Eng Scheme of Work & Activity T3

ENGLISH FORM 3 KSSM
SCHEME OF WORK AND SUGGESTED ACTIVITIES
Theme: People and Culture
UNIT 1 My Family [Textbook: PP. 5 – 16] Week
Curriculum Features / Elements

Content Standard (CS) / Learning Standard (LS)
Across the Curriculum
READING [P. 1]
A. Reading
LS3.1.1 Understand the main points in longer texts on
an increased range of familiar topics
LS3.1.2 Understand specific details and information in Educational Emphases
longer texts on an increased range of familiar  Language
topics
LS3.1.5 Recognise with support the attitude or opinion Multiple Intelligences
of the writer in simple longer texts on an  Verbal-linguistic Intelligence
increased range of familiar topics  Interpersonal Intelligence
LS3.2.1 Read, enjoy and give a personal response to
fiction / non-fiction and other suitable print and Higher Order Thinking Skills (HOTS)
digital texts of interest  Analysis
 Creation
Suggested Activities
1. Ask students to read the stimulus given. Critical and Creative Thinking Skills
2. Tell them to underline difficult words in the (CCTS)
stimulus.  Making Associations or
3. Ask students to refer to a dictionary for the Connections
meanings of the words.
4. Then, based on the information in the stimulus, Pendidikan Sivik (English)
tell students to answer the questions that  Core Value – Mutual Respect
follow.
5. Tell them to give their own responses when
answering questions 4 and 5.
6. Remind students to give logical responses to
the questions.
DIGITAL CONTENT
A video on teenagers talking about living with parents and siblings; the things they argue about and
how they get along with each other

VOCABULARY [P. 2]
A. Reading
LS3.1.3 Guess the meaning of unfamiliar words from
clues provided by other words and context
on an increased range of familiar topics
LS3.1.6 Recognise with support typical features at
word, sentence and text levels or a range of
genres
1. Tell students to read the stimulus given.
2. Based on the information in the stimulus, ask
them to fill in the blanks with the correct Educational Emphases
answers.  Language
********************************************************************** Multiple Intelligences

 Verbal-linguistic Intelligence
B. Reading
LS3.1.4 Use independently familiar print and digital
resources to check meaning and extend
understanding
genres
1. Tell students to read the sentences given.
2. Based on the information in the sentences,
ask them to fill in the blanks with the correct
answers.

GRAMMAR [P. 3]
A. Grammar Practice 1
1. Explain the grammar focus in the unit
(present simple) to students. Make sure they
understand the grammar notes given.
2. Then tell students to read the sentences given in the
practice. Educational Emphases
3. Tell them to fill in the blanks with the present simple
 Language
form of the verbs given brackets.
4. Ask students to compare answers in pairs.
Critical and Creative Thinking Skills
(CCTS)
*****************************************************************
 Making Associations or
Connections
B. Grammar Practice 2
1. Explain the grammar focus in the unit (present
continuous) to students. Make sure they understand
the grammar notes given.
practice.
3. Tell them to fill in the blanks with the present
continuous form of the verbs given in brackets.

LISTENING • SPEAKING [P. 4]
A. Listening
LS1.1.1 Understand independently the main ideas in
simple longer texts on an increased range of
familiar topics
2. Then play the audio. Ask students to listen to
it carefully.
3. Play the audio again. As students are Educational Emphases
listening to the audio, ask them to number  Language
the sentences in the correct order.  Values
Multiple Intelligences
********************************************************************  Verbal-linguistic Intelligence
 Interpersonal Intelligence
B. Speaking
LS2.1.4 Explain own point of view Higher Order Thinking Skills (HOTS)
LS2.1.5 Express and respond to common feelings  Creation
such as happiness, sadness, surprise and
interest Critical and Creative Thinking Skills
(CCTS)
Suggested Activities  Sequencing
1. Tell students to work in pairs.  Generating Ideas
2. Ask them to talk about their families.
3. Students take turns to ask and answer
questions about their families.
4. Tell them that they may use the questions
given to help them. Encourage them to come
up with their own questions.
5. Then select a few pairs of students to role-
play in front of the class.
DIGITAL CONTENT
Audio on the benefits of having dinner with your family
Non-textbook Based Lesson Week

SCHEME OF WORK: LESSON 10 [P. 36]
CS5.1; LS5.1.1 Explain why a part or aspect of a text
interests them Educational Emphases
 Language
A. Literature in Action 1 Multiple Intelligences
1. Tell students to read the rubric.  Verbal-linguistic Intelligence
2. Ask them to choose one novel from the three  Intrapersonal Intelligence
options given to write about.
3. Based on the novel that they have chosen, tell Critical and Creative Thinking Skills
students to write about their favourite part of (CCTS)
the story. They should write in not less than  Evaluating
100 words and provide evidence from the text  Generating Ideas
to support their response.
4. Tell students to do a peer review of their STEAM
writing. Encourage them to check for
grammar, spelling and punctuation errors.
UNIT 2 Let’s Talk about Food [Textbook: PP. 17 – 28] Week

