English F4

English Form 4 Unit 3 d Read the article again and try to guess the meanings of the words in bold. Then, match them with the meanings 1 – 12 below. Level of Difficulty ZZ No Meaning Word 1 introducing exposing 2 fundamental item of trade staple 3 small items used for sewing, like buttons, zips, thread haberdashery 4 things or events that existed before antecedents 5 indulge with every attention, comfort and kindness pampered 6 relentlessly forced driven 7 attained the highest point of activity peaked 8 a large open area inside a public building concourse 9 wealthy affluent 10 shops that sell goods very cheaply, and in large quantities discounters 11 the selling of goods to the public, usually through shops retail 12 extremely comfortable and expensive luxurious LS 3.1.3 PL 1 2 3 4 5 6 e Discuss. Level of Difficulty Z • Stores are divided into multiple categories of stores, which sell a selected set of goods or services, for example, bookshops. What other kinds of such stores do you have in your country? Name a few of them. Boutiques, sweet shops (candystores), liquor stores (off-licences), gift shops, hardware stores, hobby stores, pet stores, pharmacies, second-hand shops, etc. • Which one do you frequent and why? I love going to boutiques, mostly to window-shop and to get an idea of the latest fashions. When I have money and the major sales events come, I buy a few dresses from there. (Accept any suitable answer) LS 2.1.4 PL 1 2 3 4 5 6 SOW: Lesson 28 Language Awareness Student's Book pp. 39 - 40 Worksheet 1 Grammar Drill may/ might/ could (degrees of possibility) • The restaurant may/ might/ could close. must, have to, need (to)/ can’t • I have to/ must file reports every week. • She has to work with clients from all over the world. • They need to study more if they want to get good grades. • He can’t join you for lunch today; he has a meeting at 1.00 p.m. don’t have to, don’t need to, mustn’t, can’t • Children mustn’t/ can’t be left alone in a car. • You don’t need to/ don’t have to go shopping as I have already gone. For educational purposes only Digital Resource 9: Tutorial Video 24 CONTOH

English Form 4 Unit 3 Choose the best option for the following sentences. Level of Difficulty Z 1 Benjamin had to (must, had to, have to) go home early last night. 2 Could (May, Could, Might) you please let me know your answer by the end of the week? 3 There are still many students outside the school. They must (must, can, can’t) be waiting for the bus, as usual. 4 They know the way here. They can’t (can, can’t, might) have got lost! 5 I just heard that your sister passed her driving test. She must (must, can, can’t) feel very pleased. 6 Children mustn’t (needn’t, have to, mustn’t) play with cleaning products as they are poisonous. 7 Citizens can (may, can, might) now make suggestions in that country openly; it is a new democracy. 8 The baby has just had his bottle of milk. He can’t (must, may, can’t) be hungry so soon! 9 The people next door must (must, can’t, have to) be on vacation. Their windows have been closed for two weeks. 10 They had to (have to, must, had to) visit the doctor yesterday, as they were not feeling well. All had fever and cough. 11 You don’t need to (must, don’t need to, mustn’t) do the cleaning this morning; I’ll take care of it. 12 I need to (need to, needn’t, had to) spend more time with my children because I’ve been so busy lately. 13 I wonder who is at the door. It can’t (may, must, can’t) be May; I know she is still at work. 14 Could (Could, Might, May) you please pass me that book over there? The one with the blue cover. 15 Nowadays, people can (can, might, need to) travel very easily all over Europe. 16 We need to (must, need to, mustn’t) get going — it’s already midnight! 17 I haven’t received your postcard. It may (may, can, could) have got lost in the post. 18 Don’t be stupid, Sammy! You can’t (must, can’t, could) believe everything she tells you. 19 You have lived here for so many years. You must (must, can’t, don’t have to) know all your neighbours. 20 Playschool children may (may, might, don’t need to) bring their teddy bears to school. They want something familiar of theirs with them. PL 1 2 3 4 5 6 SOW: Lesson 34 Language Awareness Student's Book pp. 45 - 46 Worksheet 1 Grammar Drill Past Simple vs Present Perfect Simple Present Perfect Simple vs Present Perfect Continuous Past Simple Example: She visited Seoul last year. (finished action) Present Perfect Simple Examples: • She has visited Seoul. (time unspecified) • Johan has exercised twice this week. (day and time not stated) Present Perfect Keywords today, this week, this month, this year, in my life, recently, lately, since, ever, never, yet, still, so far Present Perfect Simple Example: She has taken part in all the competitions. (and will keep doing so) Present Perfect Continuous Example: She has been working here since 2010. (and still is) For educational purposes only Digital Resource 10: Tutorial Video 25 CONTOH

English Form 4 Unit 3 For educational purposes only Digital Resource 11: Tutorial Video Complete the following sentences by choosing the Past Simple, the Present Perfect Simple or the Present Perfect Continuous of the verbs in brackets. Level of Difficulty ZZ 1 Daishi Kosaka lived (live) in Japan from 2001 until 2005. Now, he lives in Chicago. He has been living (live) in Chicago since he left Japan. He works as a chef at a nice Japanese restaurant. He has been working (work) there for almost twelve years now. 2 Laura is an excellent golfer. She has been playing (play) golf since she was 8 years old. Now, she is a professional. She has also been coaching (coach) for several years. She started (start) coaching me last year. Since then, I have become (become) a much better player. 3 Annie : Hi Mohan. I have not seen (not/ see) you in a long time! How have you been (you/ be) lately? Mohan : Great! It’s nice to see you. How are you? Annie : I’m doing great, too. Hey, Sarah told (tell) me that you have a new job. Mohan : Yes, at Allianz Insurance. I’m doing accounting, of course. I have only been (only/ be) there for a month but it seems pretty good. And what’s new with you? Annie : Well, I moved (move) into a new apartment last month with Jenny. Mohan : Jenny? Annie : My cousin. You have not met (not/ meet) her. She has been living (live) with my family for half a year now. Mohan : Good for you. And what does Jenny do? Annie : She’s a fashion designer. Actually, she’s searching for a job now. She has been looking (look) for a few months now, but she has not found (not/ find) anything good yet. Mohan : I know how she feels. I attended (attend) about five interviews at different companies before I finally found (find) this job. I’m sure she’ll find something soon. Annie : I hope so. Okay, I’ve got to get going. It was nice talking to you, Mohan. Have a nice day. 4 My sister has been watching (watch) TV for four hours. She must be hungry as she has not had (not/ have) anything to eat yet today. She should take a break. 5 It has been raining (rain) since noon. I wish it would stop. I have been waiting (wait) at the bus stop for half an hour. 6 George is my best friend. I have known (know) him since I was five years old. His parents are trying to find a house to buy in our neighbourhood. They have been looking (look) for four months but they have not found (not/ find) anything yet. PL 1 2 3 4 5 6 Worksheet 2 Vocabulary Drill Level of Difficulty ZZ Read the sentences and match the phrasal verbs in bold with their meanings. A Phrasal Verbs with ‘get’ 1 The book really got across what it was like to be a soldier during World War II. ( e ) 2 Is there any way of getting around the rules so that we can bring our pet dog into the country? ( a ) 3 She keeps getting at me for every little thing. I can’t do anything right! ( f ) 4 It’ll be nice to get away! Work has been so stressful this past month. ( c ) 5 The political situation at the moment is really getting me down. ( b ) 6 I want to get rid of all these boxes. They’ve been lying around for ages! ( d ) 26 CONTOH

English Form 4 Unit 3 a avoid something difficult b feel depressed or unhappy c go somewhere to have a rest or holiday d eliminate or throw something away e communicate an idea successfully, make someone able to understand something f criticise someone frequently, be unpleasant to someone B Phrasal Verbs with ‘put’ 1 When Danny Lim spoke in front of the class, he put himself across really well. ( d ) 2 If you commit a serious crime and get caught, you could be put away for life! So don’t do it! ( e ) 3 Tell Lisa that the meeting has been put back until next week when the Managing Director arrives from abroad. ( f ) 4 Johan has made a few mistakes in his work, but I think we can put that down to inexperience. He has only been here a few months. ( a ) 5 ‘Why don’t we just postpone the project?’ she loudly put in while the chairman was still speaking. ( c ) 6 Please don’t put yourself out just because I’m coming to visit. I can easily stay at a hotel. There’s a nice one nearby. ( b ) a attribute it to b cause inconvenience, trouble, or create extra work for someone c interrupt d speak and express oneself clearly, make a positive impression e send someone to prison f postpone, delay, schedule for a later date PL 1 2 3 4 5 6 SOW: Lesson 35 Listening LS 1.1.2 LS 2.1.4 Student's Book pp. 46 - 47 Worksheet 1 A You will hear people talking in five different situations. For questions 1 to 5, choose the picture which answers the question correctly. Level of Difficulty Z 1 Which of the following pictures shows someone doing online shopping? a b c 2 What kind of shopping area do these shops come under? a Party shopping b Online shopping c Neighbourhood shopping Track 3 27 CONTOH

English Form 4 Unit 3 3 Which picture depicts destination shopping in the area? a b c 4 Which picture shows a party shopping in process? a b c 5 What would you call this type of shopping? a Home shopping b Party shopping c Seasonal shopping LS 1.1.2 PL 1 2 3 4 5 6 B Discuss. Level of Difficulty Z What kind of shopping do you like to do – traditional shopping in shopping malls and small retail shops, or online shopping? Say why. I prefer traditional shopping to online shopping. I prefer to see, touch and feel what I am buying. If it is clothes or shoes, for example, then I would like to try them out for size. I donʼt like buying something online and then find that I can’t fit into it. (Accept any suitable answers) LS 2.1.4 PL 1 2 3 4 5 6 SOW: Lesson 36 Speaking LS 2.1.4 LS 4.1.3 Student's Book p. 47 Worksheet 1 For this activity, you should work in groups of 4 – 5. Level of Difficulty ZZZ HOTS Applying HOTS Analysing Heading to college or university is an expensive affair. With the increasing costs of tuition fees, accommodation and other living expenses, Malaysian students must consider many things when going to college or university. Thus, many think of getting a part-time job for some extra income. But there are others, including parents, who are cautious about this. a Find out about the advantages and disadvantages of working part-time, and present your views to your class. b Give some examples of jobs that you might consider if you work part-time. c Give some pointers to students who plan to work part-time. (Refer to page A5 for the suggested answers) LS 2.1.4 LS 4.1.3 PL 1 2 3 4 5 6 28 CONTOH

English Form 4 Unit 3 SOW: Lesson 37 Writing LS 4.2.3 LS 4.2.4 Student's Book pp. 48 - 49 Clip Notes Writing a Job Application Letter This is very different from a quick email to a friend or a thank-you note to a relative. There are certain expectations regarding the letter’s presentation and appearance, such as: What to include in your letter As with all cover letters, a job application letter is divided into sections: 4 The heading, which includes your name and contact information. 4 A salutation/ greeting addressed to a specific person, if possible. The most common salutation is ‘Dear Mr/ Ms’ followed by the person’s last name, or ‘Dear Sir/ Madam’. 4 The introduction, which should include why the applicant is writing. Mention the job or position you are applying for and where you saw the job listing. 4 The body, which discusses your relevant qualifications, your experience and accomplishments. 4 The last paragraph, which says that you hope your application will be taken into consideration, and provides follow-up details. 4 Complimentary Close: Sign off with a polite close, such as ‘Sincerelyʼ or ‘Yours sincerelyʼ, followed by your name. 4 Your signature to end the letter – end with your signature, handwritten, followed by your typed name. If this is an email, simply include your typed name, followed by your contact information. How to send an email application letter If sending your cover letter via email, list your name and the job title you are applying for in the subject line of the email. Include your contact information in your email signature but donʼt list the employerʼs contact information. Skip the date and start your email message with the salutation. Worksheet 1 Level of Difficulty ZZ You recently saw this advertisement on a website. Acme Web Design 25, Jalan Pelangi, 43650 Bandar Baru Bangi, Selangor Darul Ehsan. Closing date: 31 May 2024 Email: acmewebdesign.com Hiring Manager: Mr Dan Liew(Chief Web Officer) Front-End Developer Needed! If you think you are the right person to join our team and be a team player, drop us a completed application letter or email applying for the post. Please attach: Your resume, certification and three references. Write an application letter or an email application letter in reply to the above advertisement. 29 CONTOH

English Form 4 Unit 3 (Suggested answer) Paul Tan Lian Huei, Address, Postcode City, State. Phone Number Mobile Phone Number Email 15 May 2024 Mr Dan Liew, Chief Web Officer Acme Web Design Address Postcode City, State. Dear Mr Dan Liew, Application for the Post of Front-End Developer I am writing in response to your advertisement of 14 May 2024 on the careers page of your website for the position of Front-End Developer. I am interested in applying for the post as I have a bachelor’s degree in Computer Science and experience with SQL, JavaScript, HTML, CSS, CGI and Bootstrap. I can also use all the Adobe Suite software programmes, and I am confident that I can be a beneficial addition to your web development team. 2 While my major was Computer Science, I also have a minor in graphic design, so I have an eye for what a good website should look like. For the past five years, I have worked for EndDesign.com, and while I was there, I converted their entire website to Bootstrap. The conversion made it much easier for my colleagues to manage the site. 3 I believe I am a great fit for this post as I strive continually for excellence in my field. I know how to create the structure with HTML, style with CSS, and create dynamic and interactive web pages with JavaScript. Understanding how to use various software development tools is a building block to your company. Plus I am able to work within a team as well as cross-team. 4 I have attached my resume so that you can see more of the projects I worked on as well as a list of my certifications and three references. Thank you for your time and consideration. I look forward to speaking with you soon. Sincerely, Paul Tan LS 4.2.3 LS 4.2.4 PL 1 2 3 4 5 6 30 CONTOH

