English Form 3 Book B

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Civic Education Contents Recording Scripts
Module

Student Performance Standard Record Table i Unit 6 Ready, Steady, Go!
v
Project-Based Learning Lessons 1 – 4 (Textbook-Based Unit)

Unit 1 Family Ties 01 Reading......................................................................................52
02 Listening....................................................................................55
(Textbook-Based Unit) 03 Speaking....................................................................................57
04 Writing......................................................................................58
01 Reading........................................................................................ 1 05 Language Awareness 6: Grammar.......................................59
02 Language Awareness 1: Grammar.......................................... 2 06 Vocabulary Drill............................................................60
03 Vocabulary Drill.............................................................. 5
04 Listening...................................................................................... 8
05 Speaking...................................................................................... 8
06 Writing........................................................................................ 9
07 Literature in Action (Non-Textbook-Based Unit)...........11
CONTOH Unit 7 Extreme Situations

(Textbook-Based Unit)

Unit 2 Food, Food, Food! 01 Reading......................................................................................61
02 Listening....................................................................................64
(Textbook-Based Unit) 03 Speaking....................................................................................64
04 Writing......................................................................................65
01 Listening....................................................................................12 05 Language Awareness 7: Grammar.......................................66
02 Speaking....................................................................................13 06 Vocabulary Drill............................................................67
03 Reading......................................................................................14
04 Writing......................................................................................16 Unit 8 Time to Spare
05 Literature in Action (Non-Textbook-Based Unit)...........18
06 Language Awareness 2: Grammar.......................................19 (Textbook-Based Unit)
07 Vocabulary Drill............................................................20
01 Reading......................................................................................69
Unit 3 The Wonders of Nature 02 Speaking....................................................................................70
03 Listening....................................................................................72
(Textbook-Based Unit) 04 Writing......................................................................................73
05 Language Awareness 8: Grammar.......................................74
01 Listening....................................................................................23 06 Vocabulary Drill............................................................74
02 Speaking....................................................................................23
03 Reading......................................................................................24 Unit 9 High-Tech World
04 Writing......................................................................................25
05 Literature in Action (Non-Textbook-Based Unit)...........26 (Textbook-Based Unit)
06 Language Awareness 3: Grammar.......................................27
07 Vocabulary Drill............................................................31 01 Reading......................................................................................76
02 Listening....................................................................................79
Unit 4 Special Relationships 03 Speaking....................................................................................80
04 Writing......................................................................................81
(Textbook-Based Unit) 05 Language Awareness 9: Grammar.......................................84
06 Vocabulary Drill............................................................86

01 Listening....................................................................................32 Unit 10 That's Entertainment
02 Speaking....................................................................................33
03 Reading......................................................................................33 (Textbook-Based Unit)
04 Writing......................................................................................35
05 Literature in Action (Non-Textbook-Based Unit)...........37 01 Reading......................................................................................87
06 Language Awareness 4: Grammar.......................................38 02 Listening....................................................................................90
07 Vocabulary Drill............................................................39 03 Speaking....................................................................................91
04 Writing......................................................................................92
Unit 5 A Place to Call Home 05 Language Awareness 10: Grammar.....................................93
06 Vocabulary Drill............................................................95
(Textbook-Based Unit)
Unit 11 Lessons to Learn
01 Listening....................................................................................41
02 Speaking....................................................................................41 (Textbook-Based Unit)
03 Reading......................................................................................42
04 Writing......................................................................................46 01 Reading......................................................................................96
05 Literature in Action (Non-Textbook-Based Unit)...........47 02 Listening....................................................................................97
06 Language Awareness 5: Grammar.......................................48 03 Speaking....................................................................................98
07 Vocabulary Drill............................................................50 04 Writing......................................................................................98
05 Language Awareness 11: Grammar.................................... 101
06 Vocabulary Drill......................................................... 102

Answers All websites and YouTube

channels in this book can be QR

retrieved on September 2021

Student Performance Standard
Record Table English Form 3

Skill Learning Standards Pages SOW Week Date PL Achieved ()/ Teacher’s
& Worksheets Lesson Not Achieved () Signature & Date

Unit 1 Family Ties Theme: People & Culture

1.1.1 Understand independently the main ideas in simple longer texts on 3.1.1 Understand the main points in longer texts on an increased range
an increased range of familiar topics of familiar topics

1.1.2 Understand independently specific information and details in longer 4.1.5 Organise, sequence and develop ideas within short texts on
texts on an increased range of familiar topics familiar topics

2.1.4 Explain own point of view 4.2.1 Punctuate written work with moderate accuracy
2.2.1 Use formal and informal registers appropriately in some familiar 5.1.1 Explain why a part or aspect of a text interests them

contexts
CONTOH
Reading 3.1.1, 2.1.4 1–2 1

Grammar Stative Verbs, Present 2–5 3
Simple, Present Continuous,
Countable & Uncountable
Nouns, Quantifiers

Vocabulary Family-related words, 5–7 3

Collocations & Expressions

Listening 1.1.1, 1.1.2 (audio) 8 4–5

Speaking 2.2.1, 2.1.4 8–9 7

Writing 4.1.5, 4.2.1 (an email) 9 – 10 9

Literature 5.1.1 11 10

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Unit 2 Food, Food, Food! Theme: People & Culture

1.1.2 Understand independently specific information and details in 3.1.6 Recognise with support typical features at word, sentence and
longer texts on an increased range of familiar topics 4.2.3 text levels of a range of genres
1.1.5 Understand independently more complex questions 5.1.2 Produce a plan or draft of two paragraphs or more and modify
2.3.1 Keep interaction going in longer exchanges by asking a speaker to this appropriately independently
slow down, speak up or to repeat what they have said Explain briefly the development of plot, characters and themes
in a text

Listening 1.1.2 (audio) 12 – 13 15

Speaking 2.3.1, 1.1.5 (PAK-21) 13 – 14 16

Reading 3.1.6 14 – 16 11

Writing 4.2.3 (a review) 16 – 17 19

Literature 5.1.2 18 – 19 20

Grammar Past Simple, Past Continuous, 19 – 20 13
used to & would, be used to &
get used to

Vocabulary Food-related words, Word 20 – 22 13
formation (PAK-21)

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Unit 3 The Wonders of Nature Theme: Health & Environment

1.2.1 Guess the meaning of unfamiliar words from clues provided by 3.1.6 Recognise with support typical features at word, sentence and
other words and by context on an increased range of familiar 4.2.3 text levels of a range of genres
1.3.1 topics 4.2.4 Produce a plan or draft of two paragraphs or more and modify
2.1.4 Recognise with support typical features at word, sentence and text 5.1.2 this appropriately independently
3.1.1 levels of a small number of spoken genres Begin to use formal and informal registers appropriately to the
Explain own point of view target audience in familiar situations
Understand the main points in longer texts on an increased range Explain briefly the development of plot, characters and themes
of familiar topics in a text

Listening 1.2.1, 1.3.1 (audio) 23 24 – 25

Speaking 2.1.4 23 – 24 27

Reading 3.1.1, 3.1.6 24 – 25 21 – 22

Writing 4.2.4, 4.2.3 (an informal email) 25 – 26 28 – 29

Literature 5.1.2 26 – 27 30

Grammar Present Perfect Simple, Present 27 – 30 23
Perfect Continuous, Articles

Vocabulary Environment-related words, 31 23
Prepositions (PAK-21)

i

English Form 3 Student Performance Standard Record Table

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Unit 4 Special Relationships Theme: Health & Environment

1.2.1 Guess the meaning of unfamiliar words from clues provided by 4.1.3 Summarise the main points and explain key details of a story,
other words and by context on an increased range of familiar 4.1.5 text or plot
2.1.4 topics 5.1.2 Organise, sequence and develop ideas within short texts on
3.1.2 Explain own point of view familiar topics
3.1.3 Understand specific details and information in longer texts on an Explain briefly the development of plot, characters and themes
increased range of familiar topics in a text
Guess the meaning of unfamiliar words from clues provided by
other words and by context on an increased range of familiar
topics

Listening 1.2.1 (audio) (PAK-21) 32 35

Speaking 2.1.4 33 36
CONTOH
Reading 3.1.2, 3.1.3 33 – 35 32

Writing 4.1.3, 4.1.5 (a story) 35 – 37 38 – 39

Literature 5.1.2 37 – 38 40

Grammar Relative Clauses: Defining & 38 – 39 33
Non-defining

Vocabulary Relationship-related words, 39 – 40 33
Phrasal verbs

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Unit 5 A Place to Call Home Theme: Science & Technology

1.3.1 Recognise with support typical features at word, sentence and text 4.2.4 Begin to use formal and informal registers appropriately to the
levels of a small number of spoken genres 5.1.2 target audience in familiar situations
2.1.4 Explain own point of view Explain briefly the development of plot, characters and themes
3.1.2 Understand specific details and information in longer texts on an in a text
increased range of familiar topics

Listening 1.3.1 (audio) 41 45

Speaking 2.1.4 41 – 42 46

Reading 3.1.2 42 – 45 42

Writing 4.2.4, 3.1.2 (an informal letter) 46 – 47 49

Literature 5.1.2 47 – 48 50

Grammar Future plans, events & 48 – 49 43
predictions, will, be going to

Home-related words,

Vocabulary Collocations & Expressions 50 – 51 43

(PAK-21)

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Unit 6 Ready, Steady, Go! Theme: Health & Environment

