1 Eng Formula A Pt3 KSSM English Form 1 Scheme of Work and Suggested Activities

FORMULA A+ PT3 KSSM ENGLISH FORM 1 SCHEME OF WORK AND
SUGGESTED ACTIVITIES
Theme:
STARTER UNIT You Only Live Once [Textbook: PP. 5 – 8] Week
Curriculum Features / Elements

Content Standard (CS) / Learning Standard (LS)
Across the Curriculum
A Listening [P. 1]
CS1.1 LS1.1.5 Understand more complex supported
questions
Suggested Activities
1. Tell students to study the pictures given.
2. Then play the audio. Ask students to listen to it carefully.
3. Play the audio again. As students are listening Educational Emphases
to the audio, ask them to number the pictures correctly.  Language
4. Ask students to compare answers in pairs.
Critical and Creative Thinking Skills
B Speaking [P. 1] (CCTS)
CS2.1 LS2.1.1 Ask about and give detailed information about  Making Inferences
themselves and others
PAK-21 Activity
Suggested Activities  Checklist
1. Tell students to work in pairs.
2. Ask them to prepare a dialogue about their favourite
clothes.
3. Tell them to use the question words given.
4. Select a few pairs of students to act out the dialogue in
front of the class.
Theme:

A Grammar Practice 1 [P. 2]
1. Explain the grammar focus in the unit (possessive
adjectives) 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 students to fill in the blanks with the correct
possessive adjectives. Critical and Creative Thinking Skills
4. Ask them to compare answers in pairs. (CCTS):
 Making Associations or
B Grammar Practice 2 [P. 2] Connections
1. Tell students to read the stimulus given.
2. Then tell them to underline the correct answers.
PENDIDIKAN SIVIK (ENGLISH) MODULE

Activity 1: Role of Neighbours and the Community in the Fight against Child Abuse P. E1
Theme:

A Reading [P. 3]
CS3.2 LS3.2.1 Read and enjoy fiction/non-fiction and other
suitable print and digital texts of interest
Suggested Activities Educational Emphases

1. Ask students to read the stimulus given.  Language
2. Then tell them to study the bridge maps given.
3. Ask students to fill in the blanks with the correct answers. Multiple Intelligences
4. Ask them to compare answers in pairs.  Interpersonal
B Reading [P. 3] Critical and Creative Thinking Skills
CS3.1 LS3.1.2 Understand specific details and information in (CCTS):
simple longer texts
 Making Inferences or Conclusions
Connections
1. Ask students to read the questions given.
2. Then tell them to use the Internet to find out the answers.
3. Ask students to circle the correct answers.
4. Tell them to compare answers in pairs.
Theme:

1. Explain the grammar focus in the unit (‘can’/‘can’t’ + verb)
to students. Make sure they understand the grammar notes
given.
2. Then tell students to read the sentences given in the
practice.
3. Tell them to fill in the blanks with ‘can’ or ‘can’t’.
B Grammar Practice 2 [P. 4] Educational Emphases

Suggested Activities  Language
1. Tell students to read the list of activities given in the
practice.
2. Ask them to tick the activities they can do and cross the
(CCTS):
ones they can’t.
3. Then tell students to write sentences about the activities
using ‘can’ or ‘can’t’. Connections
C Grammar Practice 3 [P. 5]

1. Explain the grammar focus in the unit (‘be’: affirmative and
negative, short form) to students. Make sure they understand
the grammar notes given.
2. Tell students to read the sentences given in the practice.
3. Ask them to rewrite the sentences using the short form of
‘be’.
Theme:

A Listening [P. 6]
CS1.1 LS1.1.4 Understand longer sequences of supported
classroom instructions
Educational Emphases
 Language
1. Tell students to study the pictures given.
Moral Values
2. Play the audio. Ask students to listen to it carefully.
3. Play the audio again. As students are listening to the  Respect
audio, ask them to number the pictures in the correct order.  Honesty
4. Ask students to answer in pairs.
Theme: Consumerism and Financial Awareness
Non-textbook Based Lesson Week

[Scheme of Work: Lesson 1]
A Speaking [P. 39]
CS2.1 LS2.1.1 Ask about and give detailed information about
themselves and others

1. Tell students to work in pairs.  Language
2. Ask students to discuss 6 or morew ways people can get  Values
money.
3. Tell students to complete the Bubble Map given with their Critical and Creative Thinking Skills
suggestions. (CCTS)
4. Students have to put their suggestions in order from the
 Solving Problems
most common to the least common.
 Making Interpretations
5. Ask a few students to share their answers with the class.
Higher Order Thinking Skills (HOTS)
B Speaking [P. 39]
CS2.1 LS2.1.1 Ask about and give detailed information about  Analysis
themselves and others  Application
Suggested Activities Moral Values

1. Tell students to work in pairs.  Be Wise
2. Ask students to role play a dialogue on ideas for saving  Moderation
money.
3. Tell students to complete the Circle Map with their
suggestions.
4. Students share their answers with the class.

A Reading [P. 40]
CS3.1 LS3.1.2 Understand specific details and information in Educational Emphases
simple longer texts  Knowledge Acquisition
CS3.1 LS3.1.3 Guess the meaning of unfamiliar words from  Values
clues provided by other known words and by context
Suggested Activities  Analysis
1. Allow five minutes for silent reading of the text.  Evaluation
2. Ask students to underline new words that they do not
understand or know how to pronounce.
3. Nominate one student to read a paragraph each.
(CCTS)
4. Ask students to guess new vocabulary intelligently. When
they come across a difficult sentence or paragraph, nominate  Identifying Main Ideas
students who can explain to the whole class.  Identifying Supporting Details
5. Tell students to write the answers to the questions. They  Making Interpretations
should give their own opinions for the HOTS questions.
6. Allow students to use the dictionary to find the meaning of Moral Values
words in the article.  Be Wise
7. Students have to complete the table with the correct words  Moderation
from the article.
Pre-PT3 Practice
TOPIC 1 – Reading and Use of English: Short Texts MCQ
Practice 1 [PP. 63–66]
1. Tell students to read the rubric given.
2. Ask students to study the stimulus given.
3. Students then read the question and choose the best answer.