English Form 4 Unit 3 SOW: Lesson 39 Literature in Action LS 5.1.2 Non-Textbook-Based Lesson Worksheet 1 Read the excerpt below from the novel 20,000 Leagues Under the Sea by Jules Verne. Then, answer the questions that follow. 20,000 Leagues Under the Sea From Chapter XLVI, Captain Nemoʼs Last Words The Canadian paused in his work. But one word twenty times repeated, one dreadful word, told me the reason for the agitation spreading aboard the Nautilus. We weren�t the cause of the crew�s concern. �Maelstrom! Maelstrom!� they were shouting. The Maelstrom! Could a more frightening name have rung in our ears under more frightening circumstances? Were we lying in the dangerous waterways off the Norwegian coast? Was the Nautilus being dragged into this whirlpool just as the skiff was about to detach from its plating? As you know, at the turn of the tide, the waters confined between the Varrö and Lofoten Islands rush out with irresistible violence. They form a vortex from which no ship has ever been able to escape. Monstrous waves race together from every point of the horizon. They form a whirlpool aptly called �the ocean�s navel�, whose attracting power extends a distance of fifteen kilometres. It can suck down not only ships but whales, and even polar bears from the northernmost regions. This was where the Nautilus had been sent accidentally — or perhaps deliberately — by its captain. It was sweeping around in a spiral whose radius kept growing smaller and smaller. The skiff, still attached to the ship�s plating, was likewise carried around at dizzying speed. I could feel us whirling. I was experiencing that accompanying nausea that follows such continuous spinning motions. We were in dread, in the last stages of sheer horror, our blood frozen in our veins, our nerves numb, drenched in cold sweat as if from the throes of dying! And what a noise around our frail skiff! What roars echoing from several miles away! What crashes from the waters breaking against sharp rocks on the sea floor, where the hardest objects are smashed, where tree trunks are worn down and worked into �a shaggy fur�, as Norwegians express it! What a predicament! We were rocking frightfully. The Nautilus defended itself like a human being. Its steel muscles were cracking. Sometimes it stood on end, the three of us along with it! �We�ve got to hold on tight,� Ned said, �and screw the nuts down again! If we can stay attached to the Nautilus, we can still make it . . . !� He hadn�t finished speaking when a cracking sound occurred. The nuts gave way, and ripped out of its socket, the skiff was hurled like a stone from a sling into the midst of the vortex. My head struck against an iron timber, and with this violent shock I lost consciousness. From Chapter XLVII, Conclusion We come to the conclusion of this voyage under the seas. What happened that night, how the skiff escaped from the Maelstrom�s fearsome eddies, how Ned Land, Conseil, and I got out of that whirlpool, I�m unable to say. But when I regained consciousness, I was lying in a fisherman�s hut on one of the Lofoten Islands. My two companions, safe and sound, were at my bedside clasping my hands. We embraced each other heartily. Just now we can�t even dream of returning to France. Travel between upper Norway and the south is limited. So I have to wait for the arrival of a steamboat that provides bimonthly service from North Cape. So it is here, among these gallant people who have taken us in, that I�m reviewing my narrative of these adventures. It is accurate. Not a fact has been omitted, not a detail has been exaggerated. It�s the faithful record of this inconceivable expedition into an element now beyond human reach, but where progress will someday make great inroads. Will anyone believe me? I don�t know. Ultimately it�s unimportant. What I can now assert is that I�ve earned the right to speak of these seas, beneath which in less than ten months, I�ve cleared 20,000 leagues in this underwater tour of the world that has shown me so many wonders across the Pacific, the Indian Ocean, the Red Sea, the Mediterranean, the Atlantic, the southernmost and northernmost seas! 31 CONTOH

English Form 4 Unit 3 But what happened to the Nautilus? Did it withstand the Maelstrom�s clutches? Is Captain Nemo alive? Is he still under the ocean pursuing his frightful programme of revenge, or did he stop after that latest mass execution? Will the waves someday deliver that manuscript that contains his full life story? Will I finally learn the man�s name? Will the nationality of the stricken warship tell us the nationality of Captain Nemo? I hope so. I likewise hope that his powerful submersible has defeated the sea inside its most dreadful whirlpool, that the Nautilus has survived where so many ships have perished! 1 (a) Why were the crew members aboard the Nautilus agitated? (b) Where were the author and his friends at that time? What do you think they were doing? 2 Why were the sailors afraid of the maelstrom? 3 What were the author and his companions feeling as their skiff was being sucked into the maelstrom? 4 (a) They were trying to screw the nuts down and stay attached to the Nautilus in a desperate attempt to stay alive. What happened after that? (b) Do you think what happened in (a) above saved their lives? 5 Where did the three friends find themselves when they regained consciousness? Why couldn�t they return to France immediately? 6 �Will anyone believe me?� Why do you think the author said this about his adventures? LS 5.1.2 PL 1 2 3 4 5 6 They had noticed a maelstrom and the submersible Nautilus was being dragged towards it. They were in a skiff attached to the plating of the Nautilus. The three friends were probably trying to get away from the Nautilus and Captain Nemo. The nuts gave way, and ripped out of its socket, the skiff was hurled like a stone from a sling into the middle of the whirlpool. The author�s head struck against an iron timber and lost consciousness. Yes, I think so. When the nuts broke, they were flung out of the vortex, otherwise they would have been sucked into the maelstrom too. The waters between the Varrö and Lofoten Islands rush out violently to form a vortex or whirlpool, into which ships, whales and polar bears have been sucked down. The sailors would surely die if caught in its force. They were feeling dizzy from whirling around, and utterly horrified, their blood frozen in their veins, their nerves numb, drenched in cold sweat as if from the throes of dying. They were in a fisherman�s hut on one of the Lofoten Islands. As travel between upper Norway and the south was limited, they couldn�t return to France immediately. In less than ten months, he had cleared 20,000 leagues in this underwater tour of the world that had shown him so many wonders across the Pacific, the Indian Ocean, the Red Sea, the Mediterranean, the Atlantic, the southernmost and northernmost seas – something that no one else had done. Thus, people may not believe what he was writing down. 32 CONTOH

SOW: Lesson 40 Reading LS 3.1.2 LS 2.1.1 Student's Book pp. 51 - 53 Worksheet 1 a Discuss. • Have you heard of K-pop? Which country does it originate from? Yes. It originates from Korea. • Find out what the term represents. K-pop is the term representing South Korea�s music culture. Even though the name emphasises pop music, it is, in fact, an umbrella term for all of South Korea�s diverse musical roots – pop, ballad, R&B, rock, country, hip-hop, reggae and so much more. b Read the text and choose a suitable title for it from the list given below. a The history of K-pop b The influence of K-pop on youth c The beginning of pop culture in Korea d The influence of western culture on K-pop c Read the text and answer the questions that follow. The Western world remained ignorant of Korean music until the late 19th century when they made their way into Asian countries to colonise them. They oppressed and forced their own ideals on the Asians, including their music culture. But it was only in the 1990s that Korea finally refined their music and produced musical pieces that we now know of as K-pop. Indeed, the Seo Taiji and Boys from the year 1992 can be said to be one of the first boy groups to have been popularised. And then, the era of reshaping the Korean music culture and experimenting with foreign musical elements began. The boy band H.O.T. in 1996 brought about the ‘idol’ culture and became famous among the masses, creating a separate fandom for themselves. The 2000s saw the boom in popularity of K-pop worldwide. Around 2015, K-pop groups such as EXO, Blackpink and BTS widened their fan base internationally by including English, Japanese, Chinese and other versions of their songs in their albums. Some went ahead and promoted their albums on international chat shows and other platforms. The culture has positive influences on the youthful section of the society, being the main fans of K-pop. Youths actively support their favourite groups by buying their merchandise, organising fan festivals and even participating in promotional events organised by the entertainment agencies. This instils a sense of team spirit in them. Mingling with like-minded people from different social groups makes them more open-minded and accepting, even in their lives outside of K-pop. They exchange their views, talk about their own culture and learn about others’. They are more confident in expressing themselves and their culture, as well as accepting others’. This knowledge also comes in handy when they start working for multinational organisations. Most of the K-pop stans condemn racism and even educate the people around them. The recent Black Lives Movement has proved the active participation and support the K-pop community exhibits towards events outside their area of interest. Many fans urged their idols and agencies to use their presence to support the cause. They used their influence on social media, putting aside the fan wars to voice the plight of black people. K-pop has contributed tremendously to the South Korea’s economy, too. People have been extremely curious about the country, and their tourism industry is at an all-time high, with people coming to the country as tourists, exchange students and even job seekers. The Korean government has even appointed the K-pop group EXO as honorary ambassadors of the country. Korean culture, traditions and lifestyle have been positively showcased and people are charmed by this wonderful country. 4 Unit Being a teen Theme People and Culture For educational purposes only Digital Resource 13: Video 33 CONTOH

English Form 4 Unit 4 K-pop has been a healing salve for its fans for years and a gateway from their busy lives. The Korean songs have been praised for having uplifting messages. Due to the strict censorship and cultural values in South Korea, the songs and lyrics refrain from the use of profanity, indecent language and crude content from being displayed. K-pop is not only famous for its exhilarating music, but also for its hyper-creative choreographies. Dance enthusiasts all over the world love to learn and recreate their own version of steps for their favourite songs. The songs are also used for dance classes and even professional dancers find them very challenging and fun. But there is always a dark side to everything. K-pop, for all its fun and games, sometimes proves to be highly problematic. Through the years, various K-pop groups and idols have been accused of appropriating the ‘Black’ culture. Artistes have been found wearing specific clothes or hairstyles that hold sentimental value to different cultures to add ‘flavour’ in their videos. Some underdog artistes have even accused K-pop artistes of stealing their art without due credit. Korean entertainment agencies have also been accused of treating their artistes cruelly and degradingly. The young trainees are put under a lot of pressure physically and mentally. Girls are especially forced to maintain their public image and hide their real selves. They should act all cheery and bubbly in front of the crowd. Girls and boys alike are made to project an almost unrealistic and godly image to their fans. This corrupts the minds of young teens who are not confident about their own bodies, leading to depression, inferiority complex and eating disorders. Various artistes have succumbed to the pressure and either left the industry for good, developed mental disorders or even committed suicide. The social media, which is one of the most impactful tools our generation has in their hands, is often misused by K-pop fans. The national and international fans interact with each other, but malicious rumours are spread about artistes through those interactions. Some are so invested in K-pop that sometimes they take the wins and losses of their artistes personally. They bash the rival artistes and some resort to stalking and sending death threats to K-pop artistes. Finally, K-pop stans have also been found to have an unhealthy obsession towards their idol’s personal lives. Artistes spend almost 2/3rd of their days in front of the cameras and so want to keep their personal lives private. But obsessed fans, also known as sasaengs, go to extreme ends to invade their privacy. They stalk them to ferret out their personal details like addresses, family information and their pasts, and spread these details on social media for momentary attention. The artistes are then left to deal with whatever backlash it might bring. This has made artistes sceptical about being open with their relationships. K-pop is a magnificent form of art. Like all other art forms, it was cultivated as a means of self-expression and bringing out the beauty of the Korean culture. So you better get a grip because K-pop is here, and it is here to stay. Adapted from: K-pop and its influence on the youth by Shalini Shreyshkar Read the text again and write T for True or F for False. Level of Difficulty Z 1 K-pop originated from Korea with Seo Taiji and Boys popularising it in the 1990s. ( T ) 2 K-pop groups initially imitated western pop culture by singing in English. ( F ) 3 K-pop culture influenced youth positively by instilling team spirit in them. ( T ) 4 By mixing with fans from different strata of society, K-pop fans are more open-minded and tolerant of other cultures. ( T ) 5 South Korea’s economy has declined with the advent of the K-pop culture. ( F ) 6 The infusion of Black culture in K-pop has given rise to unrestrained use of profanity and indecent language in K-pop music. ( F ) 7 K-pop artistes are treated so badly by their agencies that many have succumbed to depression and suicide. ( T ) 8 K-pop fans respect their idols so much that K-pop artistes feel safe and secure. ( F ) 9 Sasaengs revel in digging out personal details of artistes and spreading such information just to get some short-lived attention on social media. ( T ) LS 3.1.2 PL 1 2 3 4 5 6 34 CONTOH

English Form 4 Unit 4 d Guess the meanings of the following words in the text and match them with the meanings in box B. Level of Difficulty ZZ No A No B 1 colonise a express complete disapproval of 2 merchandise b take something for own use without informing owner 3 handy c search assiduously for something 4 condemn d feelings of inadequacy or lowliness 5 profanity e pursue or approach stealthily 6 appropriating f convenient to use 7 inferiority complex g obscene language 8 stalking h take control of a particular area of activity 9 ferret i not easily convinced 10 sceptical j goods that are bought and sold LS 3.1.2 PL 1 2 3 4 5 6 e Discuss. Level of Difficulty ZZ • Find out more about the history of K-pop and the Korean music culture. (You will be able to get information on K-pop from the internet.) • How did the western world influence K-pop? Present your findings to your class. (Refer to pages A6 and A7 for the suggested answers) LS 2.1.1 PL 1 2 3 4 5 6 SOW: Lesson 41 Language Awareness Student's Book pp. 53 - 55 Worksheet 1 Grammar Drill The simple future tense is used to refer to actions that begin and end in the future. These events have not happened yet, but will happen sometime in the future. We use ‘will’ to express a decision that we make spontaneously in the present moment. Examples: • (The phone rings) I’ll answer it. • Is it midnight already? I think I will go to bed now. We can use ‘be going to’ to make predictions based on opinions or to make assumptions about the future based on something that is happening now. Example: • The clouds are coming out. It is going to rain. (an assumption based on the clouds) The future perfect simple is a verb tense used for actions that will be completed before some other point in the future, as in: • The parade will have ended by the time Chester gets out of bed. • At eight o’clock I will have left. For educational purposes only Digital Resource 14: Tutorial Video 35 CONTOH