1.1.1 Understand independently the main ideas in simple longer texts 3.1.3 Guess the meaning of unfamiliar words from clues provided by
on an increased range of familiar topics other words and by context on an increased range of familiar
1.1.5 Understand independently more complex questions 3.1.5 topics
2.1.4 Explain own point of view 4.2.2 Recognise with support the attitude or opinion of the writer in
2.1.5 Express and respond to common feelings such as happiness, simple longer texts on an increased range of familiar topics
sadness, surprise and interest Spell written work with moderate accuracy

Reading 3.1.5, 3.1.3, 2.1.4 52 – 55 51

Listening 1.1.5, 1.1.1, 2.1.5 (audio) 55 – 57 54 – 55
(PAK-21)

Speaking 2.1.4 (PAK-21) 57 – 58 58

Writing 4.2.2 (sentence transformation) 58 59 – 60

Grammar Conditionals: Zero & First, 59 – 60 53
Second Conditionals

Vocabulary Sport-related words 60 53

ii

English Form 3 Student Performance Standard Record Table

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Unit 7 Extreme Situations Theme: Health & Environment

1.1.2 Understand independently specific information and details in 3.1.4 Use independently familiar print and digital resources to check
longer texts on an increased range of familiar topics meaning and extend understanding
2.1.1 Paraphrase short simple texts 4.2.2 Spell written work with moderate accuracy
2.1.4 Explain own point of view 4.2.3 Produce a plan or draft of two paragraphs or more and modify
3.1.1 Understand the main points in longer texts on an increased range this appropriately independently
of familiar topics

Reading 3.1.1, 3.1.4, 2.1.4 61 – 64 62 – 63

Listening 1.1.2 (audio) 64 66

Speaking 2.1.1 64 – 65 68

Writing 4.2.2, 4.2.3 (a story) 65 – 66 69 – 70

GrammarCONTOHPast Perfect Simple, Past Perfect 66 – 67 64
Continuous, Question Tags,
Subject & Object Questions,
Negative Questions

Vocabulary Words related to extreme 67 – 68 64
situations, Prepositions

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Unit 8 Time to Spare Theme: People & Culture

1.1.1 Understand independently the main ideas in simple longer texts 3.2.1 Read, enjoy and give a personal response to fiction/ non-fiction
on an increased range of familiar topics and other suitable print and digital texts of interest
2.1.3 Describe future plans and ambitions 4.1.5 Organise, sequence and develop ideas within short texts on
2.1.5 Express and respond to common feelings such as happiness, familiar topics
sadness, surprise and interest 4.2.1 Punctuate written work with moderate accuracy
3.1.3 Guess the meaning of unfamiliar words from clues provided by 4.2.2 Spell written work with moderate accuracy
other words and by context on an increased range of familiar
topics

Reading 3.2.1, 3.1.3 69 – 70 72 – 73

Speaking 2.1.5, 2.1.3 (PAK-21) 70 – 72 77 – 78

Listening 1.1.1 (audio) 72 – 73 75

Writing 4.1.5, 4.2.1, 4.2.2 (a postcard) 73 79 – 80

Grammar Modals & Semi-Modals 74 74

Vocabulary Words related to free time, 74 – 75 74
Phrasal Verbs

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Unit 9 High-Tech World Theme: Science & Technology

1.1.1 Understand independently the main ideas in simple longer texts 3.1.4 Use independently familiar print and digital resources to check
on an increased range of familiar topics meaning and extend understanding
1.1.6 Understand independently longer simple narratives on a range of 3.1.5 Recognise with support the attitude or opinion of the writer in
familiar topics simple longer texts on an increased range of familiar topics
2.1.4 Explain own point of view 4.1.1 Explain simple content from what they have read or heard
2.3.1 Keep interaction going in longer exchanges by asking a speaker to 4.2.2 Spell written work with moderate accuracy
slow down, speak up or to repeat what they have said

Reading 3.1.5, 3.1.4 76 – 79 82 – 83

Listening 1.1.6, 1.1.1 (audio) 79 – 80 85 – 86

Speaking 2.3.1, 2.1.4 80 – 81 87 – 88

Writing 4.1.1, 4.2.2 (sentence 81 – 83 89 – 90
transformation)

Grammar Passive Voice: Tenses, by & 84 – 86 84
with, Passive Voice: Gerunds,
Infinitives & Modal Verbs

Vocabulary Technology-related words 86 84

iii

English Form 3 Student Performance Standard Record Table

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Unit 10 That’s Entertainment Theme: People & Culture

1.1.2 Understand independently specific information and details in 3.1.1 Understand the main points in longer texts on an increased
longer texts on an increased range of familiar topics 3.1.3 range of familiar topics
Guess the meaning of unfamiliar words from clues provided by
1.1.4 Understand independently longer sequences of classroom 4.1.5 other words and by context on an increased range of familiar
instructions 4.2.3 topics
Organise, sequence and develop ideas within short texts on
2.1.5 Express and respond to common feelings such as happiness, familiar topics
sadness, surprise and interest Produce a plan or draft of two paragraphs or more and modify
this appropriately independently
2.3.1 Keep interaction going in longer exchanges by asking a speaker to
slow down, speak up or to repeat what they have said

Reading 3.1.1, 3.1.3 87 – 90 92 – 93
Listening 1.1.4, 1.1.2 (audio) 90 – 91 95 – 96
Speaking 2.3.1, 2.1.5 97 – 98
Writing 4.1.5, 4.2.3 (a letter) 91
CONTOH 92 100

Reported Speech: Statements,

Reported Speech: Change

Grammar in time and place, Reported 93 – 95 94

Speech: Questions,

Commands & Requests

Vocabulary Entertainment-related words 95 94

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Unit 11 Lessons to Learn Theme: People & Culture

1.1.6 Understand independently longer simple narratives on a range of 3.2.1 Read, enjoy and give a personal response to fiction/ non-fiction
familiar topics 4.1.5 and other suitable print and digital texts of interest
2.1.4 Explain own point of view 4.2.3 Organise, sequence and develop ideas within short texts on
3.1.6 Recognise with support typical features at word, sentence and text familiar topics
levels of a range of genres Produce a plan or draft of two paragraphs or more and modify
this appropriately independently

Reading 3.2.1, 3.1.6 96 – 97 102 – 103
Listening 97 – 98 105
Speaking 1.1.6 (audio) 107
Writing 98 108
Grammar 2.1.4 98 – 100 104

Vocabulary 4.2.3, 4.1.5 (a report, an essay) 101 104

Causative, Gerunds, Infinitives 102

Education-related words,
Prepositions

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Project-Based Learning Lesson 1 (Non-Textbook-Based Lesson) Theme: Health & Environment

3.1.2 Understand specific details and information in longer texts on an increased range of familiar topics
3.2.1 Read, enjoy and give a personal response to fiction/ non-fiction and other suitable print and digital texts of interest

Reading 3.1.2, 3.2.1 v 111

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Project-Based Learning Lesson 2 (Non-Textbook-Based Lesson) Theme: People & Culture

4.1.1 Explain simple content from what they have read or heard
4.1.3 Summarise the main points and explain key details of a story, text or plot

Writing 4.1.1, 4.1.3 vi 111

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Project-Based Learning Lesson 3 (Non-Textbook-Based Lesson) Theme: Health & Environment

1.1.4 Understand independently longer sequences of classroom instructions
1.1.6 Understand independently longer simple narratives on a range of familiar topics
4.1.1 Explain simple content from what they have read or heard

Listening 1.1.4, 1.1.6 vii 112

Writing 4.1.1 vii 112

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Project-Based Learning Lesson 4 (Non-Textbook-Based Lesson) Theme: People & Culture

1.1.6 Understand independently longer simple narratives on a range of 2.1.5 Express and respond to common feelings such as happiness,
2.1.4 sadness, surprise and interest
familiar topics Explain simple content from what they have read or heard

Explain own point of view 4.1.1

Listening 1.1.6 viii 112
Speaking 2.1.4, 2.1.5 viii 112
Writing 4.1.1 viii 112

iv

English Form 3 Project-Based Learning Lesson 1

Project-Based Learning Lesson 1

Non-Textbook-Based Unit
Theme Health and Environment

SOW: Lesson 111 Reading NBoans-eTdexLtebsosookn-

3.1.2 Understand specific details and information in longer texts on an increased range of familiar topics
3.2.1 Read, enjoy and give a personal response to fiction/ non-fiction and other suitable print and digital texts of interest
CONTOH
Core Civic Value Core Value: Mutual Respect
Topic: Preserved Environment

Prosperous Community

A You have learned to make bookmarks from old greetings cards. You want to tell your mate about it.

Hi Carrie,
It’s very easy to make bookmarks from recycled materials. Many things lying around the house can be used to
make these bookmarks. All you need are old greetings cards, for example, a birthday card or a festive one, a
pencil, an eraser, a pair of scissors, some crayons and some silken threads or tassels.
Firstly, take the greetings card and on the inside, draw a picture on it. You may draw a carrot or an
aubergine or any other fruit or vegetable. Then, cut the card in the same shape. Remember to use a greetings
card that is made of thick paper. This is to ensure that the bookmark does not fold easily. Next, use the crayons
to colour the plain side of the card. When you turn the bookmark over, there is an attractive or colourful
pattern on the other side too. Finally, punch a hole at the top middle part of the picture. Weave the silken
thread or tassels through this hole to decorate the bookmark.
Sometimes the simplest craft ideas are real winners. Making your own bookmarks is full of fun and you
can be as creative as you like. They are great page markers for larger picture books and they make lovely
handmade gifts.
Give it a try!
Bye.
Elly

B Draw six pictures to explain to your mate the procedure for making a bookmark from an old
greetings card in the correct order.