READING [P. 5]
A. Reading
LS3.1.1 Understand the main points in longer texts
on an increased range of familiar topics Educational Emphases
LS3.1.2 Understand specific details and information  Language
in longer texts on an increased range of  Values
familiar topics
 Patriotism/Citizenship
Multipe Intelligences
word, sentence and text levels of a range of
genres
(CCTS)
Suggested Activities  Analysing
1. Ask students to read the stimulus given.  Making Associations or
2. Tell them that for questions 1 to 5, they have Connections
to write their answers in no more than five
words from the text. Remind students to be PAK-21 Activity
careful when copying the words.  Mind Map
3. Then tell students that they have to find
appropriate words in the text that have the
same meaning as the words given in
question 6.
DIGITAL CONTENT
A video on different types of food from around the world
PEMBELAJARAN ABAD KE-21 MODULE

Activity 1: Pair Discussion P.
E9

VOCABULARY [P. 6]
A. Reading
understanding
1. Tell students to read the words given.
2. Ask students to change the nouns into verbs.
3. Encourage students to use a dictionary to
help them.
******************************************************************
B. Reading
resources to check meaning and extend Educational Emphases
understanding  Language
 Learning How to Learn Skills
1. Tell students to read the words given. Multiple Intelligences
2. Ask students to change the adjectives into  Verbal-linguistic Intelligences
nouns.
3. Encourage students to use a dictionary to
help them.
4. Ask students to compare answers in pairs
******************************************************************
C. Reading
2. Based on the sentences, ask them to fill in
the blanks with the most suitable words from
practices A and B.
3. Ask students to compare answers in pairs

GRAMMAR [P. 7]
Educational Emphases
 Language
1. Explain the grammar focus in the unit (‘used to’ and
‘would’, and ‘used to’ and ‘get used to’) to students.
(CCTS)
Make sure they understand the grammar notes given.
Connections
practice.
3. Tell them to circle the best answer for each question.

WRITING [P. 8]
A. Writing
LS4.1.5 Organise, sequence and develop ideas
within short texts on familiar topics
LS4.2.3 Produce a plan or draft of two paragraphs or
more and modify this appropriately
independently
1. Tell students to read the feedback card
given.
2. Based on the feedback given, tell students to Educational Emphases
write a review in draft form.  Language
3. Ask students to exchange drafts and give
comments on their friends’ work. Multiple Intelligences
 Verbal-linguistic Intelligences
******************************************************************
Higher Order Thinking Skills (HOTS)
B. Writing  Creation
LS4.1.4 Express and respond to opinions and
common feelings such as happiness, Critical and Creative Thinking Skills
sadness, surprise, and interest (CCTS)
LS4.2.1 Punctuate written work with moderate  Evaluating
accuracy  Generating Ideas
LS4.2.2 Spell written work with moderate accuracy
LS4.2.4 Begin to use formal and informal registers
appropriate to the target audience in familiar
situations
1. Based on the students’ drafts in practice A,
tell them to write the review of the restaurant.
2. Tell students to write their answers neatly.
3. Encourage them to check for spelling,
punctuation and grammatical errors after
they have finished writing.

SCHEME OF WORK: LESSON 20 [PP. 37 – 39]
CS5.1; LS5.1. 2 Explain briefly the development of
plot, characters and themes in a text
A. Literature in Action 2
Moby Dick
1. Tell students to read the novel Moby Dick. Educational Emphases
2. Then tell students to read the questions given.  Language
3. Based on the novel, ask them to circle or
underline the correct answers. Critical and Creative Thinking Skills
4. Ask students to compare answers in pairs. (CCTS)
 Analysing
The Elephant Man  Sequencing
1. Tell students to read the novel The Elephant
Man. PAK-21 Activity
2. Then tell students to read the sentences given.  Timeline
3. Based on the novel, ask them to number the
sentences in the correct order. STEAM
We Didn’t Mean to Go to Sea

1. Tell students to read the novel We Didn’t Mean
to Go to Sea.
2. Based on the novel, ask them to match the
chapter headings with the correct events.
Theme: Health and Environment
UNIT 3 Wonderful Nature around Us [Textbook: PP. 31 – 42] Week

READING [P. 9]
A. Reading
an increased range of familiar topics Educational Emphases
LS3.1.2 Understand specific details and information in  Language
longer texts on an increased range of familiar  Conservation of the Environment
topics  Values
LS3.1.5 Recognise with support the attitude or opinion
of the writer in simple longer texts on an Multiple Intelligences
increased range of familiar topics  Verbal-linguistic Intelligence
fiction / non-fiction and other suitable print and Higher Order Thinking Skills (HOTS)
digital texts of interest  Creation
Suggested Activities Critical and Creative Thinking Skills

1. Ask students to read the stimulus given. (CCTS)
2. Tell them to underline difficult words in the  Analysing
stimulus.  Identifying Causes and Effects
3. Ask students to refer to a dictionary for the  Making Associations or
meanings of the words. Connections
4. Then, based on the information in the stimulus,
tell students to answer the questions that PAK-21 Activity
follow.  Rocket Writing
5. Tell them to give their own responses when
answering question 6.
6. Remind students to give a logical response to
the question.
DIGITAL CONTENT
A video on ten most wonderful places on Earth
PENDIDIKAN SIVIK (ENGLISH) MODULE

Activity 3: A Protected Environment and a Peaceful Society P.
E4

GRAMMAR [P. 10]
1. Explain the grammar focus in the unit (present perfect
simple) to students. Make sure they understand the
grammar notes given.
2. Then tell students to read the sentences given in the Educational Emphases
practice.  Language
3. Tell them to fill in the blanks with the present perfect
simple form of the verbs given brackets. Critical and Creative Thinking Skills
4. Ask students to compare answers in pairs. (CCTS)
***************************************************************** Connections
1. Explain the grammar focus in the unit (present perfect
3. Tell them to write sentences in the present perfect
continuous using the verbs given.

