KUNAK DISTRICT EDUCATION DEPARTMENT
FORM 5 ENGLISH MODULES
2021
NO MODULE DURATION
1 GRAMMAR & VOCABULARY 1 WEEK
2 VOCABULARY 1 WEEK
3 READING 2 WEEKS
4 WRITING 2 WEEKS
MODULE PREPARED BY:
LOW SEE HON
EVANA ROZA ROBERT
HERLINA BINTI HASHIM
NABIHAH BINTI HUSIN
NUR HAFIZAH BINTI ABD KADIR
SITI AISHAH BINTI KALID
ZAKIAH BINTI MADDALI
ADVISOR:
NORSIAH HJ. ABDULLAH
MODULE 1: GRAMMAR
WEEK 1
PDPR MODULE
Target Form 5
Subject ENGLISH
Topic The Environment
Theme Health and Environment
Notes In textbook (page 61 & 63)
Content Standard 3.1 Understand a variety of texts by using a range of appropriate reading strategies
to construct meaning
Learning Standard Pupils will be able to understand
Future simple, future perfect simple and future perfect continuous
Learning Objective At the end of the lesson, pupils will be able to:
1. Select the correct words (future tense) in a text.
2. Fill in the blanks with the correct future tense form
3. Complete sentences by using the correct future tense form
Implementation 1 WEEK
period
Activity 1. Pupils refer to the notes on Future Simple in page 61 (textbook)
2. Pupils circle the correct words in a given text. (p.61 textbook)
3. Pupils refer the notes on future perfect simple and future perfect continuous
in page 63 (textbook)
4. Pupils complete activity 3 & 4
5. Pupils complete the extra activity given
Assessment Grammar exercises
Task guidelines 1. Refer to the notes from the textbook.
2. Circle the correct words in in the text (textbook)
3. Answer the questions given
TASK 1: FUTURE SIMPLE (Textbook page 61)
Instructions for Pupils:
1. You are going to read Notes about Future Tense on page 61 of your Textbook.
2. After reading the notes, you will do Activity 3 (in page 61).
In this activity, you have to read the text first. After reading it once, read again and circle the correct
words. You have to write your answers in your exercise book. You will submit this work to the teacher
after a week.
3. After you have completed Activity 3, complete the extra exercise about Future Tense below.
Extra Exercises:
Fill in the blanks with the correct form of Future Tense by using:
will / going to / present continuous.
1. They (drive) to New York tomorrow morning.
2. I hope the weather (be) nice.
3. I offered him this job. I think he (take) it.
4. I promise I (not tell) your secret to anyone.
5. Take your umbrella with you. It (rain).
6. They (play) cards this evening.
7. I (go) to the cinema tomorrow.
8. They (fly) to Seattle next summer holidays.
9. I (invite) 50 people to the party, and I hope everyone (come).
10. That exercise looks difficult. I (help) you.
TASK 2: FUTURE PERFECT SIMPLE, FUTURE PERFECT CONTINUOUS, TEMPORALS
Instructions for Pupils:
1. For this activity, you will need to first read the Notes about Future Perfect Tense on page 63 of your
Textbook. Please pay attention to the examples given in the notes.
2. After you have finished reading the notes, complete Activity 3 and Activity 4 on p.63. Write your answers
in your exercise book. Submit your work to the teacher after a week.
3. After you have completed Activity 3 and Activity 4, complete the Extra Exercises about Future Perfect
Continuous below. This activity is a little challenging. You may refer to the notes or the Internet to assist you.
Extra Exercises:
Fill in the blanks with Future Perfect Continuous.
1. I __________________________________ (work) all weekend so I won’t be energetic on Sunday night.
2. How long __________________________________ (you / wait) when you finally get your exam results?
3. Julie __________________________________ (not / eat) much, so we’ll need to make sure she has a good
meal when she arrives.
4. How long __________________________________ (she / plan) to move house when she finally moves?
5. __________________________________ (she / wait) long by the time we get there?
6. __________________________________ (he / play) computer games for ten hours when he finally stops?
7. They __________________________________ (study) all day, so they’ll want to go out in the evening.
8. They __________________________________ (not / stay) in the hotel for long when she arrives.
9. I __________________________________ (not / walk) when I meet you – I’ll have been cycling.
10. She __________________________________ (play) squash, so she won’t be dressed up.
11. We __________________________________ (look) at houses for four months next Tuesday.
12. We __________________________________ (not / do) this project for long when the inspector arrives.
13. How long __________________________________ (you / work) on this project when it is finished?
14. __________________________________ (you / buy) clothes when I see you?
