This document provides a scheme of work and suggested activities for an English Form 3 class. The unit focuses on the theme of People and Culture and specifically the topic of families. The document outlines learning standards and objectives, curriculum features, activities and assessments for each lesson. Some key lessons include reading comprehension activities on family topics, vocabulary exercises identifying word forms and meanings, grammar lessons on verb tenses, listening and speaking activities about students' families, and a creative writing assessment where students describe their favorite part of a novel. Digital content includes videos related to family relationships and the benefits of family dinners. The overall unit aims to develop students' language skills through exploring themes of family and culture.
This document outlines the Philippine Elementary Learning Competencies (PELC) for English in grades 1-6. It describes the focus areas of listening, speaking, reading, and writing for each grade level. Key points include:
- English aims to develop competence in communication through listening, speaking, reading, and writing.
- Grade 1 focuses on developing basic literacy skills like letter recognition and sight words. Grade 3 is a threshold for reading fluency.
- Time allotment is 100 minutes for grades 1-3 and 80 minutes for grades 4-6, to develop foundational skills early on.
- Expectations increase each year for listening comprehension, oral expression, reading fluency and independence, and
This document outlines the Philippine Elementary Learning Competencies (PELC) for English in grades 1-6. It describes the focus areas of listening, speaking, reading, and writing for each grade level. Key points include:
- English aims to develop competence in communication through listening, speaking, reading, and writing.
- Grade 1 focuses on developing basic literacy skills like letter recognition and sight words. Grade 3 is a threshold for reading fluency.
- The PELC lists expected learning outcomes for each communication skill by grade in a matrix format to guide lesson planning.
- A sample lesson plan is provided to demonstrate integrating the four communication skills around a science topic.
- Expectations increase
This document outlines the Philippine Elementary Learning Competencies (PELC) for English in grades 1-6. It describes the focus areas of listening, speaking, reading, and writing for each grade level. Key points include:
- English aims to develop competence in communication through listening, speaking, reading, and writing.
- Grade 1 focuses on developing basic literacy skills like letter recognition and sight words. Grade 3 is a threshold for reading fluency.
- The PELC lists expected learning outcomes for each communication skill by grade in a matrix format to guide lesson planning.
- A sample lesson plan is provided to demonstrate integrating the four communication skills around a topic.
- Expectations increase by
This document outlines the Philippine Elementary Learning Competencies (PELC) for English in grades 1-6. It describes the focus areas of listening, speaking, reading, and writing for each grade level. Key points include:
- English aims to develop competence in communication through listening, speaking, reading, and writing.
- Grade 1 focuses on developing basic literacy skills like letter recognition and sight words. Grade 3 is a threshold for reading fluency.
- The PELC lists expected learning outcomes for each communication skill by grade in a matrix format to guide lesson planning.
- A sample lesson plan is provided to demonstrate integrating the four communication skills around a science topic.
- Expectations increase
This document outlines the Philippine Elementary Learning Competencies (PELC) for English in grades 1-6. It describes the focus areas of listening, speaking, reading, and writing for each grade level. Key points include:
- English aims to develop competence in communication through listening, speaking, reading, and writing.
- Grades 1-3 have a daily time allotment of 100 minutes for English, while grades 4-6 have 80 minutes to focus on literacy skills developed in earlier grades.
- Expectations for each grade level are outlined, describing the skills and abilities students should demonstrate in the four communication areas.
- The PELC provides matrices listing objectives for each communication area by grade
The document provides information about the English subject competencies for grades 1-6 in the Philippine elementary curriculum. It describes the key areas of listening, speaking, reading and writing. For grade 1, learners are expected to develop basic communication skills like responding to greetings, following simple directions, and identifying letters and sounds. They also begin to demonstrate writing readiness, tracing and copying letters. The curriculum aims to develop literacy and language skills in a progressive manner through the primary grades.
The document provides information about the English curriculum for elementary grades in the Philippines. It includes:
1) Descriptions of the four areas of communication - listening, speaking, reading and writing - and the expected outcomes for each grade level.
