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The Modul 360° Efisien English Form 4 is a student and teacher friendly series designed to meet both CEFR and KSSM requirements for SPM candidates. The various exam-oriented self-assessment worksheets will be beneficial for students while the inclusion of Scheme of Work (SOW) and classroom assessments (PBD) will make the teaching-learning process more meaningful. TR7 English Form 4 Teacherʼs Resource: Sync With Words Word Game — Word Formation Consolidation 7 Instructions: 1 You are given a time limit of 3 minutes to form as many words as possible. 2 The words must be spelt correctly and contain between 3 and 7 letters. 3 A letter cannot be used more than once in the same word. 4 You can select letters from any position as long as the spelling order is followed. 5 Plural nouns and verb tenses are allowed. However, proper nouns, abbreviations, contractions, hyphenated words and foreign words are not accepted. Scoring: Points are awarded depending on the number of letters in the word. 3 letters = 1 point 4 letters = 2 points 5 letters = 4 points 6 letters = 5 points 7 letters = 7 points U E E H F T A O G Y D D I C I H Game 1 F L O G D E C M U O A I B S T N Game 2 A E K O M R E U E W H S T X N D Game 3 Word Game — Unscramble Letters to Find Words Consolidation 8 Unscramble words related to computers and communication. 1 GGATDE 11 TESIS 2 OSEONCL 12 KWENGITNRO 3 NONRIGET 13 FTWOARSE 4 MJIORUNSAL 14 ATLSLIN 5 IVTLARU 15 OPAETRBL 6 CRLSOL 16 OAESLCSII 7 CTONIPERE 17 NEONNVTICE 8 XEFLLIBE 18 KCCIL 9 EUTOCHSNCER 19 SBROERW 10 DIEETEAVTRSMN 20 HTTOCAB S-24203-11(B).indb 4 23-Aug-23 4:07:32 PM 4 SPM-Oriented Drill (Independent Learning) Filled with practices that fulfil the latest SPM format, and students can track their own progress. 2 Consolidation Practices are carefully graded; ample and varied worksheets are provided. TR1 Sync With Words Teacher’s Resource Conversational Phrases Conversational phrases are used every day, mostly in speaking and less in writing. It is casual and informal, and in many cases, the actual meaning and use of the phrase may not be clear. For instance, when you give something to someone, you may say “Here you are.” or “Here you go.” There are no clues in the words to tell you what the phrase means, or when and why it is used. It is flexible, hence making it easy for us to learn and use with family and friends. Consolidation 1 What do you normally say if you want to keep a conversation going? Read the following dialogue and identify/ highlight some of the conversational phrases that are used. Suriya : ’Morning, Chew! Chew : Oh, hi, Suriya. Suriya : So, what’s new? Chew : New? Well… Nothing really. Oh, hang on. You remember my cat, Scruffy? We celebrated his 10th birthday last Monday! Suriya : Oh, he’s getting old then? Chew : I guess so… though not as old as me. Suriya : Haha… er… Chew : How about you, Suriya? Feels like ages since we last met. How’s it going? Suriya : Great, actually. Though I must say we did meet last month in Klang. Chew : Oops! By the way, I’ve been meaning to ask you, where in Penang are you from? Suriya : I’m from Green Lane, George Town. Chew : Oh, lovely. Wonderful to grow up on an island. Suriya : Yeah, I love the sea and in KL, this is something I really miss. Chew : I know what you mean. I used to live in Lumut and I absolutely loved spending my weekends in Pangkor. Suriya : Really? I didn’t know that, Chew! Chew : My grandparents used to run a seafood restaurant in Pangkor. My holidays were spent helping them at their restaurant. Suriya : Wow! Do you cook? Chew : Oh, not much. Ah, those were the days! Excuse me, Suriya. I’ve got to make a phone call. See you later! Suriya : ’Bye. For more daily conversational phrases, please SCAN ME. 1 Teacher’s Resource (Sync With Words) These pages are specially designed to help students expand their word power and facilitate the teaching and learning process in the classroom. 3 Digital Resource Scan QR codes to access online digital materials/ contents that are relevant to the lessons learnt. 6 Captivating Visuals and Illustrations A wide variety of visuals, including comic strips, graphic organisers, photographs, etc. are given to complement teaching and engage students. 5 Units and Themes Indicators are arranged according to the MOE textbook, Full Blast PLUS 4, for easy reference. UT1 User Titbits CONTOH
Online Learning Challenges and Solutions The recent COVID-19 pandemic has changed the education discourse drastically because now the students can find their courses and books online where they can study according to their own schedule. However, there are multiple problems faced by students in online classes. While internet accessibility has resulted in a higher demand for online learning across the world, the advantages are getting suppressed by the challenges encountered during the process of learning. One challenge is with regard to adaptability issues in online learning. Students find it difficult to adapt to the online learning environment after being used to the traditional classroom learning environment. Children who have always been studying in the traditional classroom have mindsets that are not able to focus on the online platform at once. But this issue can be overcome easily. It is important for students to accept the new learning environment with an open mind. For older students, adaptive learning is using artificial intelligence now to adjust the content according to individual needs. Students also face technical issues in online learning. Many homes are not well equipped with a high internet connection that is required for online learning. Due to this, they face problems in going live for virtual learning and other platforms that require an internet connection. This can be because they are not much aware of technology and computer applications. If you find difficulty in downloading information related to a subject, blurred videos, etc., it may be due to poor connectivity too, especially in rural areas. To resolve the internet connection problem in the online class, students and parents should find a high-speed internet connection for their homes. They should know where they can get technical support for their connection and other technical issues related to software and tools for effective learning. Lack of computer education is also a major concern in today’s world. There are many students and parents lack of computer literacy, and thus unable to operate basic computer programs such as Microsoft Word and PowerPoint. And whenever some technical issues emerge, they find it difficult to solve the problems in such a scenario. They face difficulties with live classes, usage of appropriate icons, Microsoft office, communication-related apps and websites, browsing study materials, etc. Sometimes they do not know technology proficiency like login, live classes, creating and submitting work, communicating with teachers and friends. To overcome this challenge, students and parents of young children should be provided access to support devices that can help them solve technical problems via call, email or live chat. They should pay attention to their instructor during the process of solving the issues. Very often, students find difficulty in managing their time. Online learning is completely new for them and requires intensive work. Students and parents who are monitoring younger ones, need a scheduled planner to manage their time in an effective manner. While online learning provides flexible time, unlike traditional classrooms, many face difficulties in adjusting to the time required for online learning. SOW: Lesson 1 Reading LS 3.1.1 LS 2.1.4 Student's Book pp. 8 - 9 Worksheet 1 Read the article below and answer the questions that follow. 1 Unit Letʼs Chat For educational purposes only Digital Resource 1: Website Theme Science and Technology 1 SOW: Lesson 95 Reading LS 3.1.3 LS 2.1.4 Student's Book pp. 111 - 113 Worksheet 1 a Discuss. • Do you think it is important to be dressed in the latest fashion? Why/ Why not? It depends on the person. The latest fashion may not suit some people. For example, if thin twiggylike fashions are in vogue, how can a fat or big-sized person sport such styles? Personally, I would prefer to dress in styles that would suit me, my figure and my personality, as long as it is decent, presentable and makes me feel good and stand out. (Accept any suitable answer) • In what way do you think fashion affects your personality? I think the way I dress can affect my self-esteem and confidence. If I dress well in my own creative style, it will build my self-esteem and create a great first impression on people, which can help me make inroads into my career, and ultimately in my life. (Accept any suitable answer) b Read the article and provide a suitable title for it. a Fashion Is Art b Why Do Fashions Change Over Time c Some Reasons Why Fashion Is Important c Questions 1 to 6 are based on an article about fashion. Six sentences have been removed from the article. Choose from the sentences A to H the one which fits each gap (1 to 6). There are two extra sentences which you do not need to use. Level of Difficulty ZZ SPM-Oriented Part 4: Gapped Text People perceive fashion in different ways. It represents the way someone dresses and expresses his or her style. Fashion is actually universal and can include various cultural and spiritual connections. Different parts of the world follow different trends, and frequently, fashion is influenced by the things we like, dislike, and the way we feel. Indeed, fashion is not all about expensive items and designer outfits only. It is supposed to showcase each person’s perception of fashion, which is expressed through the clothes and jewellery one wears. Fashion is undeniably important. First of all, fashion is a form of self-expression through art, which is the essence of life, as it assists in the innovation and articulation of self. Every single piece of clothing we put on with a certain measure of imagination gives an outstanding fashion explanation. 1 C Fashion also allows you to modify everything around in the way you present yourself to the world and the way you feel. You can experiment as much as you want with various styles because that is what art is – the freedom to be whoever you want to be. Secondly, through clothes, you make a certain statement. For some people, fashion is nothing more than walking around in lovely, swanky, potentially pricey clothes. But if you think about it thoroughly, you will realise it is so much more. 2 F Just think about the roaring 1920s fashion and the way this decade influenced both men and women. Back then, through fashion, these people didn’t only want to be stylish and glamorous, but they also wanted (especially women) to celebrate the freedom they gained in that period of time. 8 Unit Image Theme Science and Technology 76 7 Digital Resource We provide scannable QR codes that link to a variety of media forms such as videos, tutorial videos, films, website links, reading partner, etc. that contain educational information and digital materials on certain topics. 1 Reading Lesson Skill focus is stated before each practice (Worksheet). Students will be able to practise answering a wide variety of well–graded worksheets on the interesting reading texts/ materials. 3 Learning Standards Learning Standard is tagged in each worksheet to help teachers make reference. 4 Textbook Page Reference The indicator makes it easy for teachers and students to refer to the lessons taught in the textbook. 6 SPM-based Practice SPM–type questions and worksheets are provided to improve students' exam performance. 5 Level of Difficulty Worksheets provided are of differing levels of complexity. It can encourage students to be creative through questions set in a challenging manner. 2 Scheme of Work All lessons are written based on the SOW, from Lesson 1 to Lesson 112, to assist teachers in their daily and weekly planning of lessons. SOW, from Lesson 1 to Lesson 112, to UT2 English Form 4 User Titbits CONTOH
English Form 4 Unit 1 SOW: Lesson 8 Language Awareness Student's Book pp. 15 - 16 Worksheet 1 Grammar Drill Past simple – describes a completed action in a time before now and actions that happened one after the other in the past, as in: • I received a present yesterday. (Regular verb) • Bobby first read a book before he went to bed last night. (Irregular verbs) Used to and Be/ Get used to Used to + base form – refers to something you did in the past but no longer do now. • When I was in Penang, I used to go to the gym every Friday evening. (no longer now) Be used to + Gerund (-ing form) – refers to something you are accustomed to doing. Get used to + Gerund (-ing form) – refers to something you grow accustomed to doing. • Iʼm so used to queuing up that I donʼt mind waiting. • As I stayed with the Browns, I got used to playing with their dogs. Choose A, B or C. Level of Difficulty ZZ 1 When I was living with my American host family, I slowly (eat) a cooked breakfast on Saturdays. A used to eat B got used to eating C was used to eating 2 See that old building on the hill? It (be) a boarding school for rich girls; now itʼs a hotel. A used being B used to being C used to be 3 I (watch) my favourite TV programme yesterday after completing my homework. A used to watch B watched C got used to watching 4 Working till midnight does not worry me – I (work) late. A am used to working B used to work C get used to work 5 What a miracle! Mark (smoke) a lot but now he has given up completely! A is used to smoking B got used to smoke C used to smoke 6 My friend (give) me a new pencil case for my birthday recently. A used to give B was used to give C gave 7 I think Iʼll never (hear) my next-door neighboursʼ quarrels – Iʼll move house. A get used to hearing B used to hear C be used to hear 8 Before I became a vegetarian, I (eat) a lot of meat. A used to eating B used to eat C got used to eating 9 After spending six months in Dubai last year, I slowly (drive) on the right. A got used to driving B be used to driving C used to drive 10 Did Rashid (smoke) in bed before giving it up? A was he used to smoke B use to smoke C was he used to smoking PL 1 2 3 4 5 6 For educational purposes only Digital Resource 2: Tutorial Video 3 English Form 4 Unit 1 Worksheet 3 Vocabulary Drill Level of Difficulty Z Read the article on pages 1 to 2 again and try to guess the meanings of the words in bold according to the context. Then match them with the meanings given in the list below. You may use a dictionary to get the correct meanings. No Word/ Phrase No Meaning 1 accessibility a relating to a particular subject, art or craft, or its techniques 2 traditional b adaptable 3 technical c scan through a text, website or data to get an impression 4 connectivity d the quality of being easy to obtain or use 5 browsing e follow a fixed way of doing something 6 flexible f ability to use time effectively or productively 7 time management g habitually done or used, long established 8 adhere to h capacity for the interconnection of platforms, systems and applications PL 1 2 3 4 5 6 SOW: Lesson 9 Listening LS 1.1.2 LS 2.1.4 Student's Book p. 16 Worksheet 1 A Listen to a conversation between four friends. Then, choose the best answer A, B or C. Level of Difficulty ZZ 1 What are the friends talking about? A The merits of smart devices. B The dangers posed by smart TVs. C The disadvantages of watching Netflix and YouTube. 2 What do you call the network that is embedded with sensors, software and other material meant to connect and exchange data with other devices and systems over the internet? A The things B The gateway of things C The Internet of Things Track 1 2 Grammar Drill Exercises on grammar and language usage can be used to assess students' level of grammar and to discover their strengths and weaknesses. 3 Grammar Notes We provide reference information on specific grammar topics for self–study and class study. 4 Vocabulary Drill Worksheets provided to strengthen students' vocabulary acquisition and word power. Strong vocabulary allows students to develop other skills. 5 Level of Difficulty Worksheets provided are of differing levels of complexity. It can stimulate students to be creative through questions set in a challenging manner. 6 Digital Resource We provide scannable QR codes that link to a variety of media forms such as videos, tutorial videos, films, website links, reading partner, etc. that contain educational information and digital materials on certain topics 7 Performance Level Make it easier for teachers when carrying out PBD. 1 Language Awareness Lesson The lesson incorporates comprehensive practice in grammar and vocabulary, language forms and functions, and cloze tests. This ensures a stronger grasp of the language. UT3 English Form 4 User Titbits CONTOH