C You want to make another craft using upcycled materials at home. Get your parents/ guardian to
help you make this craft successful.

Make a fun egg carton train/ Make cute little dinosaurs from toilet rolls/ Design your own board
game from a cereal box/ Make a mini banjo from old jar lids and loom bands/ Recycle plastic lids
into a sparkly suncatcher mobile/ Make an egg carton fire engine (Accept any ideas)

Teacher’s signature :

Date : PL

v

English Form 3 Project-Based Learning Lesson 1

Project-Based Learning Lesson 2

SOW: Lesson 111 Writing Non-Textbook-Based Unit
Theme People and Culture

4.1.1 Explain simple content from what they have read or heard
4.1.3 Summarise the main points and explain key details of a story, text or plot
NBoans-eTdexLtebsosookn-CONTOH
Study the following situation. Then, explain simple content from what you have read using your own
words.

1
Dear Editor,
My parents insist on knowing exactly who I go out with and what I do together with my mates.
My mother even makes it a point to take down my mates’ phone numbers and calls them up
to check on me. I don’t feel good because my mates like to tease me with that.
Brian

What you have read:

Brian feels miserable/ terrible because his mother embarrasses him by checking on him
whenever he goes out with his mates.

2
Dear Editor,
A few senior students in my school have come around asking us for protection money recently. They usually
do this just outside the school gates as we are going home. They have warned us not to report them. They
have even threatened me that my family and I would be in real trouble should I report on them. I don’t dare
to go to school these days.

Austin

What you have read:

Austin is afraid to go to school because a few senior students in his school have come around
asking for protection money.

3
Dear Editor,
I’m exhausted. There’s so much to do lately. I have to attend the piano class and go for tuition thrice a week. Besides,
I have got so much homework and assignments to complete. The truth is, I haven’t been sleeping all that much
lately. Burning the midnight oil. I feel I can hardly breathe. What should I do?
Renee

What you have read:
Renee is very stressed out because she finds it difficult to cope with the piano class, tuition,
homework and assignments.

Teacher’s signature :

Date : PL

vi

English Form 3 Project-Based Learning Lesson 1

Project-Based Learning Lesson 3

SOW: Lesson 112 Non-Textbook-Based Unit
Theme Health and Environment

Listening and Writing

1.1.4 Understand independently longer sequences of classroom instructions NBoans-eTdexLtebsosookn-
1.1.6 Understand independently longer simple narratives on a range of familiar topics
4.1.1 Explain simple content from what they have read or heard
CONTOH
A Watch the English news on YouTube. Here are some links to get you started:

1 Scan the QR code 2 Scan the QR code 3 Scan the QR code
or go to or go to or go to
shorturl.at/lqAFM shorturl.at/lqAFM shorturl.at/lqAFM

B Now, fill in the following table to explain the news you have heard/ watched.

When was the news published

News title
Local/ Foreign news (news
channel)
Summary of the news/ What is
the news about

Your immediate reaction/
opinion after watching the news

C Submit the above piece of work to your parents/ guardian. Seek their advice on ways to improve
your work/ writing. Write down their comments about your work/ writing.






D In pairs, students exchange the above piece of work and then share their ideas/ opinions/
comments among themselves.

Teacher’s signature :

Date : PL

vii

English Form 3 Project-Based Learning Lesson 1

Project-Based Learning Lesson 4

SOW: Lesson 112 Non-Textbook-Based Unit
Theme People and Culture

Listening, Speaking and Writing

NBoans-eTdexLtebsosookn-CONTOH1.1.6Understand independently longer simple narratives on a range of familiar topics
2.1.4 Explain own point of view
2.1.5 Express and respond to common feelings such as happiness, sadness, surprise and interest
4.1.1 Explain simple content from what they have read or heard

A Watch the film ‘Cast Away’ on YouTube/ at home. Here are some links to get you started:

To watch the film, please scan any of the QR codes below:

B Now, complete the film review below. Running time

Title Cast
Genre Director
Language
Subtitle

Synopsis

What did the film
teach you about
life
My rating

C Having watched the above-mentioned film, express and respond to your parents/ guardian
and sibling(s) about your feelings of happiness, sadness, loneliness, emptiness, dissatisfaction,
helplessness, surprise, etc.

D What genres of films do you like? What is your favourite genre of film? In pairs, talk to your friend.

Teacher’s signature : Core Civic Value Core Value: Happiness
Topic : Rise from Failures
Date : in Life PL

viii

Unit 1 Family Ties

Textbook-Based Unit

Theme People and Culture

SOW: Lesson 1 Reading LS 3.1.1 LS 2.1.4 Close-up p. 6 & p. 7 Digital Resource 1

Worksheet 1 DIGITALPdRPEcSOURCE

You are going to read a text on the family and relationship. First, read it through quickly to get a general
understanding.
CONTOH
Cancer had claimed my mother’s life when I was ten. She had been sick for quite a long time and my
father had done the best he could for Mum. Dad had taken her in her last few years to the Middle East and to
London, where she stayed for a while. So our school holidays were spent in London.

My two eldest siblings were already in a boarding school in England. So after my mother’s death, it was
just me, my older sister, Hani, and Dad at home. Hani and I were pretty much left to our own devices while

Dad worked. Luckily, it was in an era when we could safely roam our neighbourhood with our mates. Our
uncles and aunts visited us regularly, bringing our cousins to play with us. I was definitely not bored during
my childhood.

One day, we discovered a woman in Dad’s life. Soon, he asked us for our permission to get married,
which I readily gave. I couldn’t remember how my siblings reacted. We met our future stepmother at a
hill resort about an hour’s drive from Kuala Lumpur. She had a little girl, Ita, from her previous marriage. I
thought this was great – after years of bullying from my elder siblings, I could be the bully for once! I proudly
said as much when a relative asked what I thought of the upcoming union.

As much as the marriage was a huge chance to my life and those of my siblings, my stepmother too,
probably had her own fears. Some relatives were supportive of our blended family, while others shunned
my stepmother, with many feeding us nasty stories about her. But my stepmother was resilient, never once
lashing back at our relatives. She trusted Ita, Hani and me implicitly, and we became as close as any sisters.
Throughout my teenage years, I would vent my feelings on her, and she would coax and cajole my father into
accepting my point of view. She encouraged me to be curious, independent and most of all, brave.

She taught me empathy, and to think of Vocabulary Chamber
others before I thought of myself. When she claimed someone’s life – killed someone
had my little brother, she showed me how to left to our own devices – allowed to do as we pleased
handle babies – feeding, bathing, changing lashing – criticising someone in a very angry way
nappies and encouraging their development. upcoming union – approaching marriage
She also taught me to cook, and we often spent coax – persuade
weekends making cakes, brownies, bread and vent – express negative emotions
even pizza. Even now, almost 30 years later, cajole – influence or gently urge
she remains the thread that holds our family
together, and she still is the channel through
which I pass messages to my father.

A Read the text again and write T for True, F for False or NM for Not Mentioned. NM
T
1 It took the writer a while to adapt to her blended family. T
2 The writer’s mother visited the Middle East and London before she passed away.
3 The writer, her stepmother and stepsister connected very well with each other and

formed a supportive relationship.

1

English Form 3 Unit 1

4 Hani and the writer spent their time doing shopping while their father was working. F
5 The writer readily gave her father permission to get married when he asked. T
6 The writer felt competitive for her father’s attention. NM
7 The writer’s stepmother taught the writer to be brave, independent and curious. T

B Based on the text you have read, now answer the following questions. PL

1 What was the writer’s reaction when she met her future stepsister?
She was happy to have a younger sister as after years of bullying from her elder siblings, she could be
the bully for once.
CONTOH
2 Name two problems that the writer’s stepmother experienced after her marriage to the writer’s father?
(i) Many relatives shunned the stepmother after the marriage.
(ii) Many relatives fed the children nasty stories about their stepmother.

3 How did the writer’s stepmother help the writer during her teenage years?
The writer would vent her feelings on her stepmother, who would coax and cajole her husband to
accept his daughter’s point of view.

4 What did the writer learn when her baby stepbrother came along?
The writer learned to handle him, like feeding, bathing, changing nappies and encouraging his
development.

5 From the text, state one characteristic of the stepmother that you admire.
Prove a reason to support your answer.

Characteristic : Resilient/ Motherly

Reason : Despite the bad treatment and comments from some relatives, she did not condemn or

scold any of them./ She taught the writer how to cook and handle baby, and held the

family together with all her tact and diplomacy. (Any suitable answer)

PL

SOW: Lesson 3 Language Awareness 1: Grammar Close-up p. 9 & p. 13

Stative Verbs
➤ Stative verbs describe a state or mental situation rather than an action. They are not usually used in
the present continuous form. We use the present simple with stative verbs. For example:
• I don’t know the solution. ( I’m not knowing the solution. )
• Jason seems happy at the moment. ( Jason is seeming happy at the moment. )
➤ Stative verbs often relate to:
• thoughts and opinions: agree, believe, imagine, know, remember, think, understand, guess,
recognise, etc.
• feelings and emotions: prefer, dislike, hate, like, love, want, wish, etc.
• senses and perceptions: be, feel, hear, appear, look, see, seem, smell, taste, etc.
• possession and measurement: possess, belong, have, measure, own, weigh, etc.

2

English Form 3 Unit 1

Worksheet 1

Write the correct verb form to complete the following sentences.

