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1. FORMULA A+ ENGLISH FORM 3 KSSM
SCHEME OF WORK AND SUGGESTED ACTIVITIES
Theme: People and Culture
UNIT 1 My Family [Textbook: PP. 5 – 16] Week
Content Standard (CS) / Learning Standard (LS)
Curriculum Features / Elements
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
longer texts on an increased range of familiar
topics
LS3.1.5 Recognise with support the attitude or opinion
of the writer in simple longer texts on an
increased range of familiar topics
LS3.2.1 Read, enjoy and give a personal response to
fiction / non-fiction and other suitable print and
digital texts of interest
Suggested Activities
1. Ask students to read the stimulus given.
2. Tell them to underline difficult words in the
stimulus.
3. Ask students to refer to a dictionary for the
meanings of the words.
4. Then, based on the information in the stimulus,
tell students to answer the questions that
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.
Educational Emphases
 Language
Multiple Intelligences
 Verbal-linguistic Intelligence
 Interpersonal Intelligence
Higher Order Thinking Skills (HOTS)
 Analysis
 Creation
Critical and Creative Thinking Skills
(CCTS)
 Making Associations or
Connections
Pendidikan Sivik (English)
 Core Value – Mutual Respect
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

2. Theme: People and Culture
UNIT 1 My Family [Textbook: PP. 5 – 16] Week
Content Standard (CS) / Learning Standard (LS)
Curriculum Features / Elements
Across the Curriculum
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
Suggested Activities
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
answers.
**********************************************************************
B. Reading
LS3.1.4 Use independently familiar print and digital
resources to check meaning and extend
understanding
LS3.1.6 Recognise with support typical features at
word, sentence and text levels or a range of
genres
Suggested Activities
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.
Educational Emphases
 Language
Multiple Intelligences
 Verbal-linguistic Intelligence

3. Theme: People and Culture
UNIT 1 My Family [Textbook: PP. 5 – 16] Week
Content Standard (CS) / Learning Standard (LS)
Curriculum Features / Elements
Across the Curriculum
GRAMMAR [P. 3]
Suggested Activities
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.
3. Tell them to fill in the blanks with the present simple
form of the verbs given brackets.
4. Ask students to compare answers in pairs.
*****************************************************************
B. Grammar Practice 2
1. Explain the grammar focus in the unit (present
continuous) 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 the present
continuous form of the verbs given in brackets.
4. Ask students to compare answers in pairs.
Educational Emphases
 Language
Critical and Creative Thinking Skills
(CCTS)
 Making Associations or
Connections

4. Theme: People and Culture
UNIT 1 My Family [Textbook: PP. 5 – 16] Week
Content Standard (CS) / Learning Standard (LS)
Curriculum Features / Elements
Across the Curriculum
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
Suggested Activities
1. Tell students to read the sentences given.
2. Then play the audio. Ask students to listen to
it carefully.
3. Play the audio again. As students are
listening to the audio, ask them to number
the sentences in the correct order.
4. Ask students to compare answers in pairs.
********************************************************************
B. Speaking
LS2.1.4 Explain own point of view
LS2.1.5 Express and respond to common feelings
such as happiness, sadness, surprise and
interest
Suggested Activities
1. Tell students to work in pairs.
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.
Educational Emphases
 Language
 Values
Multiple Intelligences
 Verbal-linguistic Intelligence
 Interpersonal Intelligence
Higher Order Thinking Skills (HOTS)
 Creation
Critical and Creative Thinking Skills
(CCTS)
 Sequencing
 Generating Ideas
DIGITAL CONTENT
Audio on the benefits of having dinner with your family

5. Non-textbook Based Lesson Week
Content Standard (CS) / Learning Standard (LS)
Curriculum Features / Elements
Across the Curriculum
SCHEME OF WORK: LESSON 10 [P. 36]
CS5.1; LS5.1.1 Explain why a part or aspect of a text interests
them
Suggested Activities
A. Literature in Action 1
1. Tell students to read the rubric.
2. Ask them to choose one novel from the three
options given to write about.
3. Based on the novel that they have chosen, tell
students to write about their favourite part of
the story. They should write in not less than
100 words and provide evidence from the text
to support their response.
4. Tell students to do a peer review of their
writing. Encourage them to check for
grammar, spelling and punctuation errors.
Educational Emphases
 Language
Multiple Intelligences
 Verbal-linguistic Intelligence
 Intrapersonal Intelligence
Critical and Creative Thinking Skills
(CCTS)
 Evaluating
 Generating Ideas
STEAM

6. Theme: People and Culture
UNIT 2 Let’s Talk about Food [Textbook: PP. 17 – 28] Week
Content Standard (CS) / Learning Standard (LS)
Curriculum Features / Elements
Across the Curriculum
READING [P. 5]
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 longer texts on an increased range of
familiar topics
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 of a range of
genres
Suggested Activities
1. Ask students to read the stimulus given.
2. Tell them that for questions 1 to 5, they have
to write their answers in no more than five
words from the text. Remind students to be
careful when copying the words.
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.
Educational Emphases
 Language
 Values
 Patriotism/Citizenship
Multipe Intelligences
 Verbal-linguistic Intelligence
Critical and Creative Thinking Skills
(CCTS)
 Analysing
 Making Associations or
Connections
PAK-21 Activity
 Mind Map
DIGITAL CONTENT
A video on different types of food from around the world
PEMBELAJARAN ABAD KE-21 MODULE
Activity 1: Pair Discussion P.
E9