A Reading [P. 41]
CS4.1 LS4.1.3 Narrate factual and imagined events and
experiences
Suggested Activities  Values
1. Allow five minutes for silent reading of the text.  Language
2. Ask students to underline new words that they do not
understand or how to pronounce. Higher Order Thinking Skills (HOTS)
3. Nominate a student to read a paragraph each.  Analysis
4. Discuss what students think of the story.  Creation
B Writing [P. 41] Multiple Intelligences

CS4.1 LS4.1.3 Narrate factual and imagined events and  Verbal-linguistic
experiences  Interpersonal
CS4.1 LS4.1.6 Connect sentences into two coherent paragraphs
or more using basic coordinating conjunctions and reference Critical and Creative Thinking Skills
pronouns (CCTS)
Suggested Activities  Generating Ideas
1. Tell students to write a similar type of story but with a
different character. Pendidikan Sivik (English)
2. Students may add relevant information to make their story  Core Value – Happiness
interesting.
3. Encourage students to check for spelling, punctuation and
grammatical errors.
Theme: People and Culture
UNIT 1 What Are Your Hobbies? [Textbook: PP. 11 – 18] Week

 Values
A Reading [P. 7]  Language
CS3.1 LS3.1.2 Understand specific details and information in
simple longer texts Moral Values
 Respect
Suggested Activities  Self-reliance
2. Then tell them to read the statements that follow. Multiple Intelligences
3. Based on the stimulus, tell students to circle ‘True’ or  Interpersonal
‘False’ for the statements.
4. Ask them to compare answers in pairs. PAK-21 Activity
 I-Think Map
PEMBELAJARAN ABAD KE-21 MODULE

Activity 1: Scrapbook P. E9

1. Explain the grammar focus in the unit (present simple) to
students. Make sure they understand the grammar notes
given.
3. Ask them to fill in the blanks with the present simple form
of the verbs in brackets.
B Grammar Practice 2 [P. 8]

1. Tell students to read the words and the responses given in
the practice.
2. Ask them to write questions for the responses using ‘do’ or
 Language
‘does’ and the words given.
(CCTS)
1. Explain the grammar focus in the unit (present continuous)  Making Associations or
to students. Make sure they understand the grammar notes Connections
given.
3. Ask them to fill in the blanks with the present continuous
form of the verbs in brackets.
D Grammar Practice 4 [P. 9]

1. Tell students to read the words and the responses given in
the practice.
2. Ask them to write questions for the responses using ‘are’
or ‘is’ and the words given.
Pre-PT3 Practice
TOPIC 1 – Reading and Use of English: Short Texts MCQ
1. Tell students to read the rubric given.
2. Ask students to study the stimulus given.
3. Students then read the question and choose the best answer.

A Reading [P. 10]
CS3.1 LS3.1.1 Understand the main points in simple longer
texts
1. Ask students to read the stimulus given.
2. Tell them to underline the difficult words found in the Educational Emphases
stimulus.  Language
3. Ask students to refer to a dictionary for the meanings of
 Conservation of the Environment
the words.
Multiple Intelligences
B Listening [P. 10]
 Interpersonal
CS1.1 LS1.1.2 Understand with little or no support specific
information and details in simple longer texts on a range of
familiar topics Moral Values
 Respect
Suggested Activities  Love
1. Ask students to read the dialogue given.
3. Play the audio again. As students are listening to the
audio, ask them to fill in the blanks correctly.

C Writing [P. 11]
CS4.1 LS4.1.1 Give detailed information about themselves
and others Educational Emphases
 Language
1. Tell students to read the dialogue given. Moral Values
2. Ask them to fill in the blanks with information about
 Self-reliance
themselves.
D Speaking [P. 11]
 Verbal-linguistic
CS2.1 LS2.1.1 Ask about and give detailed information about
themselves and others  Intrapersonal
 Interpersonal
1. Tell students to work in pairs. Critical and Creative Thinking Skills
2. Ask them to take turns to practise the dialogue that they (CCTS)
have completed in practice C.  Making Associations or
3. Then ask students to fill in the admission form with Connections
information that they get from their partners.

A Writing [P. 12]
and others
1. Tell students to study the table given. Educational Emphases
2. Ask students to fill in the table with information about  Language
themselves.  Creativity and Innovation
B Writing [P. 12] Multiple Intelligences

CS4.2 LS4.2.1 Use capitals, full stops, commas in lists,  Verbal-linguistic
question marks, and speech marks appropriately at discourse
level Higher Order Thinking Skills (HOTS)
CS4.2 LS4.2.2 Spell most high frequency words accurately in  Creation
independent writing
Suggested Activities (CCTS)
1. Based on the information that they have written in practice  Generating Ideas
A, ask students to write a paragraph about themselves using  Making Interpretations
‘because’ and ‘so’.
2. Tell students to write their answers neatly.
3. Encourage them to check for spelling, punctuation and
grammatical errors after they have finished writing.
Theme: Science and Technology

A Listening [P. 42]
CS1.1 LS1.1.2 Understand with little or no support specific Educational Emphases
information and detail in simple longer texts on a range of  Knowledge Acquisition
familiar topics  Science and Technology
Suggested Activities Critical and Creative Thinking Skills

1. Play the audio. Ask students to listen to it carefully. (CCTS)
2. Play the audio again to make sure students understand it.  Identifying Supporting Details
3. Tell students to circle the correct answers.  Making Inferences or Conclusions
4. Discuss the answers with students.
Pre-PT3 Practice
TOPIC 2 – Reading and Use of English: Error Correction
Practice 1 [P. 71]
1. Tell students to read the rubric and the text given.
2. Tell them to pay attention to the tenses used throughout the text.
3. Ask students to correct the grammatical errors underlined in the text.
4. Remind students that there should be only one answer for each error.
5. Tell students to write the answers in the space provided.
6. Remind students to check the spelling of their answers.