English Form 4 Unit 4 a Write down the simple future form of the verbs given in brackets. Level of Difficulty Z 1 The audience will clap after this magic trick. (clap) 2 Don’t panic, she will dry this T-shirt by tomorrow. (dry) 3 He will not become a pilot within a week. (not/ become) 4 She will hug me if I do well in my exams. (hug) 5 This dress will fit me after three months. I am exercising and eating well now. (fit) 6 The water level will rise if it rains continuously. (rise) 7 He will not complete this project work by tomorrow. He is not working hard enough. (not/ complete) 8 You will keep this secret; otherwise you will face the consequences. (keep; face) PL 1 2 3 4 5 6 b Complete the following sentences by using the future perfect simple of the verbs in brackets. Level of Difficulty ZZ 1 The pilot will have flown an airplane 20 000 feet above the surface level. (fly) 2 Why will he not have driven his bike at a speed of 150 kmph? It is a straight road. (not/ drive) 3 She will have gone to Paris to meet her parents. (go) 4 Before you enter the bedroom, the thief will have escaped from there. (escape) 5 Will the principal have approved his application to organise the sports event in the middle of August? (approve) 6 I will have purchased three shirts from this shop by next month if they are still available. (purchase) 7 Raghav will have written his article for the newspaper by this time tomorrow. (write) 8 She will have spoken a lot on the global warming issue. It is her pet topic. (speak) PL 1 2 3 4 5 6 c Put in ‘will’ or ‘be going to’ in the blanks provided. Level of Difficulty ZZ 1 A : We don’t have any bread. B : I know. I am going to get some from the shop. 2 A : We don’t have any bread. B : Really? I will get some from the shop then. 3 A : Why do you need to borrow my suitcase? B : I am going to visit my mother in Scotland next month. 4 A : I’m really cold. B : I will turn the heating on. 5 A : Are you busy tonight? Would you like to have coffee? B : Sorry. I am going to go to the library. I’ve been planning to study all day. 6 A : Why are you carrying a hammer? B : I am going to put up some pictures. 36 CONTOH

English Form 4 Unit 4 7 A : What are your plans after you leave university? B : I am going to work in a hospital in Africa. I leave on the 28th. 8 A : Are you ready to order? B : I can’t decide… Okay, I will have the sirloin steak, please. 9 A : They have made a decision. B : They are going to lose weight next year. 10 A : What are you going to do this evening? B : I don’t know, maybe I will play golf. PL 1 2 3 4 5 6 Worksheet 2 Vocabulary Drill Phrasal Verbs with ‘do’ a Read the sentences and match the phrasal verbs in bold with their meanings. Level of Difficulty ZZ 1 We did away with illiteracy many years ago. ( e ) 2 The firm that does badly by its workers will not succeed. ( f ) 3 The criminals have done in the old man. The police is investigating the case. ( b ) 4 I can’t afford a car, so I guess I’ll just have to do without one. ( h ) 5 A: Why did you want to talk to me? B: Well, it’s to do with a complaint that has been made about your work. ( a ) 6 Poor old Mike! He got done over by a gang as he was walking home last night. ( g ) 7 She spent hours doing herself up for their first date. ( d ) 8 We are having the kitchen done up. ( c ) a to be/ have something to do with, to be carried with b to murder or kill c to repair or decorate a house, a room, etc. d to make yourself more attractive e to get rid of or to abolish f to treat g to give someone a severe beating h to live or continue in spite of lacking something or someone b Match the two parts of the sentences. Level of Difficulty ZZZ 1 My neighbour tried... ( c ) 2 Look... ( f ) 3 Mind your own business, would you? What my son does... ( b ) 4 Mr Sharif is not here;... ( e ) 5 Don’t bother doing yourself up;... ( a ) 6 After three days trapped in the cave... ( d ) For educational purposes only Digital Resource 15: Tutorial Video 37 CONTOH

English Form 4 Unit 4 a ... we’re not going anywhere particularly smart for dinner. b ... has nothing to do with you! c ... to do herself in by taking poison. d ... they thought they were done for. e ... you will have to do without speaking to him today. f ... what the rain has done to the flowers! They’re all ruined. PL 1 2 3 4 5 6 Worksheet 3 Vocabulary Drill Phrasal Verbs with ‘make’ A Read the sentences and match the phrasal verbs in bold with their meanings. Level of Difficulty ZZ 1 The children’s playhouse was made from a pile of cardboard boxes. They just love it. ( f ) 2 We made for Ipoh as fast as possible when we heard that Mum was in hospital. ( d ) 3 No one respects a man who always makes up to influential people. It’s disgusting to see such behaviour. ( h ) 4 The garage has been made over into a playroom as it is spacious and bright. ( a ) 5 These three articles make up the whole book. Each article is long and well defined. ( g ) 6 You can just make out the farm in the distance. It has a distinctive design. ( b ) 7 I could not make anything of the chairman’s remark. Did you know what he meant? ( e ) 8 He made off as soon as he heard their car turn into the drive. It’s obvious he didn’t want to face them. ( c ) a to change or transform b to see clearly c to leave hurriedly d to move, especially quickly in the direction of something e to understand something in a particular way f to produce, to shape, to form g to be part of, to form something h to seek favour with somebody b Match the two parts of the sentences. Level of Difficulty ZZZ 1 Stop talking... ( b ) 2 Looking through the haze,... ( d ) 3 The builders laid the wrong floor tiles, so… ( f ) 4 Most men are needed... ( a ) 5 I don’t know... ( e ) 6 Though badly damaged by fire... ( c ) a ... to make up the police force to its full strength. b ... and make with the duster. c ... the ship tried to make for her home port. d ... I could make out the figure of a woman standing under the lamp. e ... what to make of the boy’s behaviour. f ... they’ll have to make the floor over. PL 1 2 3 4 5 6 38 CONTOH

English Form 4 Unit 4 SOW: Lesson 48 Listening LS 1.1.5 LS 2.1.4 Student's Book p. 60 Worksheet 1 You will hear five short extracts in which teenagers are talking about the gifts they would like to get for their birthdays. A Now match the speakers 1 to 5 with the gifts that they long to get for their birthdays. Level of Difficulty Z Speaker 1 a Cephalofair Games Gloomhaven Multi-AwardWinning Strategy Boxed Board Game Speaker 2 b Glossier’s fan-favourite products Speaker 3 c ‘Ready Player One’ by Ernest Cline Speaker 4 d Apple AirTag Speaker 5 e Funsaver One Time Use Film Camera (2-pack) b Listen to the recording again and answer the following questions. Level of Difficulty ZZ 1 What kind of products are the following? a Glossier’s fan-favourite products : Beauty products/ Cosmetics b ‘Ready Player One’ : A science-fiction novel c Apple AirTag : A tag to find lost items 2 a Who would have the ambition of becoming a photographer? Speaker 3 b Who is the protagonist of ‘Ready Player One’? Wade Watts c What do you think is speaker 2’s favourite pastime? Playing board games d How does speaker 3 plan to get her disposable camera? By saving her pocket money LS 1.1.5 PL 1 2 3 4 5 6 c Discuss. Level of Difficulty ZZ Do you expect expensive birthday gifts from your parents and friends? Explain why. What will you do if you want a gift and find it too expensive to afford? I don’t expect my parents and friends to buy me expensive gifts which they cannot afford. Gifts should be given with love and not stained with the tears of the giver. I will accept any gift, big or small. In case I want to get something that is expensive, I would not pester my parents for it. Instead, I would save up from my pocket money. LS 2.1.4 PL 1 2 3 4 5 6 Track 4 39 CONTOH

English Form 4 Unit 4 SOW: Lesson 49 Speaking LS 2.1.2 LS 1.1.2 Student's Book p. 61 Worksheet 1 Level of Difficulty ZZZ HOTS Creating Study the picture below and discuss with your group what would have happened. Once you have decided what had happened, prepare a short skit and enact the situation in front of the class. (Refer to page A7 for the suggested answer) I’m sorry but this is the location I was given. See? • If you were in the same situation, how would you feel? Has anything similar happened to you? (Students’ own answers) LS 2.1.2 LS 1.1.2 PL 1 2 3 4 5 6 SOW: Lesson 50 Writing LS 4.1.5 Student's Book pp. 62 - 63 Clip Notes Discussing Advantages and Disadvantages Essay (For and Against) Sample Question: Most parents send their children to school, but some choose to teach them at home. Is this a good or a bad thing for the children? Discuss. PLAN Introduction: Restate the topic using your own words. Say there are both advantages and disadvantages. Paragraph 2 (or more): Advantages Paragraph 3 (or more): Disadvantages Conclusion: Say your opinion, restating why (without repeating phrases or words as much as possible). USEFUL VOCABULARY Introduction: 4 Some people choose... which others... 4 There are valid opinions on both sides which I will consider now./ It is a controversial issue whether parents should... 4 There are strong views on both sides which I will discuss now./ Not everybody agrees whether children should... 4 There are arguments on both sides of this debate which I will consider now. Paragraph 2: On the one hand,.../ In addition,.../ Finally,... Paragraph 3: On the other hand,.../ Furthermore,.../ Lastly,... Conclusion: 4 On the whole, I feel that... 4 In conclusion, my own feeling is that... 4 Overall, I tend to agree that it is wiser to... 40 CONTOH

English Form 4 Unit 4 Worksheet 1 Level of Difficulty ZZZ HOTS Creating Is it better to learn more than one language in our multiracial society? Discuss. LS 4.1.5 PL 1 2 3 4 5 6 (Suggested answer) There is nothing wrong in learning more than one language, especially in a society like ours comprising Malays, Chinese, Indians and others. Contrary to what some societies believe, the vast majority of the world’s population is either bilingual or multilingual. With over 5 000 distinct languages spoken around the world, numerous words are ‘borrowed’ by different languages to create a global definition of specific names, nouns or descriptions. In many ways, each person is multilingual in some ways. In Malaysia, most of us are bilingual as the medium of instruction is Malay and we learn a second language, English, at school. Children from non-Malay backgrounds have an added advantage of knowing their own mother tongue, which they speak at home. There are several advantages to why it is better to know more than one language. The first reason is simple: the more languages you know, the more people you can communicate with, whether you are moving to a new country, attending an international school or using social media. Knowing another language will let you make new friends and share ideas and viewpoints with people you may have never met if you only stick with people speaking only your mother tongue. Gaining different perspectives and learning new ways of thinking from people of other cultures is an incredibly valuable part of knowing multiple languages. Secondly, it increases your job opportunities. There is nothing more disappointing than finding an advertisement for a job that would be perfect for you, only to realise you don’t meet the language requirements. By simply knowing more than one language, you will open the door to new job opportunities. In fact, staffing agents read thousands of résumés per year and bilingual applicants are routinely at the top of the pile. Seeing ‘fluent’ on a résumé piques the interest of employers, and shows that a candidate ‘is smart and skilled with languages’. This makes employers hire bilingual or multilingual job seekers more often than not – even if language skills have nothing to do with the job. Besides, some studies have shown that bilingual employees are more likely to be promoted, and often earn more money than staff members who only know one language. Thirdly, learning a new language, and then actually using it, involves a lot of creative thinking. If you don’t know how to say something in your target language, you’ll have to think of another way to get your idea across, like using actions or imaginative descriptions. In addition, people who know a second language are often better at coming up with creative solutions to problems. Lastly, by learning a new language actually improves your brain function. There is powerful evidence that language learning actually increases your grey matter, improving your ability to remember, reason and solve problems. Learning a language helps preserve your brain’s white matter as well, meaning you can process information faster. Besides, by learning a new language, you can even help slow down dementia as you age. So if you know more than one language, you can imagine how it will help your mental health! Now let us see the disadvantages of learning a foreign language. In some cases, especially for younger people, learning a second language comes at the cost of ignoring your first. For example, if you have moved to a new place and you have to communicate in a different language most of the time, except maybe at home, you might end up neglecting your first language. Since language is strongly connected to your cultural identity, this might result in a feeling that you don’t have much connection to your culture anymore. For some people, it can be difficult to let your true personality shine through when you communicate in a second language. This is especially hard when your skills are still developing, because you don’t have the vocabulary to express yourself as you would in your first language. This means you might not be able to show how truly clever, funny or caring you really are. Even advanced speakers can face this personality challenge. This is because languages are all so unique. For instance, your first language might have expressions or ideas that have developed from your country’s history and shared culture. Their concepts and phrases may not exist in your second language, making it hard to say what you really mean when you are speaking to people who come from a different background. Thirdly, learning another language that is not in your syllabus might be expensive and time-consuming. You might need extra classes or private tuition if need to get good grades in the language. Your child’s schedule is full enough having to offer 9 to 10 subjects at SPM level, so unless your child is gifted with languages, it is pushing your child to the limits. Considering both sides, I still think that knowing more than one language is more advantageous, especially in our country. If say, you are a doctor and a patient who can only speak Tamil or Mandarin, comes to see you, wouldn’t it be better if you can speak his language a little? Thus, despite the drawbacks, you have so much to gain by speaking more than one language. This quote by Ludwig Wittgenstein sums it up best: ‘The limits of my language mean the limits of my world.’ 41 CONTOH