7. Theme: People and Culture
UNIT 2 Let’s Talk about Food [Textbook: PP. 17 – 28] Week
Content Standard (CS) / Learning Standard (LS)
Curriculum Features / Elements
Across the Curriculum
VOCABULARY [P. 6]
A. Reading
LS3.1.4 Use independently familiar print and digital
resources to check meaning and extend
understanding
Suggested Activities
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.
4. Ask students to compare answers in pairs.
******************************************************************
B. Reading
LS3.1.4 Use independently familiar print and digital
resources to check meaning and extend
understanding
Suggested Activities
1. Tell students to read the words given.
2. Ask students to change the adjectives into
nouns.
3. Encourage students to use a dictionary to
help them.
4. Ask students to compare answers in pairs
******************************************************************
C. 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
Suggested Activities
1. Tell students to read the sentences given.
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
Educational Emphases
 Language
 Learning How to Learn Skills
Multiple Intelligences
 Verbal-linguistic Intelligences

8. Theme: People and Culture
UNIT 2 Let’s Talk about Food [Textbook: PP. 17 – 28] Week
Content Standard (CS) / Learning Standard (LS)
Curriculum Features / Elements
Across the Curriculum
GRAMMAR [P. 7]
Suggested Activities
A. Grammar Practice 1
1. Explain the grammar focus in the unit (‘used to’ and
‘would’, and ‘used to’ and ‘get used to’) 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 circle the best answer for each question.
Educational Emphases
 Language
Critical and Creative Thinking Skills
(CCTS)
 Making Associations or
Connections

9. Theme: People and Culture
UNIT 2 Let’s Talk about Food [Textbook: PP. 17 – 28] Week
Content Standard (CS) / Learning Standard (LS)
Curriculum Features / Elements
Across the Curriculum
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
Suggested Activities
1. Tell students to read the feedback card
given.
2. Based on the feedback given, tell students to
write a review in draft form.
3. Ask students to exchange drafts and give
comments on their friends’ work.
******************************************************************
B. 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
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
Suggested Activities
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.
Educational Emphases
 Language
Multiple Intelligences
 Verbal-linguistic Intelligences
Higher Order Thinking Skills (HOTS)
 Creation
Critical and Creative Thinking Skills
(CCTS)
 Evaluating
 Generating Ideas

10. Non-textbook Based Lesson Week
Content Standard (CS) / Learning Standard (LS)
Curriculum Features / Elements
Across the Curriculum
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
Suggested Activities
A. Literature in Action 2
Moby Dick
1. Tell students to read the novel Moby Dick.
2. Then tell students to read the questions given.
3. Based on the novel, ask them to circle or
underline the correct answers.
4. Ask students to compare answers in pairs.
The Elephant Man
1. Tell students to read the novel The Elephant
Man.
2. Then tell students to read the sentences given.
3. Based on the novel, ask them to number the
sentences in the correct order.
4. Ask students to compare answers in pairs.
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.
3. Ask students to compare answers in pairs.
Educational Emphases
 Language
Critical and Creative Thinking Skills
(CCTS)
 Analysing
 Sequencing
PAK-21 Activity
 Timeline
STEAM

11. Theme: Health and Environment
UNIT 3 Wonderful Nature around Us [Textbook: PP. 31 – 42] Week
Content Standard (CS) / Learning Standard (LS)
Curriculum Features / Elements
Across the Curriculum
READING [P. 9]
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
longer texts on an increased range of familiar
topics
LS3.1.5 Recognise with support the attitude or opinion
of the writer in simple longer texts on an
increased range of familiar topics
LS3.2.1 Read, enjoy and give a personal response to
fiction / non-fiction and other suitable print and
digital texts of interest
Suggested Activities
1. Ask students to read the stimulus given.
2. Tell them to underline difficult words in the
stimulus.
3. Ask students to refer to a dictionary for the
meanings of the words.
4. Then, based on the information in the stimulus,
tell students to answer the questions that
follow.
5. Tell them to give their own responses when
answering question 6.
6. Remind students to give a logical response to
the question.
Educational Emphases
 Language
 Conservation of the Environment
 Values
Multiple Intelligences
 Verbal-linguistic Intelligence
Higher Order Thinking Skills (HOTS)
 Creation
Critical and Creative Thinking Skills
(CCTS)
 Analysing
 Identifying Causes and Effects
 Making Associations or
Connections
PAK-21 Activity
 Rocket Writing
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

12. Theme: Health and Environment
UNIT 3 Wonderful Nature around Us [Textbook: PP. 31 – 42] Week
Content Standard (CS) / Learning Standard (LS)
Curriculum Features / Elements
Across the Curriculum
GRAMMAR [P. 10]
Suggested Activities
A. Grammar Practice 1
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
practice.
3. Tell them to fill in the blanks with the present perfect
simple form of the verbs given brackets.
4. Ask students to compare answers in pairs.
*****************************************************************
B. Grammar Practice 2
1. Explain the grammar focus in the unit (present perfect
continuous) to students. Make sure they understand
the grammar notes given.
3. Tell them to write sentences in the present perfect
continuous using the verbs given.
Educational Emphases
 Language
Critical and Creative Thinking Skills
(CCTS)
 Making Associations or
Connections

13. Theme: Health and Environment
UNIT 3 Wonderful Nature around Us [Textbook: PP. 31 – 42] Week
Content Standard (CS) / Learning Standard (LS)
Curriculum Features / Elements
Across the Curriculum
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
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
Suggested Activities
1. Tell students to read the email given.
2. Based on the email, ask students some
questions to test their comprehension. For
example:
• Who wrote the email?
• What did the writer do during Canteen
Day?
• What was the money collected used for?
• 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.
6. Encourage them to check for spelling,
punctuation and grammatical errors after
they have finished writing.
Educational Emphases
 Language
Multiple Intelligences
 Verbal-linguistic Intelligence
Higher Order Thinking Skills (HOTS)
 Creation
Critical and Creative Thinking Skills
(CCTS)
 Generating Ideas

