ENGLISH FOR COMMUNICATION · English For Communication – Form 3 English For Communication MODULE CONTENT This module contains 8 units. UNIT 1 : THINGS ( FOUR TOPICS) In Unit 1 of

PENDIDIKAN ASAS VOKASIONAL

MODUL PEMBELAJARAN

TINGKATAN 3

ENGLISH FOR COMMUNICATION

2014

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ii

MODUL PEMBELAJARAN

PENDIDIKAN ASAS VOKASIONAL (PAV)

MODUL JATI DIRI

ENGLISH FOR COMMUNICATION

TINGKATAN 3

BAHAGIAN PEMBANGUNAN KURIKULUM

iii

Copyright © 2013 Bahagian Pembangunan Kurikulum Kementerian Pendidikan Malaysia Aras 4-8, Blok E9, Kompleks E, Pusat Pentadbiran Kerajaan Persekutuan 62600 Putrajaya

Cetakan Pertama 2013 Tidak dibenarkan mengeluarkan ulang mana-mana bahagian artikel, ilustrasi dan isi kandungan buku ini dalam apa-apa juga bentuk dan dengan apa cara pun sama ada secara elektronik, fotokopi, mekanik, rakaman, atau lain-lain sebelum mendapat kebenaran bertulis daripada Pengarah, Bahagian Pembangunan Kurikulum, Kementerian Pendidikan Malaysia, Aras 4-8, Blok E9, Kompleks E, Pusat Pentadbiran Kerajaan Persekutuan, 62604 WP Putrajaya

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CONTENTS

1. NATIONAL PRINCIPLES vi 2. NATIONAL EDUCATION PHILOSOPHY vii

3. INTRODUCTION a. Module Objective 1 b. Module Content 2

4. LEARNING MODULE UNIT 1 : THINGS UNIT 2 : PERSONAL EXPRESSION UNIT 3 : SOCIAL INTERACTIONS UNIT 4 : ENVIRONMENT UNIT 5 : FINANCE UNIT 6 : HEALTH CARE UNIT 7 : SOCIAL RESPONSIBILITY UNIT 8 : TECHNOLOGY ADVANCEMENT

v

NATIONAL PRINCIPLES WHEREAS our country Malaysia supports the ambition to achieve closer unity among

the entire community; maintaining a democratic way of life; create a just society in

which prosperity can be enjoyed together in a fair and equitable manner; ensure a

liberal approach to the tradition-rich cultural tradition and diverse patterns; build a

progressive society that will use modern science and technology;

NOW THEREFORE, WE, the people of Malaysia, pledge to concentrate the

whole of our energy and efforts to achieve these ambitions based on the

following principles:

BELIEF IN GOD

LOYALTY TO THE KING AND COUNTRY

SUPREMACY OF THE CONSTITUTION

RULE OF LAW

COURTESY AND MORALITY

vi

http://en.wikipedia.org/wiki/GOD

http://en.wikipedia.org/wiki/Yang_di-Pertuan_Agong

http://en.wikipedia.org/wiki/Constitution_of_Malaysia

http://en.wikipedia.org/wiki/Constitution_of_Malaysia

NATIONAL EDUCATION PHILOSOPHY

Education in Malaysia is an on-going effort towards further developing the potential of

individuals in a holistic and integrated manner, so as to produce individuals who are

intellectually, spiritually, emotionally and physically balanced and harmonic, based on a

firm belief in and devotion to God. Such an effort is designed to produce Malaysian

citizens who are knowledgeable and competent, who possess high moral standards and

who are responsible and capable of achieving high level of personal well-being as well as

being able to contribute to the harmony and betterment of the family, the society and the

nation at large.

vii

English For Communication – Form 3

English For Communication

MODULE ENGLISH FOR COMMUNICATION

INTRODUCTION This module is designed to expose students on the importance of learning English. The

module consists of suggested activities which incorporate listening, speaking, reading

and writing skills.

OBJECTIVES This module will enable students to:

1. demonstrate the understanding of English Language for specific instructions and

information.

2. listen to and respond to spoken English on a variety of social topics.

3. converse meaningfully in conversations in order to purchase things and to ask for

information and help.

4. express their thoughts and feelings in spoken language.

5. read informative texts to widen their experiences in daily lives.

6. read stories which meet their interests.

7. acquire vocabulary for specific purposes, spell words correctly and construct

simple sentences.

8. write simple instructions using appropriate language.

9. appreciate and demonstrate understanding by listening to songs and digital

sources.

10. comprehend listening and written information.

11. extract information from spoken and written texts.

12. write short messages and take dictations on descriptions of people and objects.



MODULE CONTENT

This module contains 8 units.

UNIT 1 : THINGS ( FOUR TOPICS)

In Unit 1 of Module 1 and 2, students will be exposed to words related to different

modes of transportation (land, water and air). In Unit 1 of Module 3 and 4, students will

learn about different sports equipment for indoor and outdoor sports. The four main

language skills will be used in this unit.

UNIT 2 : PEOPLE (FOUR TOPICS)

In Unit 2, students will be able to use language to introduce and talk about their

neighbours, people and their occupations, famous people and idols. Students will also

read and write simple structures pertaining to people.

UNIT 3 : SOCIAL INTERACTIONS (THREE TOPICS)

In Unit 3, students are exposed to language functions and will be given the opportunity

to use the language. Students will learn to read and write simple structures to introduce

oneself and others, express congratulations and convey condolences and express

agreement and disagreement.

UNIT 4 : ENVIRONMENT (ONE TOPIC)

In Unit 4, students are exposed to words and phrases related to save energy. Students

will read and write words, phrases and sentences related to this topic.

UNIT 5 : FINANCE (ONE TOPIC)

In Unit 5, students will acquire words, phrases and sentences on finance. Students will

learn to read and write on this topic related to entrepreneurship.


UNIT 6 : HEALTH CARE (TWO TOPICS)

In Unit 6, students will learn to use words, phrases and sentences related to `Say No to

Smoking’ and drugs. Students will be able to construct simple sentences related to the

topics.

UNIT 7 : SOCIAL RESPONSIBILITY (TWO TOPICS)

In Unit 7, students will acquire words, phrases and sentences related to caring for the

poor and disabled and animals. Students will demonstrate word recognition by reading

texts and constructing simple sentences.

UNIT 8 : TECHNOLOGY ADVANCEMENT (ONE TOPIC)

In Unit 8, students will be introduced to words, phrases and sentences related to the

social network. Students will be able to read and write simple sentences.


MODULE 1

UNIT 1: THINGS

Title : Modes of Transportation : Land Learning Standards :

Listening and Speaking

1.2 Listen to and respond to topics related to things 1.3 Ask for and give information on a variety of topics

Reading

2.2 Read and understand simple texts or stories. 2.3 Read and identify main ideas and supporting details in simple texts.

Writing

3.3 Write short descriptions of objects.

Objectives :

By the end of week 1 and 2, students should be able to:

1.2.1 Listen to and talk about things related to transportation

1.3.1 Ask for and give information based on the pictures

2.2.2 Read and answer WH-questions

2.3.1 Read and identify main ideas and supporting details in simple texts by

underlining

3.3.1 Take dictation on short descriptions of objects.


REFERENCES

INTRODUCTION

This unit on things focuses on modes of Land Transportation. The lessons are designed

to help students to learn vocabulary pertaining to things related to modes of Land

Transportation. The activities in this lesson would be able to aid students to enhance

their knowledge about modes of Land Transportation. The information on this topic can

be obtained from several resources.

Electronic Information

Internet

Printed Materials

Pictures

Worksheets

Vocabulary/ Word list

car expressway

bus congested

bicycle highway

motorcycle trailers

truck speed trap

lorry monotonous

taxi ticketing counter

van platform

commuter train coach

trishaw

TEACHING AIDS

1. Pictures

2. Worksheets

3. CD Player


ACTIVITIES


Activity 1

1. Teacher plays a recording of sounds made by a car and a motorcycle.

2. Teacher asks students to guess the type of vehicle that produces the sounds.

3. Teacher asks a few students to try to make the sounds of a train and a lorry.

4. Students are asked to guess the vehicles.

Activity 2

1. Teacher asks students some questions:

- How do you come to school each day?

- Can you tell me what land transportation is?

- Can you name the different modes of land transportation?

2. Teacher shows some pictures of different modes of land transportation.

3. Teacher elicits information based on the pictures.

eg. a. What do you see in this picture?

4. Teacher reinforces by stating the names of the things in the pictures.

5. Students repeat after the teacher.

Activivty 3

1. Students are given Worksheet 1. They will have to colour the mode of

transport that they take to school.

2. Students take turns to go to the front of the class and show their mode of transport to

school.

3. Students tell the class about their mode of transport to school.

e.g. I come to school by car. The car is a Proton Saga. My mother drives me to

school every day.