English Form 4 Unit 1 Worksheet 3 Vocabulary Drill Level of Difficulty Z Read the article on pages 1 to 2 again and try to guess the meanings of the words in bold according to the context. Then match them with the meanings given in the list below. You may use a dictionary to get the correct meanings. No Word/ Phrase No Meaning 1 accessibility a relating to a particular subject, art or craft, or its techniques 2 traditional b adaptable 3 technical c scan through a text, website or data to get an impression 4 connectivity d the quality of being easy to obtain or use 5 browsing e follow a fixed way of doing something 6 flexible f ability to use time effectively or productively 7 time management g habitually done or used, long established 8 adhere to h capacity for the interconnection of platforms, systems and applications PL 1 2 3 4 5 6 SOW: Lesson 9 Listening LS 1.1.2 LS 2.1.4 Student's Book p. 16 Worksheet 1 A Listen to a conversation between four friends. Then, choose the best answer A, B or C. Level of Difficulty ZZ 1 What are the friends talking about? A The merits of smart devices. B The dangers posed by smart TVs. C The disadvantages of watching Netflix and YouTube. 2 What do you call the network that is embedded with sensors, software and other material meant to connect and exchange data with other devices and systems over the internet? A The things B The gateway of things C The Internet of Things 3 The following examples show that the security of smart TVs is compromised except for A Amazon Fire TV Stickʼs Alexa-enabled remote control and Apple devices. B smart TVs show you the more relevant ads of things and products you like and would be interested in. C integrated cameras and microphones in smart TVs make it easy for hackers to spy on you through the webcam. 4 Which organisation has issued warnings about the risks of smart TVs? A CNN B The FBI C The Interpol Track 1 5 i Skill Learning Standards & Worksheets Pages SOW Lesson Week Date PL Achieved (✓)/ Not Achieved (✗) Teacher’s Signature & Date Unit 1 Let’s chat Theme: Science & Technology 1.1.2 Understand independently specific information and details in extended texts on a wide range of familiar topics 2.1.3 Explain advantanges and disadvantages of plans and ambitions 2.1.4 Explain and justify own point of view 3.1.1 Understand the main points in extended texts on a wide range of familiar topics 3.1.5 Recognise with little or no support the attitude or opinion of the writer in extended texts on a wide range of familiar topics 4.1.5 Organise, sequence and develop ideas within a text of several paragraphs on familiar topics 4.2.4 Use formal and informal registers appropriate to the target audience in most familiar situations 5.1.1 Explain briefly the feelings and opinions a text provokes in them Grammar: Past simple, Used to, Be/ Get used to, Present simple, Present continuous Reading 3.1.1 2.1.4 (Website) 1 – 2 1 Language Awareness Grammar (Tutorial Videos) Vocabulary 3 – 5 8 Listening 1.1.2 2.1.4 (Audio) 5 – 6 9 Speaking 2.1.3 4.1.5 6 – 7 10 Writing 4.2.4 3.1.5 (Clip Notes) 7 – 9 11 Literature 5.1.1 (Reading Partner) 9 – 10 13 Examination Drill 10 – 11 Skill Learning Standards & Worksheets Pages SOW Lesson Week Date PL Achieved (✓)/ Not Achieved (✗) Teacher’s Signature & Date Unit 2 Ready for anything Theme: People & Culture 1.1.2 Understand independently specific information and details in extended texts on a wide range of familiar topics 2.1.1 Explain simple content on familiar topics from what they read and hear 2.1.2 Ask about and explain causes and consequences of actions, events, simple processes 2.1.4 Explain and justify own point of view 3.1.1 Understand the main points in extended texts on a wide range of familiar topics 4.1.4 Express and respond to opinions and common feelings such as amusement, anger and regret 4.1.5 Organise, sequence and develop ideas within a text of several paragraphs on familiar topics 5.1.1 Explain briefly the feelings and opinions a text provokes in them Grammar: Quantifiers, Countable and uncountable nouns, Past simple, Past continuous Reading 3.1.1 2.1.4 (Video) (Website) 12 – 14 14 Language Awareness 1 Grammar (Tutorial Video) Vocabulary 14 – 16 15 Listening 1.1.2 2.1.1 (Audio) 16 16 Language Awareness 2 Grammar (Tutorial Video) 17 – 18 21 Speaking 2.1.2 4.1.4 18 – 19 23 Writing 4.1.5 (Clip Notes) 19 – 20 24 Literature 5.1.1 20 – 21 26 Skill Learning Standards & Worksheets Pages SOW Lesson Week Date PL Achieved (✓)/ Not Achieved (✗) Teacher’s Signature & Date Unit 3 Buy it! Theme: Consumerism & Financial Awareness 1.1.2 Understand independently specific information and details in extended texts on a wide range of familiar topics 2.1.4 Explain and justify own point of view 3.1.3 Guess the meaning of unfamiliar words from clues provided by other words and by context on a wide range of familiar topics 3.1.6 Recognise with support typical features at word, sentence and text levels of an increased range of genres 4.1.3 Explain the main points of an idea or argument 4.2.3 Produce an extended plan or draft and modify this appropriately in response to feedback or independently 4.2.4 Use formal and informal registers appropriate to the target audience in most familiar situations 5.1.2 Explain in detail the development of plot, characters and themes in a text Grammar: Modal verbs expressing possibility, obligation, prohibition and future predictions, Present perfect simple, Present perfect continuous, Past simple Student Performance Standard Record Table English Form 4 abulary Drill ................................... 5 ing ................................................ 5 ing ................................................6 ng ..................................................7 ture in Action Textbook-Based Lesson) ..............9 ination Drill .............................. 10 eady for anything ng ................................................12 uage Awareness 1 mmar Drill ................................... 14 abulary Drill ..................................15 ing ...............................................16 uage Awareness 2 mmar Drill ....................................17 ing ...............................................18 ng .................................................19 ture in Action Textbook-Based Lesson) ........... 20 W Vocabulary Drill .................................26 03 Listening .............................................. 27 04 Speaking ..............................................28 05 Writing ................................................29 06 Literature in Action (Non-Textbook-Based Lesson) .............31 4 Unit Being a teen 01 Reading ................................................33 02 Language Awareness W Grammar Drill ....................................35 W Vocabulary Drill ..................................37 03 Listening .............................................. 39 04 Speaking ............................................. 40 05 Writing ............................................... 40 06 Literature in Action (Non-Textbook-Based Lesson) ............42 Listening e-RPH Transcripts Reading Partner 6 Detailed Sample of e-RPH It helps teachers to prepare their lesson plan with ease. 7 Student Performance Record Table It is provided for teachers to keep track of students' performance level. Can be edited 2 Listening Audio Scan QR codes to access online audio tracks that are relevant to the lessons learnt. These audio tracks help train students to receive and interpret audio texts before giving out response. 1 Listening Lesson The lesson provides students with a wide variety of texts (parables, speeches, literary texts, news articles, etc.) and questions to develop their listening skills. 3 Listening Transcripts Scan the QR code to get or download the transcripts for the audio tracks. 4 Level of Difficulty Worksheets provided are of differing levels of complexity. It can encourage students to be creative through questions set in a challenging manner. 5 Reading Partner This feature helps to develop students' listening skills. It also complements the mainstream syllabus. UT4 English Form 4 User Titbits CONTOH
flexibility. LS 1.1.2 PL 1 2 3 4 5 6 b Discuss. Level of Difficulty Z a How many of you have smart TVs at home? (Students’ own answers) b Can you give some benefits of smart TVs? Smart TVs are connected to the internet, so we can download apps just like we would on our phone./ Most smart TVs have apps for major streaming services like Netflix and YouTube, plus offerings for major TV networks./ We can even use smart TVs to browse the web. (Any suitable answers) LS 2.1.4 PL 1 2 3 4 5 6 SOW: Lesson 10 Speaking LS 2.1.3 LS 4.1.5 Student's Book p. 17 Worksheet 1 Level of Difficulty ZZZ 1 Talk in pairs. Look at the pictures below which show two types of cars. What is a smart car and what is a sedan? (Refer to page A1 for the suggested answers) 2 Discuss in groups of 3 – 4 students the advantages and disadvantages of a smart car and a regular car or sedan. Write down your points in a table as follows: HOTS Analysing Smart car Sedan Advantages Advantages • Useful in big cities as they use less petrol, and have built-in navigational and safety features that make life in most neighbourhoods easier • Lower fuel costs. Can use alternative fuels like electric power • Lesser breakdowns and therefore fewer repairs • Easier parking as they are compact and small – relieves urban congestion • Low noise, less pollution, environmentally friendly (Any acceptable answers) • Bigger and better suited for highways • More comfortable when travelling long distances • Can accommodate more passengers and provide more legroom • Easier to learn and handle • Safer in case of accidents, lesser risk of injury to driver and passengers • Stronger and safer structure • More space for luggage (Any acceptable answers) Disadvantages Disadvantages • Not suitable for highways/ long-distance travel • Two-seater with little space for luggage • Because of its small size, the risk of injury for the driver and passenger is greater (Any acceptable answers) • Less sporty image or sleek look • Burns more fuel, causes pollution • Difficult to park • Not ideal for towing or hauling (Any acceptable answers) LS 2.1.3 LS 4.1.5 PL 1 2 3 4 5 6 6 English Form 4 Unit 1 LS 4.2.4 LS 3.1.5 PL 1 2 3 4 5 6 SOW: Lesson 13 Literature in Action LS 5.1.1 Non-Textbook-Based Lesson Worksheet 1 Read the poem The Charge of the Light Brigade below and answer the questions that follow. The Charge of the Light Brigade Lord Alfred Tennyson I Half a league, half a league, Half a league onward, All in the valley of Death Rode the six hundred. “Forward, the Light Brigade! Charge for the guns!” he said. Into the valley of Death Rode the six hundred. II “Forward, the Light Brigade!” Was there a man dismayed? Not though the soldier knew Some one had blundered. Theirs not to make reply, Theirs not to reason why, Theirs but to do and die. Into the valley of Death Rode the six hundred. III Cannon to right of them, Cannon to left of them, Cannon in front of them Volleyed and thundered; Stormed at with shot and shell, Boldly they rode and well, Into the jaws of Death, Into the mouth of Hell Rode the six hundred. IV Flashed all their sabres bare, Flashed as they turned in air, Sabring the gunners there, Charging an army, while All the world wondered. Plunged in the battery-smoke Right through the line they broke; Cossack and Russian Reeled from the sabre stroke Shattered and sundered. Then they rode back, but not Not the six hundred. V Cannon to right of them, Cannon to left of them, Cannon behind them Volleyed and thundered; Stormed at with shot and shell, While horse and hero fell, They that had fought so well Came through the jaws of Death, Back from the mouth of Hell, All that was left of them, Left of six hundred. VI When can their glory fade? O the wild charge they made! All the world wondered. Honour the charge they made! Honour the Light Brigade, Noble six hundred! Digital Resource 4: Reading Partner 9 English Form 4 Unit 1 (a) Find the meanings of the following words. 1 league ( distance of approximately three miles ) 2 Charge ( Rush attack ) 3 dismayed ( shocked ) 4 blundered ( made a mistake ) 5 Volleyed and thundered ( Struck and boomed ) 6 shot and shell ( guns and cannonballs ) 7 Sabring ( Killing (impaling) with sabres ) 8 battery-smoke (group of large guns and other weapons) 9 Shattered and sundered ( Crushed and broken up ) 10 fell ( collapsed, dropped down ) 11 glory ( magnificence ) 12 Honour ( Pay tribute to ) (b) What does ʻVolleyed and thundered;/ Stormed at with shot and shell,ʼ imply? (c) What is Tennyson stating in this poem? HOTS Analysing The Light Brigade was being bombarded heavily and mercilessly by the enemies. TiiihBidiihblfiʼhil1 Speaking Lesson The lesson helps students practise and speak English naturally and boost their conversation in common English–speaking topics. 2 Level of Difficulty Activities provided are of differing levels of difficulty. It encourages students to express their thoughts on certain topics given and to convey information verbally and in a way that the listener can understand. 4 Literature The infusion of literary elements or a Literature supplement in each unit. 5 Lit Activity Activities focus on the specified texts with probing questions to enable students to understand the texts better and guide them to delve beyond the literal meaning and enjoy the beauty of the writing of both local and foreign authors. Alternatively, teachers may use the questions as teaching points to highlight to their students in their class discussions. 3 HOTS Questions HOTS Questions provided to test students' critical and creative thinking skills. UT5 English Form 4 User Titbits CONTOH
English Form 4 Unit 1 Worksheet 2 Level of Difficulty ZZ Present the points in Worksheet 1 to the class. LS 2.1.3 PL 1 2 3 4 5 6 SOW: Lesson 11 Writing LS 4.2.4 LS 3.1.5 Student's Book pp. 18 - 19 Clip Notes Write an informal letter/ email based on prompts When writing an informal letter/ email, remember to follow the following format: 4 Greeting/ Salutation 4 Opening paragraph to say why you are writing 4 Main part of 2 – 3 (or more) paragraphs where you mention everything that you want to say 4 Closing paragraph where you emphasise something or end your letter 4 Signing off, followed by your signature 35, Jalan Rompin, 72100 Bahau, Negeri Sembilan. 10 June 2024 Dear , Iʼm really happy to know that youʼve topped your school and achieved your dream. I felt so pleased that I wished I were there to congratulate you personally. Your results have proved that hard work, determination and perseverance bring good results. I know you were very nervous too, with the current pandemic at its height and learning proceeding only through online classes, but I was always very confident that you would come out with flying colours. Hats off to you for overcoming all obstacles and reaching the top! Honestly, Iʼd like to know how you did this. Iʼm sitting for the all-important exam this year and would like some tips from you. We spent most of the year in lockdowns and the only way to study was through online classes too. Imagine weʼve no hands-on experience of Science experiments! So can you please tell me how you managed it? Do give me some tips on how to ace the exams. Hope to see you soon. Please do continue your hard work. Your future is very bright and I pray for you will get entrance into varsity soon. My parents convey their love and heartiest congratulations too. Do write to me soon. I anxiously wait for your reply. Yours lovingly, Rohini Address Date Signing off Signature Main part Opening paragraph Greeting/ Salutation Closing paragraph/ Comments Conclusion 7 English Form 4 Unit 1 Worksheet 1 Level of Difficulty ZZZ In the letter given, Rohini, who lives in another state, has written to you to congratulate you on your excellent performance in the recent examinations and to ask you for tips to perform well too. Write a letter to her, advising her on how to handle issues that have arisen during the COVID-19 pandemic. HOTS Creating Include the following points in your letter: • avoid distractions – fix a time – be focused – keep track of important dates – single chart – avoid unnecessary disturbance • stay focused – donʼt multitask – focus on one thing – take breaks between tasks • video lectures – stick to – teachersʼ schedules – prevent – lagging behind • maintain physical and mental health – active brain – balance emotions When writing the letter, you must remember to: • use an appropriate format • develop all the points given • give your own ideas when needed • remember that you are writing an informal letter Address 20 June 2024 Dear Rohini, It was wonderful hearing from you after a long time. Thanks a ton for your felicitations and best wishes. Please thank your family, too. I really miss all of you, but what to do? We had to accompany Dad when he was transferred here. Anyway, after two years of living with COVID-19 and adapting to the new study environment, Iʼm sure I donʼt need to say much or give you new tips on acing your exams. Still, Iʼll try to help you as much as I can. I found it difficult to adapt to the idea of online classes, but once I got the knack of it and realised that the pandemic was not going to end any time soon, I prepared myself mentally and physically to focus on my studies. And that is what you must do, too. First of all, avoid distractions. Stop using your smartphone excessively. Fix a time to study, be focused and stay organised. Itʼs easy to get overwhelmed with assignments of various subjects when doing them at home. Better keep track of important dates and course milestones for each class in a single chart or spreadsheet, noting how the online classes are held and making sure you log into each at the right time. Let your family members know that you are studying to avoid unnecessary disturbance from them. Secondly, stay focused and donʼt multitask. Itʼs easy to get sidetracked and distracted when time is less structured than usual and students are doing more work independently. You may be tempted to do multiple things at once – like playing a video game or checking social media during an online lecture, but homework takes longer when you return to the academic task. Switching between tasks tires out the brain and leads to more errors. And when your attention is divided between two activities, the brain doesnʼt commit the learning to long-term memory as well as when you concentrate on just one thing. I prefer to focus on one thittidtkbkbttkIllttkflid25t50it1 Writing Lesson The lesson focuses on specific writing skills in varied activities/ tasks, and helps students to write essays effectively. It also exposes students to various genres of writing and the different formats involved. 2 Model Composition The model composition has been carefully selected to cover certain types of essay. Many features are provided, hoping to make writing less frigtening to both teachers and students. 3 Clip Notes Guided clip notes are provided to ensure that students get sufficient exposure to the different genres of essays. Clip notes are written to help students approach each genre with ease and comfort. 4 Level of Difficulty Worksheets provided are of differing levels of difficulty. It can stimulate students to be creative through questions set in a challenging manner. UT6 English Form 4 User Titbits CONTOH