14. Non-textbook Based Lesson Week
Content Standard (CS) / Learning Standard (LS)
Curriculum Features / Elements
Across the Curriculum
SCHEME OF WORK: LESSON 30 [P. 40]
CS5.1; LS5.1. 2 Explain briefly the development of
plot, characters and themes in a text
Suggested Activities
A. Literature in Action 3
1. Tell students to read the rubric.
2. Ask them to choose one novel from the three
options given to write about.
3. Based on the novel that they have chosen, tell
students to write about their favourite character
from the story. They should write in not less
than 100 words and provide evidence from the
text to support their response.
4. Tell students to do a peer review of their
writing. Encourage them to check for
grammar, spelling and punctuation errors.
Educational Emphases
 Language
 Values
Multiple Intelligences
 Verbal-linguistic Intelligence
 Intrapersonal Intelligence
Critical and Creative Thinking Skills
(CCTS)
 Identifying Characteristics
 Evaluating
 Generating Ideas
STEAM

15. Theme: Health and Environment
UNIT 4 Special Bonds [Textbook: PP. 43 – 54] Week
Content Standard (CS) / Learning Standard (LS)
Curriculum Features / Elements
Across the Curriculum
VOCABULARY [P. 12]
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
Suggested Activities
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
resources to check meaning and extend
understanding
Suggested Activities
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
words from practice A.
**********************************************************************
C. Reading
LS3.1.4 Use independently familiar print and digital
resources to check meaning and extend
understanding
Suggested Activities
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.
Educational Emphases
 Language
 Learning How to Learn Skills
Multiple Intelligences
 Verbal-linguistic Intelligence
PEMBELAJARAN ABAD KE-21 MODULE
Activity 2: Personal Learning Experience P.
E10

16. Theme: Health and Environment
UNIT 4 Special Bonds [Textbook: PP. 43 – 54] Week
Content Standard (CS) / Learning Standard (LS)
Curriculum Features / Elements
Across the Curriculum
LISTENING • SPEAKING [P. 13]
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
1. Tell students to read the statements given.
2. Play the audio. Ask students to listen to it
carefully.
3. Play the audio again. As students are
listening to the audio, ask them to write
‘True’ or ‘False’ for each of the statements.
4. Ask students to compare answers in pairs.
********************************************************************
B. Speaking
LS2.1.4 Explain own point of view
LS2.2.1 Use formal and informal registers
appropriately in some familiar contexts
Suggested Activities
1. Tell students to work in pairs.
2. Ask them to talk about their relationship with
family and friends.
3. Students take turns to ask and answer
questions.
4. Tell them that they may use the questions
given to help them.
5. Then select a few pairs of students to role-
play in front of the class.
Educational Emphases
 Language
 Values
Multiple Intelligences
 Verbal-linguistic Intelligence
 Interpersonal Intelligence
 Intrapersonal Intelligence
Higher Order Thinking Skills (HOTS)
 Creation
Critical and Creative Thinking Skills
(CCTS)
 Analysing
 Making Associations or
Connections
 Generating Ideas
Pendidikan Sivik (English)
Core Value – Love
DIGITAL CONTENT
Audio on two friends talking about their relationship with their family members
PENDIDIKAN SIVIK (ENGLISH) MODULE
Activity 1: Anti-bullying P.
E1

17. Theme: Health and Environment
UNIT 4 Special Bonds [Textbook: PP. 43 – 54] Week
Content Standard (CS) / Learning Standard (LS)
Curriculum Features / Elements
Across the Curriculum
WRITING [P. 14]
A. Writing
LS4.1.5 Organise, sequence and develop ideas
within short texts on familiar topics
LS4.2.1 Punctuate written work with moderate
accuracy
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
Suggested Activities
1. Tell students to study the pictures.
2. Then tell them to read the sentence given to
begin the story.
3. Students must write a story based on the
pictures and sentence.
4. Ask students to prepare a plan or draft that
includes main points and supporting details
of the story.
5. Students should write the story in about 120
words.
6. Ask students to check for spelling,
punctuation and grammatical errors after
they have finished writing.
Educational Emphases
 Language
Multiple Intelligences
 Verbal-linguistic Intelligence
Higher Order Thinking Skills (HOTS)
 Creation
Critical and Creative Thinking Skills
(CCTS)
 Generating Ideas
PENDIDIKAN SIVIK (ENGLISH) MODULE
Activity 2: Respect Everyone P.
E2

18. Non-textbook Based Lesson Week
Content Standard (CS) / Learning Standard (LS)
Curriculum Features / Elements
Across the Curriculum
SCHEME OF WORK: LESSON 40 [P. 41]
CS5.1; LS5.1.2 Explain briefly the development of plot,
characters and themes in a text
Suggested Activities
A. Literature in Action 4
1. Tell students to read the rubric.
2. Ask them to choose one novel from the three
options given to write about.
3. Based on the novel that they have chosen, tell
students to write about one theme of the story.
They should write in not less than 100 words
and provide evidence from the text to support
their response.
4. Tell students to do a peer review of their
writing. Encourage them to check for
grammar, spelling and punctuation errors.
Educational Emphases
 Language
 Values
Multiple Intelligences
 Verbal-linguistic Intelligence
 Interpersonal Intelligence
Critical and Creative Thinking Skills
(CCTS)
 Identifying Characteristics
 Evaluating
 Enhancing Conclusions
 Generating Ideas
STEAM

19. Theme: Science and Technology
UNIT 5 Under One Roof [Textbook: PP. 57 – 68] Week
Content Standard (CS) / Learning Standard (LS)
Curriculum Features / Elements
Across the Curriculum
READING [P. 15]
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 longer texts on an increased range of
familiar topics
LS3.1.3 Guess the meaning of unfamiliar words from
clues provided by other words and context
on an increased range of familiar topics
LS3.1.4 Use independently familiar print and digital
resources to check meaning and extend
understanding
Suggested Activities
1. Ask students to read the stimulus given.
2. Based on the stimulus, ask students to
answer questions 1 to 4.
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 5.
Educational Emphases
 Language
 Multiple Intelligences
Higher Order Thinking Skills (HOTS)
 Analysis
Critical and Creative Thinking Skills
(CCTS)
 Analysing
 Making Associations or
Connections
PEMBELAJARAN ABAD KE-21 MODULE
Activity 3: Checklist P.
E11