Picture cards

Picture A Picture B

Picture C Picture D

Picture E Picture F

Picture G Picture H


Worksheet 1: Colour the mode of transport you take to school


Activity 4

1. ( Pair work ) Students take turns to ask questions and give answers about one of

the modes of transportation below.

Example : Question: What is this ?

Answer : This is a trishaw. Question:

Where can you see this? Answer: In

Malacca. ( in my town )

Question: Have you taken a ride in a trishaw?

Answer: Yes, I have./ No, I haven’t.

A bicycle A commuter train

A trishaw A taxi


Reading Activity 1

Read the following passage carefully.

A Journey by Car Last month, Johan’s father bought a new car. Johan and his sister were very excited when their

father promised to take them to Malacca to visit their grandparents during the weekend.

It was a bright and breezy day. Johan and his family hopped into the brand new car and soon

they were heading out of Petaling Jaya towards the expressway. Johan’s mother sat in the front

passenger seat while his father drove. Johan sat behind with his younger sister.

As it was Saturday, the roads were busy and congested with cars, motorcycles and buses. Soon

we were on the highway. There were many trailers on the highway. Johan’s father is a careful

driver and he does not drive too fast. This proved to be good for there was a speed trap manned

by the police along the highway. Johan saw some cars stopped by the police. They had obviously

been speeding.

After a while, the drive along the highway soon became monotonous. Johan actually fell asleep

once we passed Seremban. When he awoke, they were already at the Ayer Keroh toll gate. His

father paid the toll and headed for Malacca Town. On the way they passed many interesting

sights. Johan told his father that he wished to take a ride in a trishaw. His father promised to stop

by on their way home. They had to visit their grandparents first.

They left Ayer Keroh and all its factories behind as they made their way into the town itself.

Like all towns, there were many cars and other vehicles. There were also many tourists. Some

were walking while others were riding on bicycles. Malacca has many places of historical

interest and thus this was not surprising.

Finally, they arrived at their grandparents’ house in Klebang Besar. The journey had taken about

two hours. Looking tired but happy, they stepped out of the car. Johan’s grandparents greeted the

family happily.

Exercise 1. Answer the questions below.

i. What did Johan’s father buy last month?

ii.. Where do Johan’s grandparents live?


iii. When did Johan and his family go to Malacca ?

iv. How did Johan and his family go to Malacca?

v. Why were the cars stopped by the police along the highway?

vi. How long was the journey to Klebang Besar?

vii. Who greeted the family happily?

viii.What vehicles did Johan see along his journey from Petaling Jaya to Klebang Besar?

Activity 2

Read the following short paragraphs and identify the main idea in each paragraph by underlining

the main idea.

Paragraph 1

t

As it was Saturday, the roads were busy and congested with cars, motorcycles and buses. Soon

we were on the highway. There were many trailers on the highway. Johan’s father is a careful

driver and he does not drive too fast. This proved to be good for there was a speed-trap manned

by the police along the highway. Johan saw some cars stopped by the police. They had obviously

been speeding.

Paragraph 2

They left Ayer Keroh and all its factories behind as they made their way into the town itself.

Like all towns, there were many cars and other vehicles. There were also many tourists. Some

were walking while others were riding on bicycles. Melaka has many places of historical interest

and thus this was not surprising.


Writing

Activity 1

1. Teacher distributes the following passage ( Passage 1 ) to students.

2. Teacher reads out the short passage aloud and explains the meanings of difficult words.

3. Students are given ten minutes to go through the passage on theirown and prepare for a

dictation exercise.

4. Teacher hands out an incomplete text to students.

5. Teacher reads out the text aloud.

6. Students listen and complete the text.

Passage 1

We arrived at the Kuala Lumpur Railway Station at 7.00 a.m. to catch the 7.30 express train to

Ipoh. After buying our tickets at the ticketing counter, we went to the platform. There, we waited

for the train. While waiting for the train, we quickly bought some magazines, sweets and

chocolates. The train finally arrived and we rushed into our coach to get to our seats. It was a

new train and the coach was clean and comfortable. At last, the guard blew the whistle and the

train moved slowly and pulled out of the station.

Dictation Exercise


Ipoh. . There,

we waited for the train. While waiting for the train, we quickly bought some magazines, sweets

and chocolates. .

.

At last, the guard blew the whistle and the train moved slowly and pulled out of the station.

Enrichment Activity

1. Teacher gives out Car Parts Word Search Puzzle and Car Parts Vocabulary Word List to

students.

2. Teacher explains the meanings of the words and shows students the different parts of a

car.( with help of a drawing or a real car )

3. Students look for the names of car parts and circle the words in the puzzle.


Enrichment Activity

Instruction: Refer to the Car Parts Vocabulary Word List. Look for and circle the names of car

parts.

Car Parts Word Search Puzzle

S E L E E H W G N I R E E T S

A

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Enrichment Activity

CAR PARTS VOCABULARY WORD LIST

ALARM ODOMETER

BRAKES

RADIATOR

CLUTCH

SEATS

DASHBOARD

SPEEDOMETER

ENGINE

STEERING WHEEL

GAS PEDAL

STEREO

GAS TANK

TIRES

LOCKS

TRUCK

MIRRORS

WINDSHIELD

MUFFLER

WIPERS


ANSWERS


Activity 2

Picture A – a car Picture B – a trailer Picture C – a motorcycle Picture D- a bicycle

Picture E – a trishaw Picture F – a commuter train Picture G- a van Picture H – a taxi

Reading

Activity 1 /Exercise 1

i. He bought a car last month.

ii. They live in Klebang Besar/in Malacca.

iii. They went to Malacca on Saturday.

iv. They went to Malacca by car.

v. The cars were speeding.

vi. The journey was about two hours.

vii. Johan’s grandparents greeted the family happily.

viii.He saw cars, motorcycles, buses, trailers and bicycles.

Activity 2

Paragraph 1 : the roads were busy

Paragraph 2 : they made their way into town itself

Writing

Activity 1/ Dictation Exercise


Ipoh. After buying our tickets at the ticketing counter, we went to the platform. There, we waited

for the train. While waiting for the train, we quickly bought some magazines, sweets and

chocolates. The train finally arrived and we rushed into our coach to get to our seats. It was a

new train and the coach was clean and comfortable. At last, the guard blew the whistle and the

train moved slowly and pulled out of the station.


MODULE 2

UNIT 1 : THINGS

Title: Things - Transportation – Air and Water Learning Standards:

1.2 Listen and respond to topics related to things

1.3 Ask for and give information on a variety of topics

Reading

2.1 Read and understand meanings of words

2.3 Read and identify main ideas and supporting details in simple texts

Writing

3.1 Construct simple sentences

Objectives:


1.2.1 Listen to and talk about things related to transportation 1.3.1 Ask for and give information based on

i. pictures

2.1.1 Find meanings of words using i. contextual clues ii. dictionary

2.3.1 Read and identify main ideas and supporting details in simple text by

i. completing graphic organisers 3.1.3 Construct simple sentences


REFERENCES

INTRODUCTION

This unit on transportation is a relevant and important topic for all the form 3 Basic Vocational

Education (BVE) students. In this unit, students would be exposed to the different modes of

transportation. Students would learn the correct sentence structures used with specific modes of

transportation. The information on this topic can be obtained from various resources.


Internet

Google image result for

http://www.enchantedlearning.com/dictionarysubjects/bathroom.shtml

Vocabulary / Word List

1. public transportation

2. bus --- bus stop

3. car --- parking

4. van

5. motorcycle

6. bicycle

7. train --- train station

8. aeroplane / plane --- airport

9. ferry --- ferry dock

10. cruise ship --- harbour

11. helicopter --- landing pad (helipad)

12. yacht --- harbour



English For Communication TEACHING AIDS

1. Pictures

2. Worksheets

GUIDELINE

ACTIVITIES


Activity 1

1. Teacher shows two maps of Malaysia and asks simple questions.(Appendix 1)

Example:

a. Where do you live? How do you come to school?

b. What public transportation would you use if you want to go to Kuala Lumpur?

c. How can you go to Penang?

d. What transportation would you use to go to Sabah?

2. Teacher flashes some pictures of types of transportation on power point.

3. Students name the transportation.

4. Students classify the transportation according to land, water and air transportation.

5. Teacher gets students to name other forms of air and water transportation.

Activity 2

1. Teacher shows a power point presentation.

2. Students identify the places in the pictures.

3. Teacher flashes the words and students repeat after the teacher.

4. Students are divided into groups of 5.

5. Teacher flashes each picture.

6. The group first to name the picture correctly gets two points.

7. The group with the highest score gets a ‘present’.

PAV/Modules%20Sent%20To%20Pn%20Tang-Ibis%20Styles/Downloads/Map%20of%20Malaysia.ppt

PAV/Modules%20Sent%20To%20Pn%20Tang-Ibis%20Styles/Downloads/transportation.ppt

PAV/Modules%20Sent%20To%20Pn%20Tang-Ibis%20Styles/Downloads/transportation-places.ppt

Activity 3

1. Teacher introduces simple structures used with different forms of transportation.

Sentence

by + form of transportation

She goes to school by bicycle every day. Sheila goes to the market every Sunday by bus. My father goes to work by car. I went to Ipoh by train. We travelled to Singapore by plane. Deena went to Langkawi by ferry. Mr. Khalid went to Cameron Highlands by helicopter. We went to Labuan by boat. I travelled to Penang last holiday by ship.