15. He __________________________________ (not / do) much work, so he’ll be happy to start a new
project.
16. How long __________________________________ (the children / sleep) in the living room when their
new bedroom is ready?
17. How long __________________________________ (he / train) when he enters the competition?
18. __________________________________ (you / take) exams the day we meet?
19. I __________________________________ (answer) students’ questions all morning, so I’ll want a quiet
lunch.
20. __________________________________ (they / travel) for long when they arrive?
END OF GRAMMAR EXERCISES
MODULE 2: VOCABULARY
WEEK 2
TARGET All Form 5 students
SUBJECT ENGLISH
TOPIC SHOPPING THERAPY (Unit 4)
THEME CONSUMERISM AND FINANCIAL AWARENESS
LANGUAGE FOCUS Words related to SHOPPING
This is an isolated vocabulary lesson. So listening, speaking,
CONTENT STANDARD
reading and writing skills are not explicitly covered.
Pupils will be able to understand
LEARNING This is an isolated vocabulary lesson. So listening, speaking,
STANDARD reading and writing skills are not explicitly covered.
At the end of the lesson, pupils will be able to:
LEARNING 4. Match words related to shopping to the correct pictures
OBJECTIVE 5. Use words related to shopping to complete sentences
6. Answer 3 questions about personal shopping experience
IMPLEMENTATION
1 WEEK
PERIOD
1. Matching activity
2. Gap filling activity
ASSESSMENT
3. Personal response
TASK GUIDELINES
1. This is a vocabulary module. Pupils will learn about words related to SHOPPING.
2. Pupils are given 1 Week to complete this module (Vocabulary).
3. This is a vocabulary module, thus pupils will not be provided with pre-task notes.
4. Task 1 – pupils should make a guess and match the words given with the pictures
that they think is relevant. Pupils can also refer to dictionary / the internet to look
for the meanings.
5. Task 2 – after finishing Task 1. Pupils use the words from Task 1 to answer Task 2.
The sentences in Task 2 are actually the descriptions and definitions of the words in
Task 1.
6. Task 3 – pupils are required to reflect on their own shopping experience and answer
the questions by writing the answers in the space provided.
7. Pupils will submit their work after they have finished the module.
For this module, do these 3 tasks to help you learn words to talk about shopping.
TASK 1
Check your vocabulary: PICTURE MATCHING
Write the correct words in the boxes below the pictures.
cash coin credit card supermarket shop assistant shop window
customer trolley receipt basket checkout shelf
TASK 2
Check your vocabulary: GAP FILL
Using the words you have learned in Task 1, write a word or words to complete the sentences below.
1. Money in the form of coins or notes (and not a card) is called _______________.
2. A person who is buying something in a shop is a _______________.
3. The _______________ is the place where you pay for things in a supermarket.
4. A _______________ is a small piece of metal money.
5. A _______________ is the place where goods for sale are displayed. It can be metal or
wood and attached to a wall.
6. A ____________________ has wheels. We push it around a supermarket and put things we want to
buy in it.
7. We carry a _______________ in a supermarket when we go shopping. We put things we want to
buy in here.
8. After we pay for our goods, the shop assistant gives us a _______________.
TASK 3:
DISCUSSION
Read the questions below and answer each question by relating it to your own shopping experience.
1. Do you like going food shopping in your local supermarket?
___________________________________________________________________________________
2. Do you like going shopping for clothes? Why?
___________________________________________________________________________________
___________________________________________________________________________________
3. How often do you go shopping?
___________________________________________________________________________________
END OF VOCABULARY EXERCISES
MODULE 3: READING
WEEK 3
TASK 1- Reading
Instructions: Read the text and answer the questions that follow.
Teen and tween Gen Z children, ages 10-17, account for $44 billion (RM180 billion) in discretionary spending
each year. As Generation Z children prioritise academics, after school and summer break jobs are increasingly
rare, and discretionary income is often very low. According to a Mintel report, more than S out of 10 teenagers
of Generation Z describe themselves as responsible with the money they have, even though a majority of
tweens and teens show interest in things they can't yet afford.
Gen Z teens are more racially diverse than Millennials. Not only do they make up various backgrounds
and cultures, they're interested in connecting with people of different shapes, sizes, and abilities, too. Often,
they view different as not only better, but essential, and that's also reflected in their food and beverage choices.
Generation Z and teens in particular are already showcasing their adventurous palates, desire for functional
food, and love of culinary self-expression.