20. Theme: Science and Technology
UNIT 5 Under One Roof [Textbook: PP. 57 – 68] Week
Content Standard (CS) / Learning Standard (LS)
Curriculum Features / Elements
Across the Curriculum
LISTENING • SPEAKING [P. 16]
A. Listening
LS1.1.2 Understand independently specific
information and details in longer texts on an
increased range of familiar topics
LS1.3.1 Recognise with support typical features at
word, sentence and text levels of a small
number of spoken genres
Suggested Activities
1. Tell students to read the questions given.
2. Play the audio. Ask students to listen to it
carefully.
3. Play the audio again. As students are
listening to the audio, ask them to circle the
best answer for each question.
********************************************************************
B. Speaking
LS2.1.4 Explain own point of view
LS2.2.1 Use formal and informal registers
appropriately in some familiar contexts
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
Suggested Activities
1. Tell students to work in pairs.
2. Tell them to read the dialogue given.
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.
6. Then select a few pairs of students to role-
play in front of the class.
Educational Emphases
 Language
 Conservation of the Environment
 Values
Multiple Intelligences
 Verbal-linguistic Intelligence
 Interpersonal Intelligence
 Intrapersonal Intelligence
Higher Order Thinking Skills (HOTS)
 Creation
Critical and Creative Thinking Skills
(CCTS)
 Analysing
 Making Associations or
Connections
 Identifying Facts and Opinions
 Generating Ideas
DIGITAL CONTENT
Audio on the benefits of the bamboo plant

21. Theme: Science and Technology
UNIT 5 Under One Roof [Textbook: PP. 57 – 68] Week
Content Standard (CS) / Learning Standard (LS)
Curriculum Features / Elements
Across the Curriculum
WRITING [P. 17]
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
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
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
Suggested Activities
1. Tell students to read the letter given.
2. Based on the letter that they have read, tell
students to write a letter of reply.
3. Ask students to prepare a plan or draft that
includes main points and supporting details
of the letter.
4. Tell students to write the letter neatly.
5. Encourage them to check for spelling,
punctuation and grammatical errors after
they have finished writing.
Educational Emphases
 Language
Multiple Intelligences
 Verbal-linguistic Intelligence
Higher Order Thinking Skills (HOTS)
 Creation
Critical and Creative Thinking Skills
(CCTS)
 Generating Ideas

22. Non-textbook Based Lesson Week
Content Standard (CS) / Learning Standard (LS)
Curriculum Features / Elements
Across the Curriculum
SCHEME OF WORK: LESSON 50 [P. 42]
CS5.1; LS5.1.2 Explain briefly the development of plot,
characters and themes in a text
Suggested Activities
A. Literature in Action 5
1. Tell students to read the rubric.
2. Ask them to choose one poem from the two
options given to write about.
3. Based on the poem that they have chosen, tell
students to write about some of the themes.
They should write in not less than 100 words
and provide evidence from the text to support
their response.
4. Tell students to do a peer review of their
writing. Encourage them to check for
grammar, spelling and punctuation errors.
Educational Emphases
 Language
 Values
Multiple Intelligences
 Verbal-linguistic Intelligence
 Interpersonal Intelligence
Critical and Creative Thinking Skills
(CCTS)
 Evaluating
 Enhancing Conclusions
 Generating Ideas
STEAM

23. Theme: Health and Environment
UNIT 6 World of Sports [Textbook: PP. 69 – 80] Week
Content Standard (CS) / Learning Standard (LS)
Curriculum Features / Elements
Across the Curriculum
READING [P. 18]
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
longer texts on an increased range of familiar
topics
Suggested Activities
1. Ask students to read the stimulus given.
2. Based on the stimulus, ask students to answer
the questions that follow.
******************************************************************
B. 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
Suggested Activities
1. Ask students to read the sentences given.
2. Based on the sentences, ask students to
underline the correct words to complete the
sentences.
Educational Emphases
 Language
Critical and Creative Thinking Skills
(CCTS)
 Comparing and Contrasting
 Analysing
 Making Associations or
Connections
PAK-21 Activity
 Personal Learning Experiences
PEMBELAJARAN ABAD KE-21 MODULE
Activity 4: Round Table P.
E12

24. Theme: Health and Environment
UNIT 6 World of Sports [Textbook: PP. 69 – 80]
Content Standard (CS) / Learning Standard (LS)
Curriculum Features / Elements
Across the Curriculum
VOCABULARY [P. 19]
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
Suggested Activities
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
words from the table.
**********************************************************************
B. Reading
LS3.1.4 Use independently familiar print and digital
resources to check meaning and extend
understanding
Suggested Activities
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.
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.
Educational Emphases
 Language
 Learning How to Learn Skills
Multiple Intelligences
 Verbal-linguistic Intelligence

25. Theme: Health and Environment
UNIT 6 World of Sports [Textbook: PP. 69 – 80]
Content Standard (CS) / Learning Standard (LS)
Curriculum Features / Elements
Across the Curriculum
GRAMMAR [P. 20]
Suggested Activities
A. Grammar Practice 1
1. Explain the grammar focus in the unit (zero
conditional) to students. Make sure they understand
the grammar notes given.
2. Then tell students to read the zero conditional
sentences given in the practice.
3. Tell them to rewrite the sentences by changing the
order of the clauses.
4. Ask students to compare answers in pairs.
*****************************************************************
B. Grammar Practice 2
1. Explain the grammar focus in the unit (‘unless’ in
conditional sentences) 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 rewrite the sentences using the word
‘unless’.
4. Ask students to compare answers in pairs.
Educational Emphases
 Language
Critical and Creative Thinking Skills
(CCTS)
 Making Associations or
Connections

