing 4.1.4 (email) (PAK-21) 68 – 71 74 Grammar Present Perfect + for and since, Present Perfect and Past Simple, questions using How long 71 – 73 68 & 71 Skill Learning Standards & Worksheets Pages SOW Lesson Week Date PL Achieved ()/ Not Achieved () Teacher’s Signature & Date Unit 8 Take Care Theme: Health & Environment 1.1.2 Understand independently specific information and details in simple longer texts on a range of familiar topics 2.1.2 Ask for and respond appropriately to simple suggestions 2.1.4 Express opinions about simple spoken or written advice given to themselves or others 3.1.1 Understand the main points in simple longer texts on a range of familiar topics 3.1.2 Understand specific details and information in simple longer texts on a range of familiar topics 4.1.2 Make and respond to simple requests and suggestions CONTOH

iii English Form 2 Student Performance Standard Record Table Listening 1.1.2, 2.1.2 (audio) (PAK-21) 74 – 75 98 Speaking 2.1.2, 2.1.4 75 – 76 94 Reading 3.1.1, 3.1.2 77 – 78 95 – 96 Writing 4.1.2 (instant message) 78 – 79 103 Skill Learning Standards & Worksheets Pages SOW Lesson Week Date PL Achieved ()/ Not Achieved () Teacher’s Signature & Date Unit 9 Think Twice, Act Wise Theme: Consumerism & Financial Awareness 1.1.1 Understand independently the main ideas in simple longer texts on a range of familiar topics 1.1.2 Understand independently specific information and details in simple longer texts on a range of familiar topics 2.1.4 Express opinions about simple spoken or written advice given to themselves or others 3.1.2 Understand specific details and information in simple longer texts on a range of familiar topics 3.1.4 Use independently familiar print and digital resources to check meaning 4.1.4 Express opinions and common feelings such as happiness, sadness, surprise and interest 4.2.2 Spell written work with moderate accuracy Listening 1.1.1, 1.1.2 (audio) 80 47 Grammar Adverbs 80 – 81 52 Reading 3.1.2, 3.1.4 (PAK-21) 82 – 83 49 Speaking 2.1.4 84 48 Writing 4.1.4, 4.2.2 (PAK-21) 84 – 86 50 Skill Learning Standards & Worksheets Pages SOW Lesson Week Date PL Achieved ()/ Not Achieved () Teacher’s Signature & Date Project-Based Learning Lesson 1 (Non-Textbook-Based Lesson) Theme: People & Culture 3.1.2 Understand specific details and information in simple longer texts on a range of familiar topics 2.1.3 Express opinions about future plans and events Reading 3.1.2 iv 111 Speaking 2.1.3 iv 111 Skill Learning Standards & Worksheets Pages SOW Lesson Week Date PL Achieved ()/ Not Achieved () Teacher’s Signature & Date Project-Based Learning Lesson 2 (Non-Textbook-Based Lesson) Theme: Health & Environment 3.1.2 Understand specific details and information in simple longer texts on a range of familiar topics 3.2.1 Read and enjoy fiction/ non-fiction and other suitable print and digital texts of interest Reading 3.1.2, 3.2.1 v 112 Skill Learning Standards & Worksheets Pages SOW Lesson Week Date PL Achieved ()/ Not Achieved () Teacher’s Signature & Date Project-Based Learning Lesson 3 (Non-Textbook-Based Lesson) Theme: Health & Environment 3.1.1 Understand the main points in simple longer texts on a range of familiar topics 3.1.5 Recognise with support attitude or opinion of the writer in simple longer texts 4.1.1 Explain simple content from what they have read 4.2.2 Spell written work with moderate accuracy Reading 3.1.1, 3.1.5 vi 112 Writing 4.1.1, 4.2.2 vi 112 CONTOH

iv Based Lesson Non-TextbookSOW: Lesson 111 Reading and Speaking 3.1.2 Understand specific details and information in simple longer texts on a range of familiar topics 2.1.3 Express opinions about future plans and events Expressing Pride in Respecting Diverse Cultural Heritage A Read the text below. The most important festival among the Chinese is the Chinese New Year. Traditionally, the Chinese New Year season is celebrated over 15 days. In the preparation for the Chinese New Year, the Chinese have some full and thorough springcleaning of their houses. All family members get together for the festival. The most important feast is the Chinese New Year’s Eve’s reunion dinner, where family members from far and wide return home to eat together the special grand feast. The next three days are typically spent visiting relatives and friends, a custom that can stretch to the fifteenth day. Shops and shopping malls will have lively dragon and lion dances to usher in the Chinese New Year. Children would receive ang pows, or also known as red packets, with money inside them. Chinese New Year celebrations have become simpler in modern times. But traditionally, the celebrations are riddled with many superstitions. Sweeping and cleaning is forbidden as the Chinese believe that sweeping means you would sweep the good luck out of the front door. It is also considered taboo to empty the rubbish bins as it represents throwing your good fortune away. Another superstition is that one should not break any dishes albeit accidentally. This act is believed to bring serious problems between family members throughout the coming year. The Chinese wear red as it is auspicious. It is customary to exchange mandarin oranges when visiting friends and relatives during the Chinese New Year. Two mandarin oranges, which represent good luck, are placed in a decorated bag and presented to the host. The host returns the favour by presenting two mandarin oranges to the visitor. Sharp objects like knives and scissors are kept out of sight as they are harbingers of bad luck. Cutting hair is a big no-no as it would cut off your good luck. While many Chinese may not believe in these dos and don’ts, these traditions and customs are still being practised. B Work in pairs. Answer the following questions. Choose no more than five words from the text for each answer. 1 The act of sweeping on this day is associated with sweeping good luck away . 2 Emptying rubbish bins symbolises dumping out the good fortune from the house. 3 You are advised not to cut hair on this day as it would cut off your good start of the year. 4 While not all of these traditions and customs are still being practised today, it is still a fascinating list. 5 State two other things you should not do for the Chinese New Year season. (i) Avoid taking medicine as it is believed you will get ill for a whole year. (ii) Needlework should not be done as it is thought to lead to the depletion of wealth in the coming year. C Work in groups of four. Imagine you are going to attend an event next week. Make notes about the event ― place, activities you will see there, things you will do there and how you feel about going to the event. Then, tell your class about the event. (Accept any suitable answer) Teacher’s signature : Date : PL Project-Based Learning Lesson 1 Theme People and Culture Core Civic Value Core Value: Mutual Respect Topic : Preserving Malaysian Heritage CONTOH

v Based Lesson Non-TextbookProject-Based Learning Lesson 2 SOW: Lesson 112 Reading 3.1.2 Understand specific details and information in simple longer texts on a range of familiar topics 3.2.1 Read and enjoy fiction/ non-fiction and other suitable print and digital texts of interest Making Your Recycled Candle and Drawing the Steps A Read the instructions of making a recycled candle below. The things that you need to make a recycled candle are a melting pot for the wax, a bigger pot to place the melting pot, a wick, a jam jar and old candles. Make sure the wick is of the right size for the candle you are going to make. Clean the old candles thoroughly. Break them into small pieces and put them in the melting pot. Put some water in the bigger pot and place the melting pot in it. Heat the wax on the stove over a low heat until it has melted completely. Place a wick in the centre of the jam jar. You can keep the wick straight by tying it to a pencil or chopstick that lies horizontally across the top of the jar. When the wax has melted, pour it into the jam jar to the level you require. Leave the candle to cool and set. Now you can trim the wick to the required length. Last but not least, keep the candle in a cool place. Your recycled candle is finally done. B After reading, draw eight pictures that tell the process of making a recycled candle in the correct order. Teacher’s signature : Date : C Ask your parents/ guardian to help you do the experiment of making a recycled candle at home. Is the experiment successful? Non-Textbook-Based Unit Theme Health and Environment Core Civic Value Core Value: Mutual Respect Topic : Preserved Environment Prosperous Community PL CONTOH