1 Pete is usually an easy-going person and I don’t think he minds (mind) the change of his
schedule.

2 I smell (smell) the wonderful scent of your freshly laundered towels.

3 They have had a rough childhood. They deserve (deserve) some good things in their lives now.

4 I really appreciate (appreciate) all that my parents have done to get me where I am today. I
dedicate this degree to them.
CONTOH
5 Xavier looks very much like his father. He resembles (resemble) him a lot.

6 Do you think Renee knows (know) who her grandparents are since she has never met them?

PL

Worksheet 2

Match each sentence with one use of the Present Simple.

1 An ostrich does not bury its head in the sand when it is afraid. When it hears its enemies coming, it
runs away.

2 I like animals.
3 My aunt usually takes the bus to work.
4 Azrin leaves for London tonight.
5 In Chapter 2, Julia meets Kyle, and agrees to go to the school dance with him.
6 First, check the tyre. Then, mark the puncture.

a To make a summary of the events in a narrative 5
b To show habitual actions done regularly 3
c To state a general truth or fact 1
d To describe feelings and senses 2
e To give instructions and directions 6
f To show an action that has been planned 4

PL

Worksheet 3

Match each sentence with one use of the Present Continuous.

1 The weather is getting warmer day by day.
2 Benjamin is visiting his in-laws on Sunday.
3 I’m doing the washing-up.
4 You’re making the same mistake again!
5 Granny is watching over little Jamie while Mrs Ong is in hospital.

a To refer to something that is changing 1
b To refer to a temporary situation 5
c To refer to an action that will happen in the future 2
d To refer to a temporary action, happening at the time of speaking 3
e To refer to a repeated temporary action 4

PL

3

English Form 3 Unit 1

Worksheet 4 Pop Quiz 1

Fill in the blanks with the Present Simple or the Present Continuous form of the verbs given in brackets.

1 My brother is taking (take) his bath. He is singing (sing) his favourite

song ‘Shower’ in the bathroom.

2 My mother likes (like) gardening. She always takes (take)

good care of her plants. She sometimes exchanges (exchange) her plants with our

neighbours. Now, she is planting (plant) some vegetables.

3 ‘Who is making (make) so much noise? I am trying (try) to get some
ZCONTOH
rest,’ Grandpa grumbled.

4 My grandma usually feeds (feed) the hens, but I am doing (do) it
today as she is sick.

5 Every evening, I wash (wash) the dishes after dinner and my sister

wipes (wipe) them dry. Later, we sweep (sweep) and

mop (mop) the floor together. We enjoy (enjoy) doing our

chores. We do not quarrel (not quarrel) over our duties.

6 ‘I can’t talk now. I am cooking (cook) the dinner,’ Aunt Jodie says.

7 I still have (have) pain in my right foot, but it is getting (get)
better.

8 I am looking (look) after Patrick’s dog this weekend. Do you want (you

want) to take it for a walk?

9 Every holiday, my brother and I take (take) a train to Butterworth to visit my

grandparents. I like (like) taking the train because I get
(get) to enjoy the scenery of plantations and villages.

10 ‘This almond cheesecake is for you. I know (know) you like cheesecakes very

much. I also remember (remember) that today is your birthday. Many happy returns of

the day!’ Alfred said. PL

Worksheet 5

Write a suitable quantifier for each sentence.

1 Could you give me some advice on saving?
milk on my school uniform.
Pop Quiz 2

2 My sister spilt some/ a little

3 Grandpa : Is there any more tea?

Edward : Yes, Grandpa. There is a little left in the pot.

4 It’s amazing how some mothers have so much patience

looking after their children.

5 There is so much information about environmental issues on the internet.

I

U a lot of

PdPc 6 Although my father has work to do and is always away on business, he
speaks to us every day.
PQ

O much

P 7 How longer do I have to wait to see the dentist?

4

English Form 3 Unit 1

8 My cousin succeeded in building a robot after putting in
a few boys attended the football training
a lot of hard work and tears.

9 The coach was very angry because only

yesterday. a great deal from our grandparents. Unfortunately, very

10 We can learn young people are willing to spare a little time to chat
few

with them. PL

CONTOHBONUS Vocabulary Drill SOW: Lesson 3

Worksheet 1

Complete the following text with these words.

consumed tantrums revolved care reminisce confused

happiness changes bruise entrenched blessed thirst

When I was little, my world (1) revolved around Granny. I felt

(2) blessed that I was one of the three things that would have her attention daily – the

other two were the television and the rice cooker. She found (3) happiness in providing

me with ice cream, cakes and delicious soup. She took care of my nosebleeds, high temperatures, and cuts

and bruises, in addition to my occasional (4) tantrums . It is hard to say what love is – the

meaning of love seems to differ from drama to drama serial, but in my world, she is love.

She is 80 years old now, and her strong, determined gaze is replaced by a timid, lost expression. She

has moved in with my family. Everyone in the family, including all the uncles and aunts, helps in her

(5) care . Despite all the (6) changes , some things stay the same.

I still have my ice cream cone, but I am sure to hold on tighter to her than my ice cream cone. She is still

a superwoman to me, as she holds on to her can of Sarsi in her other hand, swallowing big gulps of the

carbonated fizz to satisfy her (7) thirst .

‘Where’s Daddy?’ Granny asks. ‘At work. He’ll be back this evening,’ I reply. She nods silently

as I unlock the gate. Her (8) confused eyes looks at me as if searching for a

(9) bruise or spotting an unexpected nosebleed. ‘Where’s Daddy?’ she inquires again. I

hold her hand and reply, ‘At work.’

In the comfort of my room, I (10) reminisce about my childhood with my

granny – memories of our time together. My memories are (11) entrenched deeply within

me, but Granny’s memories are being (12) consumed , figment by figment by Alzheimer’s.

Anger flushes through me. I ache at the thought of Alzheimer’s eroding her memories, along with me in

them.

5

English Form 3 Unit 1

Worksheet 2

Complete the sentences with the most suitable word.

pensioner gentleman generation family brothers relations

1 My father likes to be called a senior citizen, 6 My nephew, Harry, was named after one of his
not an old-age pensioner .
father’s distant relations .

raised grew up brought up spinster single married bachelor

ZCONTOH 2 I was born in Reading, but I grew up 7 Is Aunt Rebecca single or
in Glasgow.
married ?

personality appearance character I don’t like to ask her.

3 You can’t tell what someone is like just from proposed engaged divorced
their appearance .
8 My son and Brenda got married a year after

they got engaged .

grown- widowed alone middle-
up aged

4 They are a middle-aged couple, with ferocious easy-going cunning

grown-up children. 9 Uncle Bradley knows how to disarm his

opponents with his easy-going
manner.
generous mean frank

5 My uncle hates spending money. He is rather shouting spanking dispute rows

mean . 10 My parents often have rows , but
my dad does most of the
shouting .

Worksheet 3

Complete the following phrases with fall, get, have, keep and pay.

1 fall to pieces 6 fall in love

2 pay a compliment 7 keep a secret

3 get married 8 have sympathy

4 pay/ have a visit 9 have a family

5 get divorced 10 get/ have a chance

I Worksheet 4

U

PdPc Complete the sentences with the correct form of the expressions from Worksheet 3. Pop Quiz 3

PQ

O fall to pieces

P 1 Their marriage began to after only a few years.

6

English Form 3 Unit 1

2 ‘I was paid a very sincere compliment this weekend,’ my sister

said.

3 Tom and Annette want to get married and have a family .

4 I fell in love with Lucas because of his kind nature.

5 The couple got divorced after a tempestuous marriage.

6 My family knew about it in advance and somehow managed to keep it

a secret from me.

CONTOH 7 Poor Chloe really fell to pieces during the funeral service.

8 Dexter kept paying me compliments on my cooking.

9 I was surprised to have a visit from an old friend.

10 It’s been a long time since I have paid my grandparents a visit .

11 They wanted to get married to be united forever, but fate spun a different web for them.

12 I was 18 when I first fell in love .

13 After they got divorced , Ana never remarried.

14 ‘Why did you have to go and tell Mum about my financial problems? You just can’t keep a secret ,
can you?’ my brother said.

15 I have great sympathy for the victims of the flood.

Worksheet 5

Complete the sentences with suitable prepositions.

1 It’s very out of character for Xavier to behave like that.

2 I’m sorry, but I just can’t put up with your behaviour any longer.

3 My sister is a teacher and she is patient with small children.

4 All four children take after their father and are very sociable.

5 Paula decided to turn down Graham’s offer of marriage.

6 My sister and I get on well with our stepfather.

7 My parents keep treating me like/ as a child, but I’m not one!

8 Nicole was brought up by her grandmother after her parents died.

9 ‘I thought we might call on Aunt Jane on our way − I’ve got some mangoes for P
her.’
O

up . PdPc

PQ

10 After four years, their marriage broke U

I

Z

7

English Form 3 Unit 1

SOW: Lessons 4-5 Listening LS 1.1.1 LS 1.1.2 Close-up p. 10 Track 1
Worksheet 1

Listen to different people talking about themselves and their family. Cross out the descriptions
that do not match the person’s descriptions about themselves.