*Exception - walk – go on foot I walk to school. - I go to school on foot.

2. Students practices on the structures.

3. Teacher facilitates students on asking and answering questions.

Example:

Question Answer

a. How do you come to school? I come to school by car / bus / van / boat. I walk to school.

b. How did you go to Ipoh? I went to Ipoh by train.

c. How did you travel to Singapore? I travelled to Singapore by plane.

d. Have you travelled on a plane before? Yes, I have. No, I haven’t

4. Students carry out an activity to practise the structures learnt:

- Each student is given a worksheet. (Worksheet 1)

- Students are required to find information.

- They have to complete the grid with the information.

5. The first student to complete the grid has to justify the information before he / she can

win a prize.

6. Teacher goes around and makes sure that students practice the structures learnt.

Worksheet 1

Complete the table below.

Practise using the structures you have learnt.

Example: 1. How do you come to school? I come ….………………….

1. Have you travelled by …………..?

Yes, ………………… / No, ……………………….

Find out the names of ……………… Names of my friends

a. two friends who walk to school

1. ……………………………………

2……………………………………..

b. two friends who come to school by bus

1……………………………………….

2………………………………………..

c. two friends who come to school by car

1…………………………………….

2…………………………………….

d. a friend who has travelled by ferry

1……………………………………..

e. a friend who has travelled by train

1…………………………………………

f. a friend who has travelled on a plane.

1…………………………………………

Reading

Activity 1

1. Teacher asks simple questions.

Example:

a. Have you travelled by car / bus / train / plane to Penang?

b. What is the longest journey you have ever taken? How long was it?

c. Do you think going by aeroplane is exciting or boring? Why?

2. Students read a dialogue on their own.

3. Teacher reads the dialogue and students listen.

4. Teacher prompts students to guess the meaning of unfamiliar words using contextual

clues.

5. Students use the dictionary to find the meaning of the words.

6. Students do a task.(Worksheet 2)

7. Students role play the dialogue.

Worksheet 2

Dialogue: Bus or Aeroplane?

Lim: Tan, why don’t we take the plane to Penang instead of going by bus? It will take a

longer time to travel by bus.

Tan: How long will it take to go to Penang from Kuala Lumpur by plane?

Lim: It will take only around forty-five minutes.

Tan: But, we can enjoy the beautiful scenery along the way if we travel by bus.

Lim: Yeah, but don’t forget, we have to be at the hotel by 10.00 a.m. to attend Tim’s

wedding.

Tan: You are right. Furthermore, we’ll be exhausted if we travel for five hours by bus.

Lim: Yes, we will also have more time to visit some well-known places in Penang; such

as the Kek Lok Si temple and the Penang Snake Temple.

Tan: Can we visit some historical places like Fort Cornwallis and Penang Hill.

Lim: Of course, we will have enough time to visit all these places. We can even do some

shopping.

Tan: Okay then, let’s take the plane to Penang. What time is the flight?

Lim: There is only one flight. It is at 6.00 a.m.

Tan: Good. Then, please book two plane tickets to Penang for 27 May, 2013.

Match the words to their meaning

Word Answer Meaning

a. travel i. be present at

b. scenery ii. famous

c. wedding iii. something of the past

d. attend iv. marriage

e. exhausted v. to go from one place to another

f. well-known vi. very tired

g. historical vii. surrounding

Activity 2

1. Students read the dialogue again.

2. Teacher elicits information based on the dialogue.

Example:

a. Where are both the people going to?

b. What time is the wedding?

c. Who wants to take the bus?

d. What time is the flight?

e. How long is the journey by bus?

f. How long does it take to travel by plane?

3. Students read and identify information in the dialogue and complete a table

(Worksheet 3).






Tan: But, we can enjoy the beautiful scenery along the way if we travel by bus.


wedding.






shopping.




Worksheet 3

Bus or Aeroplane?

1.Tan and Lim are going

to …………………………

7.Flight date: ……………………………..

2. Time taken to travel by bus:

………………………………

3.Time taken to travel by

plane:

…………………………………………

4.Places Tan and Lim

want to visit:

a. …………………………

b. …………………………

c. ………………………….

d. …………………………

6. Flight time: ……………………………….

5.Tan and Lim are

going for

………………………………..

Writing

1. Teacher reinforces students with the language structures learnt.

2. Teacher flashes pictures of transportation with a few words.

3. Students take turns to write the sentences on the board.

4. Other students try to correct the sentences if there are mistakes.

5. Teacher guides students and gives feedback.

Example:

Ali - bus - school - every day

................................................................................................

6. Students complete the given task. (Worksheet 4)

Worksheet 4

Write correct sentences

1.

my father - goes - work - bicycle

..............................................................................................

2.

we - went - Johor - car - last holidays

.............................................................................................

3.

I - travelled - Sabah - aeroplane

...........................................................................................

4.

Maliga - went - Penang - ferry

............................................................................................

5.

Mr. Lee - sent - things - lorry

...............................................................................................

APPENDIX 1

MAP OF PENINSULAR MALAYSIA

MAP OF MALAYSIA

APPENDIX 2

TRANSPORT

van car cruise ship

motorcycle ferry bicycle

helicopter aeroplane bus

boat lorry yacht

airport

dock

landing pad

ferry dock

harbour

van

motorcycle

helicopter

boat

car

ferry

aeroplane

lorry

cruise ship

bicycle

bus

yacht


MODULE 2

UNIT 1 : THINGS

Title: Things - Transportation – Air and Water Learning Standards:

1.2 Listen and respond to topics related to things


Reading


2.3 Read and identify main ideas and supporting details in simple texts

Writing

3.1 Write simple sentences

Objectives:


1.2.1 Listen to and talk about things related to i. transportation

1.3.1 Ask for and give information based on pictures

2.1.1 Find meanings of words using i. contextual clues ii. dictionary

2.3.1 Read and identify main ideas and supporting details in simple text by

ii. completing graphic organisers 3.1.3 Construct simple sentences

REFERENCES

INTRODUCTION

This unit on transportation is a relevant and important topic for all the form 3 Basic

Vocational Education (BVE) students. In this unit students would be exposed to the

different modes of transportation. Students learn the correct structures used with

transportation. The information on this topic can be obtained from several resources.


Internet

Google image Result for



1. public transportation

2. bus --- bus stop

3. car --- parking

4. van

5. motorcycle

6. bicycle

7. train --- train station

8. aeroplane / plane --- airport

9. ferry --- ferry dock

10. ship --- harbour

11. helicopter --- landing pad (helipad)

12. yacht --- harbour



TEACHING AIDS

1. Pictures

2. Worksheets

GUIDELINE

ACTIVITIES


Activity 1

1. Teacher shows two maps of Malaysia and asks simple questions.(Appendix 1)

Example:

a. Where do you live? How do you come to school?

b. What public transportation would you use if you want to go to Kuala Lumpur?

c. How can you go to Penang?

d. What transportation would you use to go to Sabah?

2. Teacher shows some pictures on modes of transportation on power point.

3. Students name the transportation.

4. Students classify the transportation according to land, water and air

transportation.

5. Students name other forms of air and water transportation.

Activity 2

1. Teacher presents a power point presentation.

2. Students identify the places in the pictures.

3. Teacher flashes the words and students repeat after the teacher.

4. Students are divided into groups of 5.

5. Teacher flashes each picture.

6. The group first to name the picture correctly gets two points.

7. The group with the highest score gets a ‘present’.

maps%20of%20Malaysia.ppt

Module%202-Unit%201-%20transportation-powerpoint-shamala.ppt

Module%202-%20Unit%201-transportation-places-powerpoint.ppt

Activity 3

1. Teacher introduces simple structures used with different forms of transportation.

Sentence

by + form of transportation

She goes to school by bicycle every day. Sheila goes to the market every Sunday by bus. My father goes to work by car. I went to Ipoh by train. We travelled to Singapore by plane. Deena went to Langkawi by ferry. Mr. Khalid went to Cameron Highlands by

helicopter. We went to Labuan by boat. I travelled to Penang last holiday by ship.

*Exception - walk – go on foot I walk to school. - I go to school on foot.

2. Students repeat these structures.

3. Teacher asks questions to elicit students’ responses.

Example:

Question Answer

a. How do you come to school? I come to school by car / bus / van / boat. I walk to school.

b. How did you go to Ipoh? I went to Ipoh by train.

c. How did you travel to Singapore? I travelled to Singapore by plane.

d. Have you travelled on a plane

before?