2) Time allotments for English, which is 100 minutes for grades 1-3 and 80 minutes for grades 4-6.
3) Expectations for what learners should be able to do at the end of each grade level in the four communication areas.
4) Samples of lesson plans integrating the four communication areas and science concepts.
The document provides information about the Philippine Elementary Learning Competencies (PELC) for English. It outlines the expected learning outcomes and skills for listening, speaking, reading and writing for each grade level from Grade 1 to Grade 6. It also includes sample lesson plans showing how the four components of communication arts can be integrated in a single lesson. The document aims to provide guidance for teachers in developing lessons to help students achieve the expected competencies in English at their grade level.
This document outlines the Philippine Elementary Learning Competencies (PELC) for English in grades 1-6. It describes the focus areas of listening, speaking, reading, and writing for each grade level. Key points include:
- English aims to develop competence in communication through listening, speaking, reading, and writing.
- Grade 1 focuses on developing basic literacy skills like letter recognition and sight words. Grade 3 is a threshold for reading fluency.
- Time allotment is 100 minutes for grades 1-3 and 80 minutes for grades 4-6, to develop foundational skills early on.
- Expectations increase each year for listening comprehension, oral expression, reading fluency and independence, and
This document outlines the Philippine Elementary Learning Competencies (PELC) for English in grades 1-6. It describes the focus areas of listening, speaking, reading, and writing for each grade level. Key points include:
- English aims to develop competence in communication through listening, speaking, reading, and writing.
- Grade 1 focuses on developing basic literacy skills like letter recognition and sight words. Grade 3 is a threshold for reading fluency.
- The PELC lists expected learning outcomes for each communication skill by grade in a matrix format to guide lesson planning.
- A sample lesson plan is provided to demonstrate integrating the four communication skills around a science topic.
- Expectations increase
This document outlines the Philippine Elementary Learning Competencies (PELC) for English in grades 1-6. It describes the focus areas of listening, speaking, reading, and writing for each grade level. Key points include:
- English aims to develop competence in communication through listening, speaking, reading, and writing.
- Grade 1 focuses on developing basic literacy skills like letter recognition and sight words. Grade 3 is a threshold for reading fluency.
- The PELC lists expected learning outcomes for each communication skill by grade in a matrix format to guide lesson planning.
- A sample lesson plan is provided to demonstrate integrating the four communication skills around a topic.
- Expectations increase by
This document outlines the Philippine Elementary Learning Competencies (PELC) for English in grades 1-6. It describes the focus areas of listening, speaking, reading, and writing for each grade level. Key points include:
- English aims to develop competence in communication through listening, speaking, reading, and writing.
- Grade 1 focuses on developing basic literacy skills like letter recognition and sight words. Grade 3 is a threshold for reading fluency.
- The PELC lists expected learning outcomes for each communication skill by grade in a matrix format to guide lesson planning.
- A sample lesson plan is provided to demonstrate integrating the four communication skills around a science topic.
- Expectations increase
This document outlines the Philippine Elementary Learning Competencies (PELC) for English in grades 1-6. It describes the focus areas of listening, speaking, reading, and writing for each grade level. Key points include:
- English aims to develop competence in communication through listening, speaking, reading, and writing.
- Grades 1-3 have a daily time allotment of 100 minutes for English, while grades 4-6 have 80 minutes to focus on literacy skills developed in earlier grades.
- Expectations for each grade level are outlined, describing the skills and abilities students should demonstrate in the four communication areas.
- The PELC provides matrices listing objectives for each communication area by grade
The document provides information about the English subject competencies for grades 1-6 in the Philippine elementary curriculum. It describes the key areas of listening, speaking, reading and writing. For grade 1, learners are expected to develop basic communication skills like responding to greetings, following simple directions, and identifying letters and sounds. They also begin to demonstrate writing readiness, tracing and copying letters. The curriculum aims to develop literacy and language skills in a progressive manner through the primary grades.
The document provides information about the English curriculum for elementary grades in the Philippines. It includes:
1) Descriptions of the four areas of communication - listening, speaking, reading and writing - and the expected outcomes for each grade level.