26. Theme: Health and Environment
UNIT 7 Dare to Take Risks [Textbook: PP. 83 – 94] Week
Content Standard (CS) / Learning Standard (LS)
Curriculum Features / Elements
Across the Curriculum
VOCABULARY [P. 21]
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
LS3.1.4 Use independently familiar print and digital
resources to check meaning and extend
understanding
Suggested Activities
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.
4. Ask students to compare answers in pairs.
**********************************************************************
B. 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
Suggested Activities
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.
3. Ask students to compare answers in pairs.
**********************************************************************
C. 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
Suggested Activities
1. Tell students to read the sentences given.
2. Based on the information in the sentences,
ask them to underline the correct
prepositions.
3. Ask students to compare answers in pairs.
Educational Emphases
 Language
 Learning How to Learn Skills
Critical and Creative Thinking Skills
(CCTS)
 Making Associations or
Connections

27. Theme: Health and Environment
UNIT 7 Dare to Take Risks [Textbook: PP. 83 – 94] Week
Content Standard (CS) / Learning Standard (LS)
Curriculum Features / Elements
Across the Curriculum
GRAMMAR [P. 22]
Suggested Activities
A. Grammar Practice 1
1. Explain the grammar focus in the unit (past perfect
simple) 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 the past perfect
simple form of the verbs given brackets.
4. Ask students to compare answers in pairs.
*****************************************************************
B. Grammar Practice 2
1. Explain the grammar focus in the unit (past perfect
continuous) 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 the past perfect
continuous form of the verbs given in brackets.
4. Ask students to compare answers in pairs.
*****************************************************************
C. Grammar Practice 2
1. Explain the grammar focus in the unit (question tags)
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 the correct question
tags.
4. Ask students to compare answers in pairs.
Educational Emphases
 Language
Critical and Creative Thinking Skills
(CCTS)
 Making Associations or
Connections

28. Theme: Health and Environment
UNIT 7 Dare to Take Risks [Textbook: PP. 83 – 94] Week
Content Standard (CS) / Learning Standard (LS)
Curriculum Features / Elements
Across the Curriculum
LISTENING • SPEAKING [P. 23]
A. Listening
LS1.1.1 Understand independently the main ideas in
simple longer texts on an increased range of
familiar topics
Suggested Activities
1. Tell students to read the stimulus given.
2. Play the audio. Ask students to listen to it
carefully.
3. Play the audio again. As students are
listening to the audio, ask them to fill in the
blanks with the correct words.
4. Ask students to compare answers in pairs.
********************************************************************
B. Speaking
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
Suggested Activities
1. Tell students to work in pairs.
2. Ask them to talk about extreme sports.
3. Students take turns to ask and answer
questions about extreme sports.
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.
Educational Emphases
 Language
Multiple Intelligences
 Verbal-linguistic Intelligence
 Interpersonal Intelligence
Higher Order Thinking Skills (HOTS)
 Creation
Critical and Creative Thinking Skills
(CCTS)
 Generating Ideas
 Making Associations or
Connections
DIGITAL CONTENT
Audio on rock climbing

29. Theme: People and Culture
UNIT 8 Our Free Time [Textbook: PP. 95 – 106] Week
Content Standard (CS) / Learning Standard (LS)
Curriculum Features / Elements
Across the Curriculum
READING [P. 24]
A. Reading
LS3.2.1 Read, enjoy and give a personal response to
fiction / non-fiction and other suitable print and
digital texts of interest
Suggested Activities
1. Ask students to read the stimulus given.
2. Tell them to underline difficult words in the
stimulus.
3. Ask students to refer to a dictionary for the
meanings of the words.
4. Then, based on the information in the stimulus,
tell students to answer the questions that
follow.
Educational Emphases
 Language
Multiple Intelligences
 Verbal-linguistic Intelligence
Higher Order Thinking Skills (HOTS)
 Creation
Critical and Creative Thinking Skills
(CCTS)
 Analysing
 Making Associations or
Connections
DIGITAL CONTENT
A video on what young people like to do in their free time
PEMBELAJARAN ABAD KE-21 MODULE
Activity 5: Scrapbook P.
E13

30. Theme: People and Culture
UNIT 8 Our Free Time [Textbook: PP. 95 – 106] Week
Content Standard (CS) / Learning Standard (LS)
Curriculum Features / Elements
Across the Curriculum
VOCABULARY [P. 25]
A. Reading
LS3.1.1 Understand the main points in longer texts
on an increased range of familiar topics
Suggested Activities
1. Ask students to read the stimulus given.
2. Then, based on the information in the
stimulus, tell students to fill in the table with
the correct answers.
**********************************************************************
B. 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
LS3.1.4 Use independently familiar print and digital
resources to check meaning and extend
understanding
Suggested Activities
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.
Educational Emphases
 Language
 Learning How to Learn Skills
Multiple Intelligences
 Verbal-linguistic Intelligence
 Interpersonal Intelligence
Critical and Creative Thinking Skills
(CCTS)
 Analysing
 Making Associations or
Connections
Pendidikan Sivik (English)
 Core Value – Responsibility