Yes, I have. No, I haven’t

4. Students carry out an activity to practise the structures learnt:

- Each student is given a worksheet. (Worksheet 1)

- Students are required to find information.

- They have to complete the grid with the information.

5. The first student to complete the grid has to justify the information before he / she

can win a ‘reward’.

6. Teacher goes around and makes sure that students practice the structures

learnt.

Worksheet 1

Complete the table below.

Practise using the structures you have learnt.

Example: 1. How do you come to school? I come ….………………….

1. Have you travelled by …………..?

Yes, ………………… / No, ……………………….

Find out the names of ……………… Names of my friends

a. two friends who walk to school

1. …………………………………… 2……………………………………..

b. two friends who come to school by

bus

1………………………………………. 2………………………………………..

c. two friends who come to school by

car

1……………………………………. 2…………………………………….

d. a friend who has travelled by ferry

1……………………………………..

e. a friend who has travelled by train

1…………………………………………

f. a friend who has travelled on a plane.

1…………………………………………

Reading

Activity 1

1. Teacher asks simple questions.

Example:

a. Have you travelled by car / bus / train / plane to Penang?

b. What is the longest journey you have ever taken? How long was it?

c. Do you think going by aeroplane is exciting or boring? Why?

2. Students read a dialogue on their own.

3. Teacher reads the dialogue and students listen.

4. Teacher gets the pupils to guess the meaning of unfamiliar words using

contextual clues.

5. Students use the dictionary to find the meaning of the words.

6. Students complete the given task.(Worksheet 2)

7. Students role play the dialogue.

Worksheet 2






Tan: But we can enjoy the beautiful scenery along the way if we travel by bus.


wedding.






shopping.




Match the words to their meaning

Word Answer Meaning

a. travel i. be present at

b. scenery ii. famous

c. wedding iii. something of the past

d. attend iv. marriage

e. exhausted v. to go from one place to another

f. well-known

ii

vi. very tired

g. historical vii. surrounding

Activity 2

1. Students read the dialogue again.

2. Teacher elicits information based on the dialogue.

Example:

a. Where are both the people going to?

b. What time is the wedding?

c. Who wants to take the bus?

d. What time is the flight?

e. How long is the journey by bus?

f. How long does it take to travel by plane?

3. Students read and identify information in the dialogue and complete a table

(Worksheet 3)






Tan: But we can enjoy the beautiful scenery along the way if we travel by bus.


wedding.






shopping.




Worksheet 3

Bus or Aeroplane?

1.Tan and Lim are going

to …………………………

7.Flight date: ……………………………..

2. Time taken to travel by bus:

………………………………

3.Time taken to travel by

plane:

…………………………………………

4.Places Tan and Lim

want to visit:

a. …………………………

b. …………………………

c. ………………………….

d. …………………………

6. Flight time: ……………………………….

5.Tan and Lim are

going for

………………………………..

Writing

1. Teacher reinforces students with the structures learnt.

2. Teacher flashes pictures of transportation with a few words.

3. Students take turns to write the sentences on the board.

4. Other students try to correct the sentences if there are mistakes.

5. Teacher guides students and gives feedback.

Example:

Ali - bus - school - every day

........................................................................................

........................................................................................

6. Students complete the given task. (Worksheet 4)

Worksheet 4

Write correct sentences

1.

my father - goes - work - bicycle

.............................................................................................

.

2.

we - went - Johor - car - last holidays

.............................................................................................

3.

I - travelled - Sabah - aeroplane

...........................................................................................

4.

Maliga - went - Penang - ferry

............................................................................................

5.

Mr. Lee - sent - things - lorry

.............................................................................................

..

APPENDIX 1

MAP OF PENINSULAR MALAYSIA

MAP OF MALAYSIA

APPENDIX 2

TRANSPORT

van car cruise ship

motorcycle ferry bicycle

helicopter aeroplane bus

boat lorry yacht

UNIT 1 : THINGS

Title : Sports Equipment ( Indoor )

MODULE : 3

Learning Standards :


1.2 Listen and respond to topics related to

a. things


Reading

2.2 Read and understand simple texts or stories

Writing

3.3 Write short descriptions of

a. objects

Objectives :


1.2.1 listen to and talk about things related to

ii. sports


1.3.1 ask for and give information based on the following stimulus

i. pictures

v. advertisements

2.2.1 read and match texts or stories to

ii. headings

3.3.1 take dictation on short descriptions of objects, places and people, animals

3.3.2 construct simple sentences


REFERENCES

INTRODUCTION

This unit on things is a simple topic that all Basic Vocational Education (BVE) students can

understand. An easy start will encourage the BVE students to participate in the lesson. To

begin with, the students learn about things namely indoor sports equipment around their

schools. These are the things they often see and use. The information on this topic can be

obtained from several resources.


Internet

https://en.wikipedia.org/wiki

Printed Materials

Worksheets

Handouts for activities

Picture and cue cards


archery

fencing

gymnastics

rounders

bruises

punches

cone

hollow

polyster


TEACHING AIDS

1. Pictures

2. Advertisements

3. Worksheets

ACTIVITIES


GUIDELINE

1. Teacher distributes a list of sports activities ( Worksheet 1 ) to students. As the

teacher reads out the names of sports, students identify the indoor sports by circling

them.

Worksheet 1

Instruction : Listen and circle the indoor sport activities

football cricket squash hockey

tennis handball rugby gymnastics

swimming archery basketball bowling

netball table tennis volleyball badminton

wall climbing sepak takraw boxing diving

golf water polo fencing rounders

2. Teacher distributes Worksheet 2 to students. Teacher asks students to name the

indoor sport activities associated with the sports equipment.

Worksheet 2

a

b

c

d

e

f

g

h

i

Oral Activity

Instruction : Study the pictures on the worksheet.

Questions : i. What indoor sports are these pictures associated with?

ii. What are these sports equipment called?

3. Teacher distributes the advertisement to the students.

KIM SPORTS CENTRE

51, Jalan Tun Dr. Ismail 70200 Seremban

1-Day CLEARING SALES

16th May 2013

Discounts up to 50% !!!

on selected items:

hockey sticks table tennis balls

shuttlecocks boxing gloves

squash racquets fishing rods

cricket bats bows

badminton rackets Oral Activity

Instruction: Work in pairs. Each student is given a picture card and cue card. Take turns to

ask one another questions and give information based on the advertisement.

Picture cards

Cue card

Student A : What indoor sport do you like ?

Student B: I like to play badminton.

Student A : What sport equipment do you wish to buy at the shop?

Student B: I wish to buy a badminton racket.

Oral Practice

Student A : What indoor sport do you like ?

Student B: I like to

Student A : What sport equipment do you wish to buy at the shop?

Student B: I wish to buy

Reading

1. Teacher writes out a list of words on the board and reads each word aloud.

bruises punches cone cork base

hollow bounces speed dots

2. Students repeat the words after the teacher.

3. Teacher explains the meaning of the words.

4. Teacher gives out Worksheet 3 to the students. Students read short texts and match

the texts to the appropriate headings.

Instruction: Match the following texts to the

appropriate headings.

Worksheet 3

i. It is used to protect boxers from bruises

and cuts during training and competition.

However, it does not protect the person

from the effects of hard punches.

a.

Shuttlecock

ii. It is used in the sport of badminton. It is

shaped like an open cone and is formed

from sixteen feathers fixed into a rounded

cork base.

b.

Squash ball

iii. It is made of rubber. It is hollow. When it

is warm, it bounces more. They are marked

with different coloured dots. They are made

to bounce at different speeds depending on

the colour of the dots.

c.

Boxing headgear

5. Teacher asks students for their answers.

http://en.wikipedia.org/wiki/Badminton

http://simple.wikipedia.org/wiki/Rubber

Writing

Dictation

1. Teacher distributes a short text to students.

2. Students study the text for ten minutes.

3. Teacher reads the text aloud.

It is used to protect boxers from

bruises and cuts during training

and competition. However, it does

not protect the person from the

effects of hard punches.