English Form 4 Unit 4 SOW: Lesson 52 Literature in Action LS 5.1.2 Non-Textbook-Based Lesson Worksheet 1 Read the poem The Living Photograph below and answer the questions that follow. The Living Photograph by Jackie Kay My small grandmother is tall there, straight-back, white broderie anglaise shirt, pleated skirt, flat shoes, grey bun, a kind, old smile round her eyes. Her big hand holds mine, white hand in black hand. Her sharp blue eyes look her own death in the eye. It was true after all; that look. My tall grandmother became small. Her back round and hunched. Her soup forgot to boil. She went to the awful place grandmothers go. Somewhere unknown, unthinkable. But there she is still, in the photo with me at three, the crinkled smile is still living, breathing. (a) Why does the poet say her grandmother is ‘tall’ in the photograph? HOTS Analysing (b) It was true after all; that look. What ‘look’ is the poet referring to? (c) How did the grandmother behave when she became much older? (d) But there she is still, in the photo with me at three, the crinkled smile is still living, breathing. Explain in your own words the last stanza. HOTS Evaluating LS 5.1.2 PL 1 2 3 4 5 6 From the viewpoint of a three-year-old, she looks tall comparatively./ She is taller here as she was still standing straight, long before she became stooped and bent with age. The way her sharp blue eyes seem to be staring at her own death as though expecting it. She forgot to cook and would lapse into silence, going into an imaginary world that was strange and frightening to others, especially small children. In the photograph, the personaʼs grandmother will forever be alive. She is still there, holding the hand of her three-year-old granddaughter, with her smile looking so alive and real. In fact, the memory of her grandmother is caught and kept alive in the photograph. Digital Resource 16: Reading Partner 42 CONTOH

SOW: Lesson 56 Reading LS 3.1.2 LS 2.1.4 Student's Book pp. 67 - 69 Worksheet 1 A Discuss. • Do you like travelling? Where is the furthest destination you have travelled to? With whom did you go? Yes/ No. Students’ own responses (places they have been to, can be local or foreign) • Have you ever gone on a nature study around your school or residential area? Yes/ No. Students’ own responses B Read the text quickly and choose a suitable title for it from the list given below. a The Treacherous Race to the South Pole b The British Antarctic Expedition c The Walk Across Antarctica C Read the following text and then, answer the questions that follow. In mid-January 1912, 43-year-old Royal Navy officer and British explorer, Robert Falcon Scott, was nearly 800 miles into a journey to one of the last unexplored places on the globe – the geographic South Pole. Scott’s five-man party had already endured brushes with blizzards and frostbite during their trek and were now less than 80 miles from the finishing line. Would they be the first group of men in history to reach the South Pole, or the second? Over a year earlier, Scott’s ship Terra Nova had reached Ross Island in Antarctica’s McMurdo Sound. His 34-man shore party was tasked with conducting scientific research and collecting wildlife and rock samples, but Scott was also determined to make a run at the Pole. He had vowed ‘to reach the South Pole and to secure for the British Empire the honour of this achievement’. Scott’s mission was made all the more urgent by the knowledge that another explorer, 39-year-old Norwegian Roald Amundsen, was seeking the Pole, too. He had been to Antarctica in the late 19th century, and later became the first man in history to sail the treacherous Northwest Passage linking the Atlantic and Pacific Oceans. In 1909, Amundsen had announced a new expedition to navigate the ice floeriddled waters of the Arctic to the North Pole. But when American explorers, Frederick Cook and Robert Peary, beat him to the punch, he secretly changed his plans. Without telling his financial backers, or even his own crewmen at first, he steered his ship Fram towards Antarctica, bent on reaching the South Pole. Before arriving, he wrote to Scott, who was still outfitting his own expedition in Australia. It read simply: ‘Beg leave to inform you, Fram proceeding Antarctic. Amundsen.’ The Norwegian expedition had a few clear advantages in this ‘race for the South Pole’. Amundsen set up his camp on the Ross Ice Shelf in the Bay of Whales, which was over sixty miles closer to the Pole than Scott’s home base in McMurdo Sound. Unlike Scott, whose expedition was burdened by its scientific obligations, Amundsen was focused only on reaching the Pole and returning safely. Both expeditions spent the early part of 1911 laying down advance caches of food and supplies for their polar journeys, and then took shelter and spent several months waiting out the dark and frigid Antarctic winter. Amundsen tried to get a head start by beginning his journey early in September 1911, but was forced to turn back after temperatures dipped to 68 degrees below zero. Finally, on October 20, 1911, conditions improved enough for his five-man team to leave for the Pole. Scott got under way just a few days later on November 1. Both explorers relied on different forms of transport during their journeys. Scott employed a combination of sled dogs, Manchurian ponies and even a few motorised tractors. The machines quickly broke down, however, and his ponies grew weak in the cold and had to be shot. After sending the dogs back to camp, he and his team were forced to spend much of their journey man-hauling their heavy supply sledges on foot. Amundsen, meanwhile, relied solely on skis and sled dogs to cross the tundra. The dogs helped his men save their strength, and they later killed the weakest of the animals to supplement their food supply. The speed of his dog teams helped Amundsen’s party to race towards the Pole at a pace of over 20 miles per day. The Norwegians took an untested route through a frozen maze of crevasses, mountains and glaciers, and by early December, they had penetrated farther into the heart of Antarctica than anyone in history. Finally, on December 14, 1911, they arrived at the South Pole, where they planted the Norwegian flag, smoked celebratory cigars and posed for snapshots. After a few days, they began the tough trek back to their base camp. Over a month later on January 17, 1912, Scott and his weary British team finally reached the Pole. To their dismay, they spotted the remnants of Amundsen’s camp just as they were approaching. But their troubles were only beginning. The British team had reached their destination late in the Antarctic summer, and temperatures were dropping rapidly. They began the slow slog north, but exhaustion, frostbite and malnourishment soon took a toll. On February 17 – more than 20 days after Amundsen’s group had returned to their base camp, Edgar Evans became the first of the British party to die. A month later, Lawrence Oates sacrificed himself in a blizzard to avoid slowing down the team. 5 Unit Globetrotting Theme People and Culture For educational purposes only Digital Resource 17: Documentary 43 CONTOH

English Form 4 Unit 5 Scott, Dr Edward Wilson and Henry Bowers gamely continued the journey for another few days, but temperatures continued to plunge. They were caught in a blizzard only 11 miles away from one of their supply depots. All three perished in their tent just days later. By the time the bodies of Scott, Wilson and Bowers were found later that November, Roald Amundsen had already returned home in triumph and embarked on a lecture tour. Despite having won the race without losing a single man, he was in many ways overshadowed by Scott, whose doomed march had made him a hero in his native Britain. Undeterred, Amundsen continued his wandering and exploration of the North Pole. He died in 1926 in a plane crash while searching for a missing explorer over Norway’s Svalbard archipelago. Explorers continued to venture to Antarctica in the years after Amundsen and Scott’s legendary race, but it was not until 1956 that an expedition once again stood on the South Pole. The world’s southernmost point has been continuously inhabited ever since, and its two earliest pioneers are now honoured in the name of its permanent research facility: the Amundsen-Scott South Pole Station. Adapted from: https://www.history.com/news/the-treacherous-race-to-the-south-pole Read the text again and choose the best answer. Level of Difficulty ZZ 1 Scott and his 34-man shore party were at Ross Island for all the following reasons except A they were conducting scientific research. B they were collecting wildlife and rock samples. C Scott wanted to be the first British explorer to reach the South Pole. D they wanted to navigate the iceberg-filled Arctic waters to reach the North Pole. 2 Who was Scott’s fiercest rival who was determined to be the first to reach the South Pole too? A Robert Peary C Roald Amundsen B Frederick Cook D Dr Edward Wilson 3 What was the main advantage that the Norwegian expedition had over Scott’s expedition in this race to the South Pole? A Amundsen was not reporting or under contract to anyone. B Amundsen was only fixed on reaching the Pole and returning safely. C The Norwegian team was not bogged down by scientific commitments. D Amundsen did not inform his financial backers and crewmen about his plans. 4 Why did both teams wait for several months after collecting food and supplies for their polar journeys in 1911? A They did not have enough food and supplies to move. B They were hampered by the dark and freezing Antarctic winter. C Both teams were too far from the South Pole from their home bases. D Their transport could not bring the food and supplies for the expedition. 5 List the differences between the modes of transport of both teams. British team Norwegian team 1 They used a combination of sled dogs, Manchurian ponies and a few motorised tractors. 2 They later spent much of their journey manhauling their heavy supply sledges on foot. 1 They relied solely on skis and sled dogs to cross the tundra. 6 Why was Amundsen’s mode of transport better? 7 Scott and his team reached the Pole a month after Amundsen and his team. Why does the writer say ‘But their troubles were only beginning’? A They were exhausted, frostbitten and malnourished, and temperatures were dropping. B They encountered streaks of buried crevasses there. C They suffered from dehydration. D They were weak from hunger. LS 3.1.2 PL 1 2 3 4 5 6 The dogs were faster, helped to preserve the men’s strength, and later, the weakest of the animals were killed to supplement their food supply. 44 CONTOH

English Form 4 Unit 5 d Find the meanings of the following words/ phrases in the text. Level of Difficulty Z Word/ Phrase Meaning 1 blizzards snowstorms 2 beat him to the punch forestalled his actions/ did something before someone else could 3 bent on determined 4 caches stores 5 crevasses ravines and gorges 6 slog trek/ trudge 7 malnourishment starvation 8 depots warehouses 9 embarked on started to do something new 10 archipelago a group of islands scattered in lakes, rivers or oceans LS 3.1.2 PL 1 2 3 4 5 6 e Discuss. Level of Difficulty ZZ • Despite having won the race without losing a single man, why was Amundsen overshadowed in many ways by Scott? • Whom do you admire more: Scott and his team or Amundsen and his team? Why? Give your opinions. (Refer to page A9 for the suggested answers) LS 2.1.4 PL 1 2 3 4 5 6 SOW: Lesson 57 Language Awareness Student's Book pp. 69 - 70 Worksheet 1 Grammar Drill Past Perfect Simple 1 We use this to talk about actions that were completed before another action or situation in the past. We use it to focus on the result of the action. • Anna had left when we arrived. 2 We usually use the past perfect simple and not the past perfect continuous when we are talking about states rather than actions, with verbs like be, have, know. • We had known each other for about five years before we became good friends. • By the time we arrived at the station, the train had already left. Note: We usually use the past simple to refer to the more recent action. Past Perfect Continuous 3 We use this to talk about actions that continued for a period of time before another action or situation in the past. We use it to focus on the duration of the action. The action may or may not have continued up to the moment we are talking about it. • I had been living in Italy for three years when we first met. • When I woke up, I saw that it had been raining. 4 We often use already with the past perfect to emphasise that the action happened earlier. We also often use just to show that the action happened a very short time before. • She had already been working for two hours by the time we got there. • Sam had just left when we arrived. For educational purposes only Digital Resource 18: Tutorial Video 45 CONTOH

English Form 4 Unit 5 a Complete the text with the Past Perfect Simple or the Past Perfect Continuous form of the verbs from the boxes. Level of Difficulty ZZZ disappear take off fly travel cause work stop fly In December 1945, five military planes were on a training flight after they (1) had taken off from a location in Florida in the US. The planes (2) had been flying for about an hour and they (3) had travelled about 300 miles when some of their equipment, which (4) had been working perfectly up to that point, suddenly stopped working. Radio contact was then lost. None of the planes or crew were ever seen again. The official explanation is that before they vanished, the planes (5) had flown into an area of unusual magnetic activity. It is believed that this (6) had caused their equipment to stop working. The planes were flying over the Atlantic Ocean near Bermuda and the story of the Bermuda Triangle was born. By the mid-1970s, 16 more planes (7) had disappeared in the same area. And it appears that in almost all cases, the equipment (8) had stopped working just before the planes disappeared. b Complete the conversation using the verbs in brackets in the Past Perfect Simple or the Past Perfect Continuous. Use full forms (I have), not short forms (I’ve). Level of Difficulty ZZ Gina : You said Dad (1) had gone (go) to hospital? Adam : Yes. I couldn’t believe it when I saw him yesterday. He was all red! Gina : What (2) had happened (happen) to him? Why was he red? Adam : He (3) had been feeling (feel) ill all day, and he (4) had fallen (fall) asleep in the sun. He (5) had been lying (lie) there all afternoon when I woke him up. And he was covered in red spots. A mosquito (6) had flown (fly) into his bedroom. It (7) had been flying (fly) around his room all night, he said, and it (8) had bitten (bite) him at least fifty times! Gina : (9) Had he forgotten (forget) to close the windows before he went to bed? Adam : No. There was a hole in the mosquito net. Gina : I thought he (10) had mended (mend) that. He told me he was going to do it. Adam : He (11) had been mending (mend) it when Mum called him for dinner last night, so he never finished the job. He must have forgotten about it. Gina : So how did he feel when you saw him? What did he say? Adam : He said his head (12) had been aching (ache) all morning, and that’s why he (13) had decided (decide) to lie down in the sun. He just wanted to relax a bit. PL 1 2 3 4 5 6 46 CONTOH

English Form 4 Unit 5 Worksheet 2 Vocabulary Drill Use the words in the boxes below to complete the following sentences. Level of Difficulty Z trip tour excursion journey expedition crossing voyage 1 We went on a guided tour around Mauritius last month. 2 My uncle has just returned from a business trip to Canada. 3 The Titanic sank on its maiden journey from Southampton to New York City. 4 We had a very rough crossing on the ferry to the island last week. 5 I am planning to go on a ten-day coach tour around Scotland. 6 The expedition to the Antarctica took several months and was extremely tiring. 7 The voyage from England to India in the early days used to take six months. 8 I am going away on a shopping trip to Bangkok tomorrow. 9 Included in the tour is an excursion to the Grand Canyon, which you will enjoy. 10 The journey to work in the city takes me about 45 minutes. 11 The ship began its return voyage to Europe. 12 You can only make the crossing in good weather. PL 1 2 3 4 5 6 SOW: Lesson 58 Listening LS 1.1.5 LS 2.4.1 Student's Book p. 71 Worksheet 1 a Discuss. Level of Difficulty ZZ The world is filled with such a wide variety of wonderful destinations and beautiful places to visit that it can be difficult to compile a list of the best ones. • If you are given a chance to travel, where would you like to visit? Name a few places that are in your bucket list. I have never travelled abroad, so I would definitely love to visit great cities, like New York, Paris and London, to begin with. After that, I would like to travel to scenic destinations to see what nature has offered, for example, Switzerland, to see the snow-capped mountains, or Holland in spring, to see the magnificent tulips in bloom. (Any suitable answer) • Would you prefer to visit great cities like Tokyo, Dubai, Seoul, Sydney, Shanghai, etc. or specific sites and locations of historical interest? I do not have any specific preference, but it would be interesting to visit some historical places like Prague, Beijing, Rome, Athens and Angkor Wat, and learn how people had lived in the past and what they left behind. (Any suitable answer) LS 2.4.1 PL 1 2 3 4 5 6 47 CONTOH