S-24203-11(B).indb 1 23-Aug-23 4:07:28 PM S-24203-11(B).indb 40 23-Aug-23 4:08:04 PM 1 Intro The introduction to the latest SPM English language paper and the items that students will learn in each topic. 3 Step-By-Step Guides These essential guidelines expose students to the latest format and familiarise themselves with proper techniques in order to achieve the highest possible scores. 2 Examination Strategies Step–by–step strategies provide handy hints about how to tackle different parts in the SPM exam. UT7 English Form 4 User Titbits CONTOH
S-24203-11(B).indb 46 23-Aug-23 4:08:08 PM 1 Model Questions and Answers Model is given to enlighten students on how exam–type questions are answered. 3 SPM Formatted Model Test This model test paper supplies questions that are on par with standard SPM exam papers. It also enables students to self– asses and improve their performance. 4 Contents and Format Division of parts, types of questions, and allocation of time and marks are based on the latest SPM format. 2 Easy to use (user-friendly) This book is filled with well–organised practices with sufficient space to write answers. UT8 English Form 4 User Titbits CONTOH
TR1 Sync With Words Teacher’s Resource Conversational Phrases Conversational phrases are used every day, mostly in speaking and less in writing. It is casual and informal, and in many cases, the actual meaning and use of the phrase may not be clear. For instance, when you give something to someone, you may say “Here you are.” or “Here you go.” There are no clues in the words to tell you what the phrase means, or when and why it is used. It is flexible, hence making it easy for us to learn and use with family and friends. Consolidation 1 What do you normally say if you want to keep a conversation going? Read the following dialogue and identify/ highlight some of the conversational phrases that are used. Suriya : ’Morning, Chew! Chew : Oh, hi, Suriya. Suriya : So, what’s new? Chew : New? Well… Nothing really. Oh, hang on. You remember my cat, Scruffy? We celebrated his 10th birthday last Monday! Suriya : Oh, he’s getting old then? Chew : I guess so… though not as old as me. Suriya : Haha… er… Chew : How about you, Suriya? Feels like ages since we last met. How’s it going? Suriya : Great, actually. Though I must say we did meet last month in Klang. Chew : Oops! By the way, I’ve been meaning to ask you, where in Penang are you from? Suriya : I’m from Green Lane, George Town. Chew : Oh, lovely. Wonderful to grow up on an island. Suriya : Yeah, I love the sea and in KL, this is something I really miss. Chew : I know what you mean. I used to live in Lumut and I absolutely loved spending my weekends in Pangkor. Suriya : Really? I didn’t know that, Chew! Chew : My grandparents used to run a seafood restaurant in Pangkor. My holidays were spent helping them at their restaurant. Suriya : Wow! Do you cook? Chew : Oh, not much. Ah, those were the days! Excuse me, Suriya. I’ve got to make a phone call. See you later! Suriya : ’Bye. For more daily conversational phrases, please SCAN ME. CONTOH
TR2 English Form 4 Teacherʼs Resource: Sync With Words Conversational Phrases Read the following conversational phrases and their meanings. Then, complete the sentences that follow with the correct phrase. about time Meaning: An expression used to emphasise something that should have happened sooner. 1 all in good time Meaning: An expression used to tell someone who is eager for some news to be patient. 2 all well and good Meaning: An expression to mean something that is good but not completely satisfactory. 3 back in the day Meaning: An expression that refers to a time in the past that is remembered with fondness or nostalgia. 4 be my guest Meaning: An expression used to give someone permission to do or use something. 5 get/ take a grip on yourself Meaning: An expression used to firmly tell someone to control their emotions and behave sensibly or rationally. 6 get off my back Meaning: An expression used to tell someone to stop criticising you. 7 watch someone’s back Meaning: An expression which means to be ready to protect or defend someone. 8 bite your tongue Meaning: An expression used to stop yourself from saying something that you would really like to say. 9 after you Meaning: An expression used to politely urge someone to do something first. 10 CONTOH
TR3 English Form 4 Teacherʼs Resource: Sync With Words Consolidation 2 Fill in the blanks with the correct phrase. 1 I had to even though I wanted to tell her exactly what I thought of her manners. 2 A : “Can I borrow your umbrella, please?” B : “ .” 3 , I used to help my grandfather harvest the mangoes and rambutans. 4 When I couldn’t stand it anymore, I said, “Why don’t you ? I’ve had enough of listening to your criticisms.” 5 It’s you started taking responsibility for your actions. 6 When Amy and I reached the hotel entrance, she opened the door and said “ ” with a smile. 7 Overall, your presentation is , but you need to work on the introduction. 8 Calm down. and tell me what happened. 9 During our holiday in Rome, Zaidi in many ways, and I watched his. 10 Be patient, the results will be announced . For more daily conversational phrases, please SCAN ME. Agreeing and Disagreeing Consolidation 3 We often use certain phrases to show whether we agree, disagree or even partially agree with someone. Which of the following phrases would you use to agree, disagree or partly agree? Fill in the table with the correct phrase. I’m not so sure about that. I don’t agree! I see exactly what you mean! Exactly! That’s right! That’s not right! I couldn’t agree more! I totally agree! I see your point, but... I totally disagree! Absolutely! Me too! I agree up to a point, but... Yes, I agree! Absolutely not! You’re right. That’s a good point. I’m not sure about that. That’s partly true, but... CONTOH
TR4 English Form 4 Teacherʼs Resource: Sync With Words Agree Partially Agree Disagree Showing Interest and Understanding In a conversation, it is very important to show an interest in what your partner is saying. Normal responses would be “Uh-huh.”, “That’s interesting.”, “Oh, I see.”, “Right.”, etc. However, a stronger response would be “Really?”, “Wow! That’s amazing!”, “That’s incredible!”, “No way!” or even “You’re joking!”. Consolidation 4 Put the following words into order to make expressions you can use when you want to show that you understand, don’t understand, or you want to explain what you mean. idea / gist / get / I / your / the / of 1 meaning / afraid / I / I’m / get / don’t / your 2 again / say / you / that / could 3 exactly / you / mean / what / do 4 sure / I’m / not / mean / what / you 5 CONTOH
TR5 English Form 4 Teacherʼs Resource: Sync With Words Prefixes and Suffixes Many words in English are built from prefixes and suffixes. Prefixes are added at the beginning of a word while suffixes are added at the end. If you know the meaning of each part, you can figure out the meaning of the word. Here are a few common suffixes and prefixes. Suffix Meaning Examples Prefix Meaning Examples -less without aimless, fruitless, tireless, selfless un- ‘not’ the word that comes after unconscious, unhealthy, unacceptable -able able to, having the quality of comfortable, favourable re- again restructure, resend, reapply -er it’s a job/ skill employer, singer, astronomer mis- bad, wrong misplace, mislead -ive makes an adjective from a verb collective, accommodative pre- before preheat, prehistoric, preseason Consolidation 5 Create new words using the prefix and suffix given below. Prefix Word(s) Suffix Word(s) Noun prefixes Noun suffixes antibicosemimalexsubdisnon- -age -al -ance/ -ence -ee -hood -ism -ment -tion/ -xion -ship Adjective prefixes Adjective suffixes ilimirinundishyperintertransout- -able/ -ible -al -en -ese -i -ian -ive -less -y -ly CONTOH
TR6 English Form 4 Teacherʼs Resource: Sync With Words Prefixes and Suffixes In a series of letters, Robert Walton, the captain of a ship bound for the North Pole, writes to his sister and Mrs Saville the progress of his dangerous mission. The mission is interrupted by seas full of impassable ice. On one occasion, Walton encounters Victor Frankenstein, who has been travelling by dog-drawn sledge across the ice and is weakened by the cold. Consolidation 6 Read and identify the prefixes and suffixes used in Robert Walton’s letter to Mrs Saville. To Mrs. Saville, England August 5th, 17— So strange an accident has happened to us that I cannot forbear recording it, although it is very probable that you will see me before these papers can come into your possession. Last Monday (July 31st) we were nearly surrounded by ice, which closed in the ship on all sides, scarcely leaving her the sea-room in which she floated. Our situation was somewhat dangerous, especially as we were compassed round by a very thick fog. We accordingly lay to, hoping that some change would take place in the atmosphere and weather. About two o’clock the mist cleared away, and we beheld, stretched out in every direction, vast and irregular plains of ice, which seemed to have no end. Some of my comrades groaned, and my own mind began to grow watchful with anxious thoughts, when a strange sight suddenly attracted our attention and diverted our solicitude from our own situation. We perceived a low carriage, fixed on a sledge and drawn by dogs, pass on towards the north, at the distance of half a mile; a being which had the shape of a man, but apparently of gigantic stature, sat in the sledge and guided the dogs. We watched the rapid progress of the traveller with our telescopes until he was lost among the distant inequalities of the ice. This appearance excited our unqualified wonder. We were, as we believed, many hundred miles from any land; but this apparition seemed to denote that it was not, in reality, so distant as we had supposed. Shut in, however, by ice, it was impossible to follow his track, which we had observed with the greatest attention. About two hours after this occurrence we heard the ground sea, and before night the ice broke and freed our ship. We, however, lay to until the morning, fearing to encounter in the dark those large loose masses which float about after the breaking up of the ice. I profited of this time to rest for a few hours. In the morning, however, as soon as it was light, I went upon deck and found all the sailors busy on one side of the vessel, apparently talking to someone in the sea. It was, in fact, a sledge, like that we had seen before, which had drifted towards us in the night on a large fragment of ice. Only one dog remained alive; but there was a human being within it whom the sailors were persuading to enter the vessel. He was not, as the other traveller seemed to be, a savage inhabitant of some undiscovered island, but a European. When I appeared on deck the master said, “Here is our captain, and he will not allow you to perish on the open sea.” On perceiving me, the stranger addressed me in English, although with a foreign accent. “Before I come on board your vessel,” said he, “will you have the kindness to inform me whither you are bound?” You may conceive my astonishment on hearing such a question addressed to me from a man on the brink of destruction and to whom I should have supposed that my vessel would have been a resource which he would not have exchanged for the most precious wealth the earth can afford. I replied, however, that we were on a voyage of discovery towards the northern pole. Upon hearing this he appeared satisfied and consented to come on board. From the book Frankenstein by Mary Shelley CONTOH
TR7 English Form 4 Teacherʼs Resource: Sync With Words Word Game — Word Formation Consolidation 7 Instructions: 1 You are given a time limit of 3 minutes to form as many words as possible. 2 The words must be spelt correctly and contain between 3 and 7 letters. 3 A letter cannot be used more than once in the same word. 4 You can select letters from any position as long as the spelling order is followed. 5 Plural nouns and verb tenses are allowed. However, proper nouns, abbreviations, contractions, hyphenated words and foreign words are not accepted. Scoring: Points are awarded depending on the number of letters in the word. 3 letters = 1 point 4 letters = 2 points 5 letters = 4 points 6 letters = 5 points 7 letters = 7 points U E E H F T A O G Y D D I C I H Game 1 F L O G D E C M U O A I B S T N Game 2 A E K O M R E U E W H S T X N D Game 3 Word Game — Unscramble Letters to Find Words Consolidation 8 Unscramble words related to computers and communication. 1 GGATDE 11 TESIS 2 OSEONCL 12 KWENGITNRO 3 NONRIGET 13 FTWOARSE 4 MJIORUNSAL 14 ATLSLIN 5 IVTLARU 15 OPAETRBL 6 CRLSOL 16 OAESLCSII 7 CTONIPERE 17 NEONNVTICE 8 XEFLLIBE 18 KCCIL 9 EUTOCHSNCER 19 SBROERW 10 DIEETEAVTRSMN 20 HTTOCAB CONTOH
TR8 English Form 4 Teacherʼs Resource: Sync With Words Word Search — Personality Adjectives Consolidation 9 Search for the following words related to personality in the box of scrambled letters. AMBITIOUS FEARLESS INTROVERT DISCREET COOL CHARISMATIC GENEROUS OPTIMISTIC FRANK BOLD DIGNIFIED HELPFUL PASSIONATE DYNAMIC BRIGHT DISCIPLINED DILIGENT RELIABLE WITTY CALM CONSIDERATE HONEST RESPECTFUL ASSERTIVE DECENT EASYGOING INDEPENDENT CAPABLE PRUDENT EAGER X E A V Q T D H D L E M O V E G V D J U U V M U T N E T S E N O H D N A I X L P X I B H U C N K C R I M B I L L G H V T S T I P F N I Z C K L F O S I O S E D D T R T P H J L A R A B G I G O U B L R K F E I N D I P N C K Y V E N C F H P E T Z S O F T A I V B S R N N H G T Z F S H Q S U T B F C G A T T E A Z N I B U P G G A S L N X S E F E A R L E S S D L E I B E E E Z E I X I Y I J D I L O O C C R G A N M D B D G P S T U R C A U H D T B D E C E N T F N M P R T I X T B M L F A S M L Y R R F A E P K T I K R Y L B U D A W M C A O T V K P S A H W E C Y E L I S Y N N E I U U V I E Q V Y V U Z N T S J Q K X C P M S M L P D S I O J C F D C I E T A R E D I S N O C N Q R D P V L R X T N R U I T S O Z T J F I T Y A E X E U X X W Z P U R P A S S I O N A T E X E A U K F O C I M A N Y D O A I Q J F R T Answers CONTOH
TR A1 Answers Consolidation 1 Conversational Phrases Suriya : ’Morning, Chew! Chew : Oh, hi, Suriya. Suriya : So, what’s new? Chew : New? Well… Nothing really. Oh, hang on. You remember my cat, Scruffy? We celebrated his 10th birthday last Monday! Suriya : Oh, he’s getting old then? Chew : I guess so… though not as old as me. Suriya : Haha… er… Chew : How about you, Suriya? Feels like ages since we last met. How’s it going? Suriya : Great, actually. Though I must say we did meet last month in Klang. Chew : Oops! By the way, I’ve been meaning to ask you, where in Penang are you from? Suriya : I’m from Green Lane, George Town. Chew : Oh, lovely. Wonderful to grow up on an island. Suriya : Yeah, I love the sea and in KL, this is something I really miss. Chew : I know what you mean. I used to live in Lumut and I absolutely loved spending my weekends in Pangkor. Suriya : Really? I didn’t know that, Chew! Chew : My grandparents used to run a seafood restaurant in Pangkor. My holidays were spent helping them at their restaurant. Suriya : Wow! Do you cook? Chew : Oh, not much. Ah, those were the days! Excuse me, Suriya. I’ve got to make a phone call. See you later! Suriya : ’Bye. Consolidation 2 Conversational Phrases 1 bite my tongue 2 Be my guest 3 Back in the day 4 get off my back 5 about time 6 after you 7 all well and good 8 Get a grip on yourself 9 watched my back 10 all in good time CONTOH