WRITING [P. 11]
A. Writing
LS4.1.4 Express and respond to opinions and
common feelings such as happiness,
sadness, surprise, and interest
LS4.2.1 Punctuate written work with moderate
accuracy
situations Educational Emphases
 Language
1. Tell students to read the email given. Multiple Intelligences
2. Based on the email, ask students some  Verbal-linguistic Intelligence
questions to test their comprehension. For
example: Higher Order Thinking Skills (HOTS)
• Who wrote the email?  Creation
• What did the writer do during Canteen
Day? Critical and Creative Thinking Skills
• What was the money collected used (CCTS)
for?  Generating Ideas
• What information did the writer want to
know from the recipient?
3. Then, based on the email given, tell students
to write an email of reply.
4. Ask students to prepare a plan or draft that
includes main points and supporting details
of the email.
5. Tell students to write the email neatly.

CS5.1; LS5.1. 2 Explain briefly the development of Educational Emphases
plot, characters and themes in a text  Language
 Values
2. Ask them to choose one novel from the three  Intrapersonal Intelligence
3. Based on the novel that they have chosen, tell Critical and Creative Thinking Skills
students to write about their favourite character (CCTS)
from the story. They should write in not less  Identifying Characteristics
than 100 words and provide evidence from the  Evaluating
text to support their response.  Generating Ideas
4. Tell students to do a peer review of their
writing. Encourage them to check for STEAM
UNIT 4 Special Bonds [Textbook: PP. 43 – 54] Week

VOCABULARY [P. 12]
A. Reading
1. Ask students to read the words given.
2. Then tell students to fill in the blanks with the
correct words to form phrasal verbs.
3. Allow students to use a dictionary to help
them.
**********************************************************************
B. Reading
LS3.1.4 Use independently familiar print and digital Educational Emphases
resources to check meaning and extend  Language
understanding  Learning How to Learn Skills
Suggested Activities Multiple Intelligences

1. Tell students to read the sentences given.  Verbal-linguistic Intelligence
words from practice A.
**********************************************************************
C. Reading
understanding
1. Tell students to read the phrasal verbs given
in the practice.
2. Tell them to refer to a dictionary to look up
the meanings of the phrasal verbs.
3. Ask them to circle the correct answers.

Activity 2: Personal Learning Experience P.
E10

A. Listening
LS1.1.3 Recognise with little or no support attitudes
or opinions in longer texts on an increased
range of familiar topics
Suggested Activities  Language
1. Tell students to read the statements given.  Values
2. Play the audio. Ask students to listen to it
carefully. Multiple Intelligences
3. Play the audio again. As students are  Verbal-linguistic Intelligence
listening to the audio, ask them to write  Interpersonal Intelligence
‘True’ or ‘False’ for each of the statements.  Intrapersonal Intelligence
********************************************************************  Creation
B. Speaking Critical and Creative Thinking Skills

LS2.1.4 Explain own point of view (CCTS)
LS2.2.1 Use formal and informal registers  Analysing
appropriately in some familiar contexts  Making Associations or
Connections
Suggested Activities  Generating Ideas
1. Tell students to work in pairs.
2. Ask them to talk about their relationship with Pendidikan Sivik (English)
family and friends. Core Value – Love
questions.
given to help them.
DIGITAL CONTENT
Audio on two friends talking about their relationship with their family members

Activity 1: Anti-bullying P.
E1

WRITING [P. 14]
A. Writing
LS4.2.1 Punctuate written work with moderate
accuracy
LS4.2.2 Spell written work with moderate accuracy Educational Emphases
LS4.2.4 Begin to use formal and informal registers  Language
situations Multiple Intelligences
1. Tell students to study the pictures. Higher Order Thinking Skills (HOTS)
2. Then tell them to read the sentence given to  Creation
begin the story.
3. Students must write a story based on the Critical and Creative Thinking Skills
pictures and sentence. (CCTS)
4. Ask students to prepare a plan or draft that  Generating Ideas
of the story.
5. Students should write the story in about 120
words.
6. Ask students to check for spelling,

Activity 2: Respect Everyone P.
E2

SCHEME OF WORK: LESSON 40 [P. 41] Educational Emphases
CS5.1; LS5.1.2 Explain briefly the development of plot,  Language
characters and themes in a text  Values
Suggested Activities Multiple Intelligences
A. Literature in Action 4  Verbal-linguistic Intelligence
1. Tell students to read the rubric.
2. Ask them to choose one novel from the three
3. Based on the novel that they have chosen, tell
(CCTS)
students to write about one theme of the story.
 Identifying Characteristics
They should write in not less than 100 words
and provide evidence from the text to support  Evaluating
their response.  Enhancing Conclusions
4. Tell students to do a peer review of their  Generating Ideas
grammar, spelling and punctuation errors. STEAM
Theme: Science and Technology
UNIT 5 Under One Roof [Textbook: PP. 57 – 68] Week

READING [P. 15]
A. Reading
on an increased range of familiar topics Educational Emphases
LS3.1.2 Understand specific details and information  Language
in longer texts on an increased range of
 Multiple Intelligences
familiar topics
 Analysis
(CCTS)
understanding
 Analysing
Suggested Activities  Making Associations or
1. Ask students to read the stimulus given. Connections
2. Based on the stimulus, ask students to
answer questions 1 to 4.
3. Then tell students that they have to find
question 5.