English Form 4 Unit 5 b Study the picture below. Can you guess the name of this place and the country where it is located? How do you think people would reach this destination? Level of Difficulty Z This is Machu Picchu, located high in the Andes mountains of Peru. We would have to trek all the way to reach such a high and mountainous site since roads are not seen leading to it. (Students’ guess – accept any acceptable answer) LS 2.4.1 PL 1 2 3 4 5 6 c Then, listen to part of a radio programme and answer the questions that follow. Choose a, b or c. Level of Difficulty ZZ 1 Of what significance was Machu Picchu to the ancient Inca rulers? a It was the capital of the Inca Empire. b It was a sacred sanctuary for them. c It was a holiday retreat for them. 2 Why did the city’s ‘perfectly joined, mortarless, intricate stonework’ amaze people? a Huge stone blocks are perfectly joined together, without using mortar or cement. b Big stones are cut and joined together with wood and cement. c Stones are cut and fit with each other without mortar. 3 How can you do a day trip to Machu Picchu from Cusco? a Bus b Train c Both the above 4 How long does it take to do the full Inca Trail hike from Cusco to Machu Picchu? a One day b Three days c Five days 5 Why do many tour websites not mention that a permit from the Peruvian Ministry of Culture is needed to visit Machu Picchu? a They just want to sell their tours. b It is difficult to obtain the permit. c They are unaware of this requirement. LS 1.1.5 PL 1 2 3 4 5 6 Track 5 48 CONTOH

English Form 4 Unit 5 SOW: Lesson 59 Speaking LS 2.1.5 LS 4.1.4 Student's Book p. 72 Worksheet 1 Level of Difficulty ZZZ Study the picture below and discuss with your group what could have happened. Imagine that you are the individual in the picture. Describe what happened and how you felt. (Refer to page A9 for the suggested answer) • Has anything similar happened to you? No, fortunately such a thing has not happened to me as I have not gone overseas. (Any suitable answer) • How did you feel (or how would you feel if it happened to you)? What did (or would) you do? If it happened to me, I would have felt lost and abandoned. Being a stranger, I would have been frightened, too. But I would have had to keep my wits about me and think of what to do. I would have contacted the tour agent and asked for an explanation of this blunder. Hopefully, he would contact the guide and tour official in the bus to make a detour and collect me. Then, I would have waited at the designated place again. (Any suitable answer) LS 2.1.5 LS 4.1.4 PL 1 2 3 4 5 6 SOW: Lesson 60 Writing LS 4.1.2 Student's Book p. 73 Clip Notes Writing an Account of a True Event (Narration) The narration pattern focuses on events in time and is used to: 4 tell about an event in time (narration of event) or a story. 4 tell the steps in a how-to (narration of process). 4 show the causal relationship between events (cause-effect). In all its forms, the function of narration is to demonstrate a relationship between a sequence of events in time. Narration usually has a point of view (a narrator or narrative voice). 4 The sequence is being related by someone, and that person telling the story can alter the mood of the readers or listeners. 4 The reader will be sad or happy, amused or disgusted or baffled. Narration of Event 4 Should include a beginning, a middle and an end. 4 Should have a setting and at least one character. 4 A problem is usually introduced, and outcome of the problem is indicated. The narration of event may include some emotional impact or an insight about human nature or behaviour. 49 CONTOH

English Form 4 Unit 5 Worksheet 1 Level of Difficulty ZZZ HOTS Creating Write about an incident or event that happened in your life that you will never forget. LS 4.1.2 PL 1 2 3 4 5 6 (Suggested answer) The first thing that you notice about a burning house is not that it is burning, but that it is burning with such intensity. I stood watching the house across the street as fire engulfed it from all sides. The roof was burning, the doors and windows were burning, and huge flames were blazing upwards fiercely. It seemed as if a firebreathing dragon was inside the house, puffing away viciously. The flames were still burning deep red and amber, as firefighters battled to put out the fire. Fortunately, the whole family had gone out for dinner. There was no one inside the house. I shook my head sadly. Nothing inside was likely to survive the fire, I thought as I watched some flames flicking up in the air with the wind, and finding nothing but air, disappearing into the windy night, in disappointment. It all began about an hour ago. I was in my room doing my homework when I thought I got the smell of something burning. It smelled like a heated soldering iron or as if some wires and rubber was being burnt. At first, I thought it was my computer and panicked. But after a careful inspection, I ruled out that possibility, and went back to my homework. However, the smell became more persistent. With my heart in my mouth, I went down to check the kitchen. It was as I was going down the stairs that I glanced out of the window and saw something that froze my blood. The house across the street – my best friend, Rima’s house – was on fire! I couldn’t believe it and stood for a moment in shock. When I could finally move, I ran to the phone and dialled 911, explaining what I had seen and the location of the fire. Then, I contacted Rima and went out to my porch to await the fire brigade. The house was beginning to smoulder in the fire. I was worried. Rima and her family lived there. I had known her since children and we were like inseparable twins. Luckily, when I had called Rima earlier, she had assured me that no one was at home. Nor did they have any pets; otherwise, they would have been burnt to cinders by now. I watched as a crash brought down the ceiling of the house, bringing the whole roof down with a loud crash, sending sparks high into the sky. Just then, the firefighters arrived and looked at the fullblown inferno in front of them. The fire had got quite out of control now as the whole house was burning fiercely. The firefighters evacuated the street and told everyone to go inside their houses. I had no choice but to retreat to my room, from where I could see, feel and hear Rima’s house burn down. In a few minutes, by which time Rima and her family had arrived at the scene, the house had been reduced to piles of rubble, ashes and smouldering wood. A putrid smell enveloped the whole neighbourhood, like a bad barbecue party went horribly wrong. It was something I would never forget. Worse was seeing the shock and pallor on Rima and her family’s faces. They stood together, hugging each other and crying hopelessly, watching all their treasures and memories burning down. Several neighbours, including my parents, who had been out and had returned by then, were consoling, offering to put them up as they had no home now. I heard Rima’s dad telling my parents that they had taken a fire insurance policy on the house many years ago, so all was not lost. I still keep in touch with Rima, who moved away from the neighbourhood after the incident. But the fire made me realise one thing – the frailty of human life and human ventures. The house had burnt down to nothing within a few hours. It takes man many years to build his dream house and it takes nature only a few minutes to completely destroy his dreams. What a terrifying thought! 50 CONTOH

English Form 4 Unit 5 SOW: Lesson 63 Language Awareness Student's Book pp. 75 - 76 Worksheet 1 Grammar Drill Reported Speech Direct Speech • Used to report what the speaker has said by quoting the exact words, as in: ‘I love the Toy Story films,’ she said. Rajesh said, ‘I am late because my car had a puncture.’ Reported (Indirect) Speech • Used to report what the speaker has said without quoting the exact words, as in: She said she loved the Toy Story films. Rajesh said that he was late because his car had had a puncture. • When changing direct to reported speech, certain changes should be made. a The conjunction that is usually used before the indirect statement. b Pronouns I, we, us are changed to he/ she, they, them respectively. c Verbs are changed to their corresponding past form, e.g. is (Present simple) ➞ was (Past simple) has seen (Present perfect) ➞ had seen (Past perfect) worked (Past simple) ➞ had worked (Past perfect) Words such as today, yesterday, here are changed to that day, the day before/ the previous day, there. Change the following sentences to the reported speech. Level of Difficulty ZZZ 1 Datuk Shafie said, ‘Only deserving students will be given netbooks. Students who give false information will not be entertained.’ 2 Several parents voiced their anger loudly. ‘We will not tolerate such behaviour in school.’ 3 ‘Please take these books to the library,’ Puan Siti told Katijah. 4 The master said to his servant, ‘Bring me a glass of water at once.’ 5 Daniel said to his mother, ‘Wait for me in front of the mall.’ Several parents voiced their anger loudly, saying that they would not tolerate such behaviour in school. Puan Siti requested Katijah to take those books to the library. The master ordered his servant to bring him a glass of water at once. Daniel told his mother to wait for him in front of the mall. Datuk Shafie said that only deserving students would be given netbooks, and that students who gave false information would not be entertained. Download the PDF Digital Resource 19: Grammar Bites For educational purposes only Digital Resource 20: Tutorial Video 51 CONTOH

English Form 4 Unit 5 6 ‘If you do well in your examinations,’ promised Soon Kee’s father, ‘I’ll take you to Universal Studios for a holiday.’ 7 ‘We live, and may die, on our fishing boats,’ Vong Voth told me. 8 Dave said, ‘I am going to watch Shakespeare’s ‘Twelfth Night’ with my family tomorrow.’ 9 My classmate said to me, ‘Let’s have a cup of coffee together after class.’ 10 Andrew said to his sister, ‘I can’t finish my homework. Please help me.’ PL 1 2 3 4 5 6 Worksheet 2 Vocabulary Drill Read the sentences below and decide which meaning best describes the idiom given in bold. Match. Level of Difficulty ZZ 1 Walter failed his examination, but his dad came and said just one thing, ‘Son, don’t cry over spilt milk. Just work harder.’ ( e ) 2 See, every cloud has a silver lining. Yesterday, you were so dejected as your smartphone was stolen but today, you have got a promotion. ( c ) 3 Jimmy was beside himself with joy. He had been selected as leader of the school football team. ( a ) 4 Brian kept quiet at the board meeting. Who knew he had an ace up his sleeve the whole time? He only spoke at the end of the meeting. ( f ) 5 Indran made it to the examination hall by the skin of his teeth. The examination centre was about to close the gates. ( b ) 6 I am absolutely terrified of skydiving, but in last December, I finally decided to give it a whirl. ( d ) a to be extremely happy b to just barely get by or make it c bad things that occur one day will eventually lead to good things d to give something a try e don’t cry over what has happened as it cannot be fixed f an advantage that is currently being withheld for future purposes PL 1 2 3 4 5 6 Soon Kee’s father promised to take him to Universal Studios for a holiday if he did well in his examinations. Vong Voth told me that they lived, and might die, on their fishing boats. Dave said that he was going to watch Shakespeare’s ‘Twelfth Night’ with his family the next day. My classmate invited me to have a cup of coffee with him after class. Andrew admitted to his sister that he couldn’t finish his homework, and requested/ begged her to help him. 52 CONTOH

English Form 4 Unit 5 SOW: Lesson 68 Literature in Action LS 5.2.1 Non-Textbook-Based Lesson Worksheet 1 Read the extract below and answer the questions that follow. The following extract has been taken from the end of ‘Harry Potter and the Deathly Hallows’, the final book in J. K. Rowling’s Harry Potter series. In this section of the novel, Harry Potter, the hero of the series, finally kills Voldemort, the villain of the series, ending the Battle of Hogwarts. A red-gold glow burst suddenly across the enchanted sky above them as an edge of dazzling sun appeared over the sill of the nearest window. The light hit both their faces at the same time, so that Voldemort’s was suddenly a flaming blur. Harry heard the high voice shriek as he too yelled his best hope to the heavens, pointing Draco’s wand: “Avada Kedavra!” “Expelliarmus!” The bang was like a cannon blast, and the golden flames that erupted between them, at the dead centre of the circle they had been treading, marked the point where the spells collided. Harry saw Voldemort’s green jet meet his own spell, saw the Elder Wand fly high, dark against the sunrise, spinning across the enchanted ceiling like the head of Nagini, spinning through the air toward the master it would not kill, who had come to take full possession of it at last. And Harry, with the unerring skill of a Seeker, caught the wand in his free hand as Voldemort fell backward, arms splayed, the slit pupils of the scarlet eyes rolling upward. Tom Riddle hit the floor with a mundane finality, his body feeble and shrunken, the white hands empty, the snakelike face vacant and unknowing. Voldemort was dead, killed by his own rebounding curse, and Harry stood with two wands in his hands, staring down at his enemy’s shell. One shivering second of silence, the shock of the moment suspends: and then the tumult broke around Harry as the screams and the cheers and the roars of the watchers rent the air. The fierce new sun dazzled the windows as they thundered toward him, and the first to reach him were Ron and Hermione, and it was their arms that were wrapped around him, their incomprehensible shouts that deafened him. Then Ginny, Neville, and Luna were there, and then all the Weasleys and Hagrid, and Kingsley and McGonagall and Flitwick and Spout, and Harry could not hear a word that anyone was shouting, nor tell whose hands were seizing him, pulling him, trying to hug some part of him, hundreds of them pressing in, all of them determined to touch the Boy Who Lived, the reason it was over at last — The sun rose steadily over Hogwarts, and the Great Hall blazed with life and light. Harry was an indispensable part of the mingled outpourings of jubilation and mourning, of grief and celebration. They wanted him there with them, their leader and symbol, their saviour and their guide, and that he had not slept, that he craved the company of only a few of them, seemed to occur to no one. He must speak to the bereaved, clap their hands, witness their tears, receive their thanks, hear the new now creeping in from every quarter as the morning drew on; that the Imperiused up and down the country had come back to themselves, that Death Eaters were fleeing or else being captured, that the innocent of Azkaban were being released at that very moment, and that Kingsley Shacklebolt had been named temporary Minister of Magic. 53 CONTOH