2) Time allotments for English, which is 100 minutes for grades 1-3 and 80 minutes for grades 4-6.
3) Expectations for what learners should be able to do at the end of each grade level in the four communication areas.
4) Samples of lesson plans integrating the four communication areas and science concepts.
The document provides information about the Philippine Elementary Learning Competencies (PELC) for English. It outlines the expected learning outcomes and skills for listening, speaking, reading and writing for each grade level from Grade 1 to Grade 6. It also includes sample lesson plans showing how the four components of communication arts can be integrated in a single lesson. The document aims to provide guidance for teachers in developing lessons to help students achieve the expected competencies in English at their grade level.
The document provides guidance for teaching listening and speaking skills. It discusses developing listening ability through exposing learners to different text types to improve sound recognition, pronunciation and understanding. For speaking, learners are taught to ask questions, give responses and express themselves confidently using appropriate language. Sample lesson plans are provided focusing on vocabulary, comprehension, functions and grammar using the story "Nickey the Caterpillar" over six lessons. Suggested guidelines for other lessons include activities before, during and after listening to discriminate sounds like suffixes.
Introduction to ELA/Literacy PA Core Standards, Grades 9-12Cissy Mecca
The document provides an overview of the PA Core Standards including the background and goals of the Common Core Standards, key shifts in English Language Arts including a focus on balancing literary and informational texts and building text complexity, and details on how the PA Academic Standards for ELA are organized and examples of vocabulary instruction frameworks.
This document provides an overview of the English language syllabus for preschool students ages 4-5. It includes suggested topics, target vocabulary, productive and receptive language skills, nursery rhymes and songs, and recommended storybooks for each topic. The topics cover personal information like name, age, feelings; weather; colors; classroom objects; family members; parts of the face and body; and toys. Productive language focuses on labeling, describing, and answering simple questions. Receptive targets understanding questions and instructions. Nursery rhymes and songs help teach the material in a fun, memorable way.
This document contains daily lesson logs for English classes at Hulo Integrated National High School for grades 7, 8, and 10. It outlines the objectives, content, learning resources, and procedures for lessons on informative writing techniques, basic factors of delivery in speeches, and showing gratitude. The lessons include reviewing concepts, discussing examples, practicing skills through activities, and evaluating learning. The logs were prepared by teacher Hellen Dea T. Eleria and checked by the PSDS/TIC.
The document summarizes a presentation about vocabulary instruction and the Common Core State Standards. It discusses how the standards address vocabulary and academic vocabulary. It also explores strategies for teaching vocabulary, such as using context clues, the SLAP strategy, and the six-step process from Marzano. Examples are provided for each strategy.
The document provides a scheme of work for teaching phonics to Year 1 students in primary school. It includes a glossary defining key terms from the Year 1 curriculum framework, strategies for differentiating instruction for different students, and ideas for formative assessment. The scheme of work then lists learning standards and objectives, instructional materials, and suggestions for lessons organized by week focusing on particular phonics sounds and themes. It also identifies complementary standards from reading to reinforce phonics.
Pca 2nd, 3rd & 4th egb english pre a1.1 (2)Nelson Zambrano
The document is the annual curriculum plan for an English class at the "Beatriz Mejia" primary school in Ecuador for the 2017-2018 school year. It provides information on the subject, teacher, target group of students, class schedule, general and specific objectives, units of study, and assessment methods. The plan outlines 36 weeks of instruction covering basic greetings, descriptions, locations, colors, letters A-F, asking and answering simple questions, following basic instructions, and recognizing key information in short texts and stories. The overall goals are for students to develop foundational English communication skills and cultural awareness through listening, speaking, reading and writing activities.
strategies in promoting numeracy and literacyReynelRebollos
The document discusses strategies for promoting numeracy and literacy. It defines key concepts like literacy and numeracy and identifies essential components of teaching reading like oral language, phonological awareness, phonemic awareness, and comprehension. The presentation also provides examples of appropriate activities for teaching mathematics and demonstrates applying reading and math strategies through a teaching demonstration.
