Mr. Iman’s English Hub 📝

Just wrapped up a Progress Test as a post-test with my 5 Ibnu Khaldun today, based on what they’ve learned in Unit 1: It’s Personal and I must say, I’m quite pleased with how it went! I only assessed the skills that we’ve actually worked on in class because testing should feel fair and meaningful, not intimidating. After marking, I’ll let them know exactly which areas they should focus on next so they can keep improving. This round was a little different. I told them in advance what would be tested so they could come prepared. Notes were also given as models to guide their responses and set a clear standard. What made today even better was seeing them take the test seriously while staying composed. Moments like this remind me that growth doesn’t happen overnight, but with consistency, they are definitely heading in the right direction.

Some simple differentiated learning tips for English lessons: ✅ Tiered Tasks – Same skill, different complexity. Example: weaker students match phrases, intermediate students build sentences, advanced students justify their opinions. ✅ Flexible Grouping – Not fixed forever! Change groups depending on the skill (reading, writing, speaking). ✅ Student Leaders – Turn high achievers into peer coaches. It builds leadership and reinforces their own understanding. ✅ Choice Boards – Let students choose how they show learning: create a dialogue, write a short paragraph, or record a voice note. ✅ Scaffold Smartly – Provide sentence starters, vocabulary lists, or guiding questions for those who need them and gradually remove support. At the end of the day, differentiation is not about preparing 30 different lessons… it’s about making one lesson accessible to 30 different learners.

Trying something new in my next lesson: Traffic Light Grouping 🚦 Students will be grouped based on their proficiency level, but here’s the twist: the group leaders are those who excel in the subject. The idea is simple: let capable students guide, support, and lift their friends. Sometimes, students learn best from someone sitting right next to them. Differentiated learning isn’t always easy to implement every single day (teachers know the struggle 😅), but it matters. When we teach from the core, we don’t just deliver content, we reach students where they are, close their learning gaps, and help them grow with confidence. Because real intervention doesn’t start when students fail… it starts when we intentionally design learning that makes success possible for everyone.

Answers: Practice - Reading Comprehension 1. A 2. C 3. A 4. B 5. D 6. B 7. C 8. D Practice - Vocabulary Enrichment (Suggested answers based on comparisons in the text)  Size and Weight 1. Slim – easy to hold and fits comfortably in your hand. 2. Lightweight – not heavy, so it is convenient to carry everywhere. 3. Thin – much thinner compared to the thick old phone. 4. Compact – designed to save space even with a large screen. 5. Portable – can be carried in a pocket or small bag without difficulty. Design and Appearance 1. Sleek – has a smooth and stylish look. 2. Modern – designed with the latest technology and trends. 3. Attractive – visually appealing with premium finishing. 4. Minimalist – simple but elegant design with fewer buttons. 5. Futuristic – looks advanced and high-tech. Functions and Features 1. Multi-functional – can call, text, browse the internet, and use apps. 2. Long-lasting battery – can be used for many hours before charging. 3. High-quality camera – takes clear photos and videos. 4. Internet-enabled – allows users to access social media and websites. 5. Advanced features – includes facial recognition, GPS, and mobile payment. Practice - Grammar (Comparisons) 1. heavier  2. bigger  3. less convenient  4. thinner  5. lighter  6. more useful  7. more popular  8. more advanced  9. faster  10. more efficient 

Answers: Practice - Nafies and His Household Chores 1. the living room 2. after dinner 3. his mother 4. wash the dishes 5. wash the car 6. RM5 7. sports shoes 8. responsible and helpful Practice - Aizahra Shares the Work 1. felt sorry 2. Saturday morning 3. not shared fairly 4. playing online games 5. weekly chore chart 6. organise the schedule 7. more organised 8. a caring home

Hey teachers, I know it’s not easy to come up with listening audios that sound natural and not robotic,especially beyond what we usually get from textbooks or workbooks. So I just want to share a resource that I’ve been using and genuinely recommend. I highly recommend the British Council listening audios here: https://learnenglish.britishcouncil.org/skills/listening What I really like is that you can find audios organised according to CEFR levels (A2, B1, B2, etc.), which makes it much easier to match the audio to your students’ proficiency. From there, we can adapt the tasks to suit our lesson goals or even transform them into SPM-style listening tasks such as note completion. I’ve personally selected some audios that fit Unit 1: It’s Personal (personal relationships), then adapted them into the SPM format. The language sounds authentic, and the flexibility really helps in planning engaging listening lessons. Feel free to try it out, adapt it to your own classes, and see how it works for your students. Hope this helps!