English Form 4 Unit 5 (a) Why was the ‘dead centre of the circle they had been treading’ significant in this battle between Harry Potter and Voldemort? (b) The Elder Wand was ‘spinning through the air toward the master it would not kill, who had come to take full possession of it at last’. (i) Who was the ‘master’ mentioned here? (ii) Since the ‘master’ got ‘full possession of it at last’, who do you think had been in possession of it till now? (c) Name some of the people who rushed forwards to surround Harry at the fall of Voldemort. Why were they pulling him and trying to hug some part of him? (d) From the last paragraph, (i) what do you think had happened to the Imperiused? (ii) what was happening in the country after Harry vanquished Voldemort? LS 5.2.1 PL 1 2 3 4 5 6 It marked the point where the spells collided. Ron and Hermione were the first, followed by Ginny, Neville, and Luna, and all the Weasleys and Hagrid, Kingsley, McGonagall, Flitwick and Spout, and many others. All wanted to touch the Boy Who Lived, the one who had killed Voldermort, the evil. Harry Potter Voldemort had been in possession of it, using it for his evil purpose. The Imperiused all around the country had been under a curse that allowed others to control them. The Imperiused had finally come back to themselves, having been released from the curse, and the Death Eaters were fleeing or being captured, while the innocent inmates of Azkaban were being released at that moment. Word Bank Avada Kedavra – a spell that kills people. Expelliarmus – a spell that disarms wizards and witches by taking their wand. Nagini – Voldemort’s pet snake. Seeker – a player of the magical sport of Quidditch. This player is responsible for catching a very fast flying golden ball with wings. Imperiused – people who are under a curse that allows others to control them. Azkaban – wizard prison. 54 CONTOH

SOW: Lesson 69 Reading LS 3.1.5 LS 2.1.4 Student's Book pp. 81 - 83 Worksheet 1 a Discuss. • Name some extreme sports that are becoming popular now. Skateboarding, paragliding, bungee jumping, windsurfing, scuba diving, canyoning, rock climbing, ziplining, motocross, to name but a few. • Have you heard of whitewater rafting? Name some spots in Malaysia that offer this activity to whitewater rafting freaks. Yes, though I have not tried it. Ulu Slim River, Selangor River and Gopeng River. (Accept any suitable answer) b b Read the text and choose a suitable title for it from the list given below. a Where to Go for Adventure Sports Like Whitewater Rafting b Why People Like Whitewater Rafting c What Is Whitewater Rafting c Read the text below and answer the questions that follow. Travelling down river rapids in a rubber boat can seem quite intimidating and even scary at first. However, whitewater rafting is widely popular, a thrilling and adventurous experience, and quite safe if done with the help of a licensed guide and rafting company. In fact, river rafting is called ‘whitewater’ rafting due to the rapids that occur naturally throughout stretches of a river – whitewater is actually formed from the turbulence ensuing from fast-flowing currents in the rapids. So what exactly is whitewater rafting? This is a recreational water sport where an inflatable raft, made from synthetic rubber that is both weather resistant and highly durable, carries 4 to 8 people down whitewater rapids on a river. It is considered an adventure sport and has varying levels of difficulty. Typically, an experienced rafting guide will accompany beginners. The first attempts at whitewater river rafting trips were conducted because of military and explorational needs to cross dangerous rivers. Early attempts at running river rapids, as early as the 1800s, often failed. But by the mid-1900s, the invention of new and better river raft materials made running river rapids more feasible. These rubber rafts eventually become recreational and then commercialised, giving rise to recreational adventure sport companies in the 1960s. Now, river rafting is a very popular and widespread adventure sport that draws thousands of tourists and lots of money each rafting season. River rafts too, have so advanced technologically that the quality of the equipment and safety performance levels are excellent. Whitewater rafts are made up of many components. The anatomy of a river raft is designed both to help the raft withstand the harsh conditions of whitewater as well as to help brace and stabilise the riders within. Within the raft, depending on its size, there will be two to three thwarts. Thwarts are cross tubes that are filled with air. These help to both provide rigidity to the boat as well as an extra place for riders to wedge their feet and secure themselves. 6 Unit Time out Theme People and Culture 55 CONTOH

Whitewater river rafts normally have foot holes or cups of some kind for paddlers to place their feet into. They are generally at the front of the raft, where there is no thwart for the paddler to use. Additionally, rafts will have handles and ropes attached to the sides or thwarts – these help with transporting the raft and provide a safety measure in case someone falls out and needs to grab onto the raft. Unless you are a highly experienced whitewater paddler, river rafting is one sport where you definitely want a guide. River reading or navigation is a skill that a guide should possess. The river has many features (water volume, vertical descent, obstacles, debris, rocks, undercut rocks, strainers, holes, waves and more) which form rapids. And rapids are graded from 1 to 6, where 1 is low risk and 6 is high risk. The guide’s job is to navigate the river, steering clear of dangers, whilst catching all the fun features that make whitewater river rafting so much fun. The guide will have the majority of the steering power. Commands given by a rafting guide are very important to listen to and follow, as the guide needs the cooperation of the paddlers in order to fully control the raft. When preparing to go whitewater river rafting, it is important to consider what you will need to bring on the trip. Proper attire is a must. Avoiding heavy clothes, like long jeans and jackets, will be helpful if you end up in the water as heavy clothes make for a heavy swim. Additionally, closed-toed shoes are better in the event that you end up in the water. Whitewater often has many rocks that can injure your feet. Paddles, life jackets and helmets should all be provided by the rafting company you are going with. Always do research into the classifications and routes that a company offers. Some rafting companies may be more beginner-friendly or reputable than others. Lastly, we now have the artificial course that brings a new dynamics to river rafting as it is technically no longer ‘river’ rafting. These courses are fully under control, with a technician determining the water flow rate. This style, of course, uses a lego-style block, which can be manipulated to create different water features. This is used to simulate different styles of natural rapid. Artificial courses are almost always more accessible than backcountry rivers, and located in major cities, like Glasgow’s artificial whitewater course. Adapted from: https://paddlecamp.com/ Read the text again and choose the best answer. Level of Difficulty ZZ 1 River rafting is called ‘whitewater’ rafting because A the rapids that occur naturally along a river form white foam as a result of its turbulent fast-flowing currents. B the rapids in some rivers give rise to steam that is white in colour from far. C an inflatable raft carries 4 to 8 people down whitewater rapids on a river. D the colour of the water becomes white as rafters go down the river. 2 Why did attempts at running river rapids in the 1800s often fail? A They were used only in the military and exploration groups. B The rapids crossed were too fierce and turbulent to be navigated. C There were too few experienced and trained river rafting guides then. D The river raft materials used then were of poor quality and not well-developed technologically. 3 How is a modern whitewater raft designed? A It has built-in thwarts to provide rigidity and shape to the boat. B Riders can wedge their feet and secure themselves in footholds on the thwarts. C It is made from highly durable synthetic rubber that can carry 4 to 8 people down rapids. D It can withstand the rough conditions of whitewater, and brace and stabilise the rafters inside. English Form 4 Unit 6 56 CONTOH

English Form 4 Unit 6 4 All the following are requirements of a guide’s job except A navigate the river. B steer clear of dangers. C allow the riders to have the steering power. D ensure that all river rafters enjoy themselves. 5 Why is it advisable not to wear heavy clothes, like long jeans and jackets, on a river rafting trip? A Rocks can injure you if you fall off the raft. B You cannot paddle efficiently in heavy clothes. C The river raft becomes too heavy to negotiate the rapids. D Clothes become heavier if you fall into the water and need to swim. 6 Why is the artificial river rafting course technically not ‘river’ rafting? A It is fully controlled by a technician who determines the water flow rate and has no natural water features. B It is mainly located in major cities where rivers with rapids are scarce. C It can be used to simulate different styles of natural rapids. D It is more accessible than backcountry rivers. LS 3.1.5 PL 1 2 3 4 5 6 D Find a word in the text that matches the following meaning. Level of Difficulty ZZ Meaning Word 1 fast-moving water (paragraph 1) rapids 2 expandable (paragraph 2) inflatable 3 possible to be achieved (paragraph 3) feasible 4 inability to be bent out of shape (paragraph 4) rigidity 5 rubble (paragraph 6) debris 6 reliable (paragraph 8) reputable LS 3.1.5 PL 1 2 3 4 5 6 E Discuss. Level of Difficulty ZZ • After reading about whitewater rafting, what do you think about this sport? Would you recommend schoolchildren to participate in this activity during camps organised by the school? Personally speaking, I am not an outdoor person, so I wouldn’t think of participating in this sort of activity, even with all the safety measures. But there are adventurous teenagers who find extreme sports invigorating and exciting. If schools organise such trips, then they would definitely participate in them, with their parents’ permission, of course. (Accept any suitable answer) • If you were given a chance to participate in an extreme sport, such as bungee jumping, would you do so? Explain why. No. I am not an adventurous person looking for thrills. It may be the perfect way to face your fears and confront them, and you may feel truly alive jumping off a cliff or bridge, but to me, it is an extremely dangerous and insane way to feel alive. When your body is pulled back upwards by the bungee cord, it can injure the vertebrae of your spine and the delicate spinal cord that they protect. Why subject yourself unnecessarily to such tortures? (Accept any suitable answer) LS 2.1.4 PL 1 2 3 4 5 6 57 CONTOH

English Form 4 Unit 6 SOW: Lesson 70 Language Awareness Student's Book pp. 83 - 85 Worksheet 1 Grammar Drill Passive Voice • Most sentences are in the Active Voice. Guides give the rafting command. • Sometimes, the Passive Voice is used. The rafting command is given by guides. • There is an exchange of roles, as in: Guides (Subject/ Doer) is given (Passive Verb) by guides (Agent/ Doer) give (Active Verb) the rafting command (Object) The rafting command (Subject) • The passive verb is formed by using the suitable tense form of the verb ‘be’, followed by the past participle of the active verb. takes ➞ is taken take ➞ am/ are taken took ➞ was/ were taken has/ have taken ➞ has/ have been taken will take ➞ will be taken Change these active sentences to passive. Choose if you need the agent or not. Level of Difficulty ZZZ 1 My grandfather built this house in 1943 after his marriage. 2 He had written three books before 1867 when he was in his prime. 3 By this time tomorrow we will have signed the deal. 4 The traffic along Kesas Highway might have delayed Jimmy. 5 Somebody should do the work instead of waiting to be told. 6 They are building a new stadium near the station for the benefit of all. 7 The prince could not save the princess because the dragon had eaten her. This house was built in 1943 by my grandfather after his marriage. Three books had been written before 1867 when he was in his prime. By this time tomorrow the deal will have been signed. Jimmy might have been delayed by the traffic along Kesas Highway. The work should be done by someone instead of waiting to be told. A new stadium is being built near the station for the benefit of all. The princess could not be saved by the prince because she had been eaten by the dragon. For educational purposes only Digital Resource 21: Tutorial Video 58 CONTOH

English Form 4 Unit 6 8 I had cleaned all the windows before the storm. 9 Someone has opened the door and left it ajar. 10 My father was cutting the grass that afternoon. 11 The tourists didn’t see the lions kept in the cage. 12 The birds are eating my food which I left earlier on the table. 13 She is going to buy the red dress to wear for the party. 14 Many people had visited that mysterious cave. PL 1 2 3 4 5 6 Worksheet 2 Vocabulary Drill Level of Difficulty ZZZ Look at the following sentences and fill in each blank with a word from the box below. There are verbs, adjectives and nouns to choose from. Put in the prefix over to express the correct meaning. Don’t forget to put the verb in the right tense. pay dose drawn done work eat achiever estimate populated rate 1 Martin always overeats when he goes on holiday. He comes back weighing at least ten kilos more than when he went. 2 He took an overdose of pills and had to be rushed into hospital to have his stomach pumped. 3 Some of the towns are becoming overpopulated as the younger generation is moving into the towns to get work. 4 When Johan tried to get some money out of the bank with his card, it was refused. Apparently he was overdrawn to the tune of RM2 000. 5 I can’t eat this steak. Look at it. It is burnt and overdone . 6 I think I was overpaid this month. There is about RM500 more in my account than there should be. 7 Because he is such a workhorse, the overachiever spends more time crunching numbers at the office than he does with his own family. 8 I think that film was overrated actually. It had excellent reviews but I thought it was really poor myself. 9 There is no way that he is overworked . He goes to the office at eleven in the morning and returns home at two in the afternoon. 10 We overestimated how many people would come to the party and had so much food left over, we were eating leftovers for a week. PL 1 2 3 4 5 6 All the windows had been cleaned before the storm. The door has been opened and left ajar. The grass was being cut by my father that afternoon. The lions kept in the cage were not seen by the tourists. My food which I left earlier on the table is being eaten by the birds. The red dress is going to be bought by her. That mysterious cave had been visited by many people. 59 CONTOH

English Form 4 Unit 6 SOW: Lesson 71 Listening LS 1.2.1 Student's Book p. 85 Worksheet 1 You will hear people talking about some crazy hobbies they indulge in. For questions 1 – 5, choose the picture which answers the question correctly. Level of Difficulty h 1 Which of the following games does Speaker 1 love to play most? a b c 2 According to Speaker 2, cyclocross racing courses comprise many laps of a short course measuring a 1.5 – 2 km. b 2.5 – 3.5 km. c 2.5 – 3.5 miles. 3 Which type of cycling does Speaker 3 like most? a b c 4 From Speaker 4’s point of view, which one of these sports involves the highest level of risk? a b c 5 Speaker 5 finds one sky activity safer than other flying activities. Which one of the following is it? a b c LS 1.2.1 PL 1 2 3 4 5 6 Track 6 60 CONTOH