4. Students listen and write out the text.

3. Teacher distributes Worksheet 4 to students.

Using the notes, write out the following sentences

Example : hockey stick- made of - wood

A hockey stick is made of wood

Worksheet 4

1. shuttlecock – made of – feathers

2. bowling ball - made of - polyester

3. boxing glove – made of – leather

4. sepak takraw ball – made of – rattan

5. swim cap – made of – latex

Answer key

Worksheet 1

swimming, table tennis, sepak takraw, water polo, squash, basketball, volleyball, boxing,

fencing, gymnastics, bowling, badminton, diving

Worksheet 2

i. a. table tennis/ ping pong b. bowling c. squash d. sepak takraw e. badminton

f. gymnastics g. boxing h swimming i. basketball

ii, a. table tennis bat b. bowling ball c squash racquet d. sepak takraw ball

e. badminton racket f. vault g. boxing gloves h. swim cap i. basketball

Worksheet 3

i. c ii. a iii. B Worksheet 4

1. A shuttlecock is made of feathers. 2. A bowling ball is made of polyster.

3. A boxing glove is made of leather.

4. A sepak takraw ball is made of rattan.

5. A swim cap is made of latex.


MODULE : 4

UNIT 1 : THINGS

Title : Sports Equipment (Outdoor)


1.1 Listen and respond to situations in school

1.2 Listen and respond to topics related to things Reading


Writing


a. objects

Objectives :


1.1.1 Listen and respond to situations in school by i. answering WH-questions orally ii. giving opinions

1.2.1 Listen to and talk about

ii. sports

2.2.1 Read and answer

iii Wh-questions

3.3.1 Take dictation on short descriptions of objects

3.3.2 Construct simple sentences


REFERENCES

INTRODUCTION

This unit on things is a simple topic that all Basic Vocational Education (BVE) students can

understand. An easy start will encourage the BVE students to participate in the lesson. To

begin with, the students learn about things namely outdoor sports equipment around their own

schools. These are the things they often see and use. The information on this topic can be


1. Electronic Information

Internet

Google image Result for sports equipment

2. Printed Materials

Worksheets

Handouts

Pictures

3. Vocabulary / Word List

1. helmet 2. gloves 3. shoes 4. socks 5. leggings 6. shorts 7. pads 8. jersey 9. t-shirt 10. sports attire 11. swim suit 12. track suit 13. diving suit 14. hockey stick 15. foot ball 16. volleyball 17. netball 18. goal post 19. fishing rod 20. fishing net


TEACHING AIDS

1. Pictures

2. Worksheets

ACTIVITIES


GUIDELINE

Activity 1 (Lead In)

1. Students answer some questions.

a. What are some of the sports played by the students in this school?

b. Where do they go for their sports? .

Possible answers: field, courts, hall, swimming pool….

c. Do the students need any sports equipment ?

Possible answers : Yes, they do. / No, they don’t.

d. Where can they get the sports equipment?

2. Teacher shows the following picture.

Teacher draws the following table on the board and students are asked to complete

the table:

Indoor Sports Equipment

Outdoor Sports Equipment

Activity 2 (Game)

1 Students form groups of four to five members.

2. As a stimulus is presented to them, they note down the sports equipment.

3. Teacher reveals the answers and students learn the names of the equipment.

(The group with the most correct answers wins the game)

The following are some stimulus that a teacher may choose to use for this activity.

Stimulus A : Pictures

ANSWERS

Wall Climbing

-rope

-wall climbing shoes

Rock Climbing

-harness

-helmet

-rock climbing shoes

Scuba Diving

-goggle

-oxygen tank

Swimming

-Goggle

-Flippers

Beach Volleyball

-volleyball

-volleyball net

Football

-jersey

-goal post

-football

-football boots

Netball

-netball

-jersey

-netball ring

-netball court

Hockey

-hockey sticks

-hockey shoes

-helmet

-pads for shoulder,

elbow and shins

STIMULUS B. Listening text.

( Read the text aloud )

Harry is a good and helpful boy. He likes to help his Physical Education teacher, Mr.

Jamal every Friday. He arranges the sports equipment neatly in the sports storeroom. Harry

knows the exact place to put the basketballs, volleyballs, footballs and netballs He also

knows where Mr. Jamal will keep all the hockey sticks, shoulder pads, elbow pads and shin

pads as well as the hockey helmets. They are all neatly placed in a cupboard with a label

named HOCKEY.

There are many sports equipment which are dangerous in the sports storeroom. These

equipment are kept in a cupboard which is locked. Inside the cupboard are equipment like shot

putts, bows and arrows and javelins

Harry is fascinated with the different types of rackets in the storeroom. He puts the

badminton, tennis, squash and table tennis rackets neatly on some shelves in the room.

STIMULUS C: Video presentation

Type “Urban outdoor sports In a Berlin Minute” (week 57)

Activity 3

1. Teacher distributes a worksheet to students. Teacher asks students to name the outdoor

sport activities associated with the sports equipment.

2. Teacher asks questions to get students to give their opinions and talk about the sports

Equipment.

Why is it necessary for swimmers to wear swimming suit?

What is the use of a goggle? Continue to ask for the other equipment

Why is it important for the hockey goal keeper to wear helmet, jockstrap, gloves and pads?

Where should a netball game be played? Continue to ask the same questions for other

sports.

Can the football players run on their bare feet? Why?

3. Encourage students to talk about sports equipment.

.

(Allow students to talk about the sports equipment without correcting them)

After the brainstorming session, the teacher points out to students some of the sports

equipment and their uses.

For example:

Some hockey players wear the following equipment.

Jill strap (for girls) or

jockstrap (for boys)

To protect the region

between your legs

Belt –

to hold up the

socks so they

don't fall down.

Shin pad- To protect the shins

Reading

Read and answer the following questions.

Football

Football is a very demanding sport. As all football fields are large, the players must have energy to run after the ball. Besides that, they must have strength to kick the ball into the goal post. Players must wear a good pair of football boots if they want to run faster and kick better than their opponents.

Netball

This is a ball sport for two teams of seven players, mainly played by women.

Games are played on a rectangular court with a raised goal at each end. The

object of the game is for the two teams to score goals, by passing a ball and

shooting it into their team's goal ring.

Hockey

Hockey is a very fun sport, but can be dangerous without the proper equipment.

Some equipment is more mandatory than other pieces. The goal keeper wears

a helmet to protect his head from injury. Other equipment that are equally

important are the shin pads, shoulder and elbow pads, gloves, socks, shoes

and jockstrap or jill strap which protects the area between his or her legs.

Swimming

Swimming is a healthy and low-cost activity that you and I can continue throughout our lives. To get started on this sport , we need swimming suits. Some people prefer to swim with goggles because they do not like water getting into their eyes. Others may like to use swimming flippers as the equipment give them a sense of confidence in the water. Beginners may need a swimming float.

Wall Climbing / Rock climbing

This is a popular sport among young people. To take part in this sport, one needs to be brave and have no fear for heights. For safety, the participants wear helmets and proper climbing shoes. They use ropes and harness to help them climb up the rocky mountains.

Answer the Wh-questions

1. What equipment do the hockey players need to protect their shins?

2. What equipment do the rock climbers use to protect their heads from being hit

by rocks?

3. Do you think flippers are the most important equipment for swimming? Why?

4. Why must football players wear a good pair of shoes?

5. To score a goal, where must the players throw the netball?

Writing

Dictation

1. Teachers read aloud one of the texts from the reading activity.

2. Students listen and write out the text with correct spelling and punctuation marks.

Construct Sentences

1. Students construct sentences from a substitution table.

Hockey goal keepers

Rock climbers

Football players

Swimmers

Netball players

wear

helmets

during

a hockey match.

gloves a climbing activity.

jerseys a football practice.

sport shoes a swimming activity.

goggles a netball match.


MODULE : 5

UNIT 2 : PEOPLE

Title : Neighbours




b. people

1.4 Ask for and give advice on a variety of topics Reading

2.2 Read and understand simple texts or stories Writing

3.2 Write short messages


c. people

OBJECTIVES :


1.2.2 listen to and talk about people

i. within their neighbourhood

1.4.1 ask for and give advice on

ii. one’s relationship 2.2.2 read and answer

i. WH- questions

3.2.1 write short messages of

iii. care and concern



REFERENCES

INTRODUCTION

This unit on people is a simple topic that all Basic Vocational Education (BVE) students can

understand. An easy start will encourage the BVE students to participate in the lesson. To begin

with, the students learn about neighbours. These are the people who live in their neighbourhood.

The information on this topic can be obtained from several resources.


Internet

www.youtube.com/watch?v=Y-f08_5HxY0

Printed Materials

Worksheets

Handouts


neighbours

good-looking

journalist

friendly

company

emergency

alerted

warded

generous

stingy

http://www.youtube.com/watch


TEACHING AIDS

1. Video clip

2. Pictures

3. Handouts

4. Worksheets

ACTIVITIES


GUIDELINE

1. Teacher shows a video clip on “ A new neighbour “ in class.

2. Class discussion

Teacher asks students some questions related to the video clip.

a. What is the new neighbour’s name?

b. Where does he come from?

c. What is his occupation?

d. What do they think of him?

3. Pair work

Teacher distributes activity cards to students.

Students take turns to ask for and give information about their neighbours.

Instructions : Refer to the activity card.

Take turns to ask one another questions and give answers.

Activity card

Questions Answers

a. Who are your neighbours ?

b. What do they do?

c. What do you think of them?

d. Do you like your neighbours?

Give a reason for your answer.

a. My neighbours are ……………………

b. They are…………………………..

c. They are………………………………..

d. Yes, I do because……………………….