Answers: Practice - Meeting an Old Friend (B1) 1. fifteen 2. London 3. dream 4. expensive 5. flat 6. five 7. interesting 8. predictable 9. tenth 10. flies Practice - Getting Advice (B2) 1. concentrate 2. head 3. dread 4. home 5. house 6. panic 7. doctor 8. symptoms 9. Monday 10. distraction Practice - Birthday Parties (C1) 1. hassle 2. shock 3. old 4. self-indulgent 5. nightmare 6. make-up 7. winner 8. cartoons 9. job 10. kids

Suggestion: Opinion Spectrum 1. Teacher places signs in the classroom: Positive / Negative / Both. 2. Pupils move to the area that matches each teenager’s opinion (A–F). 3. Groups explain why they chose that category, citing evidence from the text. 4. Teacher guides discussion on how social networking sites can be both beneficial and harmful.

Answers: Practice - Vocabulary Enrichment 1. Facebook 2. Instagram 3. X (Formerly known as Twitter) 4. Tiktok 5. Snapchat 6. Whatsapp 7. Telegram 8. Reddit 9. LinkedIn 10. Pinterest Practice - Matching 1. F 2. B 3. C 4. E 5. D 6. A 7. A 8. E 9. B 10. F Task - Opinions: Positive, Negative, or Both 1. Alicia (A) ➡️ Positive (enjoys games, reconnecting, helping others) 2. Adrian (B) ➡️ Negative (privacy concerns, cyberbullying, fake accounts) 3. Rayyan (C) ➡️ Both (not interested in updates, but finds events useful) 4. Emma (D) ➡️ Negative (too time-consuming, embarrassed by mum’s presence) 5. Ethan (E) ➡️ Positive (follows interests, discovers hobbies, sees benefits if used wisely) 6. Sofia (F) ➡️ Both (fun and creative, but stressful and confidence issues)

Alhamdulillah. Just wrapped up our annual CPD E-RPH & Google Classroom under the School ICT Unit, where we shared some best practices that can be applied in PdP. This year feels extra special because it’s not just me and Cikgu Husna anymore: we’ve got an additional team member, Teacher Ainul, joining the team. Thank you so much for the opportunity given: truly grateful to be trusted and involved in this CPD. And a special shout-out to Cikgu Husna for being a great mentor and constant support since the first day in the team. Just sharing some of the apps we explored throughout the CPD. Hopefully, this sharing can help move our PdP towards a more digital direction. Sharing this with you too, just in case you’re looking for some apps to try out in your class 😉

Just restocked my reward stickers from Mr. DIY. Oh my, they’re getting cuter every time! My 5 Ibnu Hazim love them so much. Thank god these exist. They really help to motivate my kids; I give them right after they finish a task, and now they’re so eager to finish faster. It’s honestly such a lifesaver 😍

A speaking lesson that I plan to carry out with 5 Ibnu Khaldun for Unit 1 – It’s Personal. I’ll be trying out a 21st Century learning activity that I was introduced to during Kursus Induksi Guru Muda with Teach For Malaysia, known as the Socratic Circle. This activity focuses on student-led discussion, active listening, and critical thinking, so it will be interesting to see how it works in a real classroom setting. I’m hoping the students will be confident enough to share their ideas and contribute meaningfully to the discussion. Let’s see how it goes 🤩 ps: If any teachers have tried this approach before, I would really appreciate it if you could share your experience or feedback with me as well.