TR A2 English Form 4 Answers (Teacherʼs Resource: Sync With Words) Consolidation 3 Agreeing and Disagreeing Agree Partially Agree Disagree That’s right! I agree up to a point, but... I don’t agree! Absolutely! I see your point, but... I totally disagree! Exactly! That’s partly true, but... Absolutely not! Me too! I’m not so sure about that. That’s not right! Yes, I agree! I’m not sure about that. I totally agree! I couldn’t agree more! I see exactly what you mean! You’re right. That’s a good point. Consolidation 4 Showing Interest and Understanding 1 I get the gist of your idea. 2 I’m afraid I don’t get your meaning. 3 Could you say that again? 4 What do you mean, exactly?/ What exactly do you mean? 5 I’m not sure what you mean. CONTOH
TR A3 English Form 4 Answers (Teacherʼs Resource: Sync With Words) Consolidation 5 Prefixes and Suffixes (Suggested answers) Prefix Word(s) Suffix Word(s) Noun prefixes Noun suffixes antibicosemimalexsubdisnonantibody, antibiotic, antidepressant bicycle, bilingual, bicentenary cooperation, co-worker, coexistence semicircle, semidarkness, semi-final malfunction, malnutrition, malpractice ex-wife, ex-speaker, ex-president subdivision, submarine, subcontinent disbelief, discomfort, disadvantage nonsense, non-fiction, non-problem -age -al -ance/ -ence -ee -hood -ism -ment -tion/ -xion -ship village, baggage, breakage arrival, deferral, survival attendance, defence, assistance employee, trainee, refugee, absentee neighbourhood, motherhood journalism, capitalism, criticism amazement, disappointment population, complexion, competition friendship, fellowship, citizenship Adjective prefixes Adjective suffixes ilimirinundishyperintertransoutillegal, illegible, illogical immature, impossible, immaculate irrational, irrelevant, irregular inactive, inconvenient, incomplete unusual, unhappy, unable, unrealistic dishonest, dissimilar, disabled hyperactive, hypersensitive international, interdisciplinary transatlantic, transmarine, transgender outside, outward, outlying, outgoing -able/ -ible -al -en -ese -i -ian -ive -less -y -ly portable, flexible, taxable, audible brutal, formal, magical, verbal golden, broken, wooden Chinese, Vietnamese, Portuguese Pakistani, Iraqi, Kuwaiti, Nepali Persian, Malaysian, Brazilian active, productive, explosive hopeless, useless, meaningless cloudy, rainy, dusty, sticky, windy weekly, yearly, hourly, daily Consolidation 6 Prefixes and Suffixes To Mrs. Saville, England August 5th, 17— So strange an accident has happened to us that I cannot forbear recording it, although it is very probable that you will see me before these papers can come into your possession. Last Monday (July 31st) we were nearly surrounded by ice, which closed in the ship on all sides, scarcely leaving her the sea-room in which she floated. Our situation was somewhat dangerous, especially as we were compassed round by a very thick fog. We accordingly lay to, hoping that some change would take place in the atmosphere and weather. About two o’clock the mist cleared away, and we beheld, stretched out in every direction, vast and irregular plains of ice, which seemed to have no end. Some of my comrades groaned, and my own mind began to grow watchful with anxious thoughts, when a strange sight suddenly attracted our attention and diverted our solicitude from our own situation. We perceived a low carriage, fixed on a sledge and drawn by dogs, pass on towards the north, at the distance of half a mile; a being which had the shape of a man, but apparently of gigantic stature, sat in the sledge and guided the dogs. We watched the rapid progress of the traveller with our telescopes until he was lost among the distant inequalities of the ice. CONTOH
TR A4 English Form 4 Answers (Teacherʼs Resource: Sync With Words) This appearance excited our unqualified wonder. We were, as we believed, many hundred miles from any land; but this apparition seemed to denote that it was not, in reality, so distant as we had supposed. Shut in, however, by ice, it was impossible to follow his track, which we had observed with the greatest attention. About two hours after this occurrence, we heard the ground sea, and before night the ice broke and freed our ship. We, however, lay to until the morning, fearing to encounter in the dark those large loose masses which float about after the breaking up of the ice. I profited of this time to rest for a few hours. In the morning, however, as soon as it was light, I went upon deck and found all the sailors busy on one side of the vessel, apparently talking to someone in the sea. It was, in fact, a sledge, like that we had seen before, which had drifted towards us in the night on a large fragment of ice. Only one dog remained alive; but there was a human being within it whom the sailors were persuading to enter the vessel. He was not, as the other traveller seemed to be, a savage inhabitant of some undiscovered island, but a European. When I appeared on deck the master said, “Here is our captain, and he will not allow you to perish on the open sea.” On perceiving me, the stranger addressed me in English, although with a foreign accent. “Before I come on board your vessel,” said he, “will you have the kindness to inform me whither you are bound?” You may conceive my astonishment on hearing such a question addressed to me from a man on the brink of destruction and to whom I should have supposed that my vessel would have been a resource which he would not have exchanged for the most precious wealth the earth can afford. I replied, however, that we were on a voyage of discovery towards the northern pole. Upon hearing this he appeared satisfied and consented to come on board. From the book Frankenstein by Mary Shelley Consolidation 7 Word Game — Word Formation (Suggested answers) Game 1 — CHEETAH, YATCH, EAT, CHEAT, HOG, HEDGE, FEE, HEFT, HEFTY, HEIGHT, DIG, FETA, FETE, etc. Game 2 — BUST, MINT, CABLE, CAGE, LOG, CABIN, DEAL, DEAF, DEBIT, DEBT, LOGIC, DECAF, DUCAL, etc. Game 3 — MEET, WARES, MARES, MATES, MARK, MARKED, MARKET, WADE, WADER, WAKEN, WASH, SORE, TEAM, HOUSE, STEAMER, etc. Consolidation 8 Word Game — Unscramble Letters to Find Words 1 GADGET 2 CONSOLE 3 RINGTONE 4 JOURNALISM 5 VIRTUAL 6 SCROLL 7 RECEPTION 8 FLEXIBLE 9 TOUCHSCREEN 10 ADVERTISEMENT 11 SITES 12 NETWORKING 13 SOFTWARE 14 INSTALL 15 PORTABLE 16 SOCIALISE 17 CONVENIENT 18 CLICK 19 BROWSER 20 CHATBOT English Form 4 Answers (Teacherʼs Resource: Sync With Words) CONTOH
TR A5 English Form 4 Answers (Teacherʼs Resource: Sync With Words) Consolidation 9 Word Search — Personality Adjectives X E A V Q T D H D L E M O V E G V D J U U V M U T N E T S E N O H D N A I X L P X I B H U C N K C R I M B I L L G H V T S T I P F N I Z C K L F O S I O S E D D T R T P H J L A R A B G I G O U B L R K F E I N D I P N C K Y V E N C F H P E T Z S O F T A I V B S R N N H G T Z F S H Q S U T B F C G A T T E A Z N I B U P G G A S L N X S E F E A R L E S S D L E I B E E E Z E I X I Y I J D I L O O C C R G A N M D B D G P S T U R C A U H D T B D E C E N T F N M P R T I X T B M L F A S M L Y R R F A E P K T I K R Y L B U D A W M C A O T V K P S A H W E C Y E L I S Y N N E I U U V I E Q V Y V U Z N T S J Q K X C P M S M L P D S I O J C F D C I E T A R E D I S N O C N Q R D P V L R X T N R U I T S O Z T J F I T Y A E X E U X X W Z P U R P A S S I O N A T E X E A U K F O C I M A N Y D O A I Q J F R T CONTOH
Student Performance Standard Record Table...............................................................i 1 Unit Letʼs chat 01 Reading ..................................................1 02 Language Awareness W Grammar Drill.....................................3 W Vocabulary Drill................................... 5 03 Listening................................................ 5 04 Speaking................................................6 05 Writing ..................................................7 06 Literature in Action (Non-Textbook-Based Lesson)..............9 07 Examination Drill .............................. 10 2 Unit Ready for anything 01 Reading ................................................12 02 Language Awareness 1 W Grammar Drill................................... 14 W Vocabulary Drill..................................15 03 Listening...............................................16 04 Language Awareness 2 W Grammar Drill....................................17 05 Speaking...............................................18 06 Writing .................................................19 07 Literature in Action (Non-Textbook-Based Lesson)........... 20 3 Unit Buy it! 01 Reading ...............................................22 02 Language Awareness W Grammar Drill...................................24 W Vocabulary Drill.................................26 03 Listening.............................................. 27 04 Speaking..............................................28 05 Writing ................................................29 06 Literature in Action (Non-Textbook-Based Lesson).............31 4 Unit Being a teen 01 Reading ................................................33 02 Language Awareness W Grammar Drill....................................35 W Vocabulary Drill..................................37 03 Listening.............................................. 39 04 Speaking............................................. 40 05 Writing ............................................... 40 06 Literature in Action (Non-Textbook-Based Lesson)............42 Contents Listening e-RPH Transcripts Reading Partner Sync With Words CONTOH
5 Unit Globetrotting 01 Reading ...............................................43 02 Language Awareness 1 W Grammar Drill...................................45 W Vocabulary Drill.................................47 03 Listening..............................................47 04 Speaking..............................................49 05 Writing ................................................49 06 Language Awareness 2 W Grammar Drill....................................51 W Vocabulary Drill................................. 52 07 Literature in Action (Non-Textbook-Based Lesson).............53 6 Unit Time out 01 Reading ............................................... 55 02 Language Awareness 1 W Grammar Drill................................... 58 W Vocabulary Drill................................. 59 03 Listening..............................................60 04 Language Awareness 2 W Grammar Drill....................................61 05 Speaking..............................................62 06 Writing ................................................ 63 07 Literature in Action (Non-Textbook-Based Lesson)............ 65 7 Unit Mother Nature 01 Reading ............................................... 66 02 Language Awareness W Grammar Drill................................... 68 W Vocabulary Drill.................................70 03 Listening...............................................71 04 Speaking..............................................72 05 Writing .................................................73 06 Literature in Action (Non-Textbook-Based Lesson)............ 75 8 Unit Image 01 Reading ...............................................76 02 Language Awareness W Grammar Drill...............................78 W Vocabulary Drill .............................81 03 Listening...............................................81 04 Speaking..............................................82 05 Writing ................................................84 06 Literature in Action (Non-Textbook-Based Lesson)............. 85 Answers The selection of URLs and YouTube given in this book are accurate at the time of publication and chosen as being appropriate for use as an educational research tool. However, changes to the addresses or contents of the websites are the prerogative of the owners/ developers. CONTOH QR
i Skill Learning Standards & Worksheets Pages SOW Lesson Week Date PL Achieved (✓)/ Not Achieved (✗) Teacher’s Signature & Date Unit 1 Let’s chat Theme: Science & Technology 1.1.2 Understand independently specific information and details in extended texts on a wide range of familiar topics 2.1.3 Explain advantanges and disadvantages of plans and ambitions 2.1.4 Explain and justify own point of view 3.1.1 Understand the main points in extended texts on a wide range of familiar topics 3.1.5 Recognise with little or no support the attitude or opinion of the writer in extended texts on a wide range of familiar topics 4.1.5 Organise, sequence and develop ideas within a text of several paragraphs on familiar topics 4.2.4 Use formal and informal registers appropriate to the target audience in most familiar situations 5.1.1 Explain briefly the feelings and opinions a text provokes in them Grammar: Past simple, Used to, Be/ Get used to, Present simple, Present continuous Reading 3.1.1 2.1.4 (Website) 1 – 2 1 Language Awareness Grammar (Tutorial Videos) Vocabulary 3 – 5 8 Listening 1.1.2 2.1.4 (Audio) 5 – 6 9 Speaking 2.1.3 4.1.5 6 – 7 10 Writing 4.2.4 3.1.5 (Clip Notes) 7 – 9 11 Literature 5.1.1 (Reading Partner) 9 – 10 13 Examination Drill 10 – 11 Skill Learning Standards & Worksheets Pages SOW Lesson Week Date PL Achieved (✓)/ Not Achieved (✗) Teacher’s Signature & Date Unit 2 Ready for anything Theme: People & Culture 1.1.2 Understand independently specific information and details in extended texts on a wide range of familiar topics 2.1.1 Explain simple content on familiar topics from what they read and hear 2.1.2 Ask about and explain causes and consequences of actions, events, simple processes 2.1.4 Explain and justify own point of view 3.1.1 Understand the main points in extended texts on a wide range of familiar topics 4.1.4 Express and respond to opinions and common feelings such as amusement, anger and regret 4.1.5 Organise, sequence and develop ideas within a text of several paragraphs on familiar topics 5.1.1 Explain briefly the feelings and opinions a text provokes in them Grammar: Quantifiers, Countable and uncountable nouns, Past simple, Past continuous Reading 3.1.1 2.1.4 (Video) (Website) 12 – 14 14 Language Awareness 1 Grammar (Tutorial Video) Vocabulary 14 – 16 15 Listening 1.1.2 2.1.1 (Audio) 16 16 Language Awareness 2 Grammar (Tutorial Video) 17 – 18 21 Speaking 2.1.2 4.1.4 18 – 19 23 Writing 4.1.5 (Clip Notes) 19 – 20 24 Literature 5.1.1 20 – 21 26 Skill Learning Standards & Worksheets Pages SOW Lesson Week Date PL Achieved (✓)/ Not Achieved (✗) Teacher’s Signature & Date Unit 3 Buy it! Theme: Consumerism & Financial Awareness 1.1.2 Understand independently specific information and details in extended texts on a wide range of familiar topics 2.1.4 Explain and justify own point of view 3.1.3 Guess the meaning of unfamiliar words from clues provided by other words and by context on a wide range of familiar topics 3.1.6 Recognise with support typical features at word, sentence and text levels of an increased range of genres 4.1.3 Explain the main points of an idea or argument 4.2.3 Produce an extended plan or draft and modify this appropriately in response to feedback or independently 4.2.4 Use formal and informal registers appropriate to the target audience in most familiar situations 5.1.2 Explain in detail the development of plot, characters and themes in a text Grammar: Modal verbs expressing possibility, obligation, prohibition and future predictions, Present perfect simple, Present perfect continuous, Past simple Student Performance Standard Record Table English Form 4 CONTOH