vi Based Lesson Non-TextbookSOW: Lesson 112 Reading and Writing 3.1.1 Understand the main points in simple longer texts on a range of familiar topics 3.1.5 Recognise with support attitude or opinion of the writer in simple longer texts 4.1.1 Explain simple content from what they have read 4.2.2 Spell written work with moderate accuracy Creating an Information Leaflet about COVID-19 A Read the articles below about COVID-19 to generate some ideas. (a) https://www.who.int/emergencies/diseases/novel-coronavirus-2019/advice-for-public (b) https://www.cdc.gov/coronavirus/2019-ncov/prevent-getting-sick/prevention.html (c) https://www.rd.com/advice/things-you-should-do-for-yourself-during-self-quarantine/ B Create an information leaflet about COVID-19 based on your reading. The template has been given to you. Give your leaflet a suitable title. Teacher’s signature : Date : A B C D E F G H I J K L M N O P Q R S T U V W X Y Z Avoid crowd/ close contact. Fortify immune system with green juice. Knit or crochet. Pray for those who are not so fortunate. Use masks. Zero face touching. Clean your hands. Hand sanitising. Meditate daily. Regular home workout/ exercise. Watch films that won Oscars for best picture. Beware of fake news. Gathering is bad. Learn a new skill/ language. Quarantine yourself. Visit the doctor if you need medical help. Don’t go out! Inside the home. No handshakes. Social distancing. Extra precautions for elders and children. Empty the streets. Join and fight against coronavirus. Organise your home office. Travelling is dangerous. Your awareness is great prevention. Let’s Fight COVID-19, Together! C Share your ideas and thoughts with your classmates. PL Project-Based Learning Lesson 3 Non-Textbook-Based Unit Theme Health and Environment CONTOH

1 PdPc Digital R esour ce Theme Health and Environment Non-Textbook-Based Unit SOW: Lesson 1 Speaking LS 2.1.2 LS 2.3.1 Worksheet 1 Guided Work with a partner and complete the dialogue below. The following are some suggestions to recycle household cast-offs and give them a second life. Discuss with your partner the following different suggestions. Use the guided dialogue below to help you. drop off – Best Buy – dispose of don’t toss send to children in war-torn countries mail – drop off donate − Nike’s Reuse-a-Shoe programme donate resell – eBay reuse drop off donate resell – Amazon You : Hi Amy! What kind of things do you recycle? Amy : Hi Dexter! For me, it would always be clothes. (1) Donating old garments to recycling centres is always the most obvious way to clean out a cluttered wardrobe . You know if you want to make a quick buck, you can always (2) resell nicer items on eBay or at a local second-hand shop , too. You : Yes, you’re right. Before we throw our old clothes away, think about options. Our favourite, worn-out T-shirt or sweater can become a pillowcase, or we can make a pet bed out of old blankets. Amy : That’s why I always think of my old clothes differently. So, what kind of items do you normally recycle? You : Books! I always (3) drop them off at recycling centres, or a school library . Sometimes, old paperbacks can go in the recycling bins, but we should remove any hardcovers, which are too rigid to recycle. Amy : You can also (4) donate used books . If your books are in good condition, you can even (5) resell them on Amazon and pocket the profit . You : That’s a brilliant idea. Another way, (6) don’t toss our tattered stuffed animals . There are many children in need who would love to give these stuffed animals a new home. Some donation centres that will put your old teddy bears to good use (7) will send gently used stuffed animals to children in war-torn countries, hospitals and refugee camps . Digital Resource 2 Digital Resource 1 Guardians of the Earth 1 Unit CONTOH

2 English Form 2 Unit 1 AUD OI PdPc Track 2 Amy : Dexter, do you know that once your sports shoes bite the dust, you can (8) donate them to Nike’s Reuse-a-Shoe programme , where they will be turned into sport and playground surfaces for children around the world? You : Really? How can we do it? Amy : Well, (9) simply mail your old sports shoes or drop them off at a Nike store . And if your training shoes are still in good shape, organisations like oneworldrunning.com (10) will give them to needy athletes around the world . You : The information you provided has been very useful. Thank you. Amy : No worries. Do you know that we can recycle our smartphones too? You : Hmm. I’m not sure. Tell me more about this please. Amy : Well, thanks to the rate at which we go through phones these days, many discarded smartphones are piling up in landfills. (11) Just drop your out-of-date smartphone off at Best Buy, and it will be properly disposed of . Before you recycle, though, make sure to wipe your phone of any personal data such as numbers, notes, etc. You : I feel like I have information overload. I’m learning so much about (12) ways to recycle household cast-offs and give them a second life now. Thank you, Amy. Amy : My pleasure. There is no reason household cast-offs should be destined for the dump. We can discuss it in more detail the next time we meet for lunch. Bye. PL Worksheet 2 Work in pairs. Refer to the dialogue in Worksheet 1, role-play the dialogue with your mate. PL Speaking Skill Pronunciation 1 − 2 3 − 4 5 − 6 7 − 8 9 − 10 Fluency & coherence 1 − 2 3 − 4 5 − 6 7 − 8 9 − 10 Grammar & accuracy 1 − 2 3 − 4 5 − 6 7 − 8 9 − 10 Lexical resource 1 − 2 3 − 4 5 − 6 7 − 8 9 − 10 Total marks /40 Performance level 1 2 3 4 5 6 Marks 1 − 7 8 − 15 16 − 23 24 − 30 31 − 35 36 − 40 SOW: Lesson 2 Listening LS 1.1.1 LS 2.1.2 Worksheet 1 You are going to hear a lecturer talking about different ways to reduce food waste in several countries. Match each country to its own way. 1 2 3 4 d a b c a Donate edible food to charities. b Reduce the country’s food waste by 50% by 2030. c Love Food Hate Waste campaign successfully reduced almost 18% in household food waste. d Pay as you trash. PL Track 1 CONTOH

