Mr. Iman’s English Hub 📝

• Use a rounded and readable font for body text. • Use blue for Trial SPM results. • Use green for recent Progress Test results. • Use amber for improvement or maintained performance. • Use red for a decline in performance. • Include consistent tables, spacing and alignment. • Do not overcrowd the page. • Include a student commitment section. • Include a teacher check-in section. • Include page numbers. Add this footer: Prepared by [TEACHER’S NAME] [POSITION], [SCHOOL] FINAL QUALITY CHECK Before providing the PDF: • Verify every name and score against the uploaded image. • Confirm that all totals are correct. • Confirm that all percentages are correct. • Confirm that the Listening weightage calculations are correct. • Confirm that every student has exactly one report page. • Render and visually inspect the complete PDF. • Check for clipped text, overlapping elements, missing information and inconsistent formatting.

Prompt for Individual Progress Report Card: I have uploaded one score sheet containing my students’ SPM English 1119/4 Listening results. Please transcribe the results and create a personalised individual progress report card for every student. SCORE INTERPRETATION • Red marks represent the recent Progress Test. • Blue marks represent the Trial SPM examination. • Each student has two scores for every part. • Read the names and scores carefully. • Do not guess unclear information. • If any name or score is unclear, show me the uncertain entry and ask for confirmation before generating the PDF. LISTENING PAPER FORMAT The total raw mark is 30: • Part 1: Short Dialogues, 7 marks • Part 2: Long Monologue, 8 marks • Part 3: Matching, 5 marks • Part 4: Note Completion, 10 marks The Listening paper contributes 25% to the overall SPM English result. Use these formulas: • Accuracy percentage = raw score ÷ 30 × 100 • Listening weightage = raw score ÷ 30 × 25 Round all percentages to one decimal place. A− TARGET Use the following benchmark: • Part 1: 6/7 • Part 2: 5/8 • Part 3: 4/5 • Part 4: 5/10 • Overall target: 20/30 • Equivalent accuracy: 66.7% • Equivalent Listening weightage: 16.7/25% TRANSCRIPTION AND VERIFICATION Before creating the PDF: 1. Prepare a complete transcription table. 2. Include every student’s name. 3. Show the Trial SPM and recent Progress Test scores for all four parts. 4. Calculate both totals. 5. Check that no score exceeds the maximum mark for its part. 6. Highlight any unclear, missing or impossible score. 7. Ask me to confirm uncertain information before proceeding. 8. Do not generate the final PDF until the transcription has been verified. INDIVIDUAL REPORT After confirmation, create one A4 portrait report page for each student. Each report must include: 1. Student’s name 2. Current performance direction: • Strong improvement • Clear improvement • Slight improvement • Maintained • Slight dip but recoverable • Needs a focused reset 3. Trial SPM: • Total score out of 30 • Accuracy percentage • Listening weightage out of 25% 4. Recent Progress Test: • Total score out of 30 • Accuracy percentage • Listening weightage out of 25% 5. Overall change: • Change in raw marks • Change in accuracy percentage points • Change in weightage percentage points 6. Distance from the A− benchmark 7. A realistic target for the next Listening assessment PART-BY-PART COMPARISON Include a table containing: • Listening part • Trial SPM score • Recent Progress Test score • Change in marks • A− target • Target position, such as “Met” or “Need +2” PERSONALISED ANALYSIS For each student, identify: • Current strongest part • Part with the greatest decline • Part furthest below the A− target • Main priority for improvement • Second area of focus WAY FORWARD Provide three personalised actions based on the student’s actual scores. Use these skill-specific recommendations when relevant: Part 1: Short Dialogues Practise identifying the situation, speaker’s purpose and key details. Train the student to eliminate options contradicted by the audio. Part 2: Long Monologue Preview the questions, predict synonyms and listen for signposting words such as “however”, “because” and “finally”. Part 3: Matching Write the main opinion and reason for each speaker in two or three words. Compare meanings instead of matching repeated vocabulary. Part 4: Note Completion Predict the missing word type, follow the one-word limit and check spelling, singular or plural forms and grammatical accuracy. Also recommend: • Two timed listening practices each week • An error log using these categories: missed keyword, distractor, spelling, lost focus or unknown vocabulary • Reattempting incorrect questions after 48 hours DESIGN REQUIREMENTS • Produce one combined, print-ready PDF. • Use one A4 portrait page for each student. • Use a clean, professional and student-friendly layout. • Keep it printer-friendly with minimal colour. • Use a strong condensed font for headings.