A Literature in Action [P. 43]
CS5.1 LS5.1.2 Identify and describe in simple language the
key characters in a text
Suggested Activities  Values
1. Tell students to read the graphic novel, 20,000 Leagues  Language
Under the Sea.
2. Ask students to analyse and match the characteristics to Critical and Creative Thinking Skills
the characters given. (CCTS)
3. Students have to complete the table with the correct  Making Decisions
answers.  Evaluation
B Literature in Action [P. 43] Higher Order Thinking Skills (HOTS)

Suggested Activities  Creation
1. Tell students to read the graphic novel, 20,000 Leagues
Under the Sea. Moral Values
2. Ask students to write about their favourite character from  Be Compassionate
the novel.  Loyalty
3. Students have to give reasons why they like this character.
They have to give evidence from the text to support their
answers.

A Language Awareness (Grammar) [P. 44]
1. Explain the grammar focus in the unit (First conditional) to Educational Emphases
the students.  Language
2. Ask students to match the sentence parts correctly.  Learning How to Learn Skills
3. Students must then write the complete sentences in the
space provided. Critical and Creative Thinking Skills
(CCTS)
B Language Awareness (Grammar) [P. 44]  Making Associations or
Suggested Activities Connections
1. Ask the students to read the sentences given.  Evaluation
2. Tell students to complete the sentences with the correct
forms of the verbs in the bracket.

Activity 4: Advances in Technology and the Ethical Use of Devices P. E4
Theme: Health and Environment

A Speaking [P. 45]
CS2.1 LS2.1.3 Ask about and describe future plans or events Multiple Intelligences
1. Ask students what their holiday plans are and their feelings Educational Emphases
about school holidays.  Verbal-linguistic
2. Get students to work in pairs.  Language
3. Tell students to role-play a dialogue that is similar to the
one given. Critical and Creative Thinking Skills
4. Students have to discuss their own holiday plans with each (CCTS)
other.  Making Interpretations
Pre-PT3 Practice
TOPIC 2 – Reading and Use of English: Error Correction
Practice 2 [P. 72]
2. Tell them to pay attention to the tenses used throughout the text.
3. Ask students to correct the grammatical errors underlined in the text.
4. Remind students that there should be only one answer for each error.
5. Tell students to write the answers in the space provided.
6. Remind studens to check for spelling errors.

A Reading [P. 46] Educational Emphases
CS3.1 LS3.1.2 Understand specific details and information in  Knowledge Acquisition
simple longer texts  Conservation of the Environment

1. Allow five minutes for silent reading of the text. (CCTS)
2. Ask students to underline new words that they do not  Identifying Supporting Details
understand or know how to pronounce.  Making Interpretations
3. Explain any difficult words in the text to students.
4. Nominate one student to read a paragraph each. Moral Values
5. Based on the text, ask students to answer the questions.  Love Our Environment
6. Tell students they can use dictionaries to find meaning of
words. PAK-21 Activity
7. Students have to complete the table with words from the  Round Table
text.

Activity 2: Utilising Natural Resources Properly P. E2

A Writing [P. 47]
CS4.1 LS4.1.3 Narrate factual and imagined events and Multiple Intelligences
experiences  Verbal-linguistic
CS4.1 LS4.2.3 Produce a plan or draft of two paragraphs or
more and modify this appropriately in response to feedback
(CCTS)
Suggested Activities  Making Interpretations
1. Tell students to read the story carefully.
2. Ask students to give their opinions and feelings about the
story.
3. Based on the text, get students to write a similar type of  Creation
story but with different characters and plot.
4. Students may add relevant information to make their story Educational Emphases
interesting.  Values
5. Ask students to check for spelling, punctuation and  Language
grammatical errors before submitting their essays.

CS5.3 LS5.3.1 Respond imaginatively and intelligibly through Multiple Intelligences
creating simple stories and simple poems  Musical

1. Tell students to read the extract of the poem ‘Sad I Ams’. (CCTS)
2. Ask students to change the underlined words to other  Making Interpretations
objects. They must make sure the words rhyme.  Making Associations or
3. Students present their work to the class. Connections
B Literature in Action [P. 48] Higher Order Thinking Skills (HOTS)

CS5.3 LS5.3.1 Respond imaginatively and intelligibly through  Application
creating simple stories and simple poems  Creation

1. Ask students to work in pairs.  Language
2. Tell students to create a poster for a recycling campaign.  Learning How to Learn Skills
The theme of the poster must be based on the poem ‘Sad I
Ams’. Pendidikan Sivik (English)
3. Students have to show and explain their poster to the  Core Value – Responsibility
class.

Activity 8: Friendship across Borders P. E8
UNIT 2 We Love Reading [Textbook: PP. 21 – 28] Week

A Reading [P. 13]
simple longer texts  Values
CS3.1. LS3.1.4 Use with some support familiar print and  Language
digital resources to check meaning
 Interpersonal
1. Tell students to read the stimulus given. Moral Values
2. Then based on the stimulus, tell students to write ‘True’ or  Diligence
‘False’ for the statements given in the first task.
3. Tell students to refer to a dictionary for the meanings of the PAK-21 Activity
words in order to complete the second task.  Games

Activity 2: Pair Discussion P. E10

1. Explain the grammar focus in the unit (past simple) to
given.
2. Tell students to read the verbs given in the practice.
 Language
3. Ask them to write the past simple form of the verbs given.
(CCTS)
Suggested Activities  Making Associations or
1. Tell students to read the stimulus given in the practice. Connections
2. Ask them to fill in the blanks with the past simple form of
the verbs in brackets.

Activity 3: Graphic Organiser P. E11

CS3.1 LS3.1.1 Understand the main points in simple longer  Values
texts  Language
Suggested Activities Moral Values

1. Tell students to read the stimulus given.  Respect
2. Based on the information in the stimulus, ask them to fill in
the blanks with the correct answers. Critical and Creative Thinking Skills
3. Ask students to compare answers in pairs. (CCTS)
 Making Inferences
Pre-PT3 Practice
TOPIC 3 – Reading and Use of English: Information Transfer
Practice 1 [P. 73]
2. Tell them to study the table carefully.
3. Explain to students that they have to write no more than three words and/or a number from the text.
4. Based on the stimulus, ask students to answer the questions.
5. Remind students to be careful when copying the words for their answers. They should not make any
spelling mistakes because the answers are found in the reading text.