3 English Form 2 Unit 1 PdPc AU DIO PdPc Digital R esour ce Worksheet 2 Look at the six sentences below. You will hear a passage about food waste in this country. Tick (3) the correct statement. 1 Malaysians are throwing away food at alarming rate. 3 2 The amount of food wastage falls during festive seasons. 3 Food waste is about our attitude and mindset. 3 4 Food waste occurs mainly at the stages of production, processing and consumption. 3 5 The largest contributor of solid waste is industrial wastes. 6 Food waste negatively affects the availability of food for others. 3 PL SOW: Lesson 3 Reading LS 3.1.3 LS 2.1.1 Worksheet 1 A Read the following article carefully. Malaysia’s food waste statistics have never been more shocking. Every day, households churn out some 3 000 metric tonnes of leftover food that is essentially untouched and still edible. And this amount can feed two million hungry people! 20 percent or 3 000 tonnes of this food waste is avoidable. So what can the average Malaysians do to reduce food waste? It all starts with planning – if you plan your shopping well, you can reduce food waste. Households should make it a point to only buy enough chicken, meat, vegetables, fruits and groceries to meet their needs. We should use a basket instead of a trolley, and cash instead of credit card. This will ensure we buy less. Overeating is itself a form of food waste and so, reduced portions are encouraged. Cook the right amount of food daily and if there are leftovers, they should be stored and frozen carefully for later consumption. Otherwise, you may give the extra food to your neighbours, or feed your pet. Households can also support their community by donating all untouched food that will otherwise go to waste to needy people. Whatever that remains can be composted and used as fertiliser for their garden. By cutting out unnecessary spending on food and reducing food wastage, households will not only save money, but also will protect the environment through lower methane emissions from landfills. Our efforts can also help conserve energy and resources, as well as prevent environmental pollution. Everyone can do their bit. Food waste is definitely a change of attitude and mindset. B Using the information from the article, complete the following table. FOOD WASTAGE IN MALAYSIA Daily amount of food waste: 1 3 000 metric tonnes of leftover food How to reduce food waste How does reducing food waste help us 2 Plan your shopping well to only buy enough foodstuffs and groceries to meet your needs. 3 When shopping, use a basket instead of a trolley./ When shopping, use cash instead of credit card. 7 Households will save money. 8 It will help protect the environment through lower methane emissions from landfills. Track 2 Digital Resource 4 Digital Resource 3 CONTOH

4 English Form 2 Unit 1 4 Cook the right amount of food daily./ Give leftovers to your pet. 5 Leftovers should be stored and frozen carefully for later consumption./ You may give the extra food to neighbours or donate it to needy people. 6 Leftovers can be composted and used as fertiliser for the garden. 9 It will help to conserve energy and resources. 10 It will prevent environmental pollution. PL C Complete the table with a word/ phrase from the article. No Word/ Phrase Meaning 1 avoidable able to be prevented 2 do their bit to make an individual contribution to an overall effort 3 edible suitable to be eaten 4 emissions the discharge of something, especially gas, heat or radiation 5 untouched it has not been eaten 6 go to waste to be unused or squandered 7 shocking upsetting 8 churn out to produce something in large quantities very quickly 9 unnecessary not needed or wanted 10 consumption the eating, drinking or ingesting of something PL D Complete the sentences below with words/ phrases from Activity C. 1 As a nation, our consumption of fast food is horrifying. 2 Take some of this leftover chicken home with you so that it doesn’t go to waste . 3 Everyone is expected to do their bit to make the recycling project successful. 4 The biggest reason for avoidable death remains smoking. 5 The slaughter of whales is unnecessary and inhuman. 6 Waking up to the shocking news, however, most of us ended up staying home. 7 Shameless breeders can churn out 100 to 200 puppies at a time in tiny spaces. 8 Transport causes emissions of carbon dioxide, which in turn causes global climate changes. 9 The coffee was untouched and the toast had cooled. 10 These fruits are edible and taste sweet and creamy. PL CONTOH

5 English Form 2 Unit 1 SOW: Lesson 4 Writing LS 4.1.1 LS 4.2.3 Worksheet 1 A Read the texts carefully in each question. Then, explain simple content from what you have read. Simplifying doesn’t just mean tossing excess clothing and organising your wardrobe. It means using less in all areas of your life. Do you really need another pair of trainers? Could you reuse a plastic vegetable bag when you shop for produce rather than taking a new one every time? Could you bring your own bag when you shop for what essential clothing you do need in order to transport it home? Could you mend that small rip in your jeans rather than deciding they should go in the trash? Embrace minimalism. 1 What have you read… Going minimalist is more earthfriendly./ Making minimalist choices on a regular basis helps you cultivate environmental consciousness. It might not happen to you to unplug electronic devices like your coffee machine, microwave and computer when they are shut off or powered down. But they are actually consuming ‘vampire energy’ in their dormant states. Since most of the energy used to power homes is made of fossil fuels, little leaks add up to serious environmental damage. According to a Harvard University research, vampire energy actually accounts for 1 percent of the world’s carbon emissions. You can remedy this and lower your utility bills by unplugging your appliances. 3 What have you read… Unplug your electric appliances. What you put on your dinner plate can have a huge impact on the environment. When you purchase food that is not locally grown or manufactured, it has to travel thousands of kilometres to reach your neighbourhood grocery shop. This long-distance travel results in the unnecessary burning of fuels to get these products on supermarket shelves. You can use Earth Day thinking to purchase in-season and organic food from local producers instead. Not only will the food that you are eating be fresher, tastier and more nutritious, but it will also spare the environment from extra pollution. 5 What have you read… Shop locally. Every time a big building comes up, the grass that was once beneath it disappears. A tar road is built. The total green space lost can affect a city’s air. But what if we replace the roof of each building with a garden? Rooftop gardens, also called living roofs or green roofs, have many advantages, including providing more space for agriculture, adding beauty to the cityscape, and improving air quality and health. During photosynthesis, plants remove carbon dioxide from the air and release oxygen that we need to breathe. 2 What have you read… Having a rooftop garden is a solution to prevent poor health caused by pollution. The concept of photosynthesis is simple. Plants ‘inhale’ carbon dioxide and ‘exhale’ oxygen. Since this natural conversion process helps pull excess carbon emissions out of the atmosphere, planting a garden is an easy way to do your part to help protect the environment. You can try an edible garden. Not only will you be growing your own ‘organic’ food, but if you replace 20 percent of your storebought food with home-grown food, you’ll also generate about 68 fewer pounds of carbon emissions per year. 4 What have you read… Breathe life into your garden./ Start your vegetable or edible garden at home. PL CONTOH

6 English Form 2 Unit 1 PAK-21 Act vi i yt PdPc Worksheet 2 Environmental respect, recycling and energy conservation are celebrated each year on April 22. But Earth Day behaviour can be put into action every day of the year. In your class, you have been talking about ways to get into the Earth Day spirit. Write an essay about ways to make Earth Day every day and make an environment difference all year long. You may use the notes below to help you. How to make Earth Day every day plant a tree shift your energy use at home recycle shave one minute off your shower Write your essay. PL PAK-21 (Penglibatan Ibu Bapa) 1 Ask your parents/ guardian to set up four recycling bins in the kitchen or around your house. 2 Label them ‘glass’, ‘plastic’, ‘paper’ and ‘waste’. 3 Ensure that you and your siblings use the recycling bins correctly when throwing rubbish. (Suggested answer) Our planet’s alarm is going off and it is time to wake up and take action. For me, Earth Day is a reminder of our planet’s beauty and what is really important. There are lots of easy and fun ways to make Earth Day every day. Old habits die hard. But again, with practice, you can do a number of things to help the environment by shifting the way you use energy at home. Turn off the lights when you leave a room. Ditch the incandescent light bulbs, which waste 90 percent of their energy as heat and switch to LED bulbs. Unplug your electronic devices whenever you can, too. Got even a little bit of space in your yard or do you have a patio? Consider planting a tree in the ground or in a planter. A tree can help clean the air around us, as well as provide essential food to bees, birds and other species, and cool the temperature of the area that surrounds us. Basically, it offers multiple powerful services to help protect the environment all in one beautiful package. It’s never too late to embrace recycling or to get better at accomplishing what should be a simple and by now second-nature action on all our parts. Paper, cardboard, glass, plastic and certain metals can all be saved from the landfill and pumped back into the economy in almost every community in the country. In fact, you can recycle almost anything. To many, a hot shower is one of life’s small pleasures, but it’s also a major carbon emission culprit. The average showerhead produces 2.5 gallons of water per minute and water heaters work hard to heat up all the H2 O. As a result, hot showers generate a quarter pound of carbon each minute. If we all decided to cut our clean routines by just one minute each day, we could save a shocking 20.9 billion pounds of carbon emissions each year. Earth Day is about enjoying and taking care of the planet. Even small actions can lead to great consequences! CONTOH