Chong Keat Jake Sue Harris

1 Lives with his 1 Does not have any 1 Has two siblings 1 Has twin sisters
parents siblings
2 Youngest in the 2 Has two brothers
2 Helps out in a 2 Has two siblings family
grocery store 3 Paternal
3 Father cooks 3 Lives with her grandmother lives
3 Has two sisters mum and sisters with them
4 Plays board games
4 Has an older 4 Lives close by to 4 Mum works in a
brother 5 Loves outdoor her father hospital
activities
5 Lives in Pasir Putih 5 Works three days a 5 Father is an
week accountant
PdPcCONTOH
AUDIOWorksheet 2 PL
Track 2
Listen to a student’s talk about the benefits of a small family. Identify at least FIVE advantages
she mentioned. PL

(a) Will have less financial pressure (Will have more money to spend around)

(b) Will have better and more nutritious food options

(c) Will have better healthcare opportunities

(d) Will have better life experiences and quality of life

(e) Will have more resources to pursue personal interests

(f) Will receive more attention from parents
• Parents will have less stress
• Increased levels of happiness and satisfaction

SOW: Lesson 7 Speaking LS 2.2.1 LS 2.1.4 Close-up p. 11

Worksheet 1

Look at the quotes below and talk with a friend about what those quotes mean to you.

I’m blessed to have so many great things in my life − family, friends and God. All will be in my
thoughts daily.~ Lil’ Kim

Families are the compass that guides us.They are the Love your family. Spend time, be kind and serve one
inspiration to reach great heights and our comfort another. Make no room for regrets. Tomorrow is not
when we occasionally falter. promised and today is short.

~ Brad Henry ~ Unknown

Each day of our lives, we make deposits in the memory banks of our children.
~ Charles R. Swindoll

PL
8

English Form 3 Unit 1

(Suggested answers)
(i) I really like what Lil’ Kim said about feeling blessed. He has stated three things that are important to me too. Family, friends and
God. I believe in God and always want to be the best person I can be according to what I believe in. When I hold on to my religious
principles, I feel that I must be thankful for having family and friends which are the most important things in life, not material things.
(ii) I agree with the quote that families and the individuals that make up a family have the potential to teach us many things in life.
I believe that how I was raised as a child will always be in my heart and mind, especially when I face challenges in life as an adult. I’ll
always bring to mind what I had been taught, or if the people are still around, go back to them for advice.
(iii) When the world is becoming so chaotic, I believe that the quote about loving your family and being kind to them is important.
I often take my family members for granted but this reminds me that kindness and serving each other at home is important so that I
will not have any regrets. My family knows the good and bad in me and yet they love me unconditionally. How can I not do the same for
them?
(iv) Parents or caregivers of children can create a home environment that allows children to grow up securely. The words adults say
to their children can build or tear them down. We must deposit and invest good values in children, so that goodness can be multiplied.

CONTOHSpeaking Skill

Pronunciation 1−2 3−4 5−6 7−8 9 − 10
Fluency & coherence 1−2 3−4 5−6 7−8 9 − 10
Grammar & accuracy 1−2 3−4 5−6 7−8 9 − 10
1−2 3−4 5−6 7−8 9 − 10
Lexical resource
Total marks /40

Performance level 1 2 3 4 5 6
Marks 1−7 8 − 15 16 − 23 24 − 30 31 − 35 36 − 40

SOW: Lesson 9 Writing LS 4.1.5 LS 4.2.1 Close-up p. 14 & p. 15

Worksheet 1

Fill the blanks in the email with the correct phrases of your own.

To : [email protected]
From : [email protected]
Subject : Garden Party Invitation

Hi Khairy,

How are you? I’m having a garden party next Saturday at 5 p.m. (1) Would you like to
come? It will be lots of fun! There will be loads of friends there. (2) We are going to have

a barbecue, so please bring some meat and fizzy drinks. My house is on Prince’s Avenue,
next to the basketball court
(3) . You can see it’s my house
because (4) I have a blue sliding door . and see you soon.
(5) Hope you can come

Eddie

RSVP

PL

Worksheet 2

It is your birthday next weekend and you are having a party.

Write an email inviting one of your cousins to the party.

In your invitation, you should:
• say what the invitation is for
• provide information about the party (date, time and place)
• say who is coming
• ask your cousin if he/ she can come

9

English Form 3 Unit 1

Your email should be about 35 – 45 words.

To : [email protected]
From : [email protected]
Subject : Invitation

(Suggested answer)
Hi Alice,
How are you? I’m having a birthday party next Sunday at 4.00 p.m. at my house. My house is behind my
school. It’s right next to the park and it’s got a white front door. Would you like to come? It will be fun!
Some of my mates from my school are coming. You know some of them – Harris, Carrie, Haikal, Jay Sern
and Christine. Hope you can come and see you soon.
Love,
Sarah
RSVP :)
CONTOH
Worksheet 3 PL

Read the email from your mate, Aizat.

New Message

To : [email protected]
From : [email protected]
Subject : Best Place to Visit

Hi Firdaus,
My cousin, who lives overseas, is planning to spend a week with my family and
me during his holidays. He is a nature lover, so I was thinking about taking him
to Taman Negara, Tasik Kenyir or Kuala Gandah Elephant Sanctuary – or maybe
somewhere else. Where would be the best place to take him to?
I’d love to know what you think.

Regards,
Aizat

In about 80 words, write a reply to Aizat giving some advice.

To : [email protected]
From : [email protected]
Subject :
Re: Best Place to Visit

(Suggested answer)
Hi Aizat,

If I were you, I’d take him to Tasik Kenyir. The rainforest surrounding the largest man-made lake in
Southeast Asia is home to various species of flora and fauna. Your cousin can enjoy the scenic views
when he goes boating. There are caves too, so he can go caving. Fishing is also allowed in certain areas,
so he can give fishing a try. Finally, he can get close to elephants at a nearby elephant conservation
centre. There’s never a dull moment at Tasik Kenyir.

Bye!

Firdaus

10 PL

English Form 3 Unit 1

SOW: Lesson 10 L i t e r a t u r e i n A c t i o n LS 5.1.1 Non-Textbook-Based Unit

Worksheet 1

Read the poem below once silently. Then read it to a friend aloud. Complete the tasks that follow.

A Family Is Like A Circle
Nicole M O’Neal

A family is like a circle.
The connection never ends,
and even if at times it breaks,

in time it always mends.

A family is like the stars.
Somehow they're always there.

Families are those who help,
who support and always care.

A family is like a book.
The ending's never clear,
but through the pages of the book,
their love is always near.

A family is many things.
With endless words that show
who they are and what they do
and how they teach you so you know.

Adapted from: https://www.familyfriendpoems.com/poem/a-family-is-like-a-circle
CONTOH
A Ask your friend to provide appropriate responses in their own words. You may refer to the poem

to provide your response.

1 The poet compares a family to ... a circle, stars, a book

2 A family is like a circle because … the connections or ties in a family never end

3 A family is like the stars because … families (family members) are always there for us

4 A family is like a book because … we never know how each family member ends up

5 Families show and teach us with … their words and actions PL

B Think of your own family and what you can compare it with. Briefly explain your response. Share

your response with your friends.

I compare my family to a house or shelter because I know I can always be safe and protected.

PL

11

Unit 2 Food, Food, Food!

Textbook-Based Unit

Theme People and Culture

SOW: Lesson 15 Listening LS 1.1.2 Close-up p. 22 Track 3

Worksheet 1

Listen to the words spoken and match them to the appropriate food picture.
PdPcCONTOH
AUDIOfirm spicy crunchy

icy wobbly mushy

PL

Worksheet 2 Track 4

Look at the table on Scottish breakfasts. Can you predict what you are going to hear?

Look at the table below and decide what sort of information you need to complete each column/ gap.

Scottish breakfasts

Types 1 Porridge Cooked breakfast

Oats 2 Bacon/ Scones
3 Eggs/ Baked beans/ Mushrooms
Ingredients 4 Black pudding/ Sausages/ Tomatoes

Served with Bacon or 5 fried sausages 6 Toast and strong hot
beverage

12

English Form 3 Unit 2

Benefits/ • Low calorie Filling • 8 Too heavy for breakfast
Disadvantages • Healthy • 9 Great for brunch
• 7
PL

SOW: Lesson 16 Speaking LS 2.3.1 LS 1.1.5 Close-up p. 23

Worksheet 1

Study the scenarios below and work with a partner to write a short script to role-play a conversation.CONTOH
Remember to keep the conversation going and reduce hesitations. Practise to have conversation go smoothly.

Scenario 1
Have a conversation about a restaurant or a place you eat at.

(Suggested response) PdPc
Student A : Hi Rita! Did you do anything special for your birthday? AUDIO
Student B : Yea, I did. My parents brought me to Rasa Thai for dinner. I love Thai food.
Student A : Yes, I remember you mentioning that. Was it any good?
Student B : Well, the food was fantastic, but the service was not good.
Student A : Oh! What do you mean?
Student B : Well, the waitresses were not very friendly. They placed the dishes roughly on the table. It

seemed as if they were not happy doing their job. I had to ask them to fill up my water glass
frequently and they were not very pleased about that.
Student A : Oh, how horrid! However, you mentioned the food was good.
Student B : Oh yes! We ordered the usual tom yum, green curry and an egg dish as well as a spicy fish
dish. Everything smelled wonderful and tasted even better. I was totally satisfied.
Student A : I assume that you would go back again despite the poor service.
Student B : I think so. The food was delicious and the price was very reasonable, so yes.

PL

Scenario 2
Converse with a friend about your favourite food.