1. Explain the grammar focus in the unit (‘was’/’were’:
affirmative and negative, questions and short answers) to
given.
3. Ask them to underline the correct answers.

1. Tell students to read the questions given in the practice.
 Language
2. Ask them to write short answers to the questions given.
(CCTS)
1. Explain the grammar focus in the unit (‘could’/’couldn’t’:  Making Associations or
affirmative and negative, questions and short answers) to Connections
given.
3. Ask them to fill in the blanks with ‘could’ or ‘couldn’t’.

2. Ask them to write short answers to the questions given.

A Writing [P. 18] Educational Emphases
CS4.1 LS4.1.3 Narrate factual and imagined events and  Values
experiences  Language
CS4.2 LS4.2.2 Spell most high frequency words accurately in  Creativity and Innovation
independent writing
1. Tell students to read the review given.
2. Ask them to write a three-paragraph review about an Moral Values
interesting place that they have visited recently.  Self-reliance
3. Tell students that they may refer to the review given as a
 Respect
guide while they are writing.
5. Encourage them to check for spelling, punctuation and Multiple Intelligences
grammatical errors after they have finished writing.  Verbal-linguistic

(CCTS)
 Generating Ideas

Activity 4: i-Think Map P. E12

[Scheme of Work: Lesson 44] Multiple Intelligences
A Writing [P. 49]  Verbal-linguistic
CS4.1 LS4.1.5 Connect sentences into two coherent
paragraphs or more using basic coordinating conjunctions Critical and Creative Thinking Skills
and reference pronouns (CCTS)
Suggested Activities  Generating Ideas
1. Ask students what they have done to earn pocket money.
 Elaborating
2. Tell students to study the Bubble Map carefully.
3. Tell students to write an article based on the notes in the
Bubble Map.
4. Students may add relevant information to make their article  Creation
more interesting.
5. Tell students to check for spelling, punctuation and Educational Emphases
grammatical errors.  Values
 Language
 Learning How to Learn Skills

A Language Awareness (Grammar) [P. 50]
1. Ask students if they have been shopping during the
weekend.
2. Get a few students to share their shopping experience.
3. Tell students to study the table and take note of the Educational Emphases
different parts that make a good sentence.  Values
4. Individually or in pairs, ask students to write five sentences  Language
using words from each column. Make sure students change
the verb to past tense form. Critical and Creative Thinking Skills
5. Select a few students to share their favourite sentence(s). (CCTS)
B Language Awareness (Grammar) [P. 52] Connections
1. Do a quick revision of grammar topics ‘some’ and ‘any’ to
check students’ understanding.
2. Tell students to complete the task in Practice B.
3. Randomly select a few students to get the answers.
Pre-PT3 Practice
TOPIC 3 – Reading and Use of English: Information Transfer
Practice 2 [P. 74]
2. Tell them to study the table.
3. Tell students that they have to write no more than three words and/or a number from the text.
4. Based on the stimulus, ask students to complete the table with the correct information.

A Listening [P. 51]
1. Ask students if they know anything about the unique  Knowledge Acquisition
culture of the Baba-Nyonya.  Values
2. Prepare students to listen carefully to the audio.
3. Students must fill in the blanks with relevant information
from the audio.
(CCTS)
 Identifying Supporting Details
B Listening [P. 53]
CS1.2 LS1.2.1 Guess the meaning of unfamiliar words from
clues provided by other known words and by context on
familiar topics Moral Values
 Preserve Our Culture
1. Ask students to go through the 6 words in the table and PAK-21 Activity
prepare for the audio.  Gallery Walk
2. Play the audio twice with a short pause in between.
3. Students listen carefully and write down the answers. Pendidikan Sivik (English)
4. Students discuss their answer after the listening task with  Core Value – Respect
the teacher.

Activity 3: Unique Malaysia P. E3

A Reading [P. 52]
simple longer texts  Knowledge Acquisition

1. Allow five minutes for silent reading of the text. (CCTS)
2. Ask students to underline new words that they do not  Identifying Supporting Details
understand or know how to pronounce.  Making Inferences or Conclusions
4. Ask students to guess new vocabulary intelligently. When Moral Values
they come across a difficult sentence or paragraph, nominate  Preserve Our Culture
students who can explain to the whole class.
5. Tell students to complete the questions. PAK-21 Activity
6. Discuss the answers with students if everyone finishes the  Think-Pair-Share
task on time.

Activity 6: Rise from Failure P. E6

A Writing [P. 53]
CS4.1 LS4.1.3 Narrate factual and imagined events and
experiences
CS4.2 LS4.2.1 Use capitals, full stops, commas in lists, Multiple Intelligences
question marks and speech marks appropriately at discourse  Verbal-linguistic
level
CS4.2 LS4.2.3 Produce a plan or draft of two paragraphs or
(CCTS)
1. Get students to work in pairs or small groups of three.
2. Encourage students to discuss any practices that are
carried out differently from their family practice.  Creation
3. Choose one practice that is important to them. Ask
students to write about it an email form. Moral Values
4. Tell students to use the table to help them plan what to  Preserve Our Culture
write.
5. Ask students to proofread each other’s email and offer
advice on how to improve grammar.
Pre-PT3 Practice
TOPIC 4 – Reading and Use of English: Short Answer
Suggested Activities [P. 75]

2. Tell them that they will have to answer 10 questions in this part.

1. Tell students that for the first eight questions, they have to write no more than five words and/or a
number from the text.
2. For the last two questions, students have to find the word in the text that has the same meaning as
the word in the table.
3. Based on the text, ask students to answer the questions.