7 English Form 2 Unit 1 PdPc AU DIO SOW: Lesson 5 Literature in Action LS 5.1.1 LS 5.3.1 Worksheet 1 You are going to hear a teacher reciting a poem – ‘Make It Green’. Before you begin, read the incomplete poem and get some general ideas. Make It Green Lives are crying because it’s not clean , Earth is dying because it’s not green . Earth is our dear mother, don’t pollute it , She gives us food and shelter, please salute it . With Global Warming, it’s in danger . Let’s save it by becoming a strong ranger . With dying trees and animals, it’s in sorrow , Make green today and green tomorrow . Let’s make a resolution , In order to stop this mass pollution . Trees are precious , preserve them, Water is a treasure , reserve it. Grow more trees, make Mother Earth green , Reduce pollution and make her a Queen . Stop cutting down forests for profit , But cut down on petrol for our benefit . Let’s reduce, reuse and recycle , In order to conserve and preserve . Let’s protect nature , In order to keep ourselves fine . Let’s pledge and here’s where we sign , So that we’ll always toe the line . Now listen to the poem for the second time. Then, complete the poem above. PL Track 3 CONTOH

8 English Form 2 Unit 1 SOW: Lesson 6 Language Awareness: Grammar Modal Verb of Obligation Worksheet 1 A Choose the best answer A, B or C to complete the following sentences. 1 I’d love to come to the cinema, but I hand in this assignment tomorrow. A can B should C have to 2 You hit your brother again! Do you understand? A don’t have to B mustn’t C needn’t 3 We rush. We’ve got plenty of time. A don’t have to B ought not to C mustn’t 4 You memorise the whole thing. Just try to remember the key points. A don’t have to B have to C ought to 5 Jeffrey come for practice since he is not on the team anymore. A mustn’t B needn’t C can’t 6 This hostel is totally vegetarian. You cook or eat meat there. A must B can’t C don’t have to 7 You go up to wake her. She won’t like it. A can’t B mustn’t C don’t have to 8 I call the electrician and get that light fixed. A can B have to C must 9 We wear a uniform when we are working in reception. A have to B must C can 10 I did this yesterday – I can help you! You fill in the form and attach an up-to-date passport photo. A can B must C have to PL B Rewrite each sentence so that it contains must, can, could, should or have to (including negative forms). 1 You are not allowed to park here. You can’t/ mustn’t park here. 2 The doctor will see you shortly. I don’t think she’ll be long. The doctor will see you shortly. She shouldn’t be long. 3 You needn’t come with me if you don’t want to. You don’t have to come with me if you don’t want to. 4 It would be a good idea if Matthew took a holiday. Matthew should take a holiday. 5 I’m pretty sure that Mathilda feels really happy. Mathilda must feel really happy. PdPc POP QUIZ Pop Quiz 1 CONTOH

9 English Form 2 Unit 1 6 Farah knows how to do a split leap. Farah can do a split leap. 7 I’m sure that Brandon isn’t over 40. Brandon can’t be over 40. 8 What would you advise me to do? What do you think I should do? PL C Choose the most suitable response to the following questions. 1 A : Aizat, where were you yesterday? You didn’t turn up. B : A I had to go to my grandpa’s house. B I must have gone to my grandpa’s house. 2 A : What did I do wrong, Dad? B : A Dear, you didn’t have to cut the phone wires. B Dear, you shouldn’t have cut the phone wires. 3 A : There’s a lot of food left over from the party, isn’t there? B : A Yes, you needn’t have made so many sandwiches. B Yes, you mustn’t have made so many sandwiches. PL BONUS Vocabulary Drill Complete the following sentences with appropriate sayings from the list given. 1 I want Louis to help me with this project, but he claims he has bigger fish to fry right now. 2 Owen has five children, but his only daughter is clearly the apple of his eye . 3 Be careful around Francis; he is a bad egg . 4 Isabella is certainly full of beans again after her illness. 5 While Jarrett was devastated to lose his job, being unemployed gave him the time to finally go back to school. When life gives you lemons, make lemonade , right? 6 My daughters are chalk and cheese these days – one loves ballet and the other loves volleyball. 7 Maddox is our best football player; he is by far the cream of the crop . 8 Logan has got himself in a pickle . He has two dates for the party. 9 The stress caused Scarlett to go nuts ; she is recovering in the hospital now. 10 Rescuing frightened cats is my speciality. Piece of cake ! full of beans the cream of the crop chalk and cheese go nuts a bad egg the apple of his eyes bigger fish to fry in a pickle when life gives you lemons, make lemonade piece of cake PdPc POP QUI Z Pop Quiz 2 CONTOH

10 AUD OI PdPc SOW: Lesson 11 Listening LS 1.1.2 LS 1.2.1 PULSE 2 p.65 Worksheet 1 Topic Money and shopping Listen to the short recordings about children’s business adventures. Then, tick (3) the lesson learnt that best summarises each child. 1 Dexter Quickenden: Decide how you are going to divide your earnings before you start your business. 3 2 Christina Harvel: Practise a lot before going into business. 3 3 Katie: Figure out what you want to do with the money you saved. 4 Kingston: Look around for ways to make money. 3 5 Joanne: Believe in what you are doing and never give up until you are successful. PL Worksheet 2 Listen to the Track 4 again. Then, fill in the blanks with the correct words by matching their correct meanings. No Word Meaning 1 t h i r s t y needing to drink 2 s e t t l e d reached a decision or an agreement 3 e a s e l a wooden frame 4 c h a n g e money returned to someone as the balance of the amount paid for something 5 c o l l e c t e d gathered together 6 l e m o n a d e a drink made from lemon juice and sweetened water 7 e q u a l the same in value or amount 8 l o a d e d put a large amount of something on or in a vehicle PL Worksheet 3 The teacher gets students to create some sentences by using three of the new words from the Worksheet 2. (Suggested answers) 1 All the employees have an equal share in the profits. 2 I told the Grab driver to keep the change. 3 I’m really thirsty – could I have a glass of water, please? PL Textbook-Based Unit Theme Consumerism and Financial Awareness Track 4 Money 2 Unit CONTOH