No, I don’t because …………………….

Oral Activity

4. Teacher distributes picture cards to students

Instructions : Study the picture.

In groups of four, carry out a discussion on the following:

Questions : a. What is the picture about ?

b. Did you have a similar experience?

c. How did you feel?

d. What did you do?

e. If this happens to you, what would you say to your neighbour ?

f. How can we enjoy a good relationship with our neighbours ?

d.

e.

He sometimes plays games with his neighbours.

He never visits his neighbours

f. His neighbours caught the robbers. _

g. h.

He was afraid of his neighbours’ dogs. He likes his neighbours.

_

Reading Cmprehension

1. Teacher gives out worksheets to students. Students read the passage and answer

true/false questions.

Read the following passage .

Worksheet 1

My Neighbours

I live in a housing estate in Penang, surrounded by Chinese, Malay and Indian

neighbours. They are friendly people and often invite us to dinners and birthday

parties.

Some of my classmates live nearby and we are close friends. We frequently

meet for a chat in the evening or go for a walk, and I enjoy their company.

Sometimes we play badminton or football in the field nearby.

Occasionally, my mother visits the neighbours next door and I go along with

her to look up my friends. It is good to have neighbours for they can help us if an

emergency arises and keep us company when we are lonely.

Once, when our house was being robbed, the neighbours alerted the police and

the robbers were caught. Their dogs always watch out for strangers and guard the

neighbourhood well by scaring away thieves. I am lucky to have friendly, helpful

and kind neighbours.

State whether the sentences are True or False.

a. The writer lives in a rubber estate in Penang _

b. Most of his neighbours are Indians.

c. Some of his classmates live in the same neighbourhood.

Writing

1. Teacher gives each student a handout.

Instructions Underline the correct word.

Rewrite the message.

Dear Mrs Chan,

I heard that you met with an ( accident, incident ) and had to

be warded in ( hospital , school ). I hope you get ( well,

worse ) soon.

Best wishes from,

Puan Kamisah

2. Teacher gives worksheet to students.

Worksheet 2

Ex. 1 Circle 5 words to describe your neighbour

tall handsome fair thin young

short dark fat old weak

kind friendly generous helpful polite

unkind unfriendly stingy unhelpful rude

Ex. 2 Write five sentences with these words.

Example : My neighbour is a friendly person.

a.

b.

c.

d.

e.

Answer key

Reading Comprehension

a. False b. False c. True d. True e. False f. False g. False h. True

Writing

accident, hospital well


Module 6

UNIT 2: PEOPLE

TITLE: Ambitions LEARNING STANDARDS:


1.2 Listen and respond to topics on people


Reading


Writing

3.3 Write short descriptions of people

OBJECTIVES:


1.2.2 Listen to and talk about people and their occupations

1.3.1 Ask for and give information based on pictures

2.2.1 Read and match texts or stories to titles

2.2.2 Read and answer WH-questions

2.2.3 Read and fill in the blanks



Introduction

REFERENCES

This lesson on ‘Ambitions’ is an extension of what students learnt in Form 2. Students are

further enriched with vocabulary pertaining to the vast choices of occupations that they can

choose when they grow up. With the exposure to the jobs, it is hoped that the students are

able to know the occupations that they can choose and make them their ambition. The

information on this topic can be obtained from several resources.


Internet : http://www.placesofwork.com

Printed Materials

Magazines

Handouts for activities

Worksheets Vocabulary

- pilot - soldier - policeman / policewoman - secretary - lawyer - pharmacist - dentist - optician - engineer

http://www.youtube.com/


Activities


Activity 1

GUIDELINE

1. Teacher gets students to name his / her occupation.

Example: What’s my job?

You are a teacher / Teacher

2. Teacher mimes the actions of some occupations and students identify the

occupations.

Example: Teacher acts put the action of ‘cutting hair’.

Teacher asks “What’s my job?”

Students answer “You are a hairdresser / barber.” OR “Hairdresser. / Barber.”

3. Teacher shows some pictures. (Handout 1)

4. Students try to identify the occupations in the pictures.

5. Teacher shows the names of occupations on flashcards.

6. Students repeat the words after the teacher.

7. Students match the names of the occupations with the pictures shown and say the

words aloud.

8. Students name some occupations that differ for masculine and feminine uses.

Masculine

Feminine

policeman police woman

waiter waitress

actor actress

9. Teacher elicits information based on each occupation.

Example:

What is the job of a waitress?

“She serves food.” / “She takes orders.”

10. Students identify the occupations based on the descriptions given by the teacher. (Handout 2)

11. Students do a task in Worksheet 1.

HANDOUT 1

pilot lawyer waitress

soldier police woman dentist

secretary pharmacist optician

Handout 2

a person who treats people’s teeth

dentist

a person who takes orders and serves

food in a restaurant

waitress

a person who is trained to prepare medicine

pharmacist

a person who defends people in court lawyer

a person who works for the army soldier

a person who works in an office typing

letters and answering phone calls

secretary

a person who makes sure people obeys the law

policeman

a person who flies a plane

pilot

a person who tests people’s eyes and

sells spectacles

optician

Worksheet 1

What’s my occupation?

waitress lawyer

secretary

pharmacist

dentist

policeman

optician soldier

pilot

……………. ……………. …………….

…………….

…………….

…………….

…………….

…………….

…………….

Activity 2

1. Teacher drills students on asking and answering questions.

2. Students practise asking and answering questions in pairs.

Question Answer

What’s my job?

You are a / an ……………….

What’s his job?

He is a / an …………………..

What’s her job?

She is a / an …………………..

Question Answer

Are you a / an ………………….?

Yes, I am / Yes

No, I am not / No

Is he a / an ……………………..?

Yes, he is / Yes

No, he is not (isn’t) / No

Is she a / an …………………..?

Yes, she is / Yes

No, she is not (isn’t) / No

3. Students play a game entitled “Spot the occupation”

Students are divided into two groups.

Teacher holds up a picture of an occupation.

a. Group A asks, “What’s his / her job?”

Group B answers, “He / She is a ……………….” OR “He / She is an ……………….”

b. Group A asks, “Is he / she a …………….?”

Group B answers, “ Yes, he / she is.” OR “No, he / she isn’t.”

The game is repeated with Group B asking and Group A answering.

The group that is able to identify the most number of occupations correctly is the

winner.

4. Students play another game entitled “ Who am I?”

Students are divided into two groups.

Teacher reads out the description and students from each group take turns to

identify the occupation.

Example:

Teacher: I fly a plane. What is my job?

Student: You are a pilot.

The group that is able to give the most number of correct answers wins the

game.

Reading and Writing

Activity 1

1. Teacher flashes description of occupations learnt.

2. Pupils read and identify the occupations.

3. Pupils are divided into groups of 4 to 5.

4. Each group is given an envelope containing cut out strips of the names and

the descriptions of the occupations. (Handout 3)

5. Students are required to match the descriptions with the occupations and

paste them on the piece of paper provided (Worksheet 2).

6. The group to complete the task correctly first is considered the winner.

Activity 2

1. Teacher elicits information about students’ ambition.

2. Students read the story silently.

3. Students listen to teacher reading the story aloud.

4. Students take turns to read aloud a story.

5. Students identify unfamiliar words in the story.

6. Students use contextual clues and dictionary to find the meaning of the

unfamiliar words.

7. Teacher elicits information based on the story.

8. Students do some exercises in Worksheet 3 and 4.

Handout 3

a person who treats people’s teeth

dentist

a person who takes orders and serves

food in a restaurant

waitress

a person who is trained to prepare medicine

pharmacist

a person who defends people in court lawyer

a person who works for the army soldier

a person who works in an office typing

letters and answering phone calls

secretary

a person who makes sure people obeys the law

policeman

a person who flies a plane

pilot

a person who tests people’s eyes and

sells spectacles

optician

Worksheet 2

Match the occupation with the description and paste the strips in the boxes provided

Occupation

Description of occupation

What will I be when I grow up?

I don’t know what I will be when I grow up.

Maybe I will be like my brother.

He is a pilot. He flies planes. He says that he loves his occupation because he can travel to many countries .

My father is a policeman. He has been in the police force for 25 years.

His job is to take care of law and order.

He has a difficult job because sometimes he has to catch criminals.

My mother is a secretary. She works for a big company.

She types letters and takes phone calls.

My sister is a waitress. She works at a Japanese restaurant.

She takes care of the customers and serves food.

She will stop working at the restaurant next month because she

will be going to college.

What will I be when I grow up? I am only fifteen years old, so I will have to wait and see!

Worksheet 3

What will I be when I grow up?

1. Write the name of the occupation based on the description. Match them to the people in the story.

She types letters and takes phone calls father

……………………………….....

She takes care of

the customers and mother

serves food.

His job is to take

care of law and order. brother

………secretary……… ……………………………….....