1. Ask students to read the poem ‘Sad I Ams’ carefully.
2. Explain the difficult words in the poem to students.
3. Discuss the themes with students to gauge their Multiple Intelligences
understanding of the poem.  Verbal-linguistic
B Literature in Action [P. 54] Critical and Creative Thinking Skills
CS5.3 LS5.3.1 Respond imaginatively and intelligibly through (CCTS)
creating simple stories and simple poems
1. Ask students to identify how many objects are mentioned
in the poem.
2. Divide students into pairs. Ask them to choose one object  Creation
to discuss.
3. Students have to discuss the object based on the points Educational Emphases
given – where it could be produced, what is it made of, who  Language
would buy it, how it was treasured and used.
4. Tell students to complete the writing task.
5. Nominate the most interesting biography to be read out to
the class.
Pre-PT3 Practice
TOPIC 4 – Reading and Use of English: Short Answer

2. Tell them that they will have to answer 10 questions in this part.

1. Tell students that for the first eight questions, they have to write no more than five words and/or a
number from the text.
2. For the last two questions, students have to find the word in the text that has the same meaning as
the word in the table.
3. Based on the stimulus, ask students to answer the questions.
UNIT 3 What’s the Weather Like Today? [Textbook: PP. 30 – 38] Week

A Reading [P. 19]
CS3.1 LS3.1.4 Use with some support familiar print and
digital resources to check meaning
1. Tell students to study the stimulus given. Educational Emphases
2. Based on the information in the stimulus, ask them to fill in
 Language
the blanks with the correct answers.
B Speaking [P. 19]
CS2.3 LS2.3.1 Keep interaction going in short exchanges by
checking understanding of what a speaker is saying
(CCTS)
1. Tell students to work in pairs.  Making Associations or
2. Tell them to read the stimulus given. Connections
3. Based on the stimulus, tell students to ask and answer
questions about the activities given.
4. Tell them that they may write their answers in the space
provided.

CS3.1 LS3.1.2 Understand specific details and information in  Values
simple longer texts  Language
suitable print and digital texts of interest Moral Values
 Compassion
Suggested Activities  Gratitude
2. Then based on the stimulus, tell students to answer the Higher Order Thinking Skills (HOTS)
questions given.  Analysis
3. Tell students to give their personal responses when
 Creation
answering Questions 2(b) and 2(d).
4. Remind students to give logical responses to the
questions. PAK-21 Activity
 Round Table

Activity 6: Round Table P. E14

1. Explain the grammar focus in the unit (past continuous) to
given.
3. Ask them to write the past continuous form of the verbs in
brackets.

1. Tell students to read the words and the short answers
given in the practice. Educational Emphases
2. Ask them to write questions for the short answers using  Language
‘was’ or ‘were’ and the words given.
C Grammar Practice 3 [P. 22] (CCTS):
Suggested Activities  Making Associations or
1. Explain the grammar focus in the unit (adverbs) to Connections
given.
2. Tell students to read the adjectives given in the practice.
3. Ask them to change the adjectives into adverbs.

1. Tell students to read the sentences given.
2. Ask them to fill in the blanks with the adverbs from
Practice C.

CS3.2 LS3.2.1 Read and enjoy fiction/non-fiction and other  Values
suitable print and digital texts of interest  Language

1. Tell students to read the stimulus given. (CCTS):
2. Ask students to read the statements that follow.  Identifying True or False
3. Based on the information in the stimulus, ask them to tick Statements
the correct statements and cross out the wrong ones.
4. Remind students to correct the wrong statements. Moral Values
5. Ask students to compare answers in pairs.  Self-reliance
 Courage
Pre-PT3 Practice
TOPIC 5 – Reading and Use of English: Matching (Gapped Text)
Practice 1 [P. 79]
1. Ask students to read the rubric and the text given. They should read it two or three times to get a
better understanding of the text.
2. Tell students to read the sentences marked A – H.
3. Students should attempt to fill in each gap with the correct missing sentence. The best way to
choose the correct answer is to read the sentence before and the sentence after the gap.
4. After each answer, students should read the whole paragraph again to see if it makes sense.
5. Tell students to fill in all the gaps.
6 Ask students to re-read the whole text to check that the ideas flow smoothly and logically.

CS4.2 LS4.2.1 Use capitals, full stops, commas in lists,  Values
question marks, and speech marks appropriately at discourse  Language
level  Creativity and Innovation
CS4.2 LS4.2.2 Spell most high frequency words accurately in
independent writing
CS4.2 LS4.2.3 Produce a plan or draft of two paragraphs or Higher Order Thinking Skills (HOTS)
 Creation
Moral Values
 Courage
2. Based on the stimulus, ask them to write a story about the
most memorable day they have had in draft form.  Cooperation
3. Explain to students how to make the draft.
4. Ask them to exchange drafts and give comments on their Multiple Intelligences
friends’ work.  Verbal-linguistic
5. Based on the students’ final drafts, tell them to write the
story. Critical and Creative Thinking Skills
6. Tell students to write their answers neatly. (CCTS)
7. Encourage them to check for spelling, punctuation and  Generating Ideas
grammatical errors after they have finished writing.  Making Interpretations

A Reading [P. 55]
CS3.1 LS3.1.2 Understand specific details and information in
simple longer texts
1. Ask students if they know the meaning of the words
‘bargaining’ and ‘haggling’.
2. Allow five minutes for silent reading of the text. Multiple Intelligences
3. Tell students to underline new words that they do not  Logical-mathematical
5. Tell students to complete the table.
(CCTS)
 Identifying Supporting Details
B Reading [P. 55]
clues provided by other known words and by context
Suggested Activities  Knowledge Acquisition
1. Discuss new words and new concepts from the text with
the class.
2. Ask students to guess new vocabulary intelligently. When
they come across a difficult sentence or paragraph, nominate
students who can explain to the whole class.
3. Tell students to match the words with their correct
meanings.
Pre-PT3 Practice
TOPIC 5 – Reading and Use of English: Matching (Gapped Text)
Practice 2 [P. 80]
1. Ask students to read the rubric and the text given. They should read it two or three times to get a
better understanding of the text.
2. Tell students to read the sentences marked A – H.
3. Get students to fill in each gap with the correct missing sentence. The best way to choose the
correct answer is to read the sentence before and the sentence after the gap.
4. After each answer, students should read the whole paragraph again to see if it makes sense.
5. Tell students to fill in all the gaps.
6. Ask students to re-read the whole text to check that the ideas flow smoothly and logically.