11 English Form 2 Unit 2 SOW: Lesson 7 Speaking LS 2.3.1 PULSE 2 p. 62 Worksheet 1 Guided Topic Jobs and chores Read the conversation given. You may use the jobs and chores given, or your own ideas to complete the conversation about ways to earn pocket money. Vocabulary related to jobs and chores cars washing baking cooking babysitting pet sitting do the gardening tutoring recycling garage sale walking dogs running errands knitting making crafts crocheting sewing folding origami stars selling unwanted items online drawing and painting offering music lessons Fergie : Hi, Mum. Can I ask you a favour? Mum : OK. What do you want, dear? Fergie : Mum, (1)(WHAT)could you lend me RM500, please ? Mum : What? Why do you need (2)(WHAT)the money for? Fergie : (3)(REASON)I want to buy a tablet. Mum : How much does it cost? Fergie : (4)(HOW MUCH)It costs around RM600, but I have already saved up RM100. Mum : Why don’t you earn the money instead, dear? Fergie : How can I do it, Mum? Mum : There are many things people in our neighbourhood would pay you to do. Dear, think about things you are interested in, things you are good at, and what you can physically do. Fergie : Ah yes, I got it! (5)(Example 1)I can offer to walk dogs for our neighbours, or feed their cats when they go out of town. So, I can charge by the day for my service done. After all, I like animals and I think pet sitting is of so much fun. Mum : You’re absolutely right! You’re really good with your hands, dear. (6)(Example 2)You can make origami stars and put them in a jar, and sell them off. This is a common gift given to friends or loved ones to wish them good luck for exams, during Christmas weeks or for Valentine’s Day. Fergie : Mum, I can (7)(Example 3)teach people how to play the piano in our neighbourhood. Also, I can offer my musical services for a fee at local events. I can really use my years of hard work and practice to my advantage now. Mum : You’re right indeed. (8)(Example 4)Washing cars is another chore you can do to earn some pocket money. Wash the outsides of the cars, and even clean the insides, too. If you get a few friends together, you can hold a community car wash. Fergie : Wow! Thank you for giving me a lot of brilliant ideas to earn some pocket money. Mum : With a little creative thinking, you can find the great money-making opportunity. PL Worksheet 2 Work in pairs. Take turns to practise your conversation by referring to the conversation in Worksheet 1. PL CONTOH

12 English Form 2 Unit 2 Digital R e s our ce PdPc Speaking Skill Pronunciation 1 − 2 3 − 4 5 − 6 7 − 8 9 − 10 Fluency & coherence 1 − 2 3 − 4 5 − 6 7 − 8 9 − 10 Grammar & accuracy 1 − 2 3 − 4 5 − 6 7 − 8 9 − 10 Lexical resource 1 − 2 3 − 4 5 − 6 7 − 8 9 − 10 Total marks /40 Performance level 1 2 3 4 5 6 Marks 1 − 7 8 − 15 16 − 23 24 − 30 31 − 35 36 − 40 SOW: Lessons 8 – 9 Reading LS 3.1.1 LS 3.1.2 PULSE 2 p. 65 Worksheet 1 Topic Online message board You are going to read a passage about making lemonade. Skim the passage. ‘Who doesn’t like lemonade?’ ‘Who hasn’t set up a lemonade stand?’ ‘How difficult could it be?’ Those were the thoughts racing through my fourteen-year-old brain on a sweltering hot morning in late August. Why was I thinking about lemonade? I needed a new skateboard my friends had, and there was only one way I was going to get it. Christmas was four months away, and my birthday had just passed. No one was going to give me the skateboard anytime soon, so I had to take my action. I had to earn the money and buy the skateboard myself. A lemonade stand, I thought, was the perfect solution. I talked my buddies, Luke and Jake, into helping me out. Then I borrowed RM100 from my mother. In the sweetest voice I could muster, I asked my mother to take me to the grocery to buy lemonade and paper cups. She said yes, and before long, I was in business. Or so I thought. After mixing up the lemonade in a big pitcher, the three of us set up a stall in a key location, which happened to be the end of my driveway. We priced the lemonade at RM3 a cup and waited. ‘Here comes a car!’ I yelled. ‘We’ve a customer!’ I stood up straight, prepared to make my first sale, but no sooner were those words out of my mouth then I found myself staring at the tail lights of that car. It zoomed right by us without anyone purchasing even one crummy cup of lemonade! During the next hour, I counted only five cars that went by my driveway, and out of those cars, only one of them stopped to make a purchase. I had spent RM60 on supplies, and after one and a half hours only made a RM3 back! My new skateboard was getting further and further out of my sight by the minute. I knew something was wrong with my plan. I had to change things around. That was when it struck me, a brilliant idea. I asked Luke if we could borrow his little brother’s wagon. We packed up cups and ice, and took our show – or in this case lemonade – on the road. I was going door to door! Within the next hour, we had covered half the neighbourhood and sold thirty cups of lemonade. It was the hardest day of work I had ever put in, but by nightfall, I had enough money to buy that skateboard I so desperately wanted. Source: I’m Dexter Quickenden Digital Resource 6 Digital Resource 5 CONTOH

13 English Form 2 Unit 2 Now answer Questions 1 to 5 below. Remember to underline key words or phrases in the following questions. Do the following statements agree with the information in the reading passage? Write: TRUE if the statement agrees with the information FALSE if the statement contradicts the information and correct the false stetement 1 Dexter wanted to earn some money to buy his bicycle. FALSE Dexter wanted to earn some money to buy his skateboard. 2 Dexter likes rollerblading. FALSE Dexter likes skateboarding. 3 Dexter changed his plan once he found his existing plan was not working. TRUE 4 Dexter and his friends made lemonade and sold it in their neighbourhood. TRUE 5 Dexter got his start-up funds from his closest friends. FALSE Dexter got his start-up funds from his mother. PL Think about this: 1 What should you do when you have an idea that doesn’t seem to be working? 2 Think about a difficult time you had lately and how it might have gone differently. SOW: Lesson 16 Writing LS 4.2.3 PULSE 2 p. 70 Worksheet 1 Topic Birthday party Imagine you are studying in a boarding school and imagine that it was your birthday last weekend. You are writing to thank your parents for their birthday present. Decide what present they bought you and think of how you are going to do with this present. Write an informal letter to your parents to thank them. Writing Focus Subject pronouns: I, you, we, they, he, she, it Object pronouns : him, her, us, them, me, you (Suggested answer) No 12, Jalan Diplomatik 3/6, Presint 15, 62050 Putrajaya. 8 December 2023 Dear Mum and Dad, I was so delighted to receive your telegraphic money order for RM500 as a birthday present to me. You have always remembered to send me something as my birthday present. This time when I didn’t even CONTOH

14 English Form 2 Unit 2 PAK-21 Act vi i yt PdPc PL PAK-21 (Round Table) 1 Work in groups. 2 Discuss the following topic: How to make money with your language skills? 3 On a shared piece of paper, students take turns writing down their ideas. 4 Present these ideas to the whole class. SOW: Lesson 10 Language Awareness 6.1: Grammar PULSE 2 p. 64 Topic Future plans Worksheet 1 Complete the sentences with the correct form of be going to and the verbs in brackets. 1 We are not going to have (not have) a garage sale this weekend. 2 My brother is not going to wash (not wash) his car on Saturday morning. 3 I am not going to spend (not spend) my holiday abroad this year. 4 Are you going to cook (cook) dinner? 5 I am going to save (save) my pocket money to buy my father a birthday gift. 6 Is Megan going to take (take) part in the recycling contest? 7 They are going to walk (walk) to the bus stop this afternoon. 8 Xavier is going to get (get) a summer job. 9 Patricia is not going to buy (buy) a new skirt for the party. 10 Winter holidays are going to be (be) in the first week of February. PL get any till two days before my birthday, I was feeling a little disturbed – how and why I had not received anything from my dear parents. I felt that either Dad had gone out on tour or got otherwise busy, and just missed to send anything but then this amount received through a telegraphic money order gave me such a delight. How much I value them and I feel so happy to receive them. I’ll use this valuable amount in throwing out a party to four of my dear friends here in the hostel. I, of course, could not have afforded to extend this party without this money. Once again, I crave your blessings and of Mum’s too. Please convey my regards to Mum. May I tell you that I would be saving RM50 out of this amount to purchase a nice pen, which I had only seen it yesterday at a shop and had very much liked it. This would remain with me as a valued gift for my examinations in which I’ll use this. I wish I could really do well at the examinations to pay due honour to this gift from you. I’m studying hard and all my arrangements in the hostel are fine. The mess is serving reasonably good food and I keep supplementing it with the snacks that Mum had packed up for me when I left last after the semester break. I thank you once again for the nice present. Well Dad, that’s about all for now. Do write to me when you can. It’s always good to hear from you. Take care, Dad and Mum. With love, Sabrina PdPc POP QUIZ CONTOH Pop Quiz 3