(Suggested response)
Student A : Jamal, what are you going to choose as your favourite food for our oral presentation next

week?
Student B : It’s been really challenging trying to think of a favourite. I love food, all kinds of food. I haven’t

eaten anything that I haven’t liked.
Student A : That is funny. Well, think of the times when you thought of eating something, what usually

comes to mind?
Student B : Oh, something not very healthy.
Student A : Really? I’m curious to hear what it is.
Student B : Instant noodles!
Student A : Oh! I agree, but that would not be a good choice for the presentation.
Student B : I agree with you.
Student A : Why is instant noodles your favourite?
Student B : Well, I like it because it is convenient to prepare. All I need is hot water to cook the noodles. I

also like that I can add anything to it.
Student A : What do you mean?
Student B : I can add an egg, sausages or whatever protein I fancy. I can add vegetables too. Sometimes, I

just add leftovers I have in the fridge into the noodles. It still tastes so good.
Student A : Well, if you put it like that, your instant noodles could be a fairly healthy option I suppose.
SSStttuuudddeeennnttt BAB ::: IDCtienhftiinnankiteditleywf.iIinsllittbeheleyre.eTveahnecehnreotaoalidtnhleibesrraairnfedIcdohofeniwn’tsietuars.nettnhoeosdelaessoynoinuglipkaec?ket that comes with it.
Student A : You know what? I think you should just go ahead and use this in your presentation next week.

Your ideas are very sound ones.

PL
13

English Form 3 Unit 2

Scenario 3
Have a conversation with your friend about foods eaten at special festivals.

(Suggested response)
Student A : Helmi, are you excited about the Hari Raya Aidilfitri holidays?
Student B : I am. And my mum had already started preparing for it a few months back. My grandmother
has been sewing clothes for all the younger members of our clan.
Student A : That is very nice of her.
Student B : Yes, she’s. The best part about the preparation is the food that will be served during this
SSttuuddeenntt BA :: TsWphheeacivtaaflorfioeedsttyiisvoaafl.mcouosktiedsurtihnagt twhee HalalreinRjaoyyaisAiddeiflfinitirtieclyeliembrpaotriotann?t. The smell of baking every
DIGITAL PRdPEcSOURCE time my mum bakes something is wonderful!
PAK-2P1dPAcctivityCONTOHSSttuuddeenntt AB :: OI cha,ndeaflirneiatdelyyicmhaicgkineen trheantd. aWnhg.aTt haberoeuitscnoookweadydtihsahteiss?not served during the celebration.
Student A : That reminds me of the rendang controversy of having it crispy.
Student B : eIYcthendsihc.oakTenehscnaestortewhunenaddsfalaasnvigfmouunipsrnlsyys. ldoinewlciicdcioeonuotsk..eTIdhcaeanrnedailssretneaowdwyedatayisnrteetnhtdheaenrfeglanwvdoialunlrhgfuasvlaeaunacdneytfteihnlliedndegrcwcrhiitsihpckysepbniecicenasumstoye
Student A : mind.

Student B : You are always invited to come to my open house on the fourth day of Syawal. Then you can
sample my mother’s must-have chicken rendang served on a hot bed of rice.
Student A : I can’t wait.

Speaking Skill 1−2 3−4 5−6 7−8 PL
1−2 3−4 5−6 7−8
Pronunciation 1−2 3−4 5−6 7−8 9 − 10
Fluency & coherence 1−2 3−4 5−6 7−8 9 − 10
Grammar & accuracy 9 − 10
1 2 /40 5 9 − 10
Lexical resource 1−7 8 − 15 31 − 35
Total marks 3 4 6
16 − 23 24 − 30 36 − 40
Performance level
Marks

Worksheet 2 PAK-21

After you have role-played your scripts, evaluate each other’s presentation. Think of two things your friend
did well and two things your friend can improve on.
You may use the language below to present your evaluation.

• I really like that you …
• You (did something specific) really well.
• I can see how much you have improved. For example, when you …
• Wow! I enjoyed that conversation with you because …
• I appreciate how well you …
• May I suggest that you …
• How about …
• You could do better if you …
• Can you try saying …

PL

Digital Resource 3 Digital Resource 2
Close-up p. 18 & p. 19
SOW: Lesson 11 Reading LS 3.1.6

Worksheet 1

You are going to read a passage about food for space flight. First, read it through quickly to get a general
understanding.

14

English Form 3 Unit 2

The food that NASA’s early astronauts had to eat in space is a testament to their fortitude. John Glenn,
America’s first man to eat anything in the near-weightless environment of Earth orbit, found it easy, but the
menu was limited. Other Mercury astronauts had to endure bite-sized cubes, freeze-dried powders, and
semi liquids stuffed in aluminum tubes. The foods were unappetising and astronauts disliked squeezing the
tubes. Moreover, freeze-dried foods were hard to rehydrate and crumbs had to be prevented from entering
instruments.

On the Gemini missions, eating improved somewhat. The first things to go were the squeeze tubes.
Bite-sized cubes were coated with gelatin to reduce crumbling, and the freeze-dried foods were encased
in a special plastic container to make reconstituting easier. With improved packaging came improved food
quality and menus. Gemini astronauts had such food choices as shrimp cocktail, chicken and vegetables,
butterscotch pudding and apple sauce.

By the time of the Apollo program, the quality and variety of food increased even further. Apollo
astronauts were first to have hot water, which made rehydrating foods easier and improved the food’s taste.
These astronauts were also the first to use the ‘spoon bowl’, a plastic container that could be opened and its
contents eaten with a spoon.

The peak of eating in space was in Skylab. Unlike previous space vehicles,
it featured a large interior area with a dining room and table. Footholds
allowed astronauts to situate themselves around the table and ‘sit’ to eat.
Added to the conventional knife, fork and spoon was a pair of scissors for
cutting open plastic seals. Due to its size, Skylab was able to offer 72 different
food items.

Adapted from: https://www.nasa.gov/audience/forstudents/postsecondary/features/F_Food_for_Space_
Flight.html
CONTOH
Now complete the tasks that follow.

A Use words from the passage to complete the sentences below.

1 My parents looked at the prices on the menu and then looked at each other in disbelief.

2 I like the taste of this lemonade. It is refreshing, has just the right balance of tartness

and sweetness.

3 This freeze-dried food will be great for camping as we can just rehydrate it with hot
water and it is convenient to pack in our backpacks.

4 The company has decided to encase a recyclable spoon with the food itself so that

consumers can have everything all in one place.

5 My grandmother prefers conventional ovens for her baking as the newfangled ovens confuse
her.

6 Pour out the contents into a bowl, add some boiling water, cover and wait for three minutes
before eating.

7 This food packaging is not very user-friendly. It is very challenging to open it without a pair

of scissors.

8 If the seals of the jars of peanut butter are broken, you should throw them out just in

case they have been contaminated.

9 The students prefer going to the college dining hall than to the restaurant down the road
so that they can save some money.
PL

15

English Form 3 Unit 2

B Do the following statements agree with the information in the reading passage? Write TRUE if

the statement agrees with the information and FALSE if the statement contradicts the information.
If the statement is FALSE, provide evidence from the passage to support your answer.

1 The first astronaut had a good variety of food to choose from. FALSE
“but the menu was limited.”

2 Astronauts had their food produced in bite-sized cubes, freeze-dried powders and semi TRUE
liquids stuffed in aluminum tubes.

CONTOH 3 The foods for the astronauts in the past were very delicious. FALSE
The foods were unappetising” TRUE
TRUE
4 The instruments that the astronauts used in space had to be protected from foreign
particles.



5 Gelatin was used to coat food cubes to prevent them from crumbling.

6 Food quality and choices were improved as fresher ingredients were obtained. FALSE
“With improved packaging came improved food quality and menus.” TRUE

7 Astronauts were able to sit at their meals because there were footholds around the
dining table.

8 Conventional knives were used to cut the seals on food packaging. FALSE
“a pair of scissors for cutting open plastic seals.”
PL

SOW: Lesson 19 Writing LS 4.2.3 Close-up p. 26 & p. 27
Worksheet 1

You have received some suggestions for planning the food items for a game night with friends. You have
narrowed them down to the following items.
Write your review of the game night menu. Give your opinion and say why these items are recommended.

Homemade pizza ✜ Able to personalise toppings
Finger sandwiches ✜ Fresh ingredients to ensure quality
Chicken fingers
✜ Convenient to eat
Cookies ✜ Can be individually assembled based on preference

Lemonade/ Sweet tea ✜ Convenient to eat
✜ Fun to eat with different dipping sauces
✜ Can be prepared ahead

✜ Can be prepared ahead
✜ Variety can be offered
✜ Able to cater to food allergies

✜ Refreshing
✜ Simple to prepare
✜ Cost-effective

16

Scan me

Answers Answers
(Speaking Skill)

Unit 1 Reading 4 fell in love 12 fell in love
5 got divorced 13 got divorced
SOW: Lesson 1 6 keep, a secret 14 keep a secret
7 fell to pieces 15 have, sympathy

8 paying, compliments

Worksheet 1 Worksheet 5

A 1 out 2 up with 3 with 4 after 5 down

1 NM 2 T 3 T 4 F 5 T 6 on 7 like/ as 8 up 9 on 10 up

6 NM 7 T SOW: Lessons 4-5 Listening
B
CONTOH
1 She was happy to have a younger sister as after years of bullying Worksheet 1
from her elder siblings, she could be the bully for once.
Chong Keat: 1, 4 Sue: 2, 5
2 (i) Many relatives shunned the stepmother after the marriage. Jake: 2, 5 Harris: 1, 5
(ii) Many relatives fed the children nasty stories about their
Worksheet 2
stepmother.
3 The writer would vent her feelings on her stepmother, who would (a) Will have less financial pressure (Will have more money to spend
around)
coax and cajole her husband to accept his daughter’s point of view.
4 The writer learned to handle him, like feeding, (b) Will have better and more nutritious food options
(c) Will have better healthcare opportunities
bathing, changing nappies and encouraging his (d) Will have better life experiences and quality of life
development. (e) Will have more resources to pursue personal interests
5 Characteristic: Resilient/ Motherly (f ) Will receive more attention from parents
Reason: Despite the bad treatment and comments from some • Parents will have less stress
relatives, she did not condemn or scold any of them./ She taught the • Increased levels of happiness and satisfaction
writer how to cook and handle baby, and held the family together
with all her tact and diplomacy. (Any suitable answer)