NINE WEEK PLANNING 4- English- you can find a guide to plann your lessonsdanny paucar
This document outlines the 9-week microcurricular plan for a 4th grade English class at Escuela de Educación General Básica “Vicente Rocafuerte”. The plan includes objectives, content, and methodologies for each week. Week 1 focuses on welcoming students and school appreciation. Week 2 involves diagnostic testing to understand student learning levels. Subsequent weeks reinforce knowledge, promote reading skills, reasoning abilities, group work, sports vocabulary, student autonomy, and transforming education based on student needs. The overarching goal is to follow the Ministry of Education's new methodological orientations for the 2023-2024 school year.
DLL English 10 Q1_Module 1_Subject Orientation, Class Policies, Character Bin...JenniferOestar3
1. The document is a daily lesson log for an English class on World Literature taught by Dr. Jennifer Oestar at Canda National High School.
2. The lesson log outlines the objectives, content, learning process, and procedures for the class sessions over the course of a week.
3. The content for the week includes an overview of classroom policies and routines, introduction of students, defining world literature, and a character bingo activity to help students get to know each other.
1. The document discusses considerations in teaching listening and speaking skills to ESL students. It identifies challenges like a lack of proper teaching methods, exposure to different accents, and opportunities for interaction.
2. It proposes effective teaching methods like incorporating pre-listening, during listening and post-listening activities. It also suggests exposing students to various English accents through activities using videos, songs and news clips.
3. Providing role-plays, discussions and authentic tasks can help address the lack of real-world experience. Increasing interaction through games, group activities and multimedia can make speaking classes more engaging.
This document is an annual curriculum plan for an English class at the Beatriz Mejia School in Ecuador for the 2017-2018 school year. It outlines the general and specific objectives of the English program, which aim to develop students' communicative competence through activities involving listening, speaking, reading, and writing. It also details the time allocation, content units, methodology, and assessments. The plan includes two units, one on greetings and introductions, and another on pets and emotions. Lessons incorporate techniques such as role plays, games, group work, and use of technology to practice vocabulary and language functions.
Building Academic Language in the ESL ClassroomElisabeth Chan
This document provides examples of activities to build students' academic English skills, including writing, reading, speaking, and vocabulary. For writing, it suggests explicitly teaching the writing process, focusing on content by having students add details, and reconstructing texts to work on cohesion. For reading, it recommends extensive reading, engaging students through real-world connections, and explicitly teaching reading strategies. For speaking, it discusses raising awareness of academic spoken English. And for vocabulary, it offers ideas like teaching the four parts of a word chart and having students create four-square entries to learn and remember new words.
This document provides a scheme of work for phonics in Primary Year 2 English. It includes:
- A glossary defining key terms used in the Year 2 curriculum framework such as "simple sentences", "familiar contexts", and "digital games".
- Strategies for differentiating instruction for students of varying abilities.
- An example of a lesson plan focusing on recognizing and reproducing certain phonics sounds and words.
4. Primary Year 2 Scheme of Work Phonics.pdfssuser455d4a
This document provides a scheme of work for phonics in Primary Year 2 English. It includes:
- A glossary defining key terms used in the Year 2 curriculum framework
- Strategies for differentiating instruction for students of varying abilities
- Suggestions for formative assessment
- A sample lesson plan focusing on listening and reading skills, targeting the sounds /ɪә/, /eә/, /ʊә/, and /ɜ:/.
This document provides an overview of developing listening and speaking skills in the primary ESL classroom. It begins by comparing the KBSR and KSSR syllabi in Malaysia and identifying listening and speaking as core skills. Various techniques for teaching listening and speaking are then discussed, including identifying the top-down and bottom-up processes in listening, selecting appropriate activities based on student level, and designing principles for listening techniques. A range of activity types are suggested, from interactive to those focusing more on bottom-up or top-down skills. The document emphasizes the importance of authentic materials, motivating students, and explicitly teaching listening strategies.