He flies planes. sister ……………………………….....

2. Answer the following questions.

a. Why does your brother like to be a pilot?

My brother likes …………………………………………………………………………………

b. How long has your father been working as a police?

My father has been …………………………………………………………………………….

c. Why is your father’s job difficult?

My father’s job is difficult …………………………………………………………………………

d. Where does you mother work?

My mother …………………………………………………………………………………………

e. Where does your sister work?

My sister works ………………………………………………………………………………….

Worksheet 4

1. Write and draw.

What do you want to be when you grow up? Write and draw a picture!

I want to be a …………………………………

I want to be a ………………………………….

because ……………………………………….

…………………………………………………

…………………………………………………..

……………………………………………………

2. Complete the following sentences about your family.

a. My mother is a .………………………………………………………………………………

She .…………………………………………………………………………………………..

b. My father is a ……..…………………………………………………………………………

He ..……………………………………………………………………………………………

c. My is a …………………………………………………………………

……..………………………………………………………………………………………….

d. My is a …………………………………………………………………

……..…………………………………………………………………………………………


MODULE : 7

UNIT 2 : PEOPLE

Title : Famous People Learning Standards

Listening and Speaking:

1.2 Listen and talk about people

1.3 Ask for and give information on a variety of social topics

Reading



Writing

3.3 Write short descriptions of: people

Objectives :


1.2.1 Listen to and talk about people who are famous

2.1.1 find meanings of words using dictionary

2.2.2 read and answer multiple choice questions

3.3.1 write simple sentences

INTRODUCTION

REFERENCES

This unit on family is a simple topic that all Basic Vocational Education (BVE) students

are associated with famous people. An easy start will encourage the BVE students to

participate in the lesson. Students learn about people from the very first day they

communicate as they grow. These are the people they interact with all the time, thus it

is acquired knowledge. Information on this topic can be obtained from several

resources.


Internet

Printed Materials

Pictures

Worksheets

Dictionary


personality

celebrity

popular

public figure

star

icon

idol

ACTIVITIES

Listening & Speaking Activity 1: Name Them!

1. Teacher asks students about people they recognize in their neighbourhood.

2. Teachers asks the reason why are they well-known and renowned? For instance,

Pak Mail as an imam in your village. Mak Minah is the best roti canai maker. Or

Uncle Lim as he is the President of Taman Indah and he always helps people in

need.

3. Teacher pastes pictures of famous people ( Picture 1) on the board.

4. Students will identify and name them. They will have to put up their hands to

answer.

5. Then teacher will ask students to describe the famous people. Teacher asks

What are these people famous for? What are their contributions to our

country? For example, Pandelela is famous because she won silver medal in

Olympics. Tan Sri Lim Kok Wing is the founder of Lim Kok Wing University in

Cyberjaya. Accept any description of the person’s physical attributes like

handsome, old, young, intelligent, brilliant etc.

6. Teacher gives a worksheet (Worksheet 1) to every student. It contains pictures

of 3 famous people. Students work in pairs.

7. List up words that can describe the people.

Picture 1

Worksheet 1

Words to describe him:

1.

2.

3.

4.

5.

Words to describe her:

1.

2.

3.

4.

5.

Words to describe him:

1.

2.

3.

4.

5.

Activity 2: 20-Questions Game

1. This is a game of 20-Questions.

2. Teacher will stick a name of a famous people at the back of 6 selected students.

3. Students stand up and circulate around the room.

4. The selected students will ask each person a minimum of 5 questions about who

they might be.

Lee Chong Wei

Siti Nurhaliza

Tun Dr Mahathir

Psy

Mr Bean

Chef Wan

Questions that students can ask:

1. Am I a male? 2. Am I a female? 3. Am I alive? 4. Am I young? 5. Am I old? 6. Am I dead? 7. Am I beautiful? 8. Am I good looking? 9. Am I good in sports? 10. Am I married?

1. Am I single? 2. Am I a politician? 3. Am I good at baking cakes? 4. Am I good at dancing? 5. Am I popular? 6. Am I funny? 7. Do I run a country? 8. Do I live in Malaysia? 9. Am I a character in a movie? 10. Do I love eating?

Reading & Speaking Activity 1: Ready? Action!

1. Teacher shows a film poster to students.

2. Teacher asks for information that they could obtain from the posters.

Example:

a. Who is the main actor?

b. What do you think this film is about?

c. What kind of story is this?

3. Students are given a worksheet to work with their partner (Worksheet 2).

Worksheet 2: Study the film advertisements and answer the questions that follow.

Vocabulary: Dictionary Skills: Find meaning of these words from dictionary

For example: masterpiece

Meaning: anything done or made with wonderful skill

1. swan:…………………………………………………………………………

2. extraordinary:………………………………………………………………..

3. vengeance:………………………………………………………………….

4. intoxicating:…………………………………………………………………

5. justice:………………………………………………………………………. Reading: Choose the best answer.

1. When might Justice open?

A. 27th December

B. 27th October

C. 18th November

D. 18th October

2. What I something both posters show?

A. The movie’s opening date

B. The director’s name

C. The main actor’s name

3. What kind of movie is Black Swan?

A. thriller

B. funny

C. romantic

D. horror

Activity 2: Storyboard

1. Pre Writing

Teacher asks students what kind of movie they like to watch.

Teacher elicits answers by asking questions.

ie “Who is their favourite actor?”

2. Writing

Teacher pastes scenes from a horror movie Possession on the board.

Groupwork.

Teacher distributes strips of sentences and a mahjong paper to each group.

Each group would have to rearrange the sentences according to the scenes

on the board.

Write the sentences clearly on the mahjong paper.

3. Post Writing

Watch the movie in AV Room.

Movie Scene Cards

Strips of Sentences

Clyde was looking for an answer by rummaging the inside of the box. The box contained a devilish Jewish demon.

Em was possessed with the demon in the antique box

The demon had possessed the girl making her a different person

At a yard sale with Clyde and Hannah, Em becomes intrigued by an old box which has Hebrew inscriptions engraved on it.

Em becomes solitary and spends her spare time staring at the box

Clyde and Tzadok joined the rest of the family at the hospital and attempted to save Em.

Answers: Accept any logical sequences.

http://en.wikipedia.org/wiki/Dybbuk_box

Activity 3: Writing- Gap filling activity

am is have play was is

lived

am

played

My name ……………. David Beckham. I ………….. born in England on 2nd May

1975. I ……………….. a very famous English football player. My wife’s name

……………….. Victoria. I ……………. three sons. I …………… one of the highest paid

football players in the world. When I ……………………..in England, I ……………………

for Manchester United. Now I …………………. for a different football team.

Activity 4: Fun Vocabulary: Search for the adjectives below and find the meanings in

dictionary

U

D

C

L

I

O

T

C

B

T

E

X

S

M

M

K

T

C

A

G

Y

W

Z

W

W

N

A

Y

X

P

T

N

R

E

N

S

E

P

A

K

T

V

K

O

Q

E

E

E

O

R

A

T

X

E

L

T

H

G

I

L

L

F

W

R

D

F

A

M

G

N

L

H

O

T

O

Z

A

S

N

E

P

L

N

T

Q

S

G

X

R

R

W

S

X

E

Z

F

U

R

O

C

W

I

R

F

S

N

Q

I

R

F

S

F

U

F

V

M

D

V

R

U

D

A

R

K

K

X

K

I

C

H

E

A

P

E

O

H

K

O

R

P

N

K

O

D

S

D

N

E

Q

I

B

G

W

V

T

N

E

D

L

H

B

M

S

N

R

S

O

I

W

O

S

X

Y

X

D

U

W

S

U

E

P

E

Y

H

S

O

E

Q

D

T

P

G

Z

J

S

Y

L

R

A

E

P

S

L

I

G

I

B

L

P

R

E

T

T

Y

A

T

Q

K

W

G

F

Q

G

B

BIG CHEAP COLD

DARK DIFFERENT EARLY

EXPENSIVE FAST HIGH

HOT LATE LIGHT

LOW NEW OLD

PRETTY SAFE SERIOUS

SLOW SMALL


MODULE : 8

UNIT 2 : PEOPLE

Title : Idol



1.2 Listen and respond to topics related to b. people


Reading

2.3 Read and identify main ideas and supporting details in simple text

2.6 Prepare a group project

Writing

3.1 Write simple words , phrases or sentences

Objectives :


1.2.2 Listen to and talk about people iv.whom they idolise

1.3.1 Ask for and give information based on the following stimulus : i. pictures

2.3.1 Read and identify main ideas and supporting details in simple texts by

i. underlining

2.8.1 Compile or present materials in the form of ii noticeboard

3.1.1 Spell words

3.1.2 Take dictation of simple sentences


INTRODUCTION

REFERENCES

This unit on people highlights to students that there are some outstanding people from Malaysia

as well as from other countries whom many people idolise. Idols receive attention and

admiration because they have qualities that others admire very much. The information on this

topic can be obtained from several resources.