SOW: Lesson 3 Language Awareness 1: Grammar SOW: Lesson 9 Writing

Worksheet 1 2 smell 3 deserve Worksheet 1 4 I have a blue sliding door
5 resembles 6 knows 5 Hope you can come
1 minds 1 Would you like to
4 appreciate Worksheet 3 2 We are going to have
3 next to the basketball court
Worksheet 2

5, 3, 1, 2, 6, 4 1, 5, 2, 3, 4 Worksheet 2

Worksheet 4 To: [email protected]
From: [email protected]
1 is taking, is singing Subject: Invitation
2 likes, takes, exchanges, is planting (Suggested answer)
3 is making, am trying Hi Alice,
4 feeds, am doing How are you? I’m having a birthday party next Sunday at 4.00 p.m. at my
5 wash, wipes, sweep, mop, enjoy, do not quarrel house. My house is behind my school. It’s right next to the park and it’s
6 am cooking got a white front door. Would you like to come? It will be fun! Some of
7 have, is getting my mates from my school are coming. You know some of them – Harris,
8 am looking, Do you want Carrie, Haikal, Jay Sern and Christine. Hope you can come and see you
9 take, like, get soon.
10 know, remember Love,
Sarah
Worksheet 5 RSVP :)

1 some 2 some/ a little 3 any, a little Worksheet 3

4 some, much 5 much 6 a lot of To: [email protected]
9 a few From: [email protected]
7 much 8 a, a lot of Subject: Re: Best Place to Visit
(Suggested answer)
10 a great deal, few, a little Hi Aizat,
If I were you, I’d take him to Tasik Kenyir. The rainforest surrounding
B O N U S Vocabulary Drill the largest man-made lake in Southeast Asia is home to various species
of flora and fauna. Your cousin can enjoy the scenic views when he goes
Worksheet 1 boating. There are caves too, so he can go caving. Fishing is also allowed
in certain areas, so he can give fishing a try. Finally, he can get close to
1 revolved 2 blessed 3 happiness elephants at a nearby elephant conservation centre. There’s never a dull
moment at Tasik Kenyir.
4 tantrums 5 care 6 changes Bye!
7 thirst 8 confused 9 bruise Firdaus
10 reminisce 11 entrenched 12 consumed
SOW: Lesson 10 Literature in Action
Worksheet 2 6 relations
7 single, married
1 pensioner 8 engaged
2 grew up 9 easy-going
3 appearance
4 middle-aged, grown-up

5 mean 10 rows, shouting Worksheet 1
A
Worksheet 3
1 a circle, stars, a book
1 fall 2 pay 3 get 4 pay/ have 5 get 2 the connections or ties in a family never end
8 have 9 have 10 get/ have 3 families (family members) are always there for us
6 fall 7 keep 4 we never know how each family member ends up

Worksheet 4 A1

1 fall to pieces 9 have a visit
2 paid, compliment 10 paid, a visit
3 get married, have a family 11 get married

English Form 3 Answers

5 their words and actions a Duke Ellington’s album playing in the background. It’s quite perfect. For
the service, we were made to feel very welcome by their friendly staff.
B They were attentive, accommodating and polite.
FabCafe is pretty small, with maybe 30 seats in total. If you manage
I compare my family to a house or shelter because I know I can always to find it and snag a seat, you won’t be disappointed. Although the price is
be safe and protected. quite expensive, it’s worth a try to this delectable stylish journey. It’s the
great place for brunch for everyone!
Unit 2
SOW: Lesson 20 Literature in Action
SOW: Lesson 15 Listening
Worksheet 1
Worksheet 1 A

firm, spicy, crunchy, icy, wobbly, mushy 1 She is able to connect with the memories of her mother because of
the food she sees in the store, and the things she sees people doing
Worksheet 2 in the food court there. (Any suitable answer)

1 Porridge 2 Her mother passed away from/ due to cancer.
2 Bacon/ Scones 3 The food items available in the store that remind the character
3 Eggs/ Baked beans/ Mushrooms
4 Black pudding/ Sausages/ Tomatoes about the dishes her mother cooked daily, on special occasions, the
5 fried sausages snacks she used to eat with her mother and the people she sees in
6 Toast the store. (Any suitable answer)
7 Filling 4 I believe that five years from now, the character will cry less but the
8 breakfast memories of her mother will still be strong and very significant to
her. (Any suitable answer)
9 brunch
B
CONTOH
SOW: Lesson 11 Reading strong, appreciates food, nostalgic, sentimental,
loving, appreciates her heritage, sad, sensitive
Worksheet 1
A SOW: Lesson 13 Language Awareness 2: Grammar

1 menu 6 contents Worksheet 1

2 taste 7 packaging 1 fell, was running 5 was raining, left
3 freeze-dried, rehydrate 8 seals 2 met, was pushing 6 got, made
4 encase 9 dining 3 were, doing, left 7 greet, was looking
5 conventional 4 was writing, rang 8 was sleeping, went

B Worksheet 2

1 FALSE; “but the menu was limited.” 1 agreed 2 walked 3 were making

2 TRUE 4 were topping 5 stopped 6 outdid

3 FALSE; “The foods were unappetising”

4 TRUE 7 smiled 8 were doing 9 got

5 TRUE 10 asked 11 pointed 12 was coming

6 FALSE; “With improved packaging came improved food quality and 13 added 14 left 15 was, making
menus.”
Worksheet 3
7 TRUE

8 FALSE; “a pair of scissors for cutting open plastic seals.” 1 used to eat 6 am used to

SOW: Lesson 19 Writing 2 used to like 7 got used to being
3 would make 8 get used to driving

Worksheet 1 4 is getting used to 9 got used to living
5 used to drink 10 was not used to

Review of Game Night Menu 11 used to invent, would imagine, would make

After a comprehensive review of the suggestions given on types B O N U S Vocabulary Drill
of food for a game night, this is my recommendation. Finding game
appropriate snacks can be such a tricky thing and no one wants to clean

up the mess. The food for game night should be convenient to prepare and Worksheet 1
eat. The items should take into consideration individual’s preferences.

To me, that means they should be effortlessly eaten with one hand such 1 B 2 C 3 C 4 A 5 B
as finger sandwiches and chicken fingers or even cookies. They should 6 B 7 A 8 B
also be easy to prepare in advance then throw in the oven, or even serve
cold. You don’t want to spend the whole night in the kitchen. This means Worksheet 2 2 jug 3 grill
items like the sandwiches, chicken fingers and cookies are perfect for the 5 frost 6 side dish
occasion. The homemade pizza allows individuals to personalise their 1 stale 8 microgreens
food preferences of vegetables, meats, cheeses and sauces. It adds an 4 saucepan
element of fun too. All the host needs to do is to pop the personal pizzas 7 palatable

into the oven and continue with the games while the pizzas are done. Iced Worksheet 3
lemonade or sweet tea is a good choice as it is refreshing, easy to prepare
1 D 2 C 3 B 4 B 5 D
and not expensive.

Worksheet 2 6 B 7 C 8 D 9 B

FabCafé: Tasty, Cosy and Instagrammable Worksheet 4

Those were just a few words to describe our brunch here yesterday. 1 variety 2 shortages 3 likelihood
I didn’t expect much beyond this urban contemporary café, but the food 4 frozen 5 expensive 6 competitive
and great service really surprised me. 7 financial
FabCafe is basically a breakfast and lunch place, though I wish it is 10 impolite 8 reduction 9 complaints
open for dinner too. Their menu was a little different from your usual 11 helpful 12 existence

brunch fare but there was plenty of options to suit everyone. We had Unit 3
three dishes, a cleansing juice and two cups of coffee. The juice was

nice and earthy, with plenty of vegetables and fruit chunks to prove its

authenticity, and the coffee was superb and not to be missed if you are SOW: Lessons 24–25 Listening
a coffee lover. As for the dishes, the quinoa, cauliflower and pumpkin
frittata was a cut above most, and the corn, sausage risotto with poached
eggs was extremely tasty! My favourite was the Cheddar cheese toast and Worksheet 1
soup as the toast was perfectly grilled and the soup had a very consistent
texture. Also, the ambience was cool and relaxing with what I believe was A2 1 social 5 one litter of pups

English Form 3 Answers

2 packs 6 four to six pups Set 3 (b) have been visiting
3 alpha 7 blind and deaf (a) have visited
4 two and three 8 four to six hours
Set 4
Worksheet 2 (a) has been baking (b) have baked

social, live in packs, extended family group, alpha male and female pair, Set 5 (b) has tried
offspring, pups, mother, members of the pack (a) has been trying