ii English Form 4 Student Performance Standard Record Table Reading 3.1.6 3.1.3 2.1.4 22 – 24 27 & 33 Language Awareness Grammar (Tutorial Videos) Vocabulary (Tutorial Video) 24 – 27 28 & 34 Listening 1.1.2 2.1.4 (Audio) 27 – 28 35 Speaking 2.1.4 4.1.3 28 36 Writing 4.2.3 4.2.4 (Clip Notes) 29 – 30 37 Literature 5.1.2 31 – 32 39 Skill Learning Standards & Worksheets Pages SOW Lesson Week Date PL Achieved (✓)/ Not Achieved (✗) Teacher’s Signature & Date Unit 4 Being a teen Theme: People & Culture 1.1.2 Understand independently specific information and details in extended texts on a wide range of familiar topics 1.1.5 Understand independently more complex questions on a wide range of familiar topics 2.1.1 Explain simple content on familiar topics from what they read and hear 2.1.2 Ask about and explain causes and consequences of actions, events, simple processes 2.1.4 Explain and justify own point of view 3.1.2 Understand specific details and information in extended texts on a wide range of familiar topics 4.1.5 Organise, sequence and develop ideas within a text of several paragraphs on familiar topics 5.1.2 Explain in detail the development of plot, characters and themes in a text Grammar: Future tenses: will and going to, Future perfect simple Reading 3.1.2 2.1.1 (Video) 33 – 35 40 Language Awareness Grammar (Tutorial Video) Vocabulary (Tutorial Video) 35 – 38 41 Listening 1.1.5 2.1.4 (Audio) 39 48 Speaking 2.1.2 1.1.2 40 49 Writing 4.1.5 (Clip Notes) 40 – 41 50 Literature 5.1.2 (Reading Partner) 42 52 Skill Learning Standards & Worksheets Pages SOW Lesson Week Date PL Achieved (✓)/ Not Achieved (✗) Teacher’s Signature & Date Unit 5 Globetrotting Theme: People & Culture 1.1.5 Understand independently more complex questions on a wide range of familiar topics 2.1.4 Explain and justify own point of view 2.1.5 Express and respond to feelings such as amusement, anger and regret 2.4.1 Summarise the main points of a story, text or plot 3.1.2 Understand specific details and information in extended texts on a wide range of familiar topics 4.1.2 Explain causes and consequences of (i) actions, (ii) events or (iii) simple processes 4.1.4 Express and respond to opinions and common feelings such as amusement, anger and regret 5.2.1 Evaluate and explain briefly stylistic features an author uses to show character, events or place Grammar: Past perfect simple, Past perfect continuous, Direct speech and reported speech Reading 3.1.2 2.1.4 (Documentary) 43 – 45 56 Language Awareness 1 Grammar (Tutorial Video) Vocabulary 45 – 47 57 Listening 1.1.5 2.4.1 (Audio) 47 – 48 58 Speaking 2.1.5 4.1.4 49 59 Writing 4.1.2 (Clip Notes) 49 – 50 60 Language Awareness 2 Grammar (PDF Grammar Bites) (Tutorial Video) Vocabulary 51 – 52 63 Literature 5.2.1 53 – 54 68 Skill Learning Standards & Worksheets Pages SOW Lesson Week Date PL Achieved (✓)/ Not Achieved (✗) Teacher’s Signature & Date Unit 6 Time out Theme: People & Culture 1.1.2 Understand independently specific information and details in extended texts 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 wide range of familiar topics 2.1.4 Explain and justify own point of view 2.4.1 Summarise the main points of a story, text or plot 3.1.5 Recognise with little or no support the attitude or opinion of the writer in extended texts on a wide range of familiar topics 4.1.3 Explain the main points of an idea or argument 5.2.1 Evaluate and explain briefly stylistic features an author uses to show character, events or place Grammar: Passive voice, Clauses of result, concession and purpose CONTOH
iii English Form 4 Student Performance Standard Record Table Reading 3.1.5 2.1.4 55 – 57 69 Language Awareness 1 Grammar (Tutorial Video) Vocabulary 58 – 59 70 Listening 1.2.1 (Audio) 60 71 Language Awareness 2 Grammar 61 – 62 76 Speaking 2.4.1 1.1.2 62 78 Writing 4.1.3 (Clip Notes) 63 – 64 79 Literature 5.2.1 (Reading Partner) 65 81 Skill Learning Standards & Worksheets Pages SOW Lesson Week Date PL Achieved (✓)/ Not Achieved (✗) Teacher’s Signature & Date Unit 7 Mother Nature Theme: Health and Environment 1.3.1 Recognise with support typical features at word, sentence and text levels of a range of spoken genres 2.2.1 Use formal and informal registers appropriately in most familiar contexts 3.1.1 Understand the main points in extended texts on a wide range of familiar topics 3.1.3 Guess the meaning of unfamiliar words from clues provided by other words and by context on a wide range of familiar topics 4.1.3 Explain the main points of an idea or argument 5.2.1 Evaluate and explain briefly stylistic features an author uses to show character, events or place Grammar: Full and bare infinitive and -ing form (gerund) Reading 3.1.3 3.1.1 66 – 68 82 Language Awareness Grammar (Tutorial Video) Vocabulary (Tutorial Videos) 68 – 71 83 Listening 1.3.1 2.2.1 (Audio) 71 – 72 90 Speaking 2.2.1 (Lead-in) 72 – 73 91 Writing 4.1.3 (Clip Notes) 73 – 74 92 Literature 5.2.1 75 94 Skill Learning Standards & Worksheets Pages SOW Lesson Week Date PL Achieved (✓)/ Not Achieved (✗) Teacher’s Signature & Date Unit 8 Image Theme: Science and Technology 1.1.2 Understand independently specific information and details in extended texts on a wide range of familiar topics 1.1.6 Understand independently longer simple narratives on a wide range of familiar topics 2.1.4 Explain and justify own point of view 2.1.5 Express and respond to feelings such as amusement, anger and regret 2.4.1 Summarise the main points of a story, text or plot 3.1.3 Guess the meaning of unfamiliar words from clues provided by other words and by context on a wide range of familiar topics 4.2.4 Use formal and informal registers appropriate to the target audience in most familiar situations 5.3.1 Respond imaginatively and intelligibly through writing scripts and creating props for a short play or other imaginative responses as appropriate Grammar: Causative form and Conditional sentences type 3 Reading 3.1.3 2.1.4 76 – 78 95 Language Awareness Grammar (Tutorial Videos) Vocabulary 78 – 81 96 Listening 1.1.6 2.1.5 (Audio) (Lead-in) 81 – 82 97 Speaking 2.4.1 1.1.2 82 – 83 104 Writing 4.2.4 (Clip Notes) 84 – 85 105 Literature 5.3.1 ( CONTOH Reading Partner) 85 – 86 107
Online Learning Challenges and Solutions The recent COVID-19 pandemic has changed the education discourse drastically because now the students can find their courses and books online where they can study according to their own schedule. However, there are multiple problems faced by students in online classes. While internet accessibility has resulted in a higher demand for online learning across the world, the advantages are getting suppressed by the challenges encountered during the process of learning. One challenge is with regard to adaptability issues in online learning. Students find it difficult to adapt to the online learning environment after being used to the traditional classroom learning environment. Children who have always been studying in the traditional classroom have mindsets that are not able to focus on the online platform at once. But this issue can be overcome easily. It is important for students to accept the new learning environment with an open mind. For older students, adaptive learning is using artificial intelligence now to adjust the content according to individual needs. Students also face technical issues in online learning. Many homes are not well equipped with a high internet connection that is required for online learning. Due to this, they face problems in going live for virtual learning and other platforms that require an internet connection. This can be because they are not much aware of technology and computer applications. If you find difficulty in downloading information related to a subject, blurred videos, etc., it may be due to poor connectivity too, especially in rural areas. To resolve the internet connection problem in the online class, students and parents should find a high-speed internet connection for their homes. They should know where they can get technical support for their connection and other technical issues related to software and tools for effective learning. Lack of computer education is also a major concern in today’s world. There are many students and parents lack of computer literacy, and thus unable to operate basic computer programs such as Microsoft Word and PowerPoint. And whenever some technical issues emerge, they find it difficult to solve the problems in such a scenario. They face difficulties with live classes, usage of appropriate icons, Microsoft office, communication-related apps and websites, browsing study materials, etc. Sometimes they do not know technology proficiency like login, live classes, creating and submitting work, communicating with teachers and friends. To overcome this challenge, students and parents of young children should be provided access to support devices that can help them solve technical problems via call, email or live chat. They should pay attention to their instructor during the process of solving the issues. Very often, students find difficulty in managing their time. Online learning is completely new for them and requires intensive work. Students and parents who are monitoring younger ones, need a scheduled planner to manage their time in an effective manner. While online learning provides flexible time, unlike traditional classrooms, many face difficulties in adjusting to the time required for online learning. SOW: Lesson 1 Reading LS 3.1.1 LS 2.1.4 Student's Book pp. 8 - 9 Worksheet 1 Read the article below and answer the questions that follow. 1 Unit Letʼs chat For educational purposes only Digital Resource 1: Website Theme Science and Technology 1 CONTOH
English Form 4 Unit 1 A Read the article quickly. Which sentence best summarises the article? Choose a, b, c or d. a It is not surprising that online learning has been gaining lots of attention. b The article describes several issues related to online learning and their solutions. c Students are handling their time management challenges in online learning very well. d The article discusses how studentsʼ education was abruptly interrupted and schools scrambled to find alternative ways to help students. b Read the article again and writeTforTrue, F for False orNM forNot Mentioned. Level of Difficulty Z 1 The issues faced by students of online learning have caused the death of online learning. ( F ) 2 Children who are used to the traditional learning method have difficulty adapting to the new online learning. ( T ) 3 Most people in rural areas have little knowledge of technology and computer applications. ( NM ) 4 Parents should install a high-speed internet connection at home to improve connectivity to the internet during online learning. ( T ) 5 Many parents, whose help are required by children during virtual learning, are ignorant of basic computer operations and technology. ( T ) 6 Traditional classrooms allow students to learn at their own pace, compared to online learning. ( F ) 7 Students who are easily distracted by other online activities usually know how to manage their time well. ( F ) 8 Parents need to attend classes on time management if their children are attending online classes. ( NM ) LS 3.1.1 PL 1 2 3 4 5 6 c Discuss. Level of Difficulty ZZ Besides the problems mentioned in the article that students encounter in online learning, what other issues did you face? Mention one issue and how you managed to overcome it. HOTS Analysing LS 2.1.4 PL 1 2 3 4 5 6 (Suggested answer) Learning from home is different from being in a school environment. At home, there are no large spaces like classrooms, playgrounds and canteens, nor friends and teachers around us to guide and learn from. We have to manage everything in one room with parents and siblings around us. We can be easily distracted by small things, like noise from the TV and younger siblings at home. I learnt to overcome this problem by informing everyone at home, and even friends, about the time of online learning so that there will be no distractions from their side. I had to restrict the study area for others to come during live sessions and video calls. I learnt to relax in the breaks set on my timetable. In this way, I could concentrate on learning and spend quality time with my friends and family. Thus, time management is the most important factor in online learning, requiring time and effort for better learning outcomes. Students’ timings can be affected by distractions that should be avoided during the learning process. Instead, they should set time for breaks and focus on learning as scheduled to avoid missing live classes or sessions. They can also prepare a list of activities on an everyday basis and break down large activities into smaller ones for better learning outcomes. This list can be used to tackle each task. But students must adhere to the list and establish a routine that can make time management practices easy. Furthermore, they can also seek help from their parents, friends and families so that they do not miss out on learning and at the same time, do work. Do not try to take up multiple tasks. Complete one task at a time or it would make the task less effective and productive. These are just a few examples of challenges faced by students during online classes with suggestions of how to overcome them. 2 CONTOH
English Form 4 Unit 1 SOW: Lesson 8 Language Awareness Student's Book pp. 15 - 16 Worksheet 1 Grammar Drill Past simple – describes a completed action in a time before now and actions that happened one after the other in the past, as in: • I received a present yesterday. (Regular verb) • Bobby first read a book before he went to bed last night. (Irregular verbs) Used to and Be/ Get used to Used to + base form – refers to something you did in the past but no longer do now. • When I was in Penang, I used to go to the gym every Friday evening. (no longer now) Be used to + Gerund (-ing form) – refers to something you are accustomed to doing. Get used to + Gerund (-ing form) – refers to something you grow accustomed to doing. • Iʼm so used to queuing up that I donʼt mind waiting. • As I stayed with the Browns, I got used to playing with their dogs. Choose A, B or C. Level of Difficulty ZZ 1 When I was living with my American host family, I slowly (eat) a cooked breakfast on Saturdays. A used to eat B got used to eating C was used to eating 2 See that old building on the hill? It (be) a boarding school for rich girls; now itʼs a hotel. A used being B used to being C used to be 3 I (watch) my favourite TV programme yesterday after completing my homework. A used to watch B watched C got used to watching 4 Working till midnight does not worry me – I (work) late. A am used to working B used to work C get used to work 5 What a miracle! Mark (smoke) a lot but now he has given up completely! A is used to smoking B got used to smoke C used to smoke 6 My friend (give) me a new pencil case for my birthday recently. A used to give B was used to give C gave 7 I think Iʼll never (hear) my next-door neighboursʼ quarrels – Iʼll move house. A get used to hearing B used to hear C be used to hear 8 Before I became a vegetarian, I (eat) a lot of meat. A used to eating B used to eat C got used to eating 9 After spending six months in Dubai last year, I slowly (drive) on the right. A got used to driving B be used to driving C used to drive 10 Did Rashid (smoke) in bed before giving it up? A was he used to smoke B use to smoke C was he used to smoking PL 1 2 3 4 5 6 For educational purposes only Digital Resource 2: Tutorial Video 3 CONTOH
English Form 4 Unit 1 Worksheet 2 Grammar Drill Present Simple Present Continuous Examples: • She lives with her parents. • I usually ask Adam if I need help with my car; he knows a lot about cars. • They speak Portuguese in Brazil. • The human body contains 206 bones. Examples: • He is living in Melbourne now. • She is smiling while reading the email from her son. • A: What language are they speaking? B: They’re speaking Portuguese. Complete the following text by choosing the Present Simple or the Present Continuous of the verbs in brackets. Level of Difficulty ZZ You may have heard in the news in the last few years that ʻcarnivore dietsʼ (1) are growing (grow) in popularity, and (2) have (have) some surprisingly powerful health benefits that often (3) shock (shock) a lot of people, since this way of eating is so contrary to what you (4) hear (hear) in the mass media. When you read this newsletter, I (5) advise (advise) you to be open-minded and know that most ʻhealth gurusʼ out there that you (6) hear (hear) from in the media actually donʼt have much depth of nutrition education, and most powerful food companies that sell ultra-processed ʻplant-basedʼ junk food (7) are actually spreading (spread) propaganda – they (8) are trying (try) to blame all health problems on meat, eggs and other healthy animal foods because they (9) know (know) that you will buy more highly profitable ʻplant-basedʼ junk food if you (10) eat (eat) less animal foods. If one (11) explores (explore) science with an open mind, one will find that most information about nutrition that is preached in the mainstream is not necessarily correct. The ʻcarnivore dietʼ (12) is (be) basically a way of eating that (13) focuses (focus) either entirely or mostly on healthy meat, fish and eggs, while avoiding most plant-foods that are toxic. I (14) am still studying (study) the science of carnivore and carnivore-ish (animal-based) diets, and I am fascinated by the impressive health benefits that thousands of people (15) are getting (get) from this way of eating. However, as with any way of eating, there (16) are (be) some types of people that get a lot more benefits than others. PL 1 2 3 4 5 6 For educational purposes only Digital Resource 3: Tutorial Video 4 CONTOH