31. Theme: People and Culture
UNIT 8 Our Free Time [Textbook: PP. 95 – 106] Week
Content Standard (CS) / Learning Standard (LS)
Curriculum Features / Elements
Across the Curriculum
WRITING [P. 26]
A. Writing
LS4.1.5 Organise, sequence and develop ideas
within short texts on familiar topics
Suggested Activities
1. Tell students to read the postcard given.
2. Tell students to fill in the blanks with the
correct answers to complete the postcard.
3. Ask students to compare answers in pairs.
**********************************************************************
B. Writing
LS4.1.5 Organise, sequence and develop ideas
within short texts on familiar topics
LS4.2.1 Punctuate written work with moderate
accuracy
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
Suggested Activities
1. Tell students to read the postcard in practice
A again.
2. Based on the postcard, tell students to write
a postcard of reply.
3. Ask students to prepare a plan or draft that
includes main points and supporting details
of the postcard.
4. Tell students to write their answers neatly.
5. Encourage them to check for spelling,
punctuation and grammatical errors after
they have finished writing.
6. Ask students to exchange answers and give
comments on their friends’ work.
Educational Emphases
 Language
Multiple Intelligences
 Verbal-linguistic Intelligence
Critical and Creative Thinking Skills
(CCTS)
 Evaluating
 Generating Ideas

32. Non-textbook Based Lesson Week
Content Standard (CS) / Learning Standard (LS)
Curriculum Features / Elements
Across the Curriculum
SCHEME OF WORK: LESSON 81 [P. 43]
CS5.3; LS5.3.1 Respond imaginatively and intelligibly
through creating power points, visuals,
posters, blogs and webpages
Other imaginative responses as appropriate
Suggested Activities
A. Literature in Action 8
1. Tell students to read the poem The Day the
Bulldozers Came.
2. Based on the poem that they have chosen,
tell students to answer the questions given.
Tell them to give their own responses when
answering the questions.
3. Remind students to give logical responses to
the questions.
4. Then ask them to prepare a PowerPoint
presentation of their answers.
5. Pick random students to do a presentation in
front of the class.
Educational Emphases
 Language
 Science and Technology
 Creativity and Innovation
 Information and Communications
Technology (ICT)
Multiple Intelligences
 Verbal-linguistic Intelligence
 Intrapersonal Intelligence
Critical and Creative Thinking Skills
(CCTS)
 Evaluating
 Generating Ideas
Higher Order Thinking Skills (HOTS)
 Creation
STEAM

33. Theme: Science and Technology
UNIT 9 The Future Is Here [Textbook: PP. 109 – 120] Week
Content Standard (CS) / Learning Standard (LS)
Curriculum Features / Elements
Across the Curriculum
GRAMMAR [P. 27]
Suggested Activities
A. Grammar Practice 1
1. Explain the grammar focus in the unit
(the passive voice) 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 rewrite the sentences using the passive
voice.
4. Ask students to compare answers in pairs.
*****************************************************************
B. Grammar Practice 2
1. Explain the grammar focus in the unit (‘by’ and ‘with’)
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 ‘by’ or ‘with’.
4. Ask students to compare answers in pairs.
Educational Emphases
 Language
Critical and Creative Thinking Skills
(CCTS)
 Making Associations or
Connections

34. Theme: Science and Technology
UNIT 9 The Future Is Here [Textbook: PP. 109 – 120] Week
Content Standard (CS) / Learning Standard (LS)
Curriculum Features / Elements
Across the Curriculum
LISTENING • SPEAKING [P. 28]
A. Listening
LS1.1.6 Understand independently the main ideas in
simple longer texts on an increased range of
familiar topics
Suggested Activities
1. Tell students to read the questions given.
2. Then play the audio and ask students to
listen to it carefully.
3. Play the audio again. As students are
listening to the audio, ask them to circle the
correct answers.
4. Ask students to compare answers in pairs.
********************************************************************
B. Speaking
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
Suggested Activities
1. Tell students to work in pairs. Ask them to
look at the pictures given.
2. Ask them to talk about buying a gadget for a
cousin who is celebrating a birthday.
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.
5. Then select a few pairs of students to role-
play in front of the class.
Educational Emphases
 Language
 Science and Technology
Multiple Intelligences
 Verbal-linguistic Intelligence
 Interpersonal Intelligence
Higher Order Thinking Skills (HOTS)
 Creation
Critical and Creative Thinking Skills
(CCTS)
 Comparing and Contrasting
 Evaluating
 Generating Ideas
STEAM
DIGITAL CONTENT
Audio on how robots help to make our lives easier
PEMBELAJARAN ABAD KE-21 MODULE
Activity 6: Surf and Wave P.
E14

35. Theme: Science and Technology
UNIT 9 The Future Is Here [Textbook: PP. 109 – 120] Week
Content Standard (CS) / Learning Standard (LS)
Curriculum Features / Elements
Across the Curriculum
WRITING [P. 29]
A. Writing
LS4.2.2 Spell written work with moderate accuracy
LS3.1.4 Use independently familiar print and digital
resources to check meaning and extend
understanding
Suggested Activities
1. Tell students to read the collocations and
phrasal verbs given.
2. Ask students to write a sentence for each of
the collocations and phrasal verbs given.
3. Ask students to use a dictionary to help
them.
4. Ask students to exchange answers and give
comments on their friends’ work.
Educational Emphases
 Language
 Learning How to Learn Skills
Multiple Intelligences
 Verbal-linguistic Intelligence
Critical and Creative Thinking Skills
(CCTS)
 Generating Ideas
Pendidikan Sivik (English)
 Core Value – Responsibility
DIGITAL CONTENT
A video on how using a mobile phone affects your mind and body
PEMBELAJARAN ABAD KE-21 MODULE
Activity 8: Graphic Organiser P.
E16

36. Non-textbook Based Lesson Week
Content Standard (CS) / Learning Standard (LS)
Curriculum Features / Elements
Across the Curriculum
SCHEME OF WORK: LESSON 91 [P. 44]
CS5.3; LS5.3.1 Respond imaginatively and intelligibly
through creating power points, visuals,
posters, blogs and webpages
Other imaginative responses as appropriate
Suggested Activities
A. Literature in Action 9
1. Tell students to read the rubric.
2. Ask them to choose one novel from the three
options given.
3. Based on the novel that they have chosen,
tell students to create a poster to advertise
the play to the public.
4. Tell students to show and talk about their
posters to the class.
Educational Emphases
 Language
 Creativity and Innovation
Multiple Intelligences
 Verbal-linguistic Intelligence
Critical and Creative Thinking Skills
(CCTS)
 Generating Ideas
Higher Order Thinking Skills (HOTS)
 Creation
STEAM