This document discusses fundamentals of literacy and strategies to address literacy difficulties. It outlines the six elements of reading: oral language, phonological awareness, phonics, vocabulary, fluency, and comprehension. For each literacy skill area, examples of interventions are provided, such as using an alphabet chart, rhyming activities, and explicit phonics instruction. The document also discusses levels of comprehension and common reading errors. Suggested interventions include building background knowledge, developing vocabulary, using visual aids, reciprocal teaching strategies, and differentiated instruction based on assessment results. The overarching goal is for all learners to develop reading proficiency.
This document provides an overview of effective vocabulary instruction strategies for teachers. It discusses the importance of vocabulary and recommends using both direct instruction methods like the six-steps of vocabulary instruction as well as teaching vocabulary in context. The document emphasizes that building vocabulary takes time and should start in early grades. It also dispels common misconceptions and provides research-based best practices for vocabulary instruction, such as using multiple instructional methods, sequencing related texts, and promoting word consciousness.
1. The document provides an overview of the English language curriculum for Form 5 students at SMK Padang Negara Kuala Terengganu for 2018.
2. It is divided into 13 chapters covering various themes like people, environment, social issues, health, and science and technology.
3. For each chapter, the document outlines the language skills, functions, topics and grammar to be covered in a 2-3 week period including listening, speaking, reading, writing and reciting poems activities.
The document provides guidance for teaching listening and speaking skills. It discusses developing listening ability through exposing learners to different text types to improve sound recognition, pronunciation and understanding. For speaking, learners are taught to ask questions, give responses and express themselves confidently using appropriate language. Sample lesson plans are provided focusing on vocabulary, comprehension, functions and grammar using the story "Nickey the Caterpillar" over six lessons. Suggested guidelines for other lessons include activities before, during and after listening to discriminate sounds like suffixes.
Introduction to ELA/Literacy PA Core Standards, Grades 9-12Cissy Mecca
The document provides an overview of the PA Core Standards including the background and goals of the Common Core Standards, key shifts in English Language Arts including a focus on balancing literary and informational texts and building text complexity, and details on how the PA Academic Standards for ELA are organized and examples of vocabulary instruction frameworks.
This document provides an overview of the English language syllabus for preschool students ages 4-5. It includes suggested topics, target vocabulary, productive and receptive language skills, nursery rhymes and songs, and recommended storybooks for each topic. The topics cover personal information like name, age, feelings; weather; colors; classroom objects; family members; parts of the face and body; and toys. Productive language focuses on labeling, describing, and answering simple questions. Receptive targets understanding questions and instructions. Nursery rhymes and songs help teach the material in a fun, memorable way.
This document contains daily lesson logs for English classes at Hulo Integrated National High School for grades 7, 8, and 10. It outlines the objectives, content, learning resources, and procedures for lessons on informative writing techniques, basic factors of delivery in speeches, and showing gratitude. The lessons include reviewing concepts, discussing examples, practicing skills through activities, and evaluating learning. The logs were prepared by teacher Hellen Dea T. Eleria and checked by the PSDS/TIC.
The document summarizes a presentation about vocabulary instruction and the Common Core State Standards. It discusses how the standards address vocabulary and academic vocabulary. It also explores strategies for teaching vocabulary, such as using context clues, the SLAP strategy, and the six-step process from Marzano. Examples are provided for each strategy.
The document provides a scheme of work for teaching phonics to Year 1 students in primary school. It includes a glossary defining key terms from the Year 1 curriculum framework, strategies for differentiating instruction for different students, and ideas for formative assessment. The scheme of work then lists learning standards and objectives, instructional materials, and suggestions for lessons organized by week focusing on particular phonics sounds and themes. It also identifies complementary standards from reading to reinforce phonics.