A Writing [P. 56]
and others Educational Emphases
 Knowledge Acquisition
1. Ask students the average amount of their daily allowance.
2. Encourage students to work in pairs to fill in the table. Higher Order Thinking Skills (HOTS)
3. Students help their partners to recall their daily and weekly  Creation
allowance.
Moral Values
B Writing [P. 56]  Moderation
CS4.2 LS4.2.1 Use capitals, full stops, commas in lists and
speech marks appropriately at discourse level Critical and Creative Thinking Skills
(CCTS)
Suggested Activities  Making Interpretations
1. Ask students to write a short essay to summarise their
financial activities. Pendidikan Sivik (English)
2. Students have to write about their weekly allowance.  Core Value – Responsibility
3. Tell students to proofread their partners’ essays before
handing them to the teacher.

A Literature in Action [P. 57] Multiple Intelligences
CS5.1 LS5.1.1 Describe in simple language a character’s  Verbal-linguistic
actions or feelings and explain the reasons for them  Interpersonal
1. Ask students to read the short story. Higher Order Thinking Skills (HOTS)
2. Help students to recall the plot if they have read the story  Creation
in the previous lesson.
3. Nominate one or two students to read out the summary of Critical and Creative Thinking Skills
the story briefly. (CCTS)
4. Get students to work in groups. Each group chooses one  Making Interpretations
character work on.
5. The group must be able to justify the feeling chosen for the PAK-21 Activity
character.  Think-Pair-Share
6. Ask students to write an essay about their discussion.
UNIT 4 Natural Beauty of the World [Textbook: PP. 42 – 50] Week

A Reading [P. 25]
clues provided by other known words and by context Educational Emphases
 Language
Suggested Activities  Conservation of the Environment
2. Based on the information in the stimulus, ask them to label Moral Values
the pictures correctly.  Love

Activity 7: Rocket Writing P. E15

1. Explain the grammar focus in the unit (adjectives:  Language
comparatives and superlatives, ‘as ... as’) to students. Make
sure they understand the grammar notes given.
2. Tell students to read the adjectives given in the table.
(CCTS):
3. Ask them to fill in the blanks with the correct affirmative,
comparative or superlative form of the adjectives given.  Making Associations or
4. Ask students to compare answers in pairs. Connections

Activity 5: Global Sustainability P. E5
Pre-PT3 Practice
TOPIC 6 – Writing: Short Communicative Message
Practice 1 [P. 81]
1. Tell students to read the email given.
2. Ask students to underline the important points in the email so that they know their task.
3. Students should draft out an email in response to the email they have read. Tell students to make
sure their writing fulfils the task given.
4. Once they are satisfied with their draft, students should write their answer neatly.
5. Tell students to check for spelling, punctuation and grammatical errors.

CS3.1 LS3.1.1 Understand the main points in simple longer  Values
texts  Language
CS3.1 LS3.1.2 Understand specific details and information in  Conservation of the Environment
simple longer texts
Moral Values
Suggested Activities  Love
1. Tell students to read the stimulus given.  Respect
2. Based on the information in the stimulus, ask them to
answer the questions that follow. Critical and Creative Thinking Skills
3. Tell students to give their personal responses when (CCTS):
answering Questions 2, 5 and 6.
 Analysing
4. Remind them to give logical responses to the questions.
 Evaluating

 Analysis
 Application
PAK-21 Activity
 Surf and Wave
Pre-PT3 Practice
TOPIC 6 – Writing: Short Communicative Message
Practice 2 [P. 82]
1. Tell students to read the message given.
2. Ask students to underline the important points in the message so that they know their task.
3. Tell students to read the rubric.
4. Students should draft out a message in response to the message they have read. Tell students to
make sure their writing fulfils the task given.
6. Ask students to check for spelling, punctuation and grammatical errors.

1. Explain the grammar focus in the unit (‘a’/an’, ‘some’, ‘any’)
to students. Make sure they understand the grammar notes
given.
3. Ask them to underline the correct answers.

2. Ask them to fill in the blanks with ‘a’, ‘an’, ‘some’ or ‘any’. Educational Emphases
3. Ask students to compare answers in pairs.  Language
C Grammar Practice 3 [P. 29] Critical and Creative Thinking Skills

Suggested Activities (CCTS)
1. Explain the grammar focus in the unit (‘much’, ‘many’, ‘a lot  Making Associations or
of’) to students. Make sure they understand the grammar Connections
notes given.
3. Ask them to circle the correct answers.

1. Tell students to read the passage given in the practice.
2. Ask them to fill in the blanks with ‘much’, ‘many’ or ‘a lot
of’.

Activity 8: Jot Thoughts P. E16

CS4.1 LS4.1.5 Connect sentences into two coherent  Language
paragraphs or more using basic coordinating conjunctions  Patriotism/Citizenship
and reference pronouns  Creativity and Innovation
Suggested Activities Higher Order Thinking Skills (HOTS)

1. Tell students to read the rubric and the notes given.  Creation
2. Ask them to write an essay entitled ‘My Country Malaysia’.
3. Tell students that they may use the notes given to help Moral Values
them.  Love
5. Encourage them to check for spelling, punctuation and
(CCTS):

Activity 7: Excellent Citizens P. E7

A Speaking [P. 58]
CS2.3 LS2.3.2 Agree on a set of basic steps needed to
complete extended classroom tasks
CS2.3 LS2.3.1 Keep interaction going in short exchanges by Multiple Intelligences
checking understanding of what a speaker is saying  Verbal-linguistic
 Interpersonal
1. Ask students whether they have carried out any science Critical and Creative Thinking Skills
experiments in the science laboratory. (CCTS):
2. Tell students to read the tips for handling glass equipment  Making Interpretations
in a science laboratory.  Generating Ideas
3. Prepare students with the necessary phrases to keep the
conversation going, Educational Emphases
4. Ask students to brainstorm for more useful phrases and  Knowledge Acquisition
expressions by surfing the Internet.  Science and Technology
5. Get students to work in pairs.
6. Monitor the conversations and make sure students use at
least three phrases from the list.
Pre-PT3 Practice
TOPIC 7 – Writing: Note Expansion
Practice 1 [P. 83]
1. Tell students to read the rubric and stimulus given.
2. Ask students to draft out the article based on the notes given. Tell students to make sure their writing
fulfils the task.
3. Remind students that the article should have an introduction, a body and a conclusion.
5. Ask students to check for spelling, punctuation and grammatical errors.