Research from Food Navigator suggests that at this early age, teenagers tend to be less nostalgic about
food than the Millennials and other adults, preferring new or unconventional flavour pairings. While image is
still important, (a Mintel Social Media Trends Report reveals that 54% of teens still use Instagram), Gen Z
teens are not as interested in taking the most-liked photo for social media, something Millennials prioritized.
Gen Z places greater importance on experiences and learning; they simply don't always have the money to
spend on the world's prettiest ice cream cone. Products that incorporate experiences into their marketing, such
as music festivals or concerts, may be more reachable to this group.
Generation Z teens are interested in the trend of functional food, especially for snacking. With limited
income, they need what they eat to fill them up until the next meal, and then some. Snacks and beverages that
offer athletic stamina, focus, or mental clarity alleviate the pressures of being in a highly competitive and
academic environment. Even more than Millennials, teens are interested in where their money goes,
considering food waste, packaging, fair trade, food production, plant-based beet alternatives, sustainability,
and human labour. Companies with greater transparency and an authentic commitment to similar values are
in good shape to be noticed by these young consumers.
Teens and tweens today view the food they eat and cooking as a form of self-expression. They enjoy
preparing meals at home, eager to learn from how-to videos and shows. In contrast, Millennials strongly rely
on the convenience of pre-packaged food and meal plans. With a propensity for creativity, Z teens are big
experimenters in the kitchen, mixing and matching ingredients to see what makes them happy.
With only a small minority of teenagers paying for any of their own groceries and restaurant food,
teenagers depend on their parents to make most of their purchases. However, that doesn't mean parents make
all the foot decisions solo. Teens and tweens are huge influencers when it comes to what's purchased. Forbes
reports that 93% of parents say their children influence family and household purchases. According to Food
Dive, parents say that up to one third of the weekly grocery bill is dictated by what, when, and how their
teenagers like to eat.
Today's teenagers have influence far beyond their often limited cash on hand. Though young, this
group is signaling some clear opinions and passions for the future that the food and beverage industry would
be wise to take note.
(Source: FONA International, [Link]
Choose the best answer for the following questions.
1. The text is about the food and beverage industry.
A teens'
B tweens'
C teens' and tweens'
D Millennials'
2. In paragraph one, which of the following statements is true?
A Gen Z tends to spend a lot of money.
B Gen Z does not spend money.
C Gen Z spends money on things they can't afford.
D Gen Z is careful in spending with their money.
3. In paragraph two, why is Gen Z more diverse than the Millennials?
A They like to try different types of food.
B They like to try the food during their childhood.
C They like to try the same food.
D They like to try food at different countries.
4. In paragraph three, the characteristic describe Gen Z in this paragraph is
A savvy
B curious
C experiential
D diverse
5. In paragraph four, what is functional food?
A Food that provides different types of snacks.
B Food that provides energy to our body.
C Food that provides health benefits to our body.
D Food that provides more functions to our body.
6. In Paragraph five, the statements below are true about Gen Z EXCEPT
A They use cooking as a way to unlease their creativity.
B They order food on a regular basis.
C They watch cooking shows on a regular basis.
D They prepare meals regularly.
7. In paragraph six, why are children the major influence in buying household
purchase?
A The parents allow children to make decision in buying household purchase.
B The parents are lazy to make decision in buying household purchase.
C The children can make better decision in buying household purchase.
D The children make the decision solo in buying household purchase.
8. Which of the following should food and beverage industry consider in order to attract Gen Z in buying
their products?
A Brands with authentic alignment.
B Food with cultural diversity.
C Limited edition flavours that create experience.
D All of the above.
WEEK 4
TASK 2 Reading
You are going to read a story about the impact of dedicated people on others. Six sentences have been removed
from the story. Choose from the sentences A to H the one which fits each gap (1 to 6). There are two extra
sentences which you do not need to use.
INSPIRING OTHERS
She was just an ordinary lady. I met her on one of my trips out of town. She called herself Tammy and she
never gave me information about herself. But she worked tirelessly. Nothing was too much for her.
I was amazed at Tammy's energy. She was not young. 1 Her eyes really twinkled with love and
happiness. She walked with sprightly step that did not reflect her age.
Of course, there were things she would never tolerate and the staff received some hard comments when they
harsh to the people there. 2 Once a man came to drop off his mother and appeared unsympathetic to the
mother’s pleading look. Tammy told him off sharply. 'What goes around comes around, young man. Be good
to your mother now. The man flinched and spoke more lovingly to his mother.
I have always wondered what brought Tammy into my life. She brought meaning and wealth to my poor life.3
I realised then that sometimes people come into our lives and we know right away that they were meant to be
there. They help us figure out who we are or who we want to become.