Pca 2nd, 3rd & 4th egb english pre a1.1 (2)Nelson Zambrano
The document is the annual curriculum plan for an English class at the "Beatriz Mejia" primary school in Ecuador for the 2017-2018 school year. It provides information on the subject, teacher, target group of students, class schedule, general and specific objectives, units of study, and assessment methods. The plan outlines 36 weeks of instruction covering basic greetings, descriptions, locations, colors, letters A-F, asking and answering simple questions, following basic instructions, and recognizing key information in short texts and stories. The overall goals are for students to develop foundational English communication skills and cultural awareness through listening, speaking, reading and writing activities.
strategies in promoting numeracy and literacyReynelRebollos
The document discusses strategies for promoting numeracy and literacy. It defines key concepts like literacy and numeracy and identifies essential components of teaching reading like oral language, phonological awareness, phonemic awareness, and comprehension. The presentation also provides examples of appropriate activities for teaching mathematics and demonstrates applying reading and math strategies through a teaching demonstration.
NINE WEEK PLANNING 4- English- you can find a guide to plann your lessonsdanny paucar
This document outlines the 9-week microcurricular plan for a 4th grade English class at Escuela de Educación General Básica “Vicente Rocafuerte”. The plan includes objectives, content, and methodologies for each week. Week 1 focuses on welcoming students and school appreciation. Week 2 involves diagnostic testing to understand student learning levels. Subsequent weeks reinforce knowledge, promote reading skills, reasoning abilities, group work, sports vocabulary, student autonomy, and transforming education based on student needs. The overarching goal is to follow the Ministry of Education's new methodological orientations for the 2023-2024 school year.
DLL English 10 Q1_Module 1_Subject Orientation, Class Policies, Character Bin...JenniferOestar3
1. The document is a daily lesson log for an English class on World Literature taught by Dr. Jennifer Oestar at Canda National High School.
2. The lesson log outlines the objectives, content, learning process, and procedures for the class sessions over the course of a week.
3. The content for the week includes an overview of classroom policies and routines, introduction of students, defining world literature, and a character bingo activity to help students get to know each other.
1. The document discusses considerations in teaching listening and speaking skills to ESL students. It identifies challenges like a lack of proper teaching methods, exposure to different accents, and opportunities for interaction.
2. It proposes effective teaching methods like incorporating pre-listening, during listening and post-listening activities. It also suggests exposing students to various English accents through activities using videos, songs and news clips.
3. Providing role-plays, discussions and authentic tasks can help address the lack of real-world experience. Increasing interaction through games, group activities and multimedia can make speaking classes more engaging.
This document is an annual curriculum plan for an English class at the Beatriz Mejia School in Ecuador for the 2017-2018 school year. It outlines the general and specific objectives of the English program, which aim to develop students' communicative competence through activities involving listening, speaking, reading, and writing. It also details the time allocation, content units, methodology, and assessments. The plan includes two units, one on greetings and introductions, and another on pets and emotions. Lessons incorporate techniques such as role plays, games, group work, and use of technology to practice vocabulary and language functions.
Building Academic Language in the ESL ClassroomElisabeth Chan
This document provides examples of activities to build students' academic English skills, including writing, reading, speaking, and vocabulary. For writing, it suggests explicitly teaching the writing process, focusing on content by having students add details, and reconstructing texts to work on cohesion. For reading, it recommends extensive reading, engaging students through real-world connections, and explicitly teaching reading strategies. For speaking, it discusses raising awareness of academic spoken English. And for vocabulary, it offers ideas like teaching the four parts of a word chart and having students create four-square entries to learn and remember new words.
This document provides a scheme of work for phonics in Primary Year 2 English. It includes:
- A glossary defining key terms used in the Year 2 curriculum framework such as "simple sentences", "familiar contexts", and "digital games".
- Strategies for differentiating instruction for students of varying abilities.
- An example of a lesson plan focusing on recognizing and reproducing certain phonics sounds and words.
4. Primary Year 2 Scheme of Work Phonics.pdfssuser455d4a
This document provides a scheme of work for phonics in Primary Year 2 English. It includes:
- A glossary defining key terms used in the Year 2 curriculum framework
- Strategies for differentiating instruction for students of varying abilities
- Suggestions for formative assessment
- A sample lesson plan focusing on listening and reading skills, targeting the sounds /ɪә/, /eә/, /ʊә/, and /ɜ:/.