Worksheet 3

SOW: Lessons 21–22 Reading 1 She has been practising the piano.
2 He has been feeling much better.
Worksheet 1 3 I have finished reading my novel.
A 4 Yes, I have been following it on the news.
5 I have been working so hard for my family.
Paragraph 1: Antelope Canyon
Paragraph 2: Upper and Lower Antelope Canyons Worksheet 4
Paragraph 3: Antelope Canyon’s got its colours
Paragraph 4: Antelope Canyon was formedCONTOH 1 haven’t finished 8 have been cleared
2 has determined 9 has, been working
B 3 has been studying 10 have been lost
4 have been writing 11 have been sitting
1 It is easier to move around there. 5 has eliminated 12 has discovered
2 They give the canyon its amazing colours. 6 has been 13 has been decimated
3 By fast-moving water from floods. 7 has baffled

SOW: Lessons 28–29 Writing Worksheet 5

Worksheet 1 1 The 2 the 3 an
4 the, – 5 The, the 6 a, –, –
Dear Rory, 7 –, the, the 8 The, the 9 a, the
How are you doing? Is the travel and work holiday of yours going 10 The, the, the 11 an, a, the 12 The, the, the
well? I just returned from an amazing experience diving with sharks! I
can’t even begin to explain the excitement that I still have just thinking of Worksheet 6
it. These creatures are truly wonders of nature.
My parents and I flew to Florida as it is one of top shark diving 1 The 2 the 3 The 4 the 5 –
destinations in the world. The tour agency my father booked our 6 – 7 The 8 a 9 the 10 a
adventure offers excellent shark diving experiences every day of the 11 an 12 an 13 a 14 a 15 –
week throughout the year. They even guarantee that they will refund 16 – 17 –
some money if we did not see at least two species of sharks. We were not
disappointed as we saw some well-known species, such as tiger sharks, B O N U S Vocabulary Drill
great hammerhead and lemon sharks.
I was initially a little anxious getting so up close and personal with Worksheet 1
these predators in their natural surroundings but the tour company
assured us that they had the necessary experience and equipment 1 The Andes (spanning over Venezuela, Colombia, Ecuador, Peru,
to ensure our day of adventure would be an unforgettable one. The Bolivia, Chile and Argentina)
experience was unbelievable. Seeing those majestic sharks gliding and
swirling in the peaceful waters was almost therapeutic but I was not 2 Indonesia
fooled as these creatures can kill. There was a professional photographer 3 Mauna Loa in Hawaii
that dived with us and took some wonderful photos of us. I’m attaching 4 Yangtze in China
them with this email. 5 Sahara in Africa
I can’t wait to hear about your holiday. Write soon. 6 Atacama in Chile
Regards, 7 Antarctica
Mark 8 Lake Baikal in Russia
9 The Pacific Ocean
10 Mount Kilimanjaro in Tanzania

Worksheet 2

SOW: Lesson 30 Literature in Action 1 since 2 down 3 in
4 over 5 around 6 towards
Worksheet 1 7 in/ into 8 through

A Unit 4

1 An owl 2 An owl is hunting its prey. SOW: Lesson 35

3 White 4 Silky Worksheet 1 Listening
5 It is winter and there is snow all around.

B

Owl bursts into flight  Owl catches its prey with its claws/ talons  Scenario I
Owl returns to its perch It is probably a ball.
It bounces, and one can throw it and we can play with it.

SOW: Lesson 23 Language Awareness 3: Grammar Scenario II
It is probably a bicycle.
Worksheet 1 One can ride it, and there are training wheels for people who cannot
balance on it.

1 continuous, but not necessarily finished action or situation Scenario III
2 talk about a finished action or situation It is probably a pizza.
3 talk about more temporary actions and situations It is round and one adds toppings to it such as pepperoni and cheese. It
can be bought frozen and cooked in the oven. People eat slices of it.
4 longer-lasting or permanent situations

Worksheet 2 (b) has gone Scenario IV
(b) have been writing It probably refers to grandfather.
Set 1 Dusok is a male and is the father of the speaker’s father. He used to
(a) has been going live with the speaker’s grandmother. He is able to tell stories about the
speaker’s father and the speaker’s uncles when they were growing up.
Set 2
(a) have written Scenario V
It is probably a television.
A3 It involves a screen and one watches shows and programmes on it and

English Form 3 Answers

usually while sitting on a couch. There is not much activity for the body SOW: Lesson 33 Language Awareness 4: Grammar
while watching it.

SOW: Lesson 32 Reading Worksheet 1

1 A 2 B 3 A 4 C 5 B
6 B 7 A 8 B
Worksheet 1
A Worksheet 2

1 solely 2 unique 3 welfare 1 who lives in Scotland
4 stature 5 interactions 2 who went to the same school as me
3 which is quite a surprise
B 4 which wasn’t what I’d expected
5 who has passed on
1 Way: Through horse race 6 which is quite challenging
Evidence: “For example, horse racing, in particular, has consistently 7 which we had never visited before but have always wanted to
8 whose husband works in the Google headquarters
drawn national attention.”

2 “Unfortunately, not much was done for their welfare.”
3 “Soon horse racing evolved and shortly thereafter, a well-stocked

stable was considered a sign of wealth.”

4 (i) “There is a moment, known to all horse owners when for one
reason or another, a person is indescribably drawn to a horse.”

(ii) “Right then, without understanding consciously what is
happening, a special bond between a human and a horse is

clearly felt.”

5 “…, yet not exactly knowing why.”
6 “In this case, the relationships developed with horses would be a

metaphor for the human interactions present in the person’s life.”
CONTOH B O N U S Vocabulary Drill

Worksheet 1

1 It goes back almost two hundred years ago.
2 They formed settlements.
3 They had a uniquely close connection.

4 They continued to be strong allies.

Worksheet 2

SOW: Lessons 38–39 Writing 1 look up to 2 let down 3 get on 4 make up
5 broke up 6 hung out 7 asked after 8 put away

Worksheet 1 Unit 5

Paragraph 1: lived, married, her SOW: Lesson 45 Listening
Paragraph 2: because, hunter, carver, jealous
Paragraph 3: After, canoe, blowing, escaped Worksheet 1
Paragraph 4: brothers, deserted, betrayal, asleep
Paragraph 5: morning, looked, asked, injured 1 a lacking of energy, insufficient energy
Paragraph 6: spear, remove, grateful 2 increased very steeply or rapidly
Paragraph 7: wife, fish, life, wicked, brother 3 bravely do something challenging or unpleasant that one has been
Paragraph 8: boat, drowned, story, treachery
Paragraph 9: shore, killed, humans putting off
Paragraph 10: help, legend, fish 4 using solar power
5 unexpectedly, suddenly
Worksheet 2 6 reducing
7 things that make life more comfortable
There was once a man called Natsilane, who was a good hunter and 8 energy needed for living and powering items in the home and
carver. He got married to a chief’s daughter and lived in her village. He
worked hard and proved himself, and was well-liked by everyone except outdoors
his brothers-in-law. They decided to get rid of him during a big seal hunt.
While on his hunting expedition, Natsilane failed and they left him on a SOW: Lesson 42 Reading
deserted island. However, Natsilane was rescued by the Sea Lion King
for saving his son. Natsilane took revenge by carving out a big black Worksheet 1
fish, which came alive, and it was instructed to kill the three brothers-
in-law. After that, the killer whale lived its life, only helping the villagers 1 (i) Extreme weather conditions
by providing them with fresh meat. Natsilane was remembered for his
contributions. (ii) Coldest, windiest and driest place in the world

Worksheet 3 (iii) Long periods of complete darkness during winter

I love animals, so when I noticed a cat crouched at a pedestrian (vi) 24-hour sunlight in summer
crossing, I stopped my car out of curiosity to see what it would do. It then
crossed over the white zebra stripes on the road. 2 (i) Research stations (iii) Shelters
I moved to a new neighbourhood and the same thing continues to
happen − maybe it is because I know how to look out for these clever (ii) Tents (vi) Huts
creatures. I remember vividly on one occasion both the cars coming from
the opposite direction and I had to stop to allow a patiently waiting four- 3 (i) To do research (ii) To visit on tours
legged ‘friend’ to cross.
My siblings did not believe me until the day my sister came for a 4 (i) Expeditioners (iii) Researchers
drive with me. ‘So cats wait at the zebra crossing for you to slow down so
they can cross?’ she teased. ‘You and your stories!’ (ii) Scientists (vi) Tourists
At that moment, in the distance, I spotted a white Persian cat
crouched by the side of the road at the pedestrian crossing, waiting. So I Worksheet 2
slowed down, drew to a halt and the cat calmly crossed.
I turned to my sister and grinned, ‘So? Anything to say?’ My sister 1 B 2 C 3 A 4 C 5 A
was completely speechless for a long while. 3 B 4 B 5 C
Worksheet 3
SOW: Lesson 40 Literature in Action
1 C 2 A
Worksheet 1
SOW: Lesson 49 Writing
1 A man/ woman and his/ her dog
2 It has a tail and a snout. (Any suitable answer) Worksheet 1
3 They are taking a walk.
4 Up at the lamplight (Any suitable answer) Address
5 C
6 The knowledge it has. Date
7 The owner and his/ her dog take a walk together but they are still
Dear Aileen,
doing separate things on their own. (Any suitable answer)
Thank you for your invitation to your housewarming on the 26th of
April 2021. Unfortunately, I will be out of town visiting my grandmother
and celebrating her 80th birthday. I will be sure to visit you when I get
back. I have heard such wonderful things about your new home that I
cannot wait to see it for myself.

Enjoy your party. Bye.

Your friend,
Rozita

A4

CONTOH
Pentaksiran Bilik Darjah (PBD)