And sometimes things happen to us that may seem horrible, frightening and unfair at first. But later
we find that without overcoming those obstacles we would have never realised our potential, strength,
willpower or heart. 4
Many people we meet will affect our lives in some ways. Our personalities are shaped by all these
encounters. Those incidents were meant to be. Don’t look back to past events for we cannot change anything.
5 Those incidents were meant to be. In addition, the success and downfalls we experience help to create
us into who we become.
6 In fact, they are probably the most poignant and important ones. They give us a rough time but they
shape and mold us.
A There is much to be learned from the bad E It is no use regretting what happened in
experiences. our past.
B She made me think and she made me care. F We must not have bad experiences at all in
our lives.
C We really need to go through those G Her face was creased with lines but
obstacles to make us better people. somehow, she had that smile that really lit
her face.
D She loved the comforts of a neat and H If she saw disarranged papers or rubbish
modern home. around, someone was going to get a verbal
lashing for sure.
END OF READING EXERCISES
MODULE 3: WRITING
WEEK 5
PDPR MODULE
Target Form 5
Subject ENGLISH
Topic SHOPPING THERAPY
Theme CONSUMERISM AND FINANCIAL
AWARENESS
Notes Article writing
-plan your article (title, introduction,
describe, give opinion & conclusion)
-Getting your readers’ attention
-Tone – less formal (talking in direct way)
-Use words “we”, “us” & etc
-Insert questions
Content Standard Writing 4.2 – communicate with appropriate
language, form and style
Learning Standard 4.2.3 – produce a plan or draft and modify this
appropriately independently
Learning Objective At the end of the lesson, pupils will be able to:
7. Write a complete article
Implementation period Task 1 - 1 week
Task 2 - 1 week
Activity 1. Pupils refer to the brief notes on
article writing in form 5 English
Download textbook (page 52-53)
2. Pupils draft the article writing
according to the plan based on the
question given (Attachment 1)
3. Pupils write a complete article
according to the planned draft
4. Pupils recheck their writing
Assessment Writing
Task guidelines 1. Complete task 1.
2. Complete each task for the week.
3. Refer to the brief notes from the
textbook.
4. Draft and plan your article based on
the question given.
5. Write article based on the planned
draft.
Read this writing task and then use the plan to help you write your article. When you have finished your
article, check your work carefully.
TASK 1 Writing
You see this notice on the school noticeboard
ARTICLES WANTED!
What is one way teenagers can save money the most?
* Avoid debt? *Save in the bank? * Buy second-hand things?
Tell us which way is the best, how they can save money and why it is important to them.
The best article will be published in the school magazine next month!
Write your article. (140-190 words)
You may use the following plan to write your article.
Paragraph 1 : Introduce the topic and answer the main question in the task.
Paragraph 2 : Describe the way of saving money.
Paragraph 3 : Give one reason why it is important.
Paragraph 4 : Give another reason why it is important
Paragraph 5 : Conclusion – give your opinion
DRAFT
Paragraph 1
Title: ___________________________________
(Introduce the
___________________________________________________________________
topic and
___________________________________________________________________
answer the
___________________________________________________________________
main question
___________________________________________________________________
in the task)
Paragraph 2
___________________________________________________________________
___________________________________________________________________
(Describe the
___________________________________________________________________
way of saving
___________________________________________________________________
money)
Paragraph 3 ___________________________________________________________________
___________________________________________________________________
(Give one ___________________________________________________________________
reason why do ___________________________________________________________________
you agree /
disagree)
Paragraph 4 ___________________________________________________________________
___________________________________________________________________
(Give another ___________________________________________________________________
reason why do ___________________________________________________________________
you
agree/disagree)
Paragraph 5 ___________________________________________________________________
___________________________________________________________________
(Conclusion - ___________________________________________________________________
give your ___________________________________________________________________
opinion)
WEEK 6
TASK 2 Writing
You see this request in your school newsletter:
Send in your article!
Many people say, ‘Money Can’t buy happiness’. Do you agree or
disagree? Include your reasons.
The best five articles will be printed in next month’s newsletter.
Write your article. (140-190 words)
You may use the following plan to write your article.
Paragraph 1 : Introduce the topic and answer the main question in the task.