37. Theme: People and Culture
UNIT 10 It’s Showtime! [Textbook: PP. 121 – 132] Week
Content Standard (CS) / Learning Standard (LS)
Curriculum Features / Elements
Across the Curriculum
READING [P. 30]
A. Reading
LS3.1.1 Understand the main points in longer texts
on an increased range of familiar topics
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 of a range of
genres
Suggested Activities
1. Ask students to read the stimulus given.
2. Tell them that for questions 1 to 5, they have
to write their answers in no more than five
words from the text. Remind students to be
careful when copying the words.
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.
Educational Emphases
 Language
Multipe Intelligences
 Verbal-linguistic Intelligence
 Interpersonal Intelligence
Critical and Creative Thinking Skills
(CCTS)
 Making Associations or
Connections
PAK-21 Activity
 Presentation
STEAM
PEMBELAJARAN ABAD KE-21 MODULE
Activity 7: Presentation P.
E15

38. Theme: People and Culture
UNIT 10 It’s Showtime! [Textbook: PP. 121 – 132] Week
Content Standard (CS) / Learning Standard (LS)
Curriculum Features / Elements
Across the Curriculum
VOCABULARY [P. 31]
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
Suggested Activities
1. Tell students to read the questions.
2. Tell them to circle the best answer for each
question.
**********************************************************************
B. Reading
LS3.1.4 Use independently familiar print and digital
resources to check meaning and extend
understanding
Suggested Activities
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.
Educational Emphases
 Language
 Learning How to Learn Skills
Multiple Intelligences
 Verbal-linguistic Intelligence
Critical and Creative Thinking Skills
(CCTS)
 Making Associations or
Connections

39. Theme: People and Culture
UNIT 10 It’s Showtime! [Textbook: PP. 121 – 132] Week
Content Standard (CS) / Learning Standard (LS)
Curriculum Features / Elements
Across the Curriculum
GRAMMAR [P. 32]
Suggested Activities
A. Grammar Practice 1
1. Explain the grammar focus in the unit (reported
speech) 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 change the sentences into the reported
speech format.
4. Ask students to compare answers in pairs.
Educational Emphases
 Language
Critical and Creative Thinking Skills
(CCTS)
 Making Associations or
Connections

40. Non-textbook Based Lesson Week
Content Standard (CS) / Learning Standard (LS)
Curriculum Features / Elements
Across the Curriculum
SCHEME OF WORK: LESSON 101 [P. 45]
CS5.3; LS5.3.1 Respond imaginatively and intelligibly
through creating power points, visuals,
posters, blogs and webpages
Other imaginative responses as appropriate
Suggested Activities
A. Literature in Action 10
1. Tell students to read the rubric.
2. Ask them to choose one novel from the three
options given.
3. Then, tell students to create a blog based on
the novel that they have chosen.
4. Tell students to include information like the
plot, characters and themes in their blogs.
5. Encourage students to also include photos
and links to other websites.
6. Tell students to share their blogs online.
Educational Emphases
 Language
 Science and Technology
 Creativity and Innovation
 Information and Communications
Technology (ICT)
Multiple Intelligences:
 Verbal-linguistic Intelligence
Higher Order Thinking Skills (HOTS)
 Creation
Critical and Creative Thinking Skills
(CCTS)
 Generating Ideas
STEAM

41. Theme: People and Culture
UNIT 11 Time to Learn [Textbook: PP. 135 – 146] Week
Content Standard (CS) / Learning Standard (LS)
Curriculum Features / Elements
Across the Curriculum
READING [P. 33]
A. Reading
LS3.2.1 Read, enjoy and give a personal response to
fiction / non-fiction and other suitable print and
digital texts of interest
LS2.1.4 Explain own point of view
Suggested Activities
1. Ask students to read the advertisements given.
2. Tell them to underline difficult words in the
advertisements.
3. Ask students to refer to a dictionary for the
meanings of the words.
4. Then, based on the information in the
advertisements, tell students to answer the
questions that follow.
5. Tell them to give their own responses when
answering the questions.
6. Remind students to give logical responses to
the questions.
Educational Emphases
 Language
Multiple Intelligences
 Verbal-linguistic Intelligence
 Intrapersonal Intelligence
Higher Order Thinking Skills (HOTS)
 Creation
Critical and Creative Thinking Skills
(CCTS)
 Comparing and Contrasting
 Evaluating
 Generating Ideas
 Making Associations or
Connections
PENDIDIKAN SIVIK (ENGLISH) MODULE
Activity 5: Believe You Can P.
E7

42. Theme: People and Culture
UNIT 11 Time to Learn [Textbook: PP. 135 – 146] Week
Content Standard (CS) / Learning Standard (LS)
Curriculum Features / Elements
Across the Curriculum
GRAMMAR [P. 34]
Suggested Activities
A. Grammar Practice 1
1. Explain the grammar focus in the unit (causative) 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 complete the sentences using the
causative.
4. Ask students to compare answers in pairs.
*****************************************************************
B. Grammar Practice 2
1. Explain the grammar focus in the unit (gerunds and
infinitives) 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 underline the correct answers.
4. Ask students to compare answers in pairs.
Educational Emphases
 Language
Critical and Creative Thinking Skills
(CCTS)
 Making Associations or
Connections