15 English Form 2 Unit 2 Worksheet 2 Form the sentences with the following be going to. 1 are going to My friends are going to spend their holidays in Wales. 2 is going to My uncle is going to buy a birthday present for Harris. 3 am going to I am going to take some photos at the weekend. 4 are not going to They are not going to order pastas and pizzas for dinner. 5 is not going to Carrie is not going to share her chocolate biscuits. PL Worksheet 3 Write the questions using be going to. 1 we/ take the public transport to save our pocket money? Are we going to take the public transport to save our pocket money? 2 you/ open a savings account on Monday? Are you going to open a savings account on Monday? 3 Molly/ sell her old clothes during the garage sale next weekend? Is Molly going to sell her old clothes during the garage sale next weekend? 4 Keiran/ look after your house while you are on holiday? Is Keiran going to look after your house while you are on holiday? 5 Olly and Casey/ attend the talk about spending money wisely on Sunday? Are Olly and Casey going to attend the talk about spending money wisely on Sunday? PL Worksheet 4 Tick (3) the correct sentence in each pair. 1 A When Luke goes to the bank, he will open a savings account. 3 B When Luke goes to the bank, he opens a savings account. 2 A Rainie is going to do some ironing before she will go to bed. B Rainie is going to do some ironing before she goes to bed. 3 CONTOH

16 English Form 2 Unit 2 3 A Brian will save water by turning off the tap when he is brushing his teeth. 3 B Brian saves water by turning off the tap when he is going to brush his teeth. 4 A The beggar is going to wait there until the passers-by give him some money. 3 B The beggar is going to wait there until the passers-by will give him some money. 5 A ‘Oh my gosh! I forgot to feed my rabbit! I’m going to do it when I get home.’ B ‘Oh my gosh! I forgot to feed my rabbit! I will do it when I get home.’ 3 6 A I’m going to make some tea when I’ve finished the washing-up. Do you want a cup? 3 B I’ll make some tea when I’ve finished the washing-up. Do you want a cup? 7 A I have bought Timothy a tie. Do you think he is going to like it? B I have bought Timothy a tie. Do you think he will like it? 3 8 A I have bought myself a piano. I’m going to learn to play. 3 B I have bought myself a piano. I’ll learn to play. PL Worksheet 5 Complete the sentences with the correct form of the verbs in brackets. 1 When I see (see) you tomorrow, I will tell (tell) you Pedro’s news. 2 I will go (go) to the library before I do (do) the shopping. 3 Don’t take out your money. We will pay (pay) for your dinner as a birthday treat. 4 I hope it will not rain (not rain) this weekend as the garage sale is (be) on. 5 The tailor will take (take) my measurements after I select (select) the sewing patterns for my skirts tomorrow. 6 I expect you will pass (pass) your exams but what will you do if you fail them? 7 I think it will rain (rain) tomorrow, so now it’s time to mow the lawn. 8 Don’t worry, Mum, I promise I will take (take) good care of the plants. 9 Do you think you will get (get) that part-time job you applied for? 10 When we are (be) in Penang, we will stroll (stroll) through George Town’s streets for the impressive street art. PL CONTOH

17 English Form 2 Unit 2 SOW: Lesson 13 Language Awareness 6.2: Grammar PULSE 2 p. 67 Worksheet 1 Topic Future plans Write sentences using would like (3) or wouldn’t like (7). 1 Can you order for Mia? She would like the margarita pizza, please. (3) 2 Ainul does not like to eat vegetables. She wouldn’t like to have bean sprouts for dinner. (7) 3 I would like to invite you to my birthday party. (3) 4 Lisa already has a pet, so she wouldn’t like to have another. (7) 5 Shawn would like to spend his summer working on a farm. (3) 6 I would like to apologise for my behaviour yesterday. (3) 7 Bradley wouldn’t like to compete in triathlon. (7) 8 We would like you to attend an interview at 10 a.m. on Friday. (3) PL BONUS Vocabulary Drill A Match the idioms to their meanings below. Idiom Meaning 1 shop till you drop a job that provides one with a steady income 2 bread and butter to spend money foolishly or carelessly 3 have sticky fingers to earn money or salary 4 keep the wolf from the door to be likely to steal 5 a penny-pincher go on an unrestrained shopping spree 6 pour money down the drain to have just enough money to be able to eat and live 7 take a beating to suffer severe losses 8 bring home the bacon someone who is overly conscious about money B Complete the sentences below with appropriate idiomatic expressions from the list above. 1 My wife brings home the bacon , while I take care of the children. 2 We took a beating during the times we were unemployed. Now we have learnt to save enough money to cover hard times. 3 My brother is a penny-pincher . He does not want to spend anything for his family. 4 As a student, Frank took an evening job to keep the wolf from the door . 5 The last person we hired as a cashier turned out to have sticky fingers . 6 Every weekend, Janet shops till she drops . Her credit card bills are enormous! 7 I don’t know why you pour money down the drain on such useless things. 8 Writing is Lyn’s bread and butter . She feeds and sends her children to school with her earnings from writing online. PdPc POP QUI Z Pop Quiz 4 Pop Quiz 5 CONTOH

18 AUD OI PdPc SOW: Lesson 18 Listening LS 1.1.6 LS 1.1.5 Worksheet 1 You will hear a story about how and why Socrates uses the Triple Filter Test. Then, rearrange their conversation in the correct order. Next, predict what Socrates is going to tell the man in the end. What can you learn from their conversation? In pairs or groups, discuss. 2 Before telling me anything, I’d like you to pass the Triple Filter Test. 3 Have you made absolutely sure that what you are about to tell me is true? 1 Do you know what I just heard about your friend? 5 Is what you want to tell me going to be useful to me? 4 Is what you are about to tell me something good? Prediction: If what you want to tell me is neither true nor good nor even useful, why tell it to me? It’s best that you keep this to yourself. Lesson learnt: Good people do not spread stories or gossip about their friends. They will not believe everything they hear and will ignore such stories; or they will ask their friends directly. PL Worksheet 2 You will hear a radio talk show about a professional tennis player. Can you spot the key errors? In groups of four, correct them. How does one struggle sport, motherhood and fan? Kim Clijsters is a Belgian formal professional tennis player and a formal World No 1 in both single and doubles. She is also a great role model for success mothers. At the age of 23, Kim returned from professional tennis. She wanted to start a family. Her beautiful doctor, Jada Ellie, was born in 2008. Then Kim decided to make a combat to professional tennis. She has been a great succeed. She owned a total of 41 singles titles, including 4 Grand Slam titles – three at the US Open and one at the Australian Open. TIME magazine named her one of the ‘30 Legends of Women’s Tennis: Pass, Present and Future’. She was introduced into the International Tennis Hall of Fame on 22 July 2017. juggle fame former singles successful retired daughter comeback success won Past inducted Non-Textbook-Based Unit Theme People and Culture Track 5 Track 6 Rise to Where You Want to Be 3 Unit CONTOH