A Reading [P. 59]
suitable print and digital texts of interest Critical and Creative Thinking Skills
(CCTS):
Suggested Activities  Identifying Supporting Details
1. Allow five minutes for silent reading of the text.  Making Inferences or Conclusions
2. Tell students to underline new words that they do not  Making Interpretations
3. Nominate one student to read a paragraph each. Higher Order Thinking Skills (HOTS)
4. Ask students to guess new vocabulary intelligently. When  Evaluation
they come across a difficult sentence or paragraph, nominate
students who can explain to the whole class. Educational Emphases
5. Tell students to complete the five questions. Discuss the  Knowledge Acquisition
answers with students.  Science and Technology
6. For post lesson activity, students may share their personal
feeling or opinion about the unconventional farming method.

A Writing [P. 60]
CS4.1 LS4.1.1 Give detailed information about themselves Multiple Intelligences
and others  Verbal-linguistic
CS4.1 LS4.1.5 Connect sentences into two coherent
paragraphs or more using basic coordinating conjunctions Critical and Creative Thinking Skills
and reference pronouns (CCTS):
CS4.2 LS4.2.1 Use capitals, full stops, commas in lists,  Generating Ideas
question marks, and speech marks appropriately at discourse  Making Interpretations
level
1. Do a quick survey on the number of students who own
smartphones. Educational Emphases
2. In pairs, students share their most favourite mobile  Knowledge Acquisition
application, or most useful application with the class.
3. Help students with the correct vocabulary when needed. Pendidikan Sivik (English)
4. Give ample time for students to complete the writing task.  Core Value – Responsibility
5. Get students to proofread each other’s essay for spelling,
grammar and punctuation errors.
Pre-PT3 Practice
TOPIC 7 – Writing: Note Expansion
Practice 2 [P. 84]
1. Tell students to read the rubric and stimulus given.
2. Ask students to draft out the essay based on the chart given. Tell students to make sure their writing
fulfils the task given.
3. Remind students that the essay should have an introduction, a body and a conclusion.
5. Ask students to check for spelling, punctuation and grammatical errors..

A Listening [P. 61]
CS1.1 LS1.1.6 Understand with support longer simple Multiple Intelligences
narratives on a wide range of topics  Logical-mathematical
1. Ask students if they know anything about currency rates. Critical and Creative Thinking Skills
2. Explain the listening task to students. (CCTS):
3. Play the audio and tell students to listen carefully.  Identifying Supporting Details
4. Ask students to complete the questions given.  Making Inferences or Conclusions
B Listening [P. 61] Higher Order Thinking Skills (HOTS)

Suggested Activities  Analysis
1. Ask students to go through the information in the table.  Evaluation
2. Play the audio twice with a short pause in between
3. Tell students to complete the information in the table. Educational Emphases
4. Students have to write the answer based on the audio.  Knowledge Acquisition
5. Discuss the answers after the listening task with students.

A Writing [P. 62]
CS4.1 LS4.1.3 Narrate factual and imagined events
CS4.2 LS4.2.2 Spell most high frequency words accurately in Multiple Intelligences
independent writing  Verbal-linguistic

1. Nominate one student to share their most significant (CCTS):
shopping experience, preferably with someone  Making Interpretations
2. Help students recall the previous lesson on bargaining and  Generating Ideas
how to do so.
3. In pairs, encourage students to reflect on their most Higher Order Thinking Skills (HOTS)
important shopping experience.  Creation
4. Students may start from the experience of saving money
and the duration taken to save enough money to make the Educational Emphases
purchase.  Language
5. Ask students to write an email for the writing task.
6. End the lesson by asking one or two students to read out
their work to the class.
Pre-PT3 Practice
TOPIC 8 – Listening: 3-option MCQ & Note Completion
Practice 1 [P. 85]
1. Tell students to read the rubric and questions.
2. Tell students to listen to the audio carefully.
3. Remind students to mark the answer while listening.
4. Assure them that if they do not hear the recording the first time, they will hear it again.
5. Students have to circle the correct answer from the options given.
UNIT 5 Wonders of Science [Textbook: PP. 53 – 60] Week

CS3.1 LS3.1.2 Understand specific details and information in  Language
simple longer texts  Science and Technology
suitable print and digital texts of interest Higher Order Thinking Skills (HOTS)
 Evaluation
1. Ask students to read the stimulus given. Critical and Creative Thinking Skills
2. Based on the information in the stimulus, tell students to (CCTS):
answer the questions given.  Evaluating
3. Tell students to give their personal responses when  Making Predictions
answering the last question.
PAK-21 Activity
 Circle Time
Pre-PT3 Practice
TOPIC 8 – Listening: 3-option MCQ & Note Completion
Practice 2 [P. 86]
1. Tell the students to read the rubric.
2. Ask students to listen to the audio carefully.
3. Remind students to mark the answer while listening.
4. Assure them if they do not hear the recording the first time, they will hear it again.
5. Students have to complete the table with correct information from the audio.
6. Tell students to write no more than three words or a number for each answer.

1. Explain the grammar focus in the unit (‘will’/’won’t’:
affirmative and negative) to students. Make sure they
understand the grammar notes given.
2. Tell students to read the affirmative sentences given in the
practice.
3. Ask them to change the affirmative sentences given to
negative sentences.

1. Tell students to read the negative sentences given in the
practice. Educational Emphases
2. Ask them to change the negative sentences given to  Language
affirmative sentences.
3. Ask students to compare answers in pairs. Critical and Creative Thinking Skills
(CCTS):
C Grammar Practice 3 [P. 33]  Making Associations or
Suggested Activities Connections
1. Explain the grammar focus in the unit (‘will’/’won’t’:
questions and short answers) to students. Make sure they
understand the grammar notes given.
3. Ask them to give their own short answers to the questions.

1. Tell students to read the list of activities given in the
practice.
2. Ask them to write questions about the activities using ‘will’.
3. Then ask students to write their own short responses to
the questions.