Activity 3: Checklist P.
E11

A. Listening
LS1.1.2 Understand independently specific
information and details in longer texts on an
increased range of familiar topics
word, sentence and text levels of a small
number of spoken genres
Suggested Activities Educational Emphases

1. Tell students to read the questions given.  Language
2. Play the audio. Ask students to listen to it  Conservation of the Environment
carefully.  Values
3. Play the audio again. As students are
listening to the audio, ask them to circle the Multiple Intelligences
best answer for each question.  Verbal-linguistic Intelligence
********************************************************************
 Intrapersonal Intelligence
B. Speaking
LS2.1.4 Explain own point of view
LS2.2.1 Use formal and informal registers  Creation
appropriately in some familiar contexts
LS2.3.1 Keep interaction going in longer exchanges Critical and Creative Thinking Skills
by asking a speaker to slow down, speak up (CCTS)
or to repeat what they have said  Analysing
Suggested Activities Connections
1. Tell students to work in pairs.  Identifying Facts and Opinions
2. Tell them to read the dialogue given.  Generating Ideas
3. Ask them to fill in the blanks with their own
words.
4. Ask students to compare answers with each
other.
5. Ask them to practise the dialogue.
DIGITAL CONTENT
Audio on the benefits of the bamboo plant

WRITING [P. 17]
A. Writing
LS4.2.3 Produce a plan or draft of two paragraphs or
independently
LS4.1.4 Express and respond to opinions and Educational Emphases
common feelings such as happiness,  Language
sadness, surprise, and interest
LS4.2.1 Punctuate written work with moderate Multiple Intelligences
accuracy
 Creation
situations
(CCTS)
1. Tell students to read the letter given.
2. Based on the letter that they have read, tell  Generating Ideas
students to write a letter of reply.
of the letter.
4. Tell students to write the letter neatly.

CS5.1; LS5.1.2 Explain briefly the development of plot, Educational Emphases
characters and themes in a text  Language
 Values
2. Ask them to choose one poem from the two  Interpersonal Intelligence
3. Based on the poem that they have chosen, tell Critical and Creative Thinking Skills
students to write about some of the themes. (CCTS)
They should write in not less than 100 words  Evaluating
and provide evidence from the text to support  Enhancing Conclusions
their response.  Generating Ideas
writing. Encourage them to check for STEAM
UNIT 6 World of Sports [Textbook: PP. 69 – 80] Week

READING [P. 18]
A. Reading
LS3.1.2 Understand specific details and information in
longer texts on an increased range of familiar
topics Educational Emphases
 Language
1. Ask students to read the stimulus given. Critical and Creative Thinking Skills
2. Based on the stimulus, ask students to answer (CCTS)
the questions that follow.  Comparing and Contrasting
 Analysing
******************************************************************  Making Associations or
Connections
B. Reading
LS3.1.3 Guess the meaning of unfamiliar words from PAK-21 Activity
clues provided by other words and context on  Personal Learning Experiences
1. Ask students to read the sentences given.
2. Based on the sentences, ask students to
underline the correct words to complete the
sentences.

Activity 4: Round Table P.
E12
UNIT 6 World of Sports [Textbook: PP. 69 – 80]

VOCABULARY [P. 19]
A. Reading
genres
ask them to fill in the blanks with the correct Educational Emphases
words from the table.
 Language
 Learning How to Learn Skills
**********************************************************************
B. Reading
LS3.1.4 Use independently familiar print and digital  Verbal-linguistic Intelligence
understanding
answers.
3. Tell students that they need to form new
words from the words given in brackets to fit
the sentences.
4. Ask students to use a dictionary if they are
not sure of the meanings of the words.
UNIT 6 World of Sports [Textbook: PP. 69 – 80]

GRAMMAR [P. 20]
1. Explain the grammar focus in the unit (zero
conditional) to students. Make sure they understand
2. Then tell students to read the zero conditional
sentences given in the practice. Educational Emphases
3. Tell them to rewrite the sentences by changing the
 Language
order of the clauses.
(CCTS)
*****************************************************************
Connections
1. Explain the grammar focus in the unit (‘unless’ in
conditional sentences) to students. Make sure they
practice.
3. Tell them to rewrite the sentences using the word
‘unless’.
UNIT 7 Dare to Take Risks [Textbook: PP. 83 – 94] Week

VOCABULARY [P. 21]
A. Reading
understanding
1. Ask students to read the words and the
meanings given.
2. Tell them to match the words to their correct
meanings.
3. Ask students to refer to a dictionary for the
meanings of the words.
********************************************************************** Educational Emphases

 Language
B. Reading  Learning How to Learn Skills
clues provided by other words and context Critical and Creative Thinking Skills
on an increased range of familiar topics (CCTS)
Suggested Activities Connections
1. Tell students to read the text given.
2. Based on the information in the text, ask
them to fill in the blanks with the correct
words from practice A.
**********************************************************************
C. Reading
ask them to underline the correct
prepositions.