43. Theme: People and Culture
UNIT 11 Time to Learn [Textbook: PP. 135 – 146] Week
Content Standard (CS) / Learning Standard (LS)
Curriculum Features / Elements
Across the Curriculum
LISTENING • SPEAKING [P. 35]
A. Listening
LS1.1.6 Understand independently longer simple
narratives on a range of familiar topics
Suggested Activities
1. Tell students to read the sentences given.
2. Play the audio. Ask students to listen to it
carefully.
3. Play the audio again. As students are
listening to the audio, ask them to write
‘True’ or ‘False’ for each of the statements.
4. Ask students to compare answers in pairs.
********************************************************************
B. Speaking
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
Suggested Activities
1. Tell students to work in pairs.
2. Ask them to talk about student exchange
programmes.
3. Students take turns to ask and answer
questions about student exchange
programmes.
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.
Educational Emphases
 Language
 Values
Multiple Intelligences
 Verbal-linguistic Intelligence
 Interpersonal Intelligence
 Intrapersonal Intelligence
Higher Order Thinking Skills (HOTS)
 Creation
Critical and Creative Thinking Skills
(CCTS)
 Analysing
 Identifying Facts and Opinions
 Generating Ideas
DIGITAL CONTENT
Audio on student exchange programmes

44. Theme: Science and Technology
Non-textbook Based Lesson Week
Content Standard (CS) / Learning Standard (LS)
Curriculum Features / Elements
Across the Curriculum
SCHEME OF WORK: LESSON 106 [P. 46]
A. Revision 3 – Listening
CS1.1; LS1.1.2 Understand independently specific
information and details in longer texts on an
increased range of familiar topics
Suggested Activities
1. Tell students to read the statements given.
2. Play the audio. Ask students to listen to it
carefully.
3. Play the audio again. As students are
listening to the audio, ask them to write ‘True’
or ‘False’ for each of the statements.
4. Ask students to compare answers in pairs.
Educational Emphases
 Language
 Values
 Information and Communications
Technology (ICT)
Critical and Creative Thinking Skills
(CCTS)
 Analysing
STEAM
DIGITAL CONTENT
Audio on cyberbullying

45. Theme: People and Culture
Non-textbook Based Lesson Week
Content Standard (CS) / Learning Standard (LS)
Curriculum Features / Elements
Across the Curriculum
SCHEME OF WORK: LESSON 106 [P. 47]
B. Revision 3 – Listening
CS1.1; LS1.1.1 Understand independently the main ideas in
simple longer texts on an increased range of
familiar topics
Suggested Activities
1. Tell students to look at the poster given.
2. Play the audio. Ask students to listen to it
carefully.
3. Play the audio again. As students are
listening to the audio, ask them to fill in the
blanks to complete the poster.
4. Ask students to compare answers in pairs.
Educational Emphases
 Language
 Values
 Patriotism/Citizenship
Multiple Intelligences
 Verbal-linguistic Intelligence
Critical and Creative Thinking Skills
(CCTS)
 Identifying Facts and Opinions
 Making Associations or
Connections
DIGITAL CONTENT
Audio on an announcement to visit flood victims

46. Theme: Science and Technology
Non-textbook Based Lesson Week
Content Standard (CS) / Learning Standard (LS)
Curriculum Features / Elements
Across the Curriculum
SCHEME OF WORK: LESSON 108 [PP. 48 – 49]
A. Writing 21
CS4.1; LS4.1.5 Organise, sequence and develop ideas
within short texts on familiar topics
CS4.2; LS4.2.1 Punctuate written work with moderate
accuracy
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
Suggested Activities
1. Tell students to read the rubric and stimulus
given.
2. Based on the pictures and notes, ask
students to write a letter to a friend.
3. Ask them to prepare a draft of the letter on a
piece of paper.
4. Once students have prepared their draft, tell
them to write the letter in the space provided.
5. Tell students to do a peer review of their
writing. Encourage them to check for
grammar, spelling and punctuation errors.
Educational Emphases
 Language
Multiple Intelligences
 Verbal-linguistic Intelligence
Critical and Creative Thinking Skills
(CCTS)
 Generating Ideas
Higher Order Thinking Skills (HOTS)
 Creation
STEAM

47. Theme: People and Culture
Non-textbook Based Lesson Week
Content Standard (CS) / Learning Standard (LS)
Curriculum Features / Elements
Across the Curriculum
SCHEME OF WORK: LESSON 108 [PP. 50 – 51]
B. Writing 21
CS4.1; LS4.1.5 Organise, sequence and develop ideas
within short texts on familiar topics
CS4.2; LS4.2.1 Punctuate written work with moderate
accuracy
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
Suggested Activities
1. Tell students to read the rubric and stimulus
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.
4. Once students have prepared their draft, tell
them to write the email in the space
provided.
5. Tell students to do a peer review of their
writing. Encourage them to check for
grammar, spelling and punctuation errors.
Educational Emphases
 Language
Multiple Intelligences
 Verbal-linguistic Intelligence
Critical and Creative Thinking Skills
(CCTS)
 Generating Ideas
Higher Order Thinking Skills (HOTS)
 Creation

48. Theme: People and Culture
Non-textbook Based Lesson Week
Content Standard (CS) / Learning Standard (LS)
Curriculum Features / Elements
Across the Curriculum
SCHEME OF WORK: LESSON 108 [PP. 52 – 53]
C. Writing 21
CS4.1; LS4.1.5 Organise, sequence and develop ideas
within short texts on familiar topics
CS4.2; LS4.2.1 Punctuate written work with moderate
accuracy
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
Suggested Activities
1. Tell students to read the rubric and stimulus
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.
4. Once students have prepared their draft, tell
them to write the story in the space
provided.
5. Tell students to do a peer review of their
writing. Encourage them to check for
grammar, spelling and punctuation errors.
Educational Emphases
 Language
Multiple Intelligences
 Verbal-linguistic Intelligence
Critical and Creative Thinking Skills
(CCTS)
 Generating Ideas
Higher Order Thinking Skills (HOTS)
 Creation

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

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

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