19 English Form 2 Unit 3 PdPc AU DIO PdPc Digital R esour ce She is not only a champagne at tennis, but a champagne mother who cooks for her children and husband, and takes the children to school almost every day. She also works from home to help her husband in his business. Kim is very general in her support for charity. She is often the first to signal up for charity sporting even. On the tennis court, she is a role model of sportmanship. She does not loss her temple or behalf rudely towards her rivals. She displays the best manners and respects all her opponents. Kim is one of the most beautiful person to graze modern sports. She is indeed a true jam. PL SOW: Lesson 19 Speaking LS 2.1.1 LS 2.1.5 Worksheet 1 Guided You and your friend are discussing a book entitled ‘Life Without Limits’ by Nick Vujicic. Use the words given to help you complete the conversation. motivational speaker − author without legs − arms − one small foot − two toes − left thigh imagine − days without hands − legs − ability to walk − care − basic needs rose above − disabilities − takes − strength − nofear attitude not able − attend − regular school − physical disability − not mentally impaired learnt − writing − two toes − special device learnt − use a computer − throw tennis balls − answer the phone struggled − depression − loneliness − wondered − different − questioned − purpose of life encouragement − family − friends − thank God victory − strength − passion for life − credited − faith in God − family − friends lesson learnt − accept the way we were born − life throws out challenges − you throw out lesson learnt − ending your life is escapism − life changed − when changed decision Camila : Oh hi, Olivia! I’m reading (1) this book ‘Life Without Limits’ . Olivia : Oh, it was written by (2) Nick Vujicic. He’s a famous motivational speaker and author . Camila : Yes, he is. He was born (3) with no legs and arms. He had one small foot with two toes protruding from his left thigh. Initially, his parents were devastated but Nick turned out to be perfectly healthy otherwise . Olivia : Yes, indeed. He has accomplished so many things in his life. (4) Imagine getting through our busy days without hands or legs. Picture our life without the ability to walk, or care for our basic needs. He’s an extraordinary man and a terrific human being . Camila : Life must be tough for him, but he (5) rose above his disabilities and challenges. I believe it takes a lot of strength and a no-fear attitude to go as far as what Nick did . Olivia : The early days were difficult as his life was filled with many hardships. One such difficulty (6) was not able to attend a mainstream regular school because of his physical disability, even though he was not mentally impaired . He then (7) learnt to write using the two toes on his left ‘foot’ and a special device . champion generous sign events lose temper behave people grace gem Digital Resource 7 CONTOH

20 English Form 2 Unit 3 Digital R e s our ce PdPc He also (8) learnt to use a computer, to throw tennis balls and to answer the phone . Camila : Throughout his childhood and adolescence, he also (9) struggled with depression and loneliness. He kept wondered why he was different than all the other children of his age. He questioned the purpose of life, or if he even had a purpose of life . Olivia : I feel really sorry for him. But thanks to (10) the positive encouragement from his parents and friends, he eventually began to realise that his accomplishments were inspirational to many, and he began to thank God that he was alive . Camila : Yes, indeed. In his book, (11) the victory over his struggles, as well as his strength and passion for life today, can be credited to his faith in God, his family, friends and the many people he has encountered along the journey . Olivia : Now he travels around the world as a motivational speaker, focusing on the topics that today’s teenagers face. Through his stories, I learnt (12) to accept the way we were born. When life gets boring, you bore yourself to loneliness. When life throws out challenges at you, you throw them all out . Camila : What I learnt from Nick is (13) suicide is never a solution for anything that goes bad in your life. Even smallest of the smallest troubles teach you a lot. Nick had once thought of committing suicide to get rid of all the atrocities happening to him, but then life changed when he changed his decision. He now challenges life in every front, so do I . PL Worksheet 2 Work in pairs. Take turns to practise your conversation by referring to the conversation in Worksheet 1. PL Speaking Skill Pronunciation 1 − 2 3 − 4 5 − 6 7 − 8 9 − 10 Fluency & coherence 1 − 2 3 − 4 5 − 6 7 − 8 9 − 10 Grammar & accuracy 1 − 2 3 − 4 5 − 6 7 − 8 9 − 10 Lexical resource 1 − 2 3 − 4 5 − 6 7 − 8 9 − 10 Total marks /40 Performance level 1 2 3 4 5 6 Marks 1 − 7 8 − 15 16 − 23 24 − 30 31 − 35 36 − 40 SOW: Lesson 20 Reading LS 3.1.5 LS 3.1.2 Worksheet 1 Read the text below and answer the questions that follow. A few people are born resilient. Elizabeth Murray is one of them. Her parents were cocaine addicts, who spent most of the family’s money on feeding their habits. As a result, Murray and her sister were neglected. The girls often lacked food and warm clothes. By the age of 15, Murray was homeless. Her mother had died of AIDS, and her HIV-affected father was on the streets. She made a vow to herself after her mother’s death Digital CONTOH Resource 8

21 English Form 2 Unit 3 that her life would be different. She refused to end up like her mother and decided that the best way to avoid that fate was to go back to school. Murray adhered steadfastly to her plan. She excelled in her high school courses in an accelerated two-year program, won a highly competitive New York Times scholarship for needy students, and gained acceptance to Harvard University. Murray described her childhood apartment as a dismal and dirty place. Drugs were ever present. ‘It would be common for me to go into the kitchen and see my parents shooting drugs into their veins,’ she said. ‘When they were done, there was blood spots all along the walls from where they had missed veins.’ Her parents were so desperate for a fix that they would sell anything they could for a few extra dollars. She once woke up and found that her mother had sold her sister’s winter jacket. Her parents would go without food for several days at a time. She was the only member of the family who had a job. ‘I didn’t know that people worked when I was younger.’ At the age of nine, she started bagging groceries and pumping gas. When Murray was ten, she was told her mother had AIDS. In the years that followed, as her mother struggled with full-blown AIDS and tuberculosis, she helped care for her. When her mother died, Murray said the impact of that loss became a turning point in her life. Something in her shifted, and she figured out what she needed to do. She lived on the streets of New York City, eating out of dumpsters and sleeping on subway trains. ‘I connected the lifestyles that I had witnessed every day with how my mother ended up,’ she said. ‘And if there was anything that I could do about it, that would not happen to me. So I wanted to get back to school. But mind you, I was homeless.’ Despite dismal grades, Murray was accepted at Humanities Preparatory Academy, a public high school. The school did not know she was homeless. She plunged into her studies and took a double load of courses. Despite the fact that she had no home and studied in a stairwell, she thrived in school. The experience was everything she hoped it would be. She loved learning. Murray applied for a New York Times scholarship offered to needy local students. She had never read the paper, but the scholarship seemed perfect. The Times was looking to make a difference by helping children who had overcome obstacles. Her story apparently came through loud and clear. It was then announced in the paper that she had won the scholarship and would receive $12 000 for each year of college. The stories, about the winners, also touched a chord with other New Yorkers. Readers of the New York Times were so moved that they donated an additional $200 000. Murray used her scholarship money to study at Harvard University. When she first visited Harvard University on a school trip, a seed was planted. She decided that attending Harvard University was a goal within her reach. ‘Why can’t this be mine if I really want it? What makes everyone else in this place different?’ she asked herself. Harvard accepted her, and she was one of six students selected out of the thousands of applicants. ‘I felt like I had wings. I felt like I could do anything,’ she said. When she looked back on where she came from and the burdens her parents gave her, she was neither bitter nor angry. Despite all their deficiencies, she felt her parents made her feel loved. And she understood from an early age that they had a disease that prevented them from giving her more than they did. She missed having her family together. ‘I don’t feel I’ve moved past the events of my childhood, rather they’ve stayed with me and are part of everything about who I am,’ she said. ‘My favourite place to go is classrooms, especially high schools, where I can just be honest and say, it is about acknowledging that life is hard and no one is perfect, but one can make a go of things if one chooses to.’ Murray inspires many people because she did not let her circumstances dictate her future. Instead, she chose her own destiny and manifested it, despite overwhelming obstacles. She chose to get out of the terrible trap that her parents and their neighbourhood were enmeshed in. And she did it. Adapted from: adultstudent.com/students/tips/homeless-to-harvard-liz-murray/ A Complete the sentences below with no more than five words for each answer. 1 Murray was brought up in New York by her parents who were both drug addicts/ cocaine addicts . 2 Murray had an extraordinary difficult childhood , and from an early age, she had to learn to fend for herself. CONTOH