English Form 4 Unit 1 Worksheet 3 Vocabulary Drill Level of Difficulty Z Read the article on pages 1 to 2 again and try to guess the meanings of the words in bold according to the context. Then match them with the meanings given in the list below. You may use a dictionary to get the correct meanings. No Word/ Phrase No Meaning 1 accessibility a relating to a particular subject, art or craft, or its techniques 2 traditional b adaptable 3 technical c scan through a text, website or data to get an impression 4 connectivity d the quality of being easy to obtain or use 5 browsing e follow a fixed way of doing something 6 flexible f ability to use time effectively or productively 7 time management g habitually done or used, long established 8 adhere to h capacity for the interconnection of platforms, systems and applications PL 1 2 3 4 5 6 SOW: Lesson 9 Listening LS 1.1.2 LS 2.1.4 Student's Book p. 16 Worksheet 1 A Listen to a conversation between four friends. Then, choose the best answer A, B or C. Level of Difficulty ZZ 1 What are the friends talking about? A The merits of smart devices. B The dangers posed by smart TVs. C The disadvantages of watching Netflix and YouTube. 2 What do you call the network that is embedded with sensors, software and other material meant to connect and exchange data with other devices and systems over the internet? A The things B The gateway of things C The Internet of Things 3 The following examples show that the security of smart TVs is compromised except for A Amazon Fire TV Stickʼs Alexa-enabled remote control and Apple devices. B smart TVs show you the more relevant ads of things and products you like and would be interested in. C integrated cameras and microphones in smart TVs make it easy for hackers to spy on you through the webcam. 4 Which organisation has issued warnings about the risks of smart TVs? A CNN B The FBI C The Interpol Track 1 5 CONTOH
English Form 4 Unit 1 5 What did the four friends finally conclude after their discussion? A Smart TVs are still the best. B They are all going to throw away their smart TVs and invest in Apple products. C There are many devices that perform the same tasks that smart TVs do but with greater safety and flexibility. LS 1.1.2 PL 1 2 3 4 5 6 b Discuss. Level of Difficulty Z a How many of you have smart TVs at home? (Students’ own answers) b Can you give some benefits of smart TVs? Smart TVs are connected to the internet, so we can download apps just like we would on our phone./ Most smart TVs have apps for major streaming services like Netflix and YouTube, plus offerings for major TV networks./ We can even use smart TVs to browse the web. (Any suitable answers) LS 2.1.4 PL 1 2 3 4 5 6 SOW: Lesson 10 Speaking LS 2.1.3 LS 4.1.5 Student's Book p. 17 Worksheet 1 Level of Difficulty ZZZ 1 Talk in pairs. Look at the pictures below which show two types of cars. What is a smart car and what is a sedan? (Refer to page A1 for the suggested answers) 2 Discuss in groups of 3 – 4 students the advantages and disadvantages of a smart car and a regular car or sedan. Write down your points in a table as follows: HOTS Analysing Smart car Sedan Advantages Advantages • Useful in big cities as they use less petrol, and have built-in navigational and safety features that make life in most neighbourhoods easier • Lower fuel costs. Can use alternative fuels like electric power • Lesser breakdowns and therefore fewer repairs • Easier parking as they are compact and small – relieves urban congestion • Low noise, less pollution, environmentally friendly (Any acceptable answers) • Bigger and better suited for highways • More comfortable when travelling long distances • Can accommodate more passengers and provide more legroom • Easier to learn and handle • Safer in case of accidents, lesser risk of injury to driver and passengers • Stronger and safer structure • More space for luggage (Any acceptable answers) Disadvantages Disadvantages • Not suitable for highways/ long-distance travel • Two-seater with little space for luggage • Because of its small size, the risk of injury for the driver and passenger is greater (Any acceptable answers) • Less sporty image or sleek look • Burns more fuel, causes pollution • Difficult to park • Not ideal for towing or hauling (Any acceptable answers) LS 2.1.3 LS 4.1.5 PL 1 2 3 4 5 6 6 CONTOH
English Form 4 Unit 1 Worksheet 2 Level of Difficulty ZZ Present the points in Worksheet 1 to the class. LS 2.1.3 PL 1 2 3 4 5 6 SOW: Lesson 11 Writing LS 4.2.4 LS 3.1.5 Student's Book pp. 18 - 19 Clip Notes Write an informal letter/ email based on prompts When writing an informal letter/ email, remember to follow the following format: 4 Greeting/ Salutation 4 Opening paragraph to say why you are writing 4 Main part of 2 – 3 (or more) paragraphs where you mention everything that you want to say 4 Closing paragraph where you emphasise something or end your letter 4 Signing off, followed by your signature 35, Jalan Rompin, 72100 Bahau, Negeri Sembilan. 10 June 2024 Dear , Iʼm really happy to know that youʼve topped your school and achieved your dream. I felt so pleased that I wished I were there to congratulate you personally. Your results have proved that hard work, determination and perseverance bring good results. I know you were very nervous too, with the current pandemic at its height and learning proceeding only through online classes, but I was always very confident that you would come out with flying colours. Hats off to you for overcoming all obstacles and reaching the top! Honestly, Iʼd like to know how you did this. Iʼm sitting for the all-important exam this year and would like some tips from you. We spent most of the year in lockdowns and the only way to study was through online classes too. Imagine weʼve no hands-on experience of Science experiments! So can you please tell me how you managed it? Do give me some tips on how to ace the exams. Hope to see you soon. Please do continue your hard work. Your future is very bright and I pray for you will get entrance into varsity soon. My parents convey their love and heartiest congratulations too. Do write to me soon. I anxiously wait for your reply. Yours lovingly, Rohini Address Date Signing off Signature Main part Opening paragraph Greeting/ Salutation Closing paragraph/ Comments Conclusion 7 CONTOH
English Form 4 Unit 1 Worksheet 1 Level of Difficulty ZZZ In the letter given, Rohini, who lives in another state, has written to you to congratulate you on your excellent performance in the recent examinations and to ask you for tips to perform well too. Write a letter to her, advising her on how to handle issues that have arisen during the COVID-19 pandemic. HOTS Creating Include the following points in your letter: • avoid distractions – fix a time – be focused – keep track of important dates – single chart – avoid unnecessary disturbance • stay focused – donʼt multitask – focus on one thing – take breaks between tasks • video lectures – stick to – teachersʼ schedules – prevent – lagging behind • maintain physical and mental health – active brain – balance emotions When writing the letter, you must remember to: • use an appropriate format • develop all the points given • give your own ideas when needed • remember that you are writing an informal letter Address 20 June 2024 Dear Rohini, It was wonderful hearing from you after a long time. Thanks a ton for your felicitations and best wishes. Please thank your family, too. I really miss all of you, but what to do? We had to accompany Dad when he was transferred here. Anyway, after two years of living with COVID-19 and adapting to the new study environment, Iʼm sure I donʼt need to say much or give you new tips on acing your exams. Still, Iʼll try to help you as much as I can. I found it difficult to adapt to the idea of online classes, but once I got the knack of it and realised that the pandemic was not going to end any time soon, I prepared myself mentally and physically to focus on my studies. And that is what you must do, too. First of all, avoid distractions. Stop using your smartphone excessively. Fix a time to study, be focused and stay organised. Itʼs easy to get overwhelmed with assignments of various subjects when doing them at home. Better keep track of important dates and course milestones for each class in a single chart or spreadsheet, noting how the online classes are held and making sure you log into each at the right time. Let your family members know that you are studying to avoid unnecessary disturbance from them. Secondly, stay focused and donʼt multitask. Itʼs easy to get sidetracked and distracted when time is less structured than usual and students are doing more work independently. You may be tempted to do multiple things at once – like playing a video game or checking social media during an online lecture, but homework takes longer when you return to the academic task. Switching between tasks tires out the brain and leads to more errors. And when your attention is divided between two activities, the brain doesnʼt commit the learning to long-term memory as well as when you concentrate on just one thing. I prefer to focus on one thing at a time and take breaks between tasks. I usually concentrate on work for solid 25-to-50-minute periods and then have a 5-to-10-minute break as a reward. Next, you should make the most of video lectures and stick to the teachersʼ schedules whenever possible to keep a routine going and to prevent you from lagging behind. It helps to take notes as if you are in a typical classroom. Moreover, you should maintain your physical and mental health. Being physically active is important for an active brain. Play indoor games, exercise often, dance and eat healthy food. Focus on your mental health, too. Learn how to balance your emotions. You see, an emotionally stable person is often more focused towards the goals they want to achieve. Finally, connect with your school friends and classmates regularly through video chats and other applications. Have healthy discussions on various topics academically and non-academically. Social isolation may lead to loneliness, so do connect with them daily. If you follow these tips and attend all remote or regular classes diligently, you should do well in your exams. Donʼt worry about experiments. Even in regular classes, do you really do many of them? Once the pandemic is over, we must get together. Iʼm rushing off to attend an online course, so lots of love to you and family. My parents convey their regards to all of you, too. Your loving friend, 8 CONTOH
English Form 4 Unit 1 LS 4.2.4 LS 3.1.5 PL 1 2 3 4 5 6 SOW: Lesson 13 Literature in Action LS 5.1.1 Non-Textbook-Based Lesson Worksheet 1 Read the poem The Charge of the Light Brigade below and answer the questions that follow. The Charge of the Light Brigade Lord Alfred Tennyson I Half a league, half a league, Half a league onward, All in the valley of Death Rode the six hundred. “Forward, the Light Brigade! Charge for the guns!” he said. Into the valley of Death Rode the six hundred. II “Forward, the Light Brigade!” Was there a man dismayed? Not though the soldier knew Some one had blundered. Theirs not to make reply, Theirs not to reason why, Theirs but to do and die. Into the valley of Death Rode the six hundred. III Cannon to right of them, Cannon to left of them, Cannon in front of them Volleyed and thundered; Stormed at with shot and shell, Boldly they rode and well, Into the jaws of Death, Into the mouth of Hell Rode the six hundred. IV Flashed all their sabres bare, Flashed as they turned in air, Sabring the gunners there, Charging an army, while All the world wondered. Plunged in the battery-smoke Right through the line they broke; Cossack and Russian Reeled from the sabre stroke Shattered and sundered. Then they rode back, but not Not the six hundred. V Cannon to right of them, Cannon to left of them, Cannon behind them Volleyed and thundered; Stormed at with shot and shell, While horse and hero fell, They that had fought so well Came through the jaws of Death, Back from the mouth of Hell, All that was left of them, Left of six hundred. VI When can their glory fade? O the wild charge they made! All the world wondered. Honour the charge they made! Honour the Light Brigade, Noble six hundred! Digital Resource 4: Reading Partner 9 CONTOH
English Form 4 Unit 1 (a) Find the meanings of the following words. 1 league ( distance of approximately three miles ) 2 Charge ( Rush attack ) 3 dismayed ( shocked ) 4 blundered ( made a mistake ) 5 Volleyed and thundered ( Struck and boomed ) 6 shot and shell ( guns and cannonballs ) 7 Sabring ( Killing (impaling) with sabres ) 8 battery-smoke (group of large guns and other weapons) 9 Shattered and sundered ( Crushed and broken up ) 10 fell ( collapsed, dropped down ) 11 glory ( magnificence ) 12 Honour ( Pay tribute to ) (b) What does ʻVolleyed and thundered;/ Stormed at with shot and shell,ʼ imply? (c) What is Tennyson stating in this poem? HOTS Analysing (d) How does the poet present the experience of conflict in ʻThe Charge of the Light Brigadeʼ? Give two examples. HOTS Evaluating (i) (ii) LS 5.1.1 PL 1 2 3 4 5 6 Examination Drill SPM-Oriented Part 4: Gapped Text Level of Difficulty ZZ You are going to read an article about the cons of social media. Six sentences have been removed from the article. Choose from the sentences A to H the one which fits each gap (1 to 6). There are two extra sentences which you do not need to use. The Cons of Social Media What are the pros and cons of social media? This is an especially pertinent question when more people than ever are using social media apps, but when social media is making people unhappy. At its core, social media is fun. 1 G Games, chat, interesting articles, memes, videos – there is plenty of content to keep you entertained for hours, regardless of your interests. The Light Brigade was being bombarded heavily and mercilessly by the enemies. Tennyson is praising the Brigade, pointing out the nobleness of supporting oneʼs country, while mourning the appalling futility of the charge. The structure of the story he tells presents the excitement of the battle: the stanzas get longer and the rhymes become more frequent after the calm opening stanza. He uses rhythm to recreate the sound of the horses charging and repetition to recreate the sound and visual effects of battle (“cannon” lines 18 − 20 and “flashed” lines 27 − 28, for example). 10 CONTOH
English Form 4 Unit 1 Alas, it is not all rosy. There are plenty of negative aspects you need to consider, too. 2 C It is worryingly common for people to be targeted based on their gender, appearance, sexual orientation, religion, disabilities, political beliefs and a whole lot more. Youngsters are especially vulnerable. Next, addiction is a growing problem. Take a trip to any local restaurants, and you will see dozens of patrons with their eyes glued to their smartphones. 3 H Sadly, too many people are more worried about their number of followers on Instagram than their real-life problems. This is not healthy, either physically or mentally. Indeed, it is one of the most significant negative effects of social media on society. 4 A If someone is a heavy social media user, you can often find out everything about them – favourite books, employer, what their baby looks like – with no more than a few minutes of cursory research. Nevertheless, the advertisements can be scary. 5 D However, advertising on social media is very different from seeing a billboard on the side of a road or TV commercial during a sports game. The processes going on behind the scenes to show you ads on Facebook, etc. – from selling your data in bulk to analysing your every online move – is straight out of 1984. And it should worry all of us. Do you know that your data is impossible to delete on social media? You canʼt talk about the pros and cons of social media without considering the online footprints you are leaving behind. Yes, you can delete your social media accounts. But what really happens to your data? 6 F But is Twitter wiping all your tweets from its servers? Does Instagram definitely delete every photo you have shared from its records? The answer is no. There will always be a chance (albeit small) that the data could someday resurface and be used against you. Lastly, social media can cause the growth of antisocial tendencies. There are several reasons and some are linked to the issues we have already discussed, like addiction. Adapted from: The Pros and Cons of Social Media By Dan Price A Another of the major downsides of social media is the lack of privacy, which is practically non-existent. B One of the biggest benefits of social media is the ability to grow an audience quickly. C One of the worst drawbacks of social media is the prevalence of cyberbullying and online abuse. D Everyone accepts that ads are part of the modern world. E The job market remains tough for a lot of people. F Indeed, it might not be visible to the public any more. G If it wasnʼt, Facebook wouldnʼt be able to boast almost three billion users. H Most of them are probably on social media sites. 11 CONTOH