A Listening [P. 34]
CS1.1 LS1.1.2 Understand with little or no support specific
familiar topics
1. Ask students to study the pictures given in the practice.
2. Play the audio. Ask students to listen to it carefully. Educational Emphases
3. Play the audio again. As students are listening to the  Language
audio, ask them to circle the correct pictures.  Science and Technology
B Listening [P. 34] (CCTS):
CS1.1 LS1.1.4 Understand longer sequences of supported  Analysing
classroom instructions  Sequencing
1. Ask students to study the pictures given in the practice.
audio, ask them to number the pictures in the correct order.

1. Explain the grammar focus in the unit (first conditional) to
given.
2. Tell students to read the phrases given in the practice.
 Language
3. Ask them to match the phrase in List A to the suitable
phrase in List B.
4. Ask students to compare answers in pairs. Critical and Creative Thinking Skills
(CCTS):
Connections
1. Tell students to read the clauses given in the practice.
2. Ask them to complete the first conditional sentences using
their own words.

Activity 5: Cloze Procedures P. E13

A Reading [P. 36]
CS3.1 LS3.1.1 Understand the main points in simple longer
texts
1. Ask students to read the stimulus given.
2. Ask them to read the paragraph that follows.
3. Based on the stimulus given, ask students to fill in the Educational Emphases
blanks correctly.  Language
 Science and Technology
B Listening [P. 37]
CS1.1 LS1.1.2 Understand with little or no support specific Moral Values
 Respect
familiar topics
 Dedication
CS1.1 LS1.1.4 Understand longer sequences of supported
classroom instructions
Suggested Activities  Verbal-linguistic
1. Tell students to read the questions given in the practice.  Interpersonal
2. Play the audio. Ask students to listen to it carefully.  Intrapersonal
audio, ask them to circle the correct answers. Critical and Creative Thinking Skills
4. Ask students to compare answers in pairs. (CCTS)
C Speaking [P. 39] Connections
CS2.3 LS2.3.1 Keep interaction going in short exchanges by  Making Inferences or Conclusions
checking understanding of what a speaker is saying
1. Tell students to work in pairs.
2. Ask them to read the dialogue given in the practice.
3. Ask students to fill in the blanks with the correct answers.
4. Then ask them to take turns to practise the dialogue with
their partners.

A Writing [P. 38]
CS4.2 LS4.2.1 Use capitals, full stops, commas in lists,
question marks, and speech marks appropriately at discourse Educational Emphases
level  Language
 Science and Technology
Suggested Activities  Creativity and Innovation
1. Tell students to read the rubric and the notes carefully.
2. Ask them to write their personal opinion on the subject. Higher Order Thinking Skills (HOTS)
3. Tell students that they may use the notes given to help  Creation
them.
4. Encourage them to use the phrases ‘on the one hand’ and Critical and Creative Thinking Skills
‘on the other hand’ when they are writing their opinion. (CCTS)
5. Tell students to write their answers neatly.  Generating Ideas
6. Encourage them to check for spelling, punctuation and  Making Interpretations
END-OF-YEAR TEST PP. 99–111

1 Eng Formula A Pt3 KSSM English Form 1 Scheme of Work and Suggested Activities

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1 Eng Formula A Pt3 KSSM English Form 1 Scheme of Work and Suggested Activities

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FORMULA A+ PT3 KSSM ENGLISH FORM 1 SCHEME OF WORK AND

STARTER UNIT You Only Live Once [Textbook: PP. 5 – 8] Week

Curriculum Features / Elements

STARTER UNIT You Only Live Once [Textbook: PP. 5 – 8] Week

Curriculum Features / Elements

PENDIDIKAN SIVIK (ENGLISH) MODULE

STARTER UNIT You Only Live Once [Textbook: PP. 5 – 8] Week

Curriculum Features / Elements

Suggested Activities Educational Emphases

STARTER UNIT You Only Live Once [Textbook: PP. 5 – 8] Week

Curriculum Features / Elements

B Grammar Practice 2 [P. 4] Educational Emphases

C Grammar Practice 3 [P. 5]

STARTER UNIT You Only Live Once [Textbook: PP. 5 – 8] Week

Curriculum Features / Elements

Non-textbook Based Lesson Week

Curriculum Features / Elements

Suggested Activities Educational Emphases

Suggested Activities Moral Values

Non-textbook Based Lesson Week

Curriculum Features / Elements

Non-textbook Based Lesson Week

Curriculum Features / Elements

B Writing [P. 41] Multiple Intelligences

UNIT 1 What Are Your Hobbies? [Textbook: PP. 11 – 18] Week

Curriculum Features / Elements

PEMBELAJARAN ABAD KE-21 MODULE

UNIT 1 What Are Your Hobbies? [Textbook: PP. 11 – 18] Week

Curriculum Features / Elements

B Grammar Practice 2 [P. 8]

D Grammar Practice 4 [P. 9]

UNIT 1 What Are Your Hobbies? [Textbook: PP. 11 – 18] Week

Curriculum Features / Elements

UNIT 1 What Are Your Hobbies? [Textbook: PP. 11 – 18] Week

Curriculum Features / Elements

UNIT 1 What Are Your Hobbies? [Textbook: PP. 11 – 18] Week

Curriculum Features / Elements

B Writing [P. 12] Multiple Intelligences

Non-textbook Based Lesson Week

Curriculum Features / Elements

Suggested Activities Critical and Creative Thinking Skills

Non-textbook Based Lesson Week

Curriculum Features / Elements

B Literature in Action [P. 43] Higher Order Thinking Skills (HOTS)

Non-textbook Based Lesson Week

Curriculum Features / Elements

PENDIDIKAN SIVIK (ENGLISH) MODULE

Non-textbook Based Lesson Week

Curriculum Features / Elements

Non-textbook Based Lesson Week

Curriculum Features / Elements

Suggested Activities Critical and Creative Thinking Skills

PENDIDIKAN SIVIK (ENGLISH) MODULE

Non-textbook Based Lesson Week

Curriculum Features / Elements

Non-textbook Based Lesson Week

Curriculum Features / Elements

Suggested Activities Critical and Creative Thinking Skills

B Literature in Action [P. 48] Higher Order Thinking Skills (HOTS)

Suggested Activities Educational Emphases

PENDIDIKAN SIVIK (ENGLISH) MODULE

UNIT 2 We Love Reading [Textbook: PP. 21 – 28] Week

Curriculum Features / Elements