22 English Form 2 Unit 3 3 When Murray became homeless at the age of 15, it was just after her mother died of AIDS . 4 Murray was awarded a New York Times scholarship for needy students and was accepted into Harvard University . 5 Murray got a job as a 9-year-old, bagging groceries in a market to help bring in money. 6 During a school trip to Harvard , one of America’s most prestigious universities, Murray realised this was something she could do and she strove for excellence. PL B Answer the following questions. 1 What kind of parents did Murray have? They were poor, drug-addicted and HIV-infected parents. 2 ‘When she first visited Harvard University on a school trip, a seed was planted.’ What is the ‘seed’? The seed probably means Murray started to have this idea that she too, could one day go to Harvard University. 3 How did you find Murray? Give a reason for your response. Response : She was a resilient character, who had a strong willpower and determination. Reason : She bounced back from the setbacks and did not let her circumstances dictate her future, even when she was plagued with self-doubt. She made adjustments and adapted to any adversities that made her a survivor. (Any suitable answer) PL C Based on the text you have read, write a short summary of how Elizabeth Murray was accepted at Harvard University. PL When Murray’s mother passed away, the impact of that loss inspired Murray to turn her life around. She committted herself to studying and fought to go back to high school. She also realised that she had to empower herself to survive. In such a desperate situation, most people would only be able to see their immediate circumstances. But Murray sought a better reality for herself, despite her intense limitations. So she attended a local high school and graduated in just two years, despite she was still homeless. During a school trip to Harvard University, she came to an important realisation. She decided that attending Harvard University was a goal within her reach. She then applied for a New York Times scholarship and was selected, and later was accepted to join Harvard University. CONTOH

23 English Form 2 Unit 3 PdPc PAK-21 Activity SOW: Lesson 21 Writing LS 4.1.1 LS 4.1.5 LS 4.2.2 Worksheet 1 Read the paragraphs below and complete the task given. Paragraph 1 When Harper, a country’s national swimmer, goes back to Australia, she will be training for the 2020 Summer Olympics in August. Although she does not see herself as a medal contender or anywhere close, she is not particularly worried. Paragraph 2 ‘I think I just want to improve my training and skills. I believe it’s the will to work. The will to work is more important than the will to win,’ she wisely concludes. Paragraph 3 Asked what motivates her to achieve in swimming, she says, ‘I guess it’s partly because of the love of the sport. And if I want to do something, I really want to go all out and do it well, you know. I’m putting in so much effort, time and money. I just want to make the best out of it.’ Paragraph 4 And the ‘best’ for Harper means ‘no-no’ to boyfriends and relationships for now. Paragraph 5 ‘It’s not quite possible to train at an intense level and have a relationship at the same time,’ says Harper, who is only 16 years old. Paragraph 6 Harper is glad for the opportunities she has had in going for overseas trips as they have given her a lot of exposure. As such, she is different from a typical schoolgirl at her age. Write five key ideas on the good traits and attitudes in Harper. 1 Harper believes the will to work is more important than the will to win. 2 Harper always wants to make the best of her effort, time and money. 3 Harper wants to stay focused and does not want to have a boyfriend yet. 4 Harper believes that intensive training without any distractions is essential for success. 5 Harper advocates travelling to develop herself. PL Worksheet 2 We do not always get what we want in life. Write an article for your school newsletter to guide students on how to motivate themselves in times of failure. You may use the notes below to help you. How to Motivate Yourself in Times of Failure create a positive mindset/ stay positive remind yourself that there is no success without failure do not dwell on your mistakes for too long, accept them get yourself organised continue pressing forward PAK-21 (Penglibatan Ibu Bapa) Ask your parents/ guardian what their biggest failures in life are. How did they conquer their failures? What did they learn from their failures? CONTOH

24 English Form 2 Unit 3 One Possible Approach Introduction No one likes failure – not only is failure painful and humiliating – the return on our effort, time and money is zero – how can we prevail in times of failure? Body 1 Remind yourself that there is no success without failure How Want to succeed in anything, you need to remind yourself that you will fail several times before getting to that point Effect Tell yourself that failure is a delay, not defeat – it is a temporary detour, not a dead end Body 2 Create a positive mindset/ Stay positive How Make a conscious decision to be positive rather than miserable – choose to be miserable, it will be much harder to get back from your failure Effect A positive mindset will lead to positive results – a negative mindset will lead to negative results – don’t give up on your hopes and dreams – do not blame others for your failure Body 3 Do not dwell on your mistakes for too long, accept them How Dwelling on your failures and blaming yourself for your mistakes – drain your energy – accept that mistakes Effect Accept your mistakes – focus on shaping your success – build on your failure – use it as a stepping stone Body 4 Continue pressing forward How Don’t get stuck in failure – dust yourself off – continue pressing forward Effect Pressing forward regardless of the obstacles – have the chance to make progress Body 5 Get yourself organised How Creating a plan for your future – what you have learnt from your mistakes – take back control of your situation Effect Put you in a better position to succeed Conclusion Failure is never the end of the road – an indicator – some parts of yourself and your life – put more effort into – get the results that you desire (Suggested answer) How to Motivate Yourself in Times of Failure I don’t like failure, and I can assume that you don’t like either. Sometimes what we believe in fails, our hopes shatter and we feel miserable. Not only is failure painful and humiliating, it usually means that the return on our effort, time and money is zero. We then start to think our lives are useless and there isn’t anything to live for. So how can we prevail in times of failure? Always remember that there is no success without failure. If you want to succeed in anything, you need to remind yourself that you will fail several times before getting to that point. Keep this at the forefront of your mind each time you hit an obstacle or fail completely. Tell yourself that failure is a delay, not defeat. It is actually a temporary detour, not a dead end. Next, always stay positive. When you fail, you need to make a conscious decision to be positive rather than miserable. If you choose to be miserable, it will be much harder to get back from your failure. However, if you create a positive mindset, you can move on from each failure without losing your enthusiasm and drive. A positive mindset will lead to positive results, while a negative mindset will lead to negative results. CONTOH