English Form 4 Unit 6 SOW: Lesson 76 Language Awareness Student's Book p. 89 Worksheet 1 Grammar Drill A subordinate clause may express purpose or result. Clauses of result show the result of an action or situation. They may be introduced by the phrase so that, or by that alone, especially when so, such or some similar words stand in the main clause. • Quentin started so suddenly that he almost dropped his weapon. • You make so much noise that I cannot hear the music. Clauses of purpose may be introduced by the subordinate conjunction that, or by a phrase containing it (so that, in order that, to the end that, etc.). • The general ordered that the fort should be blown up. • He abandoned his profession to (in order to) become a missionary. Clauses of Concession The adverb clause of concession expresses an idea that contrasts the main part of the sentence. The main conjunctions used are though, although, even though, while, whereas, even if, despite, in spite of, etc. • Though I am poor, I am honest. • I will be able to get in although I have no ticket. • Even if it rains, I will come. • The men managed to survive even though they were three days without water. • John is very popular among his friends, whereas/ while his brother is reclusive. Rewrite the given sentences into complex sentences by using Clauses of Result, Purpose or Concession, as given in brackets. An example has been given. Level of Difficulty ZZ There was a power cut. We had to light a few candles. (so) There was a power cut, so we had to light a few candles. 1 The dog jumped into a muddy puddle. We had to give it a bath. (so) 2 There are too many recipes. You can try them out over the holidays. (so… that) 3 The flood caused a panic. Everyone had to evacuate. (such… that) 4 The price of oil has gone down. There has been an increase in production. (despite) 5 A lot has been done in the agricultural sector. We still need to continue working hard. (even though) 6 He opened the windows. He wanted to let some fresh air in. (in order to) 7 Many people left Turkey in 1960s. They wanted to find jobs in Germany. (in order to) 8 He was starving. He didn’t take any of the food they offered him. (although) The dog jumped into a muddy puddle, so we had to give it a bath. There are so many recipes that you can try them out over the holidays. The flood caused such a panic that everyone had to evacuate. The price of oil has gone down despite an increase in production. Even though a lot has been done in the agricultural sector, we still need to continue working hard. He opened the windows in order to let some fresh air in. Many people left Turkey in 1960s in order to find jobs in Germany. Although he was starving, he didn’t take any of the food they offered him. 61 CONTOH

English Form 4 Unit 6 9 All arrangements were made with the utmost precision. We wanted the ship to be launched promptly without any mishap. (in order that) 10 They went to the station early. They did not want to miss the bus to Kelantan. (so as not to) 11 It was a hot afternoon. We stopped playing after 20 minutes. (such… that) 12 I went for a walk. I wanted to take my mind off my duties for a while. (to) 13 His rancour against the duke was very apparent. We could see it in the first half-hour conversation. (so… that) PL 1 2 3 4 5 6 SOW: Lesson 78 Speaking LS 2.4.1 LS 1.1.2 Student's Book p. 91 Worksheet 1 Level of Difficulty ZZ Discuss in groups. Answer the questions below. You may do research to find out more about the topic. • What are advertisements? • What is the purpose of an advertisement? • What are the different kinds of advertisements? • Have you heard of commercial advertisements? What is commercial advertisement? Give an example of this. • What is the difference between advertisements and commercials? • Look at the picture below. Describes all the adverts you see along the busy road. (Refer to page A11 for the suggested answers) LS 2.4.1 LS 1.1.2 PL 1 2 3 4 5 6 All arrangements were made with the utmost precision in order that the ship may be launched promptly without any mishap. They went to the station early so as not to miss the bus to Kelantan. It was such a hot afternoon that we stopped playing after 20 minutes. I went for a walk to take my mind off my duties for a while. His rancour against the duke was so apparent that we could see it in the first half-hour conversation. 62 CONTOH

English Form 4 Unit 6 SOW: Lesson 79 Writing LS 4.1.3 Student's Book pp. 92 - 93 Clip Notes Writing a Film Review 4 Discuss the film plot briefly – Share some information about characters, relations and events, but don’t tell the whole story. Yet, you are free to mention the most important moments or turning points that make the film worth watching. 4 Analyse the film in general and in certain aspects, such as the acting, the work of the director, theme, music and special effects. 4 Share your opinion – Describe your feelings during and after watching the film, and specify what you liked and what you didn’t like. Provide your general impression about the film based on examples, descriptions and comparisons. 4 Give a recommendation – Let your readers know what they can expect from the film and who might find it interesting. Say why it might be worth watching and what its weaknesses are. 4 Entertain the reader – Reading film reviews will help us choose a film to watch, so try to make an easy-toread review, and write in an interesting manner. Worksheet 1 Level of Difficulty ZZZ HOTS Creating Your schoolʼs Hobby Club has asked its club members to write reviews of films they have seen recently and found interesting. The reviews will be posted on the clubʼs web page. (Suggested answer) I really enjoyed watching ‘Spider-Man: No Way Home’. Released last week, it was directed by Jon Watts with Tom Holland, Zendaya, Jacob Batalon, Benedict Cumberbatch, Jon Favreau, Jamie Foxx, Alfred Molina, Willem Dafoe, Marisa Tomei and J K Simmons in important roles. As one of the most popular superheroes in the world, ‘Spider-Man: No Way Home’ was bound to be a commercial success. ‘No Way Home’ is acclaimed for its integration of several former actors from previous Spider-Man series and follows the typical Marvel format: dynamic action sequences, clever one-liners and interactions between characters and villains from other series in the Marvel Cinematic Universe (MCU). Integrating the characters of Andrew Garfield, Tobey Maguire, Willem Dafoe, Alfred Molina and Jamie Foxx to reprise their former roles makes this film fresh and innovative. After Peter’s identity as Spider-Man is revealed, he and his friends face their biggest challenge – getting accepted into MIT. Peter, MJ and Ned are rejected because of their association with superhero antics, so Peter asks Doctor Strange to do some moronic spell that will make everyone in the world forget that Peter is Spider-Man. As predicted, this spell goes terribly wrong. Dr Strange keeps plucking strings of light out in the midst of a world-altering spell, at Peter’s confused bidding. Out tumble the villains Spider-Man has fought before, Dr Octopus (Alfred Molina), Green Goblin (Willem Dafoe), Electro (Jamie Foxx) Sandman and the Lizard. 63 CONTOH

English Form 4 Unit 6 LS 4.1.3 PL 1 2 3 4 5 6 By themselves, the creatures who step out of the parallel universes into ours are a lot more fun. The shrieks with which the cinema audience greeted them say all about how much they have been missed despite the years in the middle. Holland, whose Spider-Man role has always been just one of the many Avengers, holds up well when called to be one of a team. The dialogue is witty and funny, Holland, Zendaya and Batalon are believable as kids who find themselves often out of their depth, the battles are coherently staged, a mirror dimension of the world that Dr Strange builds in one such clash is just fantastic, Spider-Man is satisfyingly nerdy (‘What’s cooler than magic? Math.’), and the past is adroitly linked with the present. The action sequences are tense, and the cinematography is stunning, especially when the audience sees three different Spider-Men battling together for the first time. The acting is magnificent. Dafoe as Norman Osborn steals the show with his devious monologues and laughs. Maguire portrays an older, more mature Peter Parker perfectly, and Garfield portrays a young man who has learned from his mistakes and has grown past them. Every performance in this film seems true to their characters. The best parts of the film are seeing these diverse performances by a great number of actors in the film. I found myself interested, not in the overall plot, but more on which character was going to be introduced next. I was uninvolved with Peter’s relationship with MJ, Ned and Aunt May. Instead, I loved watching Maguire finally battling Dafoe again after 19 years. ‘No Way Home’ is a distinguished and entertaining film that is easily one of the best films of the year. For a generation, the line about Spidey was ‘With great power comes great responsibility’. In this film, the modern Peter Parker learns what that means. It is an entertaining film filled with excellent acting, nostalgia and magnificent action sequences. Above all, its idea to bring in former franchise characters is superb. This is something that has not been done in the MCU before, despite several of these characters being portrayed in other films. Nevertheless, this film presents a challenge for Disney and Marvel. They have brought in an innovative idea to their bland formula to make a hit. Returning to the same equation will be disappointing to fans and filmgoers, so whatever comes after ‘Spider-Man: No Way Home’ will be the true test for the future success of the MCU. 64 CONTOH

English Form 4 Unit 6 SOW: Lesson 81 Literature in Action LS 5.2.1 Non-Textbook-Based Lesson Worksheet 1 Read the poem Are You Still Playing Your Flute below and answer the questions that follow. Are You Still Playing Your Flute? Zurinah Hassan Are you still playing your flute? When there is hardly time for our love I am feeling guilty To be longing for your song The melody concealed in the slim hollow of the bamboo Uncovered by the breath of an artist Composed by his fingers Blown by the wind To the depth of my heart. Are you still playing your flute? In the village so quiet and deserted Amidst the sick rice field While here it has become a luxury To spend time watching the rain Gazing at the evening rays Collecting dew drops Or enjoying the fragrance of flowers. Are you still playing your flute? The more it disturbs my conscience to be thinking of you in the hazard of you my younger brothers unemployed and desperate my people disunited by politics my friend slaughtered mercilessly this world is too old and bleeding. (a) Which line in stanza 1 shows the persona is surprised that the flutist is indifferent to the problems around him? (b) Why is the rice field described as ‘sick’ in stanza 2? (c) Which word in the poem has the same meaning as ‘scent’? (d) If you are the persona, what would you be longing for most for your country? Provide a reason to support your answer. HOTS Creating Response : Reason : LS 5.2.1 PL 1 2 3 4 5 6 Are you still playing your flute? It is bare and barren, probably because of the war. fragrance I would long for peace and harmony. It is the war that has caused so much suffering and disunity in the country, so I would want all issues to be settled. (Accept any suitable answer) Digital Resource 22: Reading Partner 65 CONTOH

SOW: Lesson 82 Reading LS 3.1.3 LS 3.1.1 Student's Book pp. 97 - 99 Worksheet 1 a Discuss. • According to the information by the Department of Environment (DoE) (2017), our rivers are threatened by both point and non-point sources of pollution. Find out the meaning of point and non-point sources of water pollution. Give some examples of each. • Why is it necessary to educate the public about water pollution and to be part of the solution? (Refer to page A12 for the suggested answers) b Read the article and provide a suitable title for it. a River Pollution and Solutions to River Pollution b The Pollution of Sungai Muda c Causes of Water Pollution c Read the article below and answer the questions that follow. Have you heard of the Sungai Muda Project? It is the main water supply for agricultural, industrial and domestic sector for both Penang and Kedah. But a former sand mining pool next to a main water source for Kedah and Penang is now overflowing with e-waste, raising concerns of a looming pollution crisis amid a water shortage caused by the dry spell in the region. The three-acre mining pool at Kampung Belida near Kuala Ketil, once a popular fishing ground for anglers, is now topped with rubbish and e-waste. Just metres away is Sungai Muda, which supplies water to over 50,000 paddy farmers, and serves as the main source of water for Kedah and Penang. The waste was mostly made up of electronic parts as well as municipal waste from abroad. Checks at the Kampung Belida dumping ground showed similarities with other illegal dumps in Sungai Petani. There were plastic pellets and municipal waste from Canada, France and other developed countries. Environmental activist, Aziz Mat Nayan, said the problem started about four years ago when locals started dumping rubbish there. “The mining pool used to be 20 to 30 feet deep. And had water in it! But now it is filled to the brim with plastics. We have complained many times, but no action has been taken,” said Aziz, from Persatuan Tindakan Alam Sekitar Sungai Petani. Rapid urbanisation and population growth have contributed both to an ever-increasing demand for water consumption and at the same time, to the level of water pollution in Malaysia. Frighteningly, river water quality has declined, making it much more difficult to make it available for use than in the past. Thus, a more awarenessraising campaign is needed to change public attitudes, behaviours and expectations, and to educate people to become more environmentally conscious. In short, we can minimise water pollution by the following simple acts and eventually play a significant role in keeping the rivers clean. Firstly, treating waste products before disposing of them in a water body helps reduce water pollution on a large scale. Agriculture and other industries can reuse this wastewater after reducing its toxic contents. Using environmentally-friendly products, which are water soluble and do not become pollutants, can help reduce the amount of water pollution caused by a household. We should not throw chemicals, oils, paints and medicines down the sink, drain or the toilet. In fact, in many cities, your local environment office can help with the disposal of medicines and chemicals. Regarding legislation, more strict laws are needed to control and prevent river pollution. The government has so far introduced new policies and regulations to ban certain pollutants, with pollution permits to be issued as control measures. Harsher punishments for waste dumping at rivers will deter people and factories from dumping their waste into rivers. According to The Environmental Quality Act of 1974, a fine of up to 7 Unit Mother Nature Theme Health and Environment 66 CONTOH

