Mr. Iman’s English Hub 📝

The next module won’t be about memorising model answers. Instead, students will learn how to generate ideas, organise their thoughts, and build their own responses confidently. I’ve also started analysing the topics in Full Blast 4. Since many speaking prompts are inspired by the KSSM textbooks, I believe it’s time to revisit it and unlock its full potential. I’m currently putting the finishing touches on the module, and I can’t wait to use it with my students. As always, once it’s ready, I’ll be sharing it with all of you—for free. If it can help even one teacher or one student in their SPM Speaking Test journey, that alone will mean the world to me. All I ask in return is one sincere prayer for my students. May Allah grant them confidence, ease their journey, and bless them with success in SPM. Ameen 🤲

Alhamdulillah. That’s a wrap for the SPM 2026 Trial Speaking Test at my school 🤍 I’m truly happy to see how much my Form 5 students have grown. Some have improved beyond my expectations, while a few still need a little more polishing. But that’s exactly what trial exams are for, to show us where we are and what comes next. For this trial, I left no stone unturned. We maximised every opportunity possible: conducting station-based speaking practices where I invited our alumni to serve as interlocutors, organising online classes and speaking workshops, and making full use of the intervention modules I had developed. Seeing their progress made every late night worth it. Now, I know exactly what our next step should be.

Practice A 1. Profession — G 2. Employer — K 3. Employee — D 4. Salary — C 5. Wage — L 6. Promotion — H 7. Retirement — J 8. Colleague — E 9. Supervisor — A 11. Shift — F 12. Responsibility — B 13. Communication — I 14. Leadership — M Practice B 1. retirement 2. salary 3. wage 4. responsibility 5. promotion 6. colleague 7. profession 8. supervisor 9. shift 10. employee 11. communication 12. leadership 13. employer Practice C 1. Employer 2. Employee 3. Supervisor 4. Wage 5. Bonus 6. Salary 7. Office 8. Factory 9. Workplace 10. Colleague 11. Creativity 12. Leadership 13. Teamwork 14. Retirement 15. Occupation 16. Promotion 17. Shift 18. Employee Benefits

Answers: Practice - Profession Identification 1. Doctor 2. Nurse 3. Teacher 4. Firefighter 5. Police Officer 6. Chef 7. Farmer 8. Carpenter 9. Astronaut 10. Pilot 11. Postman / Mail Carrier 12. Librarian 13. Bricklayer (Builder/Mason also acceptable) 14. Dentist 15. Veterinarian (Vet) 16. Scientist 17. Photographer 18. Musician (Violinist) 19. Soldier 20. Lawyer 21. Radiologist (Doctor is acceptable if you prefer a simpler answer.) 22. Hairdresser (Hair Stylist) 23. Cashier 24. Architect (Engineer is also acceptable, but Architect matches the blueprint best.) 25. Gardener 26. Lifeguard 27. Reporter (Journalist also acceptable) 28. Bus Driver (Driver is acceptable.) 29. Cleaner (Janitor also acceptable) 30. Judge

[Speaking Lesson - Individual Long Turn] Topic: 📝 Unit 8 - A Hard Day’s Work Textbook Reference: 📝 English Download Targetted Students: Upper Forms (Form 5)

Killing two birds with one stone! 🎯 Today, I combined 5 Ibnu Khaldun and 4 Ibnu Khaldun for an impromptu speaking workshop focusing on Part 2: Individual Long Turn. The session began with students watching recorded performances from advanced students of the previous batch. Through a Think–Pair–Share activity, they discussed Two Stars and a Wish by identifying two strengths and one area for improvement from each performance. I then shared practical tips, tricks and techniques to help them organise their ideas, elevate their answers and manage their nervousness. For the practice session, students from both classes were mixed into groups and seated together. Using the SpeakQuest Board Game, they took turns responding to Individual Long Turn prompts while the friend sitting next to them acted as a peer assessor. It was lovely to witness the interaction between the seniors and juniors as they exchanged ideas, encouraged one another and learned together in a supportive environment.

Made it to Core Workshop 2 at SJK (C) Kulai Besar with Teach For Malaysia today. One idea that stayed with me throughout the day was this: meaningful change begins with understanding the systemic causes of educational inequity. It challenged me to think beyond simply delivering lessons: to intentionally create continual opportunities for my students to take ownership of their learning, develop agency, and become leaders in their own educational journey. I’m leaving today with fresh perspectives, deeper reflections, and an even stronger commitment to creating a classroom where every student has the opportunity to grow, contribute, and thrive. The work continues, one classroom at a time.

Some of the HOTS discussions we explored included: • Will AI eventually replace teachers? • Are students becoming overly dependent on AI instead of thinking for themselves? • How can inaccurate AI-generated information lead to serious real-world consequences, including potentially life-threatening decisions? The session reinforced an important reminder: AI is a powerful tool, but it should complement—not replace—critical thinking, ethical judgement, and the human connection that lies at the heart of education.

Just wrapped up my very first CPD COLA COOPER as a speaker, and I couldn’t have asked for a better learning experience. Rather than attending a typical workshop, every participating teacher stepped into the shoes of my Form 4 students. Through a classroom simulation, they experienced how digital learning tools can be meaningfully integrated to promote collaboration, cooperation, critical thinking, and active learning. Thank you to all the teachers who participated so wholeheartedly. It was a privilege to facilitate my first COLA COOPER, and I’m excited for many more opportunities to learn and grow together.

[Writing Lesson - Report Writing] Topic: 📝 Unit 5 - Globetrotting Textbook Reference: 📝 Full Blast Targetted Students: Upper Forms (Form 4)

1. Go through the slides to follow the story of the Amazon expedition. 2. Watch a short video about Ed Stafford: https://youtu.be/HqhmOCf6upo?si=S6kc8BiKpMahCRzj 3. Students read the text and answer reading comprehension questions individually. 4. Discuss the questions in pairs and check as a class. 5. Divide students into teams of four. 6. Assign the roles: Navigator, Medic, Survival Expert, and Reporter. 7. Explain The Floor Is a Swamp challenge. 8. Give each team three stepping stones (newspapers) 9. Students cross the swamp and collect two food menu cards. 10. Students return safely to base. 11. Teams compare and discuss the two dishes. 12. Each team chooses one dish to keep and rejects the other. 13. The reporter presents the team’s final decision.

[Reading Lesson - Ed Stafford’s Amazon Expedition] Topic: 📝 Unit 5 - Globetrotting Textbook Reference: 📝 Full Blast Targetted Students: Upper Forms (Form 4)

[Writing Lesson - Describing Feelings] Topic: 📝 Unit 5 - Globetrotting Textbook Reference: 📝 Full Blast Targetted Students: Upper Forms (Form 4)