GRAMMAR [P. 22]
1. Explain the grammar focus in the unit (past perfect
simple) to students. Make sure they understand the
practice.
3. Tell them to fill in the blanks with the past perfect
simple form of the verbs given brackets.
*****************************************************************
 Language
1. Explain the grammar focus in the unit (past perfect
(CCTS)
practice.
Connections
3. Tell them to fill in the blanks with the past perfect
continuous form of the verbs given in brackets.
*****************************************************************
C. Grammar Practice 2
1. Explain the grammar focus in the unit (question tags)
to students. Make sure they understand the grammar
notes given.
practice.
3. Tell them to fill in the blanks with the correct question
tags.

A. Listening
familiar topics
1. Tell students to read the stimulus given.
carefully. Educational Emphases
3. Play the audio again. As students are  Language
listening to the audio, ask them to fill in the
blanks with the correct words. Multiple Intelligences
4. Ask students to compare answers in pairs.  Verbal-linguistic Intelligence
********************************************************************
B. Speaking
 Creation
LS2.3.1 Keep interaction going in longer exchanges
by asking a speaker to slow down, speak up
or to repeat what they have said
(CCTS)
Suggested Activities  Generating Ideas
1. Tell students to work in pairs.  Making Associations or
2. Ask them to talk about extreme sports. Connections
questions about extreme sports.
DIGITAL CONTENT
Audio on rock climbing
UNIT 8 Our Free Time [Textbook: PP. 95 – 106] Week

READING [P. 24]
A. Reading  Language
fiction / non-fiction and other suitable print and Multiple Intelligences
digital texts of interest  Verbal-linguistic Intelligence
Suggested Activities Higher Order Thinking Skills (HOTS)

1. Ask students to read the stimulus given.  Creation
2. Tell them to underline difficult words in the
stimulus. Critical and Creative Thinking Skills
3. Ask students to refer to a dictionary for the (CCTS)
meanings of the words.  Analysing
4. Then, based on the information in the stimulus,  Making Associations or
tell students to answer the questions that Connections
follow.
DIGITAL CONTENT
A video on what young people like to do in their free time

Activity 5: Scrapbook P.
E13

VOCABULARY [P. 25]
A. Reading

1. Ask students to read the stimulus given.  Language
2. Then, based on the information in the  Learning How to Learn Skills
stimulus, tell students to fill in the table with
the correct answers. Multiple Intelligences
**********************************************************************
B. Reading
(CCTS)
on an increased range of familiar topics  Analysing
LS3.1.4 Use independently familiar print and digital  Making Associations or
resources to check meaning and extend Connections
understanding
Pendidikan Sivik (English)
Suggested Activities  Core Value – Responsibility
1. Ask students to read the sentences given.
2. Then tell students to write the correct phrasal
verbs to replace the words in bold in the
sentences given.
3. Allow students to use a dictionary to help
them.

WRITING [P. 26]
A. Writing
1. Tell students to read the postcard given.
2. Tell students to fill in the blanks with the
correct answers to complete the postcard.
**********************************************************************
B. Writing Educational Emphases

LS4.1.5 Organise, sequence and develop ideas  Language
LS4.2.1 Punctuate written work with moderate Multiple Intelligences
accuracy  Verbal-linguistic Intelligence
LS4.2.4 Begin to use formal and informal registers Critical and Creative Thinking Skills
appropriate to the target audience in familiar (CCTS)
situations  Evaluating
 Generating Ideas
1. Tell students to read the postcard in practice
A again.
2. Based on the postcard, tell students to write
a postcard of reply.
of the postcard.
4. Tell students to write their answers neatly.
6. Ask students to exchange answers and give
comments on their friends’ work.

CS5.3; LS5.3.1 Respond imaginatively and intelligibly  Language
through creating power points, visuals,  Science and Technology
posters, blogs and webpages  Creativity and Innovation
 Information and Communications
Other imaginative responses as appropriate
Technology (ICT)
1. Tell students to read the poem The Day the
Bulldozers Came.  Intrapersonal Intelligence
2. Based on the poem that they have chosen,
tell students to answer the questions given. Critical and Creative Thinking Skills
Tell them to give their own responses when (CCTS)
answering the questions.  Evaluating
3. Remind students to give logical responses to  Generating Ideas
the questions.
4. Then ask them to prepare a PowerPoint Higher Order Thinking Skills (HOTS)
presentation of their answers.  Creation
5. Pick random students to do a presentation in
front of the class. STEAM
UNIT 9 The Future Is Here [Textbook: PP. 109 – 120] Week

GRAMMAR [P. 27]
1. Explain the grammar focus in the unit
(the passive voice) to students. Make sure they
3. Tell them to rewrite the sentences using the passive  Language
voice.
4. Ask students to compare answers in pairs. Critical and Creative Thinking Skills
(CCTS)
*****************************************************************  Making Associations or
Connections
1. Explain the grammar focus in the unit (‘by’ and ‘with’)
to students. Make sure they understand the grammar
notes given.
practice.
3. Tell them to fill in the blanks with ‘by’ or ‘with’.