RM100, 000 and/ or a jail term of up to five years is recommended to be imposed on those found to have been wilfully or negligently polluting rivers. Authorities should enforce this law to prevent further river pollution. Educating the masses is a major factor to solving river pollution issues. Environmental education programmes have been set up by the government to educate the public about the importance of keeping our rivers clean. The RIVER Ranger Programme, dedicated to the environment, water resources and rivers, is a programme that is addressed not only water pollution, but every aspect of freshwater ecosystems, including its biodiversity, functions, values, and benefits to mankind. Its objectives are: • To increase public awareness and knowledge in managing resources • To provide living skills to participants for use in local environmental management • To coach participants on ways to evaluate and audit river basins • To have the local community develop a database on local rivers • To motivate participants to initiate water/ river conservation projects in the school, community or organisation Finally, let us look at the economic factor. Most environmental experts agree that the best way to tackle pollution is through the ‘polluter pays principle’. This means that whoever causes pollution should pay to clean up the environment, one way or another. Polluter pays can operate in all kinds of ways. For example, tanker owners must take out insurance that covers the cost of oil spill clean-ups. Shoppers will have to pay for their plastic grocery bags to encourage recycling and to minimise waste. And factories that use rivers must have their water inlet pipes downstream of their effluent outflow pipes, so if they cause pollution, they themselves will be the first people to suffer. Ultimately, the ‘polluter pays principle’ is designed to deter people from polluting by making it cheaper for them to behave in a more environmentally responsible way. Adapted from: 1 https://www.freemalaysiatoday.com/category/nation/2020/02/03/sungai-muda-kedahs-source-of-waterunderthreat-of-pollution-from-e-waste-dump/ 2 River Pollution In Malaysia, by Muhammad Hakimi bin Mauludi, INTRA 2020 Read the article again and choose the best answer. Level of Difficulty ZZ 1 What is the main purpose of the Sungai Muda Project? A To provide water to paddy fields in that area. B To supply water to the surrounding mining pools for fishing purposes. C To prevent pollution of Sungai Muda so that agriculture flourishes there. D To supply water to Kedah and Penang for agricultural, industrial and domestic purposes. 2 Why are environmental enthusiasts so concerned about the mining pool at Kampung Belida? A People had no other way but to dump their rubbish in the pool. B There is no water in the pool which used to provide fish to the people there. C The mining pool was of no use except as a popular fishing ground for anglers. D It is so filled with rubbish and foreign e-waste that it can affect Sungai Muda flowing nearby. 3 Water consumption and water pollution in Malaysia have increased because of A a population explosion. B industrial development in major cities. C rapid urbanisation as well as population growth. D a quick movement of people from rural to urban areas. 4 All the following are ways of minimising water pollution except A practising the ‘polluter pays principle’. B using environmentally-friendly products. C increasing public awareness and knowledge in managing resources. D disposing of chemicals, oils, paints and medicines in sinks, drains or toilets. English Form 4 Unit 7 67 CONTOH

English Form 4 Unit 7 5 Why are stricter laws needed to control and prevent river pollution? A To encourage people to treat waste products before disposing of them in rivers. B To dissuade people and factories from dumping their waste into rivers. C To make people aware of our precious natural resources. D To make people more conscious about polluting rivers. 6 One of the objectives of the RIVER Ranger Programme is to A encourage recycling and minimise waste. B reuse factory wastewater after reducing its toxic contents. C increase public awareness and knowledge in managing resources. D urge the government to impose stricter rules on water pollution offenders. LS 3.1.1 PL 1 2 3 4 5 6 d Match the words in A with their meanings in B. Level of Difficulty ZZ No A No B 1 looming a drive or promotion 2 municipal b actions 3 campaign c assess and take stock of 4 toxic d of something unpleasant or frightening 5 measures e variety of plant and animal life in a habitat or in the world 6 negligently f belonging to a town or city 7 biodiversity g liquid waste 8 audit h without due care and attention 9 effluent i poisonous 10 spell j a short period of time during which something lasts LS 3.1.3 PL 1 2 3 4 5 6 SOW: Lesson 83 Language Awareness Student's Book pp. 99 & pp. 101 Worksheet 1 Grammar Drill Infinitives with/ without ‘to’ and Gerunds To-Infinitives • This is the verb in its base form, as in: find (Infinitive) finds (Simple Present) found (Simple Past) • They do not end with -s, -ed or -ing. • They are normally used after the preposition to. He likes to go fishing during the weekends. We came here to work, not to play. For educational purposes only Digital Resource 23: Tutorial Video 68 CONTOH

English Form 4 Unit 7 Exceptions (Without ‘to’ Infinitives) • ‘to’ is not used after the verbs bid, let, make, see, hear and dare in negative form. let him go out/ dare not release/ made me run • ‘to’ is not used with modals. will run/ should see Gerunds A gerund is a verb in its -ing (present participle) form, which functions as a noun that names an activity rather than a person or thing. Any action verb can be made into a gerund, as in: • Jogging is a hobby of mine. • Daniel quit smoking a year ago. • Redecorating the house was a tough job. • Is that book worth buying? a Fill in the blanks with an infinitive with or without ‘toʼ. Level of Difficulty Z 1 They encouraged him to try until he succeeded. (try /to try) 2 She needs not apply again for the post as it has been taken. (apply / to apply) 3 They made her repeat the whole story at the station. (repeat / to repeat) 4 Although I tried hard, I couldn’t start the car. (start / to start) 5 She is anxious for her child to get the best treatment for her illness. (get / to get) 6 I have arranged for her to have music lessons every Sunday. (have / to have) 7 His crappy jokes didn’t make me laugh any more. They are too boring. (laugh / to laugh) 8 You don’t need to pay for that call. (pay / to pay) 9 They made the child drink the milk as it was getting late. (drink / to drink) 10 I want you to finish the work by tonight. (finish / to finish) PL 1 2 3 4 5 6 b Fill in the blanks with an infinitive or a gerund. Level of Difficulty ZZ 1 I don’t fancy eating (eat) out tonight. I have a headache. 2 She avoided telling (tell) him about her plans as he would broadcast it. 3 You won’t forget to pick up (pick up) milk on your way home, will you? 4 He enjoys having (have) a bath in the evening. 5 She kept talking (talk) during the film until they told her to be quiet. 6 Jimmy stopped to tie (tie) his shoelace that had come loose. Wait for him, please. 7 Do you mind giving (give) me a hand? These books are heavy. 8 She helped me (to) carry (carry) my suitcases. 9 I have finished cooking (cook). Come and help yourselves! 10 He decided to study (study) Biology in order to become a naturalist. 11 I dislike waiting (wait) in this place. It’s too noisy. 12 Jason spoke so quickly that it was impossible to understand (understand) him. 13 I promise to help (help) you with the project tomorrow. 14 We discussed going (go) to the cinema, but in the end we stayed at home. 69 CONTOH

English Form 4 Unit 7 15 She agreed to bring (bring) the pudding for the get-together. 16 I don’t recommend taking (take) the bus, it takes forever! 17 We hope to visit (visit) Bangkok next month. 18 She suggested going (go) to the museum for the day. 19 They plan to start (start) college in the autumn. 20 Mr Harris enjoys inviting (invite) people out to dinner. 21 In the olden days, gentlemen challenged their rivals to fight (fight) duels. 22 As the famous saying goes, there is no use crying over spilt milk. (cry) 23 Alan’s wife always volunteers to bake (bake) cakes for PTA meetings. 24 Don’t waste my time complaining (complain) about your salary. 25 He bought some flowers to give (give) to his wife. PL 1 2 3 4 5 6 Worksheet 2 Vocabulary Drill Phrasal Verbs with ‘up’ Level of Difficulty ZZZ A Read the sentences below and match the phrasal verbs with their meanings from Box I. 1 We’ll have to put our prices up to compete with other companies. ( h ) 2 They brought their children up to be responsible adults who are useful citizens as well. ( f ) 3 His motorcycle can speed up to 120 mph, but he has to be careful at that speed. ( a ) 4 A : Could you please hurry up? I must lock up soon. ( c ) B : Just a bit more. I’m really hurrying up to finish this report. 5 What should I make for dinner? I know. I’ll heat the soup up for my dinner. ( j ) 6 Why is everyone looking so dull? I think we need to cheer them up with a song or two. ( b ) 7 No one can hear you. You need to speak up for people to understand you. ( d ) 8 It is important to build up your muscle strength over time, especially after an illness. ( i ) 9 The stock market has picked up after the two years of MCO. ( g ) 10 It is not surprising that she is a champion now. She took up tennis at the age of ten. ( e ) Box I a to go faster (in a vehicle) b to make someone more cheerful c to do something faster d to raise your voice e to begin playing f to care for a child, teaching him how to behave g to get better or improve h to raise or increase value i to make yourself healthier or stronger j to make something warm or hot PL 1 2 3 4 5 6 For educational purposes only Digital Resource 24: Tutorial Video 70 CONTOH

English Form 4 Unit 7 Phrasal Verbs with ‘down’ Level of Difficulty hhh b Read the sentences below and match the phrasal verbs with their meanings from Box II. 1 Gas prices have gone down dramatically over the past few months. ( e ) 2 We have cut down our research and development budget significantly due to lack of funds. ( i ) 3 Tomas should cool his friend down, so we can continue the meeting. ( j ) 4 I think you should turn the volume down on the radio. We can’t hear you speaking. ( a ) 5 The government is trying to play down its involvement in the affair. ( h ) 6 You need to water down your argument. It sounds a bit too harsh. ( c ) 7 Please, slow down. Why are you driving so fast? ( d ) 8 I haven’t got any clean clothes because my washing machine has broken down. ( b ) 9 He promised he would drive me to the airport, but he turned me down at the last minute. ( g ) 10 He waited for the applause to die down before he started speaking. ( f ) Box II a to reduce the noise or volume b to stop working c to make it less likely to offend people d to decrease the speed e to decrease or fall f to gradually become less strong or loud g to refuse or reject the request h to make something appear less important than it is i to reduce the value of j to decrease someoneʼs excitement PL 1 2 3 4 5 6 SOW: Lesson 90 Listening LS 1.3.1 LS 2.2.1 Student's Book pp. 106 - 107 Worksheet 1 a Discuss. Level of Difficulty Z These are pictures of a swan covered in oil after an oil spill. What do you think would happen to the swan after this? (Refer to page A13 for the suggested answer) LS 2.2.1 PL 1 2 3 4 5 6 For educational purposes only Digital Resource 25: Tutorial Video 71 CONTOH

English Form 4 Unit 7 b You will hear a speaker talking about environmental consequences of oil spills. For questions 1 – 5, circle the correct answer (A, B or C). Level of Difficulty ZZ You will hear the recording twice. Answer all the questions. 1 Which are the worst areas affected by oil spills caused by damaged tankers, pipelines or offshore oil rigs? A Beaches, marshlands and fragile aquatic ecosystems B Ponds, mining pools and streams C Oceans, seas and rivers 2 What happens when oil begins to sink into the marine environment after it stops floating on the water’s surface? A It kills or poisons fish and smaller organisms in the underwater ecosystems. B The marine environment in the ecosystem will start thriving. C Coastal marshes and mangrove forests can last for decades. 3 Oil spills destroy birds’ migratory patterns and nesting grounds by the following ways except A they cannot fly. B they become naturally insulated. C they are exposed to hypothermia. 4 Which of the following happened during the Exxon Valdez oil spill in 1989? A Shrimp and oyster fisheries in Louisiana coast were destroyed. B 26 000 gallons of oil were spilled along the Alaska shoreline. C 2 800 sea otters and up to 22 killer whales were killed. 5 What happens to sea turtles that encounter oil slicks in the water or on the beach where they lay their eggs? A Their eggs cannot develop properly. B The eggs are eaten by other animals. C Newly hatched turtles reach maturity fast. LS 1.3.1 PL 1 2 3 4 5 6 SOW: Lesson 91 Speaking LS 2.2.1 Student's Book p. 107 Worksheet 1 Lead-In Level of Difficulty Z HOTS Creating Ask and answer questions with a partner. • Does your school organise any campaigns on environmental awareness? If so, say something about it. • As part of the community, we need to be aware of water pollution and its dangers. How would you lessen and stop water pollution in your community? Mention a few ways. (Refer to page A13 for the suggested answers) Track 7 72 CONTOH

English Form 4 Unit 7 Worksheet 2 Level of Difficulty ZZZ HOTS Creating Discuss in groups. Answer the questions below. You may do research to find out more about the topic. According to Jonathan Amos, a Science correspondent, air pollution started to fall in many UK cities in response to the lockdown measures introduced as a result of the coronavirus crisis. This was seen across the world as people spent less time in vehicles, offices and factories, and more time at home. Data collected by the National Centre for Atmospheric Science showed marked reductions in nitrogen dioxide (NO2 ) and in particulate matter (PM2.5). And the falls looked set to continue. ‘If you look at traffic volumes, they’re still going down. And so we probably haven’t reached the bottom yet,’ said Prof Ally Lewis, director of science at the NCAS. This was reported in March 2020 and the pictures below were taken at the same time. But now that the MCO has been lifted and people are going back to work and travelling overseas as before, what do you think is happening to our cities now? And how will pollution affect our lives? Will we get back the air quality that we see below? (Refer to page A13 for the suggested answers) LS 2.2.1 PL 1 2 3 4 5 6 SOW: Lesson 92 Writing LS 4.1.3 Student's Book pp. 108 - 109 Clip Notes Letters (to the editors of newspapers) to express an opinion 4 People write to the newspaper in reply to another reader’s letter or to express their views on something. 4 They are examples of formal writing, so slang and colloquial language should not be used. 4 Provide all the details required and give examples to support the facts presented. 4 Express your views politely, even if you feel or are protesting strongly about something around you. Format: 4 Salutation: The writer should use formal words like Dear Sir, Madam, Miss or Editor. 4 Body: Body of a letter is the main point of all its contents. It is generally divided into three subsections, namely: – Introduction, Content and Conclusion. Y Introduction − Gives a brief abstract of the content to follow. Y Content − Includes the main details and subject matter of the letter. Y Conclusion − This part concludes the information to provide a summary and give fluidity of the whole content. Y A letter appears better structured if the writer adheres to this sequence of writing. 4 Complimentary Conclusion: Summarise your points and give an appropriate conclusion to the main content. 4 Name of the Sender: The name or signature of the person who addressed the letter is required to add reliability to the letter and the information provided. 4 Sender’s Designation: If the sender belongs to any organisation, he or she may choose to add his or her designation right below the name or signature. 73 CONTOH