Paragraph 2 : Describe why people say ‘money can’t buy happiness’
Paragraph 3 : Give one reason why do you agree / disagree
Paragraph 4 : Give another reason why do you agree/disagree
Paragraph 5 : Conclusion – give your opinion
DRAFT
Paragraph 1
Title: ___________________________________
(Introduce the
___________________________________________________________________
topic and
___________________________________________________________________
answer the main
___________________________________________________________________
question in the
___________________________________________________________________
task)
Paragraph 2
___________________________________________________________________
(Describe why ___________________________________________________________________
people say ___________________________________________________________________
‘money can’t ___________________________________________________________________
buy happiness’)
Paragraph 3 ___________________________________________________________________
___________________________________________________________________
(Give one ___________________________________________________________________
reason why do ___________________________________________________________________
you agree /
disagree)
Paragraph 4 ___________________________________________________________________
___________________________________________________________________
(Give another ___________________________________________________________________
reason why do ___________________________________________________________________
you
agree/disagree)
Paragraph 5 ___________________________________________________________________
___________________________________________________________________
(Conclusion - ___________________________________________________________________
give your ___________________________________________________________________
opinion)
END OF WRITING EXERCISES
PERFORMANCE STANDARDS GUIDE FOR READING SKILLS
PERFORMANCE
LEVEL DESCRIPTORS FOR READING SKILLS
Can display minimal understanding of the main ideas, specific details and
information in extended texts with a lot of support.
1 Can display minimal ability to use dictionary skills and guess the meaning of very
few unfamiliar words with a lot of support.
Can display minimal ability to investigate global issues, recognise attitude or
opinion of the writer and typical features of texts with a lot of support.
Can display some understanding of the main ideas, specific details and
information in extended texts with a lot of support.
Can display some ability to use dictionary skills and guess the meaning of some
2
unfamiliar words with a lot of support.
Can display some ability to investigate global issues, recognize attitude or opinion
of the writer and typical features of texts with a lot of support.
Can understand the main ideas, specific details and information in extended texts
adequately.
3 Can independently use dictionary skills and guess the meaning of unfamiliar
words.
Can investigate and analyse global issues, recognize attitude or opinion of the
writer and typical features of texts adequately.
Can understand the main ideas, specific details and information in extended texts
by responding clearly to given tasks most of the time.
Can independently use dictionary skills appropriately and guess the meaning of
4 unfamiliar words.
Can investigate and analyse global issues, recognise attitude or opinion of the
writer and typical features of texts by responding clearly to given tasks most of the
time.
Can understand the main ideas, specific details and information in extended texts
by responding clearly to given tasks at all times.
5 Can independently use dictionary skills appropriately and guess the meaning of
unfamiliar words.
Can investigate and analyse global issues, recognise attitude or opinion of the
writer and typical features of texts by responding clearly to given tasks at all times.
6 Can understand the main ideas, specific details and information in extended texts
by responding effectively to given tasks.
Can independently use dictionary skills effectively and guess the meaning of
unfamiliar words.
Can investigate and analyse global issues, recognise attitude or opinion of the
writer and typical features of texts by responding effectively. .
Can guide others in a given task.
Performance Standards Guide for Writing
PERFORMANCE
DESCRIPTORS FOR WRITING SKILLS
LEVEL
Can display minimal ability to communicate information, ideas, feelings
and opinions as well as organise information with a lot of support.
Can display minimal ability to produce a plan or draft and modify this in
1
response to feedback with a lot of support.
Can display minimal ability to use registers, punctuations and spell with a
lot of support.
Can display some ability to communicate information, ideas, feelings and
opinions as well as organise information with a lot of support.
Can display some ability to produce a plan or draft and modify this in
2
response to feedback with a lot of support.
Can display some ability to use registers, punctuations and spell with a lot
of support.
Can communicate information, ideas, feelings and opinions clearly as well
as organise information coherently.
3 Can produce a plan or draft and modify this appropriately independently.
Can use registers appropriately as well as punctuate and spell with
reasonable accuracy.
Can communicate information, ideas, feelings and opinions clearly as well
as organise information coherently with very few relevant details.
4 Can produce a plan or draft and modify this appropriately independently.
Can use registers appropriately as well as punctuate and spell with
reasonable accuracy.
Can communicate information, ideas, feelings and opinions clearly as well
as organise information coherently with some relevant details.
Can produce a plan or draft and modify this appropriately independently
5
with some relevant details.
Can use registers appropriately as well as punctuate and spell with
reasonable accuracy.
Can communicate information, ideas, feelings and opinions clearly as well
6
as organise information coherently using a variety of relevant details.
Can produce a plan or draft and modify this appropriately independently
with a variety of relevant details.
Can use registers appropriately as well as punctuate and spell with
reasonable accuracy.
Can display exemplary model of language use and guide others in a given
task