A. Listening
familiar topics
1. Tell students to read the questions given.
2. Then play the audio and ask students to
listen to it carefully. Educational Emphases
3. Play the audio again. As students are  Language
listening to the audio, ask them to circle the  Science and Technology
correct answers.
4. Ask students to compare answers in pairs. Multiple Intelligences
********************************************************************  Interpersonal Intelligence
B. Speaking Higher Order Thinking Skills (HOTS)

LS2.3.1 Keep interaction going in longer exchanges  Creation
by asking a speaker to slow down, speak up
or to repeat what they have said Critical and Creative Thinking Skills
(CCTS)
Suggested Activities  Comparing and Contrasting
1. Tell students to work in pairs. Ask them to  Evaluating
look at the pictures given.  Generating Ideas
2. Ask them to talk about buying a gadget for a
cousin who is celebrating a birthday. STEAM
3. Based on the pictures given, tell students to
decide which object is the best choice as a
birthday present.
4. Tell them that they may use the expressions
given to help them.
DIGITAL CONTENT
Audio on how robots help to make our lives easier

Activity 6: Surf and Wave P.
E14

WRITING [P. 29]
A. Writing Educational Emphases

LS4.2.2 Spell written work with moderate accuracy  Language
LS3.1.4 Use independently familiar print and digital  Learning How to Learn Skills
understanding Multiple Intelligences
1. Tell students to read the collocations and Critical and Creative Thinking Skills
phrasal verbs given. (CCTS)
2. Ask students to write a sentence for each of  Generating Ideas
the collocations and phrasal verbs given.
3. Ask students to use a dictionary to help Pendidikan Sivik (English)
them.  Core Value – Responsibility
4. Ask students to exchange answers and give
comments on their friends’ work.
DIGITAL CONTENT
A video on how using a mobile phone affects your mind and body

Activity 8: Graphic Organiser P.
E16

CS5.3; LS5.3.1 Respond imaginatively and intelligibly Educational Emphases
through creating power points, visuals,  Language
posters, blogs and webpages  Creativity and Innovation
Other imaginative responses as appropriate Multiple Intelligences

A. Literature in Action 9 Critical and Creative Thinking Skills
1. Tell students to read the rubric. (CCTS)
2. Ask them to choose one novel from the three  Generating Ideas
options given.
3. Based on the novel that they have chosen, Higher Order Thinking Skills (HOTS)
tell students to create a poster to advertise  Creation
the play to the public.
4. Tell students to show and talk about their STEAM
posters to the class.
UNIT 10 It’s Showtime! [Textbook: PP. 121 – 132] Week

READING [P. 30]
A. Reading
LS3.1.1 Understand the main points in longer texts Educational Emphases
on an increased range of familiar topics  Language
clues provided by other words and context Multipe Intelligences
on an increased range of familiar topics  Verbal-linguistic Intelligence
LS3.1.6 Recognise with support typical features at  Interpersonal Intelligence
word, sentence and text levels of a range of
genres Critical and Creative Thinking Skills
(CCTS)
Suggested Activities  Making Associations or
1. Ask students to read the stimulus given. Connections
2. Tell them that for questions 1 to 5, they have
to write their answers in no more than five PAK-21 Activity
words from the text. Remind students to be  Presentation
careful when copying the words.
3. Then tell students that they have to find STEAM
question 6.

Activity 7: Presentation P.
E15

VOCABULARY [P. 31]
A. Reading
1. Tell students to read the questions. Educational Emphases
2. Tell them to circle the best answer for each  Language
question.  Learning How to Learn Skills
********************************************************************** Multiple Intelligences

B. Reading
LS3.1.4 Use independently familiar print and digital Critical and Creative Thinking Skills
resources to check meaning and extend (CCTS)
understanding  Making Associations or
Connections
1. Ask students to read the phrasal verbs and
sentences given.
2. Then tell students to fill in the blanks with the
correct phrasal verbs to complete the
sentences.
3. Ask students to use a dictionary to help
them.

GRAMMAR [P. 32]

 Language
1. Explain the grammar focus in the unit (reported
speech) to students. Make sure they understand the
(CCTS)
practice.
Connections
3. Tell them to change the sentences into the reported
speech format.

CS5.3; LS5.3.1 Respond imaginatively and intelligibly  Language
through creating power points, visuals,  Science and Technology
posters, blogs and webpages
 Creativity and Innovation
 Information and Communications
Other imaginative responses as appropriate
Technology (ICT)
Multiple Intelligences:
2. Ask them to choose one novel from the three
options given. Higher Order Thinking Skills (HOTS)
3. Then, tell students to create a blog based on  Creation
the novel that they have chosen.
4. Tell students to include information like the Critical and Creative Thinking Skills
plot, characters and themes in their blogs. (CCTS)
5. Encourage students to also include photos  Generating Ideas
and links to other websites.
6. Tell students to share their blogs online. STEAM
UNIT 11 Time to Learn [Textbook: PP. 135 – 146] Week

READING [P. 33]
A. Reading Educational Emphases

LS3.2.1 Read, enjoy and give a personal response to  Language
fiction / non-fiction and other suitable print and
digital texts of interest Multiple Intelligences
LS2.1.4 Explain own point of view  Verbal-linguistic Intelligence
 Intrapersonal Intelligence
1. Ask students to read the advertisements given. Higher Order Thinking Skills (HOTS)
2. Tell them to underline difficult words in the  Creation
advertisements.
3. Ask students to refer to a dictionary for the Critical and Creative Thinking Skills
meanings of the words. (CCTS)
4. Then, based on the information in the  Comparing and Contrasting
advertisements, tell students to answer the  Evaluating
questions that follow.  Generating Ideas
5. Tell them to give their own responses when  Making Associations or
answering the questions. Connections
6. Remind students to give logical responses to
the questions.