SOW: Lesson 14 Reading LS 3.1.1 LS 2.1.4 Student's Book pp. 22 - 23 Worksheet 1 a Discuss. • Give the name of organisations that are famous for humanitarian work both locally and internationally. Red Crescent Society, Mercy Malaysia, UNICEF Malaysia, Doctors Without Borders, etc. • What kind of work do they provide? They provide medical aid and health-related activities, risk reduction activities for vulnerable communities in both crisis and non-crisis situations, work for child health and nutrition, safe water and sanitation, quality education and skill building, etc. Read the article below about a woman who dared to change the face of nursing in the 19th century. Then, answer the questions that follow. The Life of Florence Nightingale Florence Nightingale was born in 1820 to wealthy English parents travelling in Florence, Italy. Both Florence and her sister were named after the Italian cities in which they were born. The two girls were educated by their father, and Florence, in particular, excelled academically. She was not interested in marriage and social life, but actively promoted social and healthcare causes, which eventually led her to establish nursing as a distinct profession. The period between the second half of the 17th century and the middle of the 19th has been termed as the ‘dark age’ of nursing by medical historian, Fielding Garrison. Nurses in those days were typically poor, unskilled and often associated with immoral behaviour. The hospitals they worked in were unclean, disorderly and a hotbed of infection. They were often regarded as places to die in. No wonder Florence’s wealthy and respectable family discouraged her from selecting this ‘unsuitable’ profession. But Florence went against her parents’ wishes, refused a prospective marriage, and in 1851 trained as a nurse in Kaiserswerth, Germany, at Pastor Theodore Fliedner’s hospital and school, one of the earliest institutions for the proper training of nurses who were not Catholic nuns. In 1853, Florence went for additional training in Paris with the Sisters of Mercy. After her return to England, Florence took a position as superintendent for London’s Establishment of Gentlewomen during Illness in 1853. Florence is probably most famous for her work during the Crimean War (1854 − 1856). Responding to unpopular newspaper reports of the horrendous situation in the English war camp hospitals, Secretary of War, Sidney Herbert, a personal friend of Florence, consented to let her organise and manage a group of female nurses to go to Turkey. On November 4, 1854, Florence and 38 nurses arrived in Scutari, the location of the British camp outside Constantinople. The doctors originally did not welcome the incoming female nurses, but as the number of patients escalated, their help was needed in the overcrowded, undersupplied and unsanitary hospital. Under Florence’s leadership, the nurses brought cleanliness, sanitation, nutritious food and comfort to the patients. Her group of nurses transformed the hospital into a healthy environment within six months, and as a result, the death rate of patients fell from 40 to 2 percent. The soldiers in Crimea named her the ‘Lady with the Lamp’ because of the reassuring sight of her carrying a lamp around to check on the sick and the wounded during the night, and the title remained with her. In 1857, she returned home a heroine. 2 Unit Ready for anything Theme People and Culture For educational purposes only Digital Resource 5: Video 12 CONTOH
English Form 4 Unit 2 b Fill in the events that took place in the timeline given below. Level of Difficulty ZZ 1820 − She was born in Florence. 1851 − She trained as a nurse in Kaiserswerth, Germany, at Pastor Theodore Fliednerʼs hospital and school. 1853 − She went for additional training in Paris with the Sisters of Mercy and later, she took a post as superintendent for Londonʼs Establishment of Gentlewomen during Illness. 1854 − She and 38 nurses arrived in Scutari, the location of the British camp outside Constantinople. 1857 − She returned home a heroine. 1860 − The Nightingale Training School at St. Thomasʼ Hospital opened. LS 3.1.1 PL 1 2 3 4 5 6 c Read the article again and try to guess the meanings of the words in bold. Then, match them with the words given below. Level of Difficulty ZZ No Meaning Word 1 appalling horrendous 2 converted transformed 3 director superintendent 4 what can be used as a reason for taking action actionable 5 uplifting elevating 6 comforting reassuring 7 separate, noticeable distinct 8 rocketed escalated 9 disorganised disorderly 10 centre hotbed LS 3.1.1 PL 1 2 3 4 5 6 Florence was a pioneer in statistics; she represented her analysis in graphical forms to ease drawing conclusions and actionable information from data. She developed a form of pie chart, now known as the polar area diagram, also called the Nightingale rose diagram, equivalent to a modern circular histogram. This diagram is still regularly used in data visualisation. Upon her return from the Crimean War, she devoted the next few years to the Royal Commission investigating health in the British Army. Her discussions with Queen Victoria on the conditions of the camp hospitals sparked the commission’s formation. Also, Florence’s statistical data and analysis strongly influenced the commission’s findings, which resulted in great public health advances in the British Army. During the war, a public subscription fund was set up for Florence to continue her education of nurses in England, and the Nightingale Training School at St. Thomas’ Hospital opened in 1860. Through her work and her school, Florence is responsible for elevating the profession of nursing to an honourable status. 13 CONTOH
English Form 4 Unit 2 d Discuss. Level of Difficulty ZZZ Read up more on Florence Nightingale. In groups of 3 – 4 students, find out more about her later years and how she died. (Refer to page A3 for the suggested answer) LS 2.1.4 PL 1 2 3 4 5 6 E Summary. Level of Difficulty ZZZ ʻFlorence is probably most famous for her work during the Crimean War.ʼ Paragraphs 3 – 6 focus on the work done by Florence from 1854 till the end of her life. • Why did she go to Crimea? What did she do there? What was the result? • What did she do when she returned home? What did she do to help the British Army and the nursing profession? Based on the above questions, summarise her contributions in 120 words (including the following 10 words), beginning with: Hearing about the appalling conditions of British war camp hospitals… (Refer to page A3 for the suggested answer) LS 3.1.1 PL 1 2 3 4 5 6 SOW: Lesson 15 Language Awareness Student's Book pp. 23 - 24 Worksheet 1 Grammar Drill Quantifiers of Countable and Uncountable Nouns A quantifier is a word or phrase used before a noun to indicate an amount or quantity of a thing. Some can only go with countable nouns (friends, cups, people), and some only with uncountable nouns (sugar, tea, money, advice). The words in the middle column can be used with both countable and uncountable nouns. Only with uncountable nouns With uncountable and countable nouns Only with countable nouns How much? How much?/ How many? How many? (a) little no/ none (a) few a bit (of) not any a number (of) very little some (any) several a great deal of a lot of a large number of a large amount of plenty of a great number of a large quantity of lots of a majority of + noun Note: much and many are used in negative and question forms, as in: • How much money do you have? • How many cupcakes have you eaten? • There’s not much sugar in the cupboard. • There weren’t many people at the concert due to COVID-19. In positive statements, we use a lot of, as in: • I’ve got a lot of work this week. • There were a lot of people at the concert. • There are a lot of takeaway places in the city. For educational purposes only Digital Resource 6: Website For educational purposes only Digital Resource 7: Tutorial Video 14 CONTOH
English Form 4 Unit 2 Fill in the blanks with the correct quantifier (much, any, many, a lot of, little, a little, few, a few, most, some). Level of Difficulty ZZ 1 They have been given a lot of homework in Mathematics recently. They are exhausted. 2 How much time do you need to finish the work? I need the report soon. 3 We have very little bread left for breakfast, so we need to buy some . 4 There are only a few students in the library. Most are in their classrooms. 5 Few students were able to pass the exam. It was rather disappointing. 6 Ryan had so many things in his mind that he couldnʼt concentrate on anything any more. 7 Have you visited any foreign countries in the last few years? 8 Although he is very ill, he didnʼt even take a little of his medication. 9 Few people know as much about linguistics as June does. 10 You just need some patience, you are rushing things too much. 11 They say a little knowledge is a dangerous thing. 12 We need to hurry! We donʼt have much time left. The train leaves at 1 p.m. 13 Some people might like to live a lonely life, but most donʼt. 14 How much water can a camel store in his humps? 15 He has been having a lot of trouble passing his driving test. He needs to concentrate more. 16 I spend most of my time reading novels during the holidays. 17 He knows a little English, but it is enough to manage at his new place of work. 18 Very few people are actually happy with their salaries. 19 Iʼve been to Sarawak only once when I was little, so I donʼt remember much . 20 I completed a few exercises before going out. I will finish the rest at night. PL 1 2 3 4 5 6 Worksheet 2 Vocabulary Drill Words used as both Verbs and Nouns Noun : Can you give me an answer before 3 p.m.? Verb : I want to answer that question. a word that refers to a person, place, thing, event or quality a word that describes an action, condition or experience Complete the sentences with the correct form of the words given in the box. (NB Some of the verbs are spelt differently.) Then, state whether the words used are nouns or verbs in the brackets. Level of Difficulty ZZ advice house conduct refuse fly draw device produce 1 (a) Her conduct of the show was so good that she received a standing ovation. ( noun ) (b) The company is going to conduct a workshop on biogas production. ( verb ) 2 (a) Some nations produce much more oil than they need, so they export the excess. ( verb ) (b) As we had good rainfall this year, the produce was much higher than last year. ( noun ) 3 (a) Farmers should stop burning their garden refuse as it harms the environment. ( noun ) (b) We advised them many times but they refused to change their ways. ( verb ) 4 (a) This device can be operated manually. Just read the instructions in the manual. ( noun ) (b) They devised a solution to cope with these frequent power outages that were disrupting work. ( verb ) 15 CONTOH
English Form 4 Unit 2 5 (a) Joeʼs teacher frequently advises him to mend his ways but to no avail. ( verb ) (b) All our advice falls on deaf ears. We are tired of saying anything any more. ( noun ) 6 (a) The new building at the corner houses a plush library. ( verb ) (b) The house on this street retains its old-world charm. ( noun ) 7 (a) He drew a map of the area yesterday for me not to get lost. ( verb ) (b) Yesterdayʼs football match ended in a draw . Nobody won. ( noun ) 8 (a) The customer complained angrily to the waiter when he found a dead fly in his soup. ( noun ) (b) A kite flies above the playground every day, especially during school holidays. ( verb ) PL 1 2 3 4 5 6 SOW: Lesson 16 Listening LS 1.1.2 LS 2.1.1 Student's Book p. 25 Worksheet 1 Level of Difficulty ZZ A Listen to a recording of sand surfing, a new form of extreme sport, and then answer the questions. Choose A, B or C. 1 Why is sand surfing similar to surfing, skateboarding and snowboarding? A The surfers seek the same kind of excitement. B All four are sports of balance. C They are all done on sand. 2 In what way did the ancient Egyptians practise sandboarding? A They slid through water using sand boards to transport goods. B They loved racing on planks down the sand dunes in competitions. C They slid on planks down the sand dunes to transport heavy goods. 3 What do you call the people who manoeuvre sand boards across sand dunes? A Pilots B Drivers C Surf riders 4 In what way can sandboarding destroy the fragile ecosystem of a place? A People only care about the thrill of speed. B It can change the sand movement dynamics of an area. C The dunes found on beaches are extremely sensitive to activity. 5 In sandboarding, the quality of the ride depends on all the following except A dune steepness. B the quality and type of sand. C the application of wax to increase grip. LS 1.1.2 PL 1 2 3 4 5 6 B Discuss. Level of Difficulty Z a Name some extreme sports that you have heard of or even tried. Some extreme sports are skateboarding, snowboarding, freestyle skiing, in-line skating, skydiving, bungee jumping, street luge, BMX and mountain biking. b Why do you think people like to indulge in extreme sports? The real thrills given by extreme sports attract many individuals seeking excitement./ Many want to experience the true ʻadrenaline kickʼ that they get from these sports./ I think some people are just crazy courting danger./ People feel hooked to experience adrenaline sensations that extreme sports produce./ Extreme sports push you to overcome fears and explore your own limits. (Any suitable answers) LS 2.1.1 PL 1 2 3 4 5 6 Track 2 16 CONTOH
English Form 4 Unit 2 SOW: Lesson 21 Language Awareness Student's Book pp. 29 - 30 Worksheet 1 Grammar Drill Past Simple Past Continuous Examples: • She lived with her parents until last year. • I asked Adam to help me when my car broke down. He was really helpful. • They shouted loudly at each other. • Our guide explained where the cathedral was. Examples: • He was living in Melbourne for several years. • She was smiling when she came in from the garden. • Why were they shouting at each other? • They were explaining something in Spanish, which nobody understood. Complete the following extracts by choosing the Past Simple or the Past Continuous of the verbs in brackets. Level of Difficulty ZZ 1 I was going (go) out to my car one night when I found (find) the strangest moth moving on the ground. It was flapping (flap) about strangely, so I bent (bend) down and when I picked (pick) it up, I found (find) it was a tiny micro-bat. Its mother must have dropped him when catching bugs around the light. I then spent (spend) the whole night researching about bats and food and whatever else I could. As I was living (live) in the middle of nowhere, not many people could help – but I spoke (speak) to wildlife groups and ordered (order) formula for it. I fed (feed) him from the tip of a superfine paintbrush and washed (wash) him with cotton balls. To keep himself warm, he spent (spend) much time down my top next to my skin. He grew (grow) bigger and stronger and would respond to my little chatter calls to him. Sadly, not long before I was (be) due to release him back to the wild, he passed (pass) away. But he taught (teach) me and the people in my small town about just how important his kind is in this world. We never knew (know) how many insects they ate (eat) to keep the bugs down, and where before so many hated (hate) the bats, they now enjoy watching them fluttering around the streetlights as they hunt. Indeed, he left (leave) a big mark on my heart. 2 This was (be) memorable for not so good reasons. We were camping (camp) on Fraser Island. One night, I decided (decide) to go for a nature walk from camp over to the beach. After walking a while, I turned (turn) around to head back to camp. Then I met (meet) with an overly friendly dingo. Not thinking much about it at the time, I was intrigued, but kept (keep) on walking. But the dingo was walking (walk) with me, too! I tried (try) telling it to get lost; no reaction from the dingo. It kept (keep) moving with me, almost mirroring what I was doing (do). I became (become) a little distressed, but luckily at that moment a car driving by saw (see) what was happening (happen) and beeped (beep) the horn, both to get my attention and to scare off the dingo. I jumped (jump) onto the step and held (hold) on while the car drove (drive) me back up to camp. Naturally, that was the last time I went (go) walking on my own. For educational purposes only Digital Resource 8: Tutorial Video 17 CONTOH