Had another progress test with my 5 Ibnu Khaldun students during our Saturday intensive class to see how everyone has been progressing so far. This time, we worked on both the Writing and Listening papers. A little observation from the test: after Health and Environment, it seems that People and Culture is another theme that the kids find quite challenging in the Writing paper, especially when it comes to generating and developing relevant ideas. Still, I’m relieved that I noticed this now. At least I have enough time to plan our next steps, address the gaps and give them the support they need. I’m also using ChatGPT to generate individual progress reports for their Listening paper, so each student can clearly see their progress, strengths and areas that still need improvement. One step at a time ❤️

And the learning does not stop in the classroom! 🎥 As an extended task, my students will prepare a One-Minute Vlog about a natural disaster. They will use what they have learned from the Jigsaw Reading activity and present the information creatively in their own way. Can’t wait to see what they come up with!

Coming back with my all-time favourite reading activity: Jigsaw Reading! 🧩 Today’s focus was on natural disasters: floods, earthquakes, tsunamis and volcanic eruptions. I love this activity because it encourages every student to speak and take part. Each student becomes an “expert” on one natural disaster before moving into a new group to share what they have learned. Since everyone holds a different piece of information, they need to communicate and work together to complete the task. Reading, speaking, listening and teamwork: all in one activity! ✨

Upon many teachers’ requests, here you go—another set, but this time for our Form 3 kids! Happy teaching, teachers! ❤️

And today, the sharing journey continued at SMK Tan Sri Osman Mohd Sa’at with a full SPM Speaking Workshop ❤️ The session focused on strengthening the students’ understanding of the speaking test, particularly Part 2: Individual Long Turn and Part 3: Pair Discussion and HOTS questions, while helping them express their ideas more confidently and effectively. Thank you so much for the warm welcome and the opportunity to share with your students. Their enthusiasm, willingness to participate and courage to speak made the session even more meaningful. Keep practising, keep speaking and never be afraid to express your ideas. All the best for SPM 2026! ✨

Yesterday’s four-hour session with the students of SMK Bandar Baru Uda was truly meaningful ❤️ Our session focused on useful techniques and strategies for the SPM English Speaking, Writing and Listening papers to help the students approach each component with greater confidence. Thank you to the school for the warm invitation, trust and hospitality, and to all the students for your wonderful energy and participation. I sincerely hope our time together gave you something valuable as you prepare for SPM 2026. One meaningful session completed—and the sharing journey continues.

UASA is just around the corner, and it’s time to equip our students with sufficient practice to ensure their readiness! It has been a while since I last shared materials for lower-form students, as my 2 Mumtaz pupils have mainly been using practice books from the store. However, I’m finally back with a set of Error Correction Practices for you to use with your Form 1 and Form 2 students. All the exercises are aligned with topics from the PULSE 2 textbook. The final lap of SPM preparation has kept me busy, but I certainly haven’t forgotten about my lower-form learners, this one’s for them! 🤍

P.S. Special credit to two of my wonderful students from 2 Mumtaz, Nafies and Tahirah, for contributing their essays to my workshop module. Both of them show great potential in English, and with continuous effort and progress, insya-Allah, they will shine even brighter! ✨

Finally, it’s a wrap for our two-part Write It Right Workshop with the afternoon-session students! 🥹 In preparation for the Form 3 UASA, 3 Amber to 3 Berlian explored Note Expansion using music as the central topic. They also learned to enrich their writing with less common lexis as early exposure to SPM writing. Meanwhile, 3 Delima to 3 Jed learned to write Short Communicative Messages based on social media platforms using the G.R.E.A.T. framework, while building their confidence in Note Expansion writing. A heartfelt thank you to Teacher Shahreen, Teacher Amalina, Teacher Nisa and Sir Syahrin for placing your trust in me. I hope the students gained useful techniques and greater confidence in expressing their ideas through writing ❤️

Answers: 1. B 2. A 3. A 4. B 5. B 6. A 7. A 8. C

What I enjoy most about being an English teacher is how flexible the subject can be. Beyond teaching the language, I feel that I also have a role in nurturing meaningful values in my students. Inspired by the Negeri Sembilan Trial Paper, I explored the theme of helping others with my kids. I wanted them to understand why empathy may be fading today and how they can become more caring individuals. The lesson followed one meaningful connection: Sympathy → Empathy → Being Charitable → Kindness Sympathy begins when we feel concerned for someone. Empathy grows when we try to understand what they are experiencing. Being charitable happens when that understanding inspires us to help, not only through money, but also through our time, effort, words and support. Kindness is when we turn all these values into consistent actions in our daily lives. Ultimately, I want them to see that caring should not remain merely a feeling. It should become an action. English may be the subject, but humanity is the lesson.