Activity 5: Believe You Can P.
E7

GRAMMAR [P. 34]
1. Explain the grammar focus in the unit (causative) to
students. Make sure they understand the grammar
notes given.
3. Tell them to complete the sentences using the  Language
causative.
4. Ask students to compare answers in pairs. Critical and Creative Thinking Skills
(CCTS)
*****************************************************************  Making Associations or
Connections
1. Explain the grammar focus in the unit (gerunds and
infinitives) to students. Make sure they understand the
practice.
3. Tell them to underline the correct answers.

A. Listening
LS1.1.6 Understand independently longer simple
narratives on a range of familiar topics
carefully.
3. Play the audio again. As students are Educational Emphases
listening to the audio, ask them to write  Language
‘True’ or ‘False’ for each of the statements.  Values
********************************************************************  Verbal-linguistic Intelligence
B. Speaking  Intrapersonal Intelligence
LS2.3.1 Keep interaction going in longer exchanges
by asking a speaker to slow down, speak up Higher Order Thinking Skills (HOTS)
or to repeat what they have said  Creation
Suggested Activities Critical and Creative Thinking Skills

1. Tell students to work in pairs. (CCTS)
2. Ask them to talk about student exchange  Analysing
programmes.  Identifying Facts and Opinions
3. Students take turns to ask and answer  Generating Ideas
questions about student exchange
programmes.
DIGITAL CONTENT
Audio on student exchange programmes

A. Revision 3 – Listening Educational Emphases

CS1.1; LS1.1.2 Understand independently specific  Language
information and details in longer texts on an  Values
increased range of familiar topics  Information and Communications
Technology (ICT)
1. Tell students to read the statements given. Critical and Creative Thinking Skills
2. Play the audio. Ask students to listen to it (CCTS)
carefully.  Analysing
3. Play the audio again. As students are
listening to the audio, ask them to write ‘True’ STEAM
or ‘False’ for each of the statements.
DIGITAL CONTENT
Audio on cyberbullying

 Language
B. Revision 3 – Listening  Values
CS1.1; LS1.1.1 Understand independently the main ideas in
 Patriotism/Citizenship
familiar topics
1. Tell students to look at the poster given.
(CCTS)
carefully.
3. Play the audio again. As students are  Identifying Facts and Opinions
listening to the audio, ask them to fill in the  Making Associations or
blanks to complete the poster. Connections
DIGITAL CONTENT
Audio on an announcement to visit flood victims

A. Writing 21
CS4.1; LS4.1.5 Organise, sequence and develop ideas
CS4.2; LS4.2.1 Punctuate written work with moderate Educational Emphases
accuracy  Language
LS4.2.4 Begin to use formal and informal registers Multiple Intelligences
appropriate to the target audience in familiar  Verbal-linguistic Intelligence
situations
Suggested Activities (CCTS)
1. Tell students to read the rubric and stimulus  Generating Ideas
given.
2. Based on the pictures and notes, ask Higher Order Thinking Skills (HOTS)
students to write a letter to a friend.  Creation
3. Ask them to prepare a draft of the letter on a
piece of paper. STEAM
4. Once students have prepared their draft, tell
them to write the letter in the space provided.

B. Writing 21
CS4.2; LS4.2.1 Punctuate written work with moderate
accuracy Educational Emphases
appropriate to the target audience in familiar Multiple Intelligences
situations
1. Tell students to read the rubric and stimulus
(CCTS)
given.
2. Based on the pictures and notes, ask
students to write an email to a cousin.
3. Ask them to prepare a draft of the email on a
piece of paper.  Creation
them to write the email in the space
provided.

C. Writing 21
CS4.2; LS4.2.1 Punctuate written work with moderate
accuracy Educational Emphases
appropriate to the target audience in familiar Multiple Intelligences
situations
1. Tell students to read the rubric and stimulus
(CCTS)
given.
2. Based on the pictures and notes, ask
students to write a story.
3. Ask them to prepare a draft of the story on a
piece of paper.  Creation
them to write the story in the space
provided.

SCHEME OF WORK: LESSONS 111 – 112 [PP. 54 – 55]  Language
 Conservation of the Environment
A. Project-based Learning 1 & 2  Values
CS3.1; LS3.1.6 Recognise with support typical features at  Creativity and Innovation
genres Multiple Intelligences
Suggested Activities  Visual-spatial Intelligence
1. Tell students to read the rubric given.  Intrapersonal Intelligence
2. Ask them to imagine they are scuba diving
trainers on a beautiful island in Malaysia. Critical and Creative Thinking Skills
3. Then, tell students to create a poster that (CCTS)
educates the public on protecting the coral  Generating Ideas
reefs.  Creating Mental Pictures
4. Tell students to add relevant information to  Drawing Mental Pictures
make their posters interesting.
5. Tell students to show and talk about their Higher Order Thinking Skills (HOTS)
posters to the class.  Creation
6. Give feedback on students’ work.
STEAM