English Form 4 Unit 2 3 My most memorable wildlife encounter happened (happen) when I was doing (do) a clean-up along the edge of a stream on our property. It was (be) a hot day and I saw (see) something bobbing up and down coming across the stream. As it came (come) closer, I realised (realise) it was an echidna. Before that day, I hadnʼt seen an echidna swimming and I didnʼt know they did. It was such an exciting and educational experience watching how it swam (swim). PL 1 2 3 4 5 6 SOW: Lesson 23 Speaking LS 2.1.2 LS 4.1.4 Student's Book p. 31 Worksheet 1 Work in pairs. Read the news report given below. Level of Difficulty ZZZ Wildfires in Florida Panhandle Prompt Evacuations By Alyssa Lukpat and Isabella Grullón Paz Published March 5, 2022; Updated March 9, 2022 (Homes that were destroyed by wildfires on Sunday.) Three fast-moving wildfires in the Florida Panhandle have destroyed more than 10 000 acres and forced more than 1 100 families to evacuate on Sunday. The Bertha Swamp Road fire began on Friday in Gulf County, about 60 miles southwest of Tallahassee, and spread north into Bay and Calhoun Counties, the Florida Forest Service said. At a news briefing, Gov. Ron DeSantis said that the fire had burned around 9 000 acres and was 10 percent contained as of Sunday afternoon. �That�s a big boy and it�s raging very quickly,� he said. Mr DeSantis said emergency responders had been injured, but it was not clear how many were hurt or the nature of their injuries. A second fire, the Adkins Avenue fire, also started on Friday, near Panama City, and had burned about 840 acres and was 35 percent contained in Bay County, the Forest Service Chief said. He added that previous acreage estimates had been hampered by smoky conditions and intense fire activity. A third fire, the Star Avenue fire, had burned 250 acres and was 45 percent contained, fire officials said late Sunday. Adapted from: The New York Times 18 CONTOH
English Form 4 Unit 2 Imagine that you and your partner are interviewing the Governor through a video call to get a better picture of the fires. One of you will play the role of Governor Ron DeSantis and the other, the role of the Malaysian news reporter. Use the information in the news report and your imagination. You may add any relevant information that you deem is important. HOTS Creating Present the role-play to your class. (Refer to pages A3 and A4 for the suggested answer) LS 2.1.2 LS 4.1.4 PL 1 2 3 4 5 6 SOW: Lesson 24 Writing LS 4.1.5 Student's Book pp. 32 - 33 Clip Notes Structure/ Format of a Story While there is no given format as such for story writing, there is a basic structure one can follow. It helps construct a story in an understandable manner and keeps the flow of the story. 4 Beginning: This is important as this is where you can hook your readers and capture their attention. You should be creative and begin your story with intrigue. 4 Character Introduction: Your story will depend heavily on how well you write your characters. You may use some dialogue to develop your characters. Do not include unnecessary secondary characters; every character of the story must have a purpose. 4 Plot: The actual narration of the story occurs here. Write the events that occur here. A plot must always have a conflict, which is the focus of any story. 4 Climax/ Conclusion: The story will come to its logical conclusion here. If there is a plot twist, this is where you will include it. End your story in an interesting manner. You don’t have to give your story a definite ending. A cliffhanger is another effective tactic to use. Worksheet 1 Level of Difficulty ZZZ A local magazine has organised a short story competition and you have decided to enter. The competition rules say that the story must end with the following words: “…I wouldn’t stay in the house alone for a long time.” HOTS Creating (Suggested answer) It was a dreadfully hot day. I was walking down the path leading to our holiday retreat down in a rural area in Kelantan. My parents had gone out. I was coming back after a day out fishing with friends. My head felt heavy, and I could feel the ache of each muscle in my body. My arms and legs were responding to my brain signals at a much slower speed than usual – like a slow-motion horror film. I finally reached the front door and touched the handle with a loose grip. I had taken all of twenty minutes to walk down the path that usually took only a few minutes for a person to cover. What was wrong with me? The buzzing in my head wouldn�t stop! I touched the handle of the door and slowly squeezed it downwards, but it had barely moved. I must have been more tired than I realised. I gathered the last reserves of my strength and pressed the handle again. It was of no use. I turned around, leaned against the door, and slowly slid down to the ground. I felt so faint and thirsty that I couldn�t think of anything else. I had to open the door and get inside, or else I would faint there, near the front door, with no one to help me. I dragged myself up from the floor, closed my eyes fleetingly, then drew in a deep breath and pulled the doorknob down as hard as I could. It gave way grudgingly. If I hadn�t been so tired at that moment, I would definitely have screamed in happiness for finally defeating this stubborn doorknob. But I could only smile slightly and give a deep sigh. I went inside. It was too dark, still boiling hot and somehow, lonely inside. By the time my eyes adjusted to the darkness inside, I could tell that no one was around. What time was it? And where was everyone? The house was eerily quiet. I couldn�t hear the sound of the working fridge or ticking of the clock. I made my way to the kitchen to get some water, opened the tap and put an empty glass under it. But no water poured out – not even a drop. What a nightmare this was turning out to be! Was I dreaming? My small world had become ravished by emptiness, and somehow, I was left here all alone, left to pass away into the realms of thirst and heat. 19 CONTOH
English Form 4 Unit 2 LS 4.1.5 PL 1 2 3 4 5 6 SOW: Lesson 26 Literature in Action LS 5.1.1 Non-Textbook-Based Lesson Worksheet 1 Below is the summary of Chapters 2 – 6 of Moby Dick by Herman Melville. Read the extract and answer the questions that follow. Chapter 2: The Carpet-Bag Ishmael travels from New York to New Bedford, Massachusetts, the whaling capital of the United States. He arrives too late to catch the ferry to Nantucket, the original whaling centre of New England; for the sake of tradition, Ishmael wants to sail in a Nantucket whaler. For now, however, he has to spend a few nights in New Bedford. He roams the streets looking for an inn, but those that he finds seem too expensive. He stumbles into, then quickly out of a church full of wailing and weeping African Americans, where a sermon is being preached on “the blackness of darkness”. Ishmael finally wanders into the Spouter-Inn, owned by Peter Coffin. The ominous name of the inn and the owner satisfy his mood, and the place is dilapidated and sure to be cheap. Chapter 3: The Spouter-Inn Inside the Spouter-Inn, Ishmael finds a large, somewhat inscrutable oil painting, which he finally determines to be a depiction of a whale attacking a ship. On the other wall is a collection of “monstrous clubs and spears”. Because the inn is nearly full, Ishmael learns that he will have to share a room with “a dark complexioned” harpooner named Queequeg. He passes the evening in the bar with “a wild set of mariners”, waiting for Queequeg to arrive. Out of apprehension, Ishmael decides that he would rather sleep on a bench than share a bed with some strange, possibly dangerous man. The bench is too uncomfortable, though, and Ishmael decides to put up with the unknown harpooner, who Coffin had assured him, is perfectly fine because “he pays regular”. Still, Ishmael is worried, since Coffin adds that the harpooner has recently arrived from the South Seas and is currently out peddling shrunken heads. When Queequeg finally returns, the frightened Ishmael watches him from the bed, noting with horror the harpooner’s tattoos and tomahawk pipe. Queequeg sets up and worships a small, darkcoloured idol. His prayers over, he discovers Ishmael in his bed. He flourishes the tomahawk pipe as Ishmael shouts for the inn’s owner. After Coffin explains the situation, Ishmael and Queequeg settle in for the night, Ishmael having decided that it is better to share a bed with a “sober cannibal” than a “drunken Christian”. I started having a panic attack. Yet, I managed to run from room to room, looking for Mum, Dad and Molly. There was no one. Even the dogs were missing. I kept thinking this was just a bad dream. But my body still felt sore and painful, so I must be living in this nightmare for real. Suddenly, I heard a sound from downstairs. It was a faint sound that repeated, slowly becoming louder. I moved downstairs cautiously, hoping that it was someone or something that could explain to me what was going on. But the living room was empty. The source of the sound seemed to be from the back porch. I ran outside through the back door and was almost brought down to the ground by the force of the wind. It was a helicopter, hovering right above me, manoeuvring so that it would land on me. I lay on the ground, threshing my limbs, screaming hysterically, but I couldn�t hear my voice through the noise of the implacable blades getting closer and closer. �Roy, honey, wake up! It�s just a dream. Are you alright? You look so pale!� My mother was standing next to my bed like a sentinel. She was trying to calm me down as I was still screaming and flapping my arms. When I finally calmed down, I stared at the fan above my head, spinning and whistling at its regular speed. What a horrifying nightmare! I wouldn�t stay in the house alone for a long time. 20 CONTOH
English Form 4 Unit 2 Chapter 4: The Counterpane When Queequeg and Ishmael wake up the next morning, Queequeg’s arm lies affectionately thrown over Ishmael, as if the latter were “his wife”. Ishmael watches the cannibal don a fancy hat and boots and shave himself with his harpoon. He marvels at the “savage’s understanding of civilised manners”. Chapter 5: Breakfast The Spouter-Inn’s breakfast table is filled with whalers, yet the meal, to Ishmael’s surprise, is not enlivened with sea stories or bawdiness. Instead, the men eat in silence. Queequeg uses his harpoon to help himself to more meat. Chapter 6: The Street Ishmael wanders about New Bedford, marvelling at the town and its people. Because of the maritime industry centred here, the town is full of men from all corners of the globe, from the South Pacific to the remote mountains of Vermont. The great mansions and finely dressed women of the town all exist, thanks to the high prices that whale oil commands. Adapted from: https://www.sparknotes.com/lit/mobydick/section2/ 1 Why does Ishmael travel to New Bedford? A He wants to travel in a Nantucket whaler. B He plans to travel around the world from New Bedford. C He wants to tour New Bedford, a famous maritime hub. 2 In what state does Ishmael meet Queequeq? A New York B Vermont C Massachusetts 3 Why is Ishmael horrified at Queequegʼs manner of shaving? A He uses a harpoon to shave himself. B He does it by pulling out his hairs. C He shaves with a lamp flame. 4 According to Peter Coffin, what is Queequeg out doing when Ishmael learns that Queequeg will be his roommate? A Selling shrunken heads. B Sharpening his harpoon. C Converting to Christianity. 5 From Ishmaelʼs observation, what is the wealth of New Bedford built upon? A International trade B Ship construction C Whale oil 6 Find the meanings of the following words. (a) sermon lecture/ homily (b) ominous warning/ foreboding (c) inscrutable mysterious (d) peddling selling (e) cannibal a person who eats other people/ man-eater (f) maritime connected with the sea LS 5.1.1 PL 1 2 3 4 5 6 21 CONTOH
SOW: Lessons 27 & 33 Reading LS 3.1.6 LS 3.1.3 LS 2.1.4 Student's Book pp. 38 - 39, pp. 44 - 45 Worksheet 1 a Discuss. • Do you have shopping centres at the place where you stay? Or do you have smaller stores in your neighbourhood? Give the names of the shopping centre/ store. Amcorp Mall, Sunway GEO Avenue, Da Men Mall, The Curve, Paradigm Mall, Pavilion, Jaya Grocer, Mercato, AEON, Isetan, etc. • What do you buy from them? Do you prefer the bigger shopping centres or the smaller stores? Why? Groceries, food, clothes, cosmetics and accessories, etc. I prefer shopping centres as I can get everything from one place, including wet market produce. (Accept any suitable answer) b Read the article below without paying attention to the missing sentences. What is the purpose of the article? a To inform people where to shop for goods. b To teach about the Industrial Revolution. c To advise people what shopping entails. d To trace the advancement of stores. C Examination Drill SPM-Oriented Part 4: Gapped Text Level of Difficulty ZZ You are going to read an article about the evolution of stores. Six sentences have been removed from the article. Choose from the sentences A to H the one which fits each gap (1 to 6). There are two extra sentences which you do not need to use. Evolution of Stores: From Arcades to Department Stores In the second half of the 19th century, shops transitioned from ‘single-functionʼ shops selling one type of goods, to the department store selling a large variety of goods. As economic growth increased, driven by the Industrial Revolution at the beginning of the 19th century, the affluent bourgeois (the middle class) grew in size and wealth. 1 B The term, ‘department storeʼ, originated in America. In 19th century England, these stores were known as emporia or warehouse shops. The first reliably dated department store to be established was Harding, Howell & Co, which opened in 1796 on Pall Mall, London. This was a public retail establishment offering a wide range of consumer goods in different departments. 2 F A number of major department stores then opened across the US, Britain and Europe from the mid-19th century. Some of them were Harrod’s of London (1834); Macy’s of New York (1858); Bloomingdale’s (1861); Sak’s (1867); Le Bon Marché of France (1852) and Galeries Lafayette of France (1905), among others. French retailer, Le Bon Marché, is an example of a department store that has survived into current times. It was originally founded in 1838 as a lace and haberdashery store, but it was revamped and opened as a department store in 1852. 3 Unit Buy it! Theme Consumerism and Financial Awareness 22 CONTOH
English Form 4 Unit 3 Many of the early department stores were more than just a retail emporium; rather they were venues where shoppers could spend their leisure time and be entertained. 3 A Plus most department stores had tea rooms or dining rooms and offered treatment areas where ladies could be pampered with a manicure. The fashion show, which originated in the US around 1907, became a staple feature event for many department stores, and celebrity appearances were also used to great effect. Themed events featured wares from foreign shores, exposing shoppers to the exotic cultures of the Orient and the Middle East. A larger commercial zone was found in many cities, more formally called a central business district (CBD), but more commonly called ‘downtownʼ in the United States, or the ‘high streetʼ in Britain, or ‘souksʼ in the Middle East. 4 H A shopping centre consists of retail, entertainment and service stores designed to serve products and services to the surrounding regions. Typical examples include shopping malls, town squares, flea markets and bazaars. Traditionally, shopping hubs were called bazaars or marketplaces – an assortment of stalls lining streets selling a large variety of goods. The modern shopping centre is now different from its antecedents, the stores located commonly in individual buildings or compressed into one large structure (usually called Mall in the USA). 5 D It opened in 1922 as an enclosed mall but was designed and reopened in 1956 as Southdale Centre in Edina, Minnesota. Malls peaked in America in the 1980s to 1990s when many larger malls of more than 37 000 square metres in size were built, attracting consumers from within a 32-km radius with their luxurious department stores. Different types of malls can be found around the world. 6 G This type of mall attracts consumers from up to a 160-km radius. A regional mall can contain at least two department stores or ‘anchor storesʼ. One of the biggest malls in the world is the one near Miami, called ‘Sawgrass Mills Mallʼ. It has 2 370 610 square feet of retail selling space, with over 329 retail outlets and name brand discounters. The smaller malls are often called open-air strip centres or minimarts, and are typically attached to a grocery store or supermarket. They are less likely to include the same features of a large mall such as an indoor concourse. A Some department stores offered reading rooms, art galleries and concerts. B This urbanised social group triggered the emergence of the retail revolution of the period. C In antique shops, the shoppers can find goods that are older and harder to find. D The first modern shopping mall in the US was The Country Club Plaza in Kansas City. E Online shopping has completely redefined the way people make their buying decisions. F However, when the business partnership was dissolved in 1820, this pioneering shop had to be closed down. G Super-regional malls are very large malls containing at least five department stores and 300 shops. H Shopping hubs or shopping centres are actually collections of stores. LS 3.1.6 PL 1 2 3 4 5 6 23 CONTOH