This document provides an overview of developing listening and speaking skills in the primary ESL classroom. It begins by comparing the KBSR and KSSR syllabi in Malaysia and identifying listening and speaking as core skills. Various techniques for teaching listening and speaking are then discussed, including identifying the top-down and bottom-up processes in listening, selecting appropriate activities based on student level, and designing principles for listening techniques. A range of activity types are suggested, from interactive to those focusing more on bottom-up or top-down skills. The document emphasizes the importance of authentic materials, motivating students, and explicitly teaching listening strategies.
This document discusses fundamentals of literacy and strategies to address literacy difficulties. It outlines the six elements of reading: oral language, phonological awareness, phonics, vocabulary, fluency, and comprehension. For each literacy skill area, examples of interventions are provided, such as using an alphabet chart, rhyming activities, and explicit phonics instruction. The document also discusses levels of comprehension and common reading errors. Suggested interventions include building background knowledge, developing vocabulary, using visual aids, reciprocal teaching strategies, and differentiated instruction based on assessment results. The overarching goal is for all learners to develop reading proficiency.
This document provides an overview of effective vocabulary instruction strategies for teachers. It discusses the importance of vocabulary and recommends using both direct instruction methods like the six-steps of vocabulary instruction as well as teaching vocabulary in context. The document emphasizes that building vocabulary takes time and should start in early grades. It also dispels common misconceptions and provides research-based best practices for vocabulary instruction, such as using multiple instructional methods, sequencing related texts, and promoting word consciousness.
1. The document provides an overview of the English language curriculum for Form 5 students at SMK Padang Negara Kuala Terengganu for 2018.
2. It is divided into 13 chapters covering various themes like people, environment, social issues, health, and science and technology.
3. For each chapter, the document outlines the language skills, functions, topics and grammar to be covered in a 2-3 week period including listening, speaking, reading, writing and reciting poems activities.
The document provides guidance on using context clues to determine the correct meaning of multiple meaning words. It gives 10 examples of sentences with underlined multiple meaning words and 3 answer choices for each, with the reader choosing the sentence where the underlined word has the same meaning as in the original sentence. The examples cover multiple meaning words such as trip, light, check, show, bank, play, can, enter, watch, and marks.
This document contains a test with multiple choice questions about various topics. It begins with questions about vocabulary like identifying occupations and objects based on pictures. Later questions involve reading short passages and choosing the best answer based on the context. There are also questions about grammar, spelling, punctuation and reading comprehension involving diagrams and posters. The test covers a wide range of basic language and reasoning skills.
Teks ini memberikan soalan ujian akhir tahun untuk murid tingkatan 5 tentang pendidikan sains, sosial dan alam sekitar. Soalan meliputi topik seperti cuaca, bahan hasil petroleum, jerebu, negeri-negeri di Malaysia dan lain-lain. Ujian ini terdiri daripada 9 halaman dan murid perlu menjawab soalan dalam masa satu jam lima belas minit.
1. The document provides an outline for an English language curriculum for Year 5/Form 5 students in Malaysia, covering 14 chapters/themes to be taught over 32 weeks.
2. Each chapter is broken down into 3 levels of language skills - interpersonal, informational, and aesthetic uses of language. Grammar focuses and educational emphases are also included for each chapter.
3. Alongside typical language skills, the curriculum incorporates poems, songs, and cultural activities to reinforce themes and values. ICT is also integrated for research, communication, and multimedia tasks.
This document provides a revised scheme of work for the English language subject for Form 4 students in 2022. It consists of 43 weeks of lessons covering 8 units and incorporating various language skills, learning standards and assessments. The units cover topics such as science and technology, people and culture, consumerism and financial awareness, and health and the environment. Each week lists the skills, standards and lesson objectives to be covered, along with the related textbook pages. National holidays are also indicated throughout the year.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
The chapter Lifelines of National Economy in Class 10 Geography focuses on the various modes of transportation and communication that play a vital role in the economic development of a country. These lifelines are crucial for the movement of goods, services, and people, thereby connecting different regions and promoting economic activities.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
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