SCHEME OF WORK: LESSONS 111 – 112 [PP. 56 – 57]
B. Project-based Learning 1 & 2  Language
CS4.2; LS4.2.4 Begin to use formal and informal registers  Creativity and Innovation
appropriate to the target audience in familiar  Entrepreneurship
situations
Suggested Activities  Verbal-linguistic Intelligence
1. Tell students to work in pairs.
 Visual-spatial Intelligence
2. Ask them to imagine they are opening a
restaurant together.
3. Then, tell students to discuss the types of  Intrapersonal Intelligence
dishes that they want to serve in their
restaurants and the prices of the dishes. Critical and Creative Thinking Skills
4. Next, tell students to create a menu for their (CCTS)
restaurants using their own creativity.  Generating Ideas
5. Tell them to get ideas from the Internet or  Creating Mental Pictures
from their own experiences dining in  Drawing Mental Pictures
restaurants.
6. Tell students to show and talk about their Higher Order Thinking Skills (HOTS)
menus to the class.  Creation

SCHEME OF WORK: LESSONS 111 – 112 [PP. 58 – 59]
C. Project-based Learning 1 & 2  Language
CS4.2; LS4.2.3 Produce a plan or draft of two paragraphs or  Creativity and Innovation
independently Multiple Intelligences
Suggested Activities  Visual-spatial Intelligence
1. Divide students into groups of five or six.  Kinaesthetic Intelligence
2. Ask them to read the rubric given.  Interpersonal Intelligence
3. Tell students that they need to perform a  Intrapersonal Intelligence
short drama based on one of the themes
given. Critical and Creative Thinking Skills
4. Ask them to discuss the setting, plot and (CCTS)
characters of the drama before they perform  Generating Ideas
it in front of the class.  Creating Mental Pictures
5. Tell them to work on these elements too:
 the script Higher Order Thinking Skills (HOTS)
 the costumes and props  Creation
6. Ask each group to present the drama in front
of the class. STEAM

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ENGLISH FORM 3 KSSM

SCHEME OF WORK AND SUGGESTED ACTIVITIES

Theme: People and Culture

UNIT 1 My Family [Textbook: PP. 5 – 16] Week

Curriculum Features / Elements

UNIT 1 My Family [Textbook: PP. 5 – 16] Week

Curriculum Features / Elements

********************************************************************** Multiple Intelligences

UNIT 1 My Family [Textbook: PP. 5 – 16] Week

Curriculum Features / Elements

UNIT 1 My Family [Textbook: PP. 5 – 16] Week

Curriculum Features / Elements

Curriculum Features / Elements

UNIT 2 Let’s Talk about Food [Textbook: PP. 17 – 28] Week

Curriculum Features / Elements

PEMBELAJARAN ABAD KE-21 MODULE

UNIT 2 Let’s Talk about Food [Textbook: PP. 17 – 28] Week

Curriculum Features / Elements

UNIT 2 Let’s Talk about Food [Textbook: PP. 17 – 28] Week

Curriculum Features / Elements

UNIT 2 Let’s Talk about Food [Textbook: PP. 17 – 28] Week

Curriculum Features / Elements

Curriculum Features / Elements

We Didn’t Mean to Go to Sea

UNIT 3 Wonderful Nature around Us [Textbook: PP. 31 – 42] Week

Curriculum Features / Elements

Suggested Activities Critical and Creative Thinking Skills

PENDIDIKAN SIVIK (ENGLISH) MODULE

UNIT 3 Wonderful Nature around Us [Textbook: PP. 31 – 42] Week

Curriculum Features / Elements

UNIT 3 Wonderful Nature around Us [Textbook: PP. 31 – 42] Week

Curriculum Features / Elements

Curriculum Features / Elements

UNIT 4 Special Bonds [Textbook: PP. 43 – 54] Week

Curriculum Features / Elements

Suggested Activities Multiple Intelligences

PEMBELAJARAN ABAD KE-21 MODULE

UNIT 4 Special Bonds [Textbook: PP. 43 – 54] Week

Curriculum Features / Elements

B. Speaking Critical and Creative Thinking Skills

PENDIDIKAN SIVIK (ENGLISH) MODULE

UNIT 4 Special Bonds [Textbook: PP. 43 – 54] Week

Curriculum Features / Elements

PENDIDIKAN SIVIK (ENGLISH) MODULE

Curriculum Features / Elements

UNIT 5 Under One Roof [Textbook: PP. 57 – 68] Week

Curriculum Features / Elements

PEMBELAJARAN ABAD KE-21 MODULE

UNIT 5 Under One Roof [Textbook: PP. 57 – 68] Week

Curriculum Features / Elements

Suggested Activities Educational Emphases

UNIT 5 Under One Roof [Textbook: PP. 57 – 68] Week

Curriculum Features / Elements

Curriculum Features / Elements

UNIT 6 World of Sports [Textbook: PP. 69 – 80] Week

Curriculum Features / Elements

PEMBELAJARAN ABAD KE-21 MODULE

UNIT 6 World of Sports [Textbook: PP. 69 – 80]

Curriculum Features / Elements

UNIT 6 World of Sports [Textbook: PP. 69 – 80]

Curriculum Features / Elements

UNIT 7 Dare to Take Risks [Textbook: PP. 83 – 94] Week

Curriculum Features / Elements