Internet

YouTube (Type “Malaysian Idol”, then look for Daniel Lee, then click

Daniel Lee on “Aerosmith”)


Worksheets

Handouts

Pictures


i. singer

ii. dancer

iii. politician

iv. actor

v. actress

vi. sportsman

vii. sportswoman

viii. talented

ix. handsome

x. beautiful

xi. rich

xii. famous

xiii. successful

xiv. admire

xv. Adore

xvi. Pay attention


TEACHING AIDS

1. Internet

2. Pictures

3. Worksheets

ACTIVITIES

Listening and Speaking Activity 1 (Lead In)

GUIDELINE

1. Students watch a video clip of a Malaysian idol.

a. Do you know who he is?

Tell students about the idol if they do not know him at all.

b. Do you know that other countries like America, Japan, Korea and others select

their own idols too?

c. What did he do during the Malaysian Idol contest?

d. Who chose him as the Malaysian Idol?

(There are many video clips of other Malaysian Idols from the internet.)

2. Teacher explains to students that many people have their own idols. Some admire

dancers, others singers. People who are handsome and beautiful are often chosen

as their idols. Idols have qualities that made others adore them very much. Besides

beauty, other qualities that attract people include those who are famous, rich, talented,

great in sports and not forgetting, successful.

Activity 2

1. Teacher shows pictures of idols and talks about them.

Singer

Siti Nurhaliza

Dancer

Rain from Korea

Leader

Nelson Mandela

Actor

Christopher Reeve

Actress

Tan Sri Michael Yeoh

Sportsman

Datuk Lee Chong Wei

Sportswoman

Datuk Nicole David

Talented

Richard Clayderman

Handsome

Leonardo dicaprio

Beautiful

Aishwarya Rai

Rich

Tony Fernandes

Famous

Michael Schumacher

Successful

Bill Gates

Strong Will Power

Mountain Climbers- M. Magendran and Mohandas Nagappan

Brave

Mahatma Gandhi

Selfless

Mother Theresa

2. Students listen to the teacher’s explanation and respond by answering questions.

a. Do you have an idol?

b. Who is your idol?

c. Why do you choose as your idol?

(Students may just respond by giving a one word answer).

3. Teacher guides students to ask for and give information by using the three questions

above Drill:

Do you have an idol? Yes, I do. No, I don’t.

Who is your idol? is my idol.

Why do you choose as your idol?

He/ She is my idol because he/she is .

4. After the short drill, students ask for and give information pertaining to idols.

This activity can be conducted in many ways:

a. Group competition

b. Game

Reading

Activity 1: Read the following passages.

1. Students are given a handout of a reading text.

2. Guide students to read the paragraphs.

Lee Chong Wei

Lee Chong Wei is a professional badminton player from Malaysia.

He lives in Bukit Mertajam. As a singles player, Lee was ranked first worldwide for 199

weeks. He is the only Malaysian shuttler to hold the ranking for more than two weeks.

Datuk Nicol Ann David is a Malaysian female professional squash

player. She is currently ranked world number 1 in women's squash. She is also the first

Asian woman to achieve this. She won the British Open title in 2005, 2006 and 2008.

She has also won the World Open title in 2005, 2006, 2008, 2009 and 2010.

http://en.wikipedia.org/wiki/Badminton

http://en.wikipedia.org/wiki/Malaysia

http://en.wikipedia.org/wiki/Bukit_Mertajam

On 23 May 1997, two national heroes – M. Magendran and

N. Mohandas successfully overcame Mount Everest which stands at 8,848

meters high. Mount Everest is the tallest mountain in the world. It is located in the

Himalayas. M. Magendran is the first Malaysian to climb Mount Everest and was

followed 15 minutes later by Mohandas Nagappan.

3 .Teach students to identify main ideas and supporting details by pointing out to them

which is the main idea and which are the details.

Explanation:

a.The main idea sentence of a paragraph tells what the paragraph is about. The

other sentences are details.

b. Normally, it is the first sentence of the paragraph. (Sometimes it is not)

c. Supporting details are sentences in the paragraph that tell us more about the

main idea.

d. Students underline the main ideas in the paragraphs.

Activity 2

1. Students collect pictures of idols for the class noticeboard.

Writing

1. Conduct a spelling drill with the students. Help students to learn and remember

target words from the reading texts.

2. Students take dictation of a text read.


MODULE : 9

UNIT 3 : SOCIAL INTERACTIONS

Title : Introduce oneself and others



1.2 Listen and respond to topics related to social interactions 1.3 Ask for and give information on a variety of topics

Reading

2.1 Read and understand meanings of words, phrases and simple sentences

Writing

3.1 Construct simple sentences

OBJECTIVES :


1.2.3 Listen to and participate in social interactions by i. introducing oneself and others

1.3.1 Ask for and give information based on the following stimulus : ii. time table

2.1.1 Find meanings of words using

ii thesaurus.

3.1.1 Spell words




INTRODUCTION

REFERENCES

This unit on social interaction is a lesson on how one introduces oneself and others.

PAV students are teenagers and hence they are at the age whereby they want to have

many friends. This module on ‘introducing oneself and others’ will be useful to them as it

teaches them how to introduce themselves. The information on this topic can be

obtained from several sources.


Internet


Handouts

Pictures


name

age

address

school

class

hobby

food (like and dislike)

common interests


TEACHING AIDS

1. Internet

2. Pictures

3. Worksheets

GUIDELINE

ACTIVITIES



1. Let students watch a few video clips from the YouTube

Suggestion: Just type ‘introducing oneself and others’

Then look for

Self Introduction –Simple Skits by MapleLeaf Hashima

Unit 6 Learn English 3 Introducing oneself and others by Thanh Ngo Duc

Introducing yourself in English By NeoEnglish System

Spoken English –Introduce yourself by Carolerji

Social skills introduction and making friends

Activity 2

1. Students play a game named ‘ What's Everyone's Name?’

For this activity, have students stand in a circle and introduce themselves.

For example, he or she says aloud ‘ My name is .’ Then ask a

student to stand in the centre of the circle. The student throws a ball to any of the

other students. While holding the ball, he must say aloud. ‘My name is .

On my right is and on my left is .’ If he fails to name the people

standing beside him, he is out of the game.

Activity 3

1. Students learn to sing a song pertaining to the topic

Note: Teacher may type “ English songs on introducing friends” After that look for

"Let me introduce my friends to you " song - Elementary School textbook - 6th Grade

Students should try to memorize the words. Make it fun by adding gestures, dance

moves, etc.

LYRICS:

Let me introduce my friends to you (oh o)

Let me introduce my friends to you (babe)

Let me introduce my (2x)

Let me introduce my friends to you

These are my friends, Dasom and Ted

Nice to meet you (2x)

Let me introduce my aunt, Victoria

She loves playing the guitar.

She plays the guitar everyday (2x)

Let me introduce my friends to you (oh o)

Let me introduce my friends to you (babe)

Let me introduce my (2x)

Let me introduce my friends to you.

Activity 4

1. Every student gets handout 1.

Handout 1

Mariam

Krishnan

Su Lee

Suzanne

Age

13 years old

15 years old

11 years old

13 years old

Address

Taman Sea

Taman Kekwa

Taman Permai

Taman Ru

Hobby

Reading

Gardening

Playing Guitar

Reading

Favourite colour

Blue

Red

Green

Yellow

Favourite food

Fried chicken

Curry rice

Noodle

Burger

Uniform Society

Red Crescent

Boy Scout

Police Cadet

Fire Brigade

2. Teach students to introduce themselves and others using the information in the

table.

E.g Hello, I am Mariam. I am thirteen years old. I live in Taman Sea. My hobby is

reading.

Or

Hi everyone, this is my friend , Mariam. She is thirteen years old and she lives

in Taman Sea. Her favourite colour is blue and she loves to eat fried chicken.

READING

Activity 1

1. Let students read the following ( handout 2)

There is a range of ways to introduce yourself and people.

Introducing yourself:

Here are expressions to introduce yourself:

My name is ... I'm .... Nice to meet you; I'm ... Pleased to meet you; I'm ... Let me introduce myself; I'm ... I'd like to introduce myself; I'm ...

Introducing others:

Here are expressions to introduce others:

Jack, please meet Nicolas. Jack, have you met Nicolas? I'd like you to meet Liza. I'd like to introduce you to Betty. Leila, this is Barbara. Barbara this is Leila.

Useful responses when introducing yourself or other people:

Nice to meet you. Pleased to meet you. Happy to meet you. How do you do?

Dialogue:

Alex is talking to the new manager and his assistant. Notice how they introduce themselves:

Alex: Hi! My name is Alex Litterman, the new manager.

William: Hi! I'm William O'Brian. Nice to meet you, Mr Alex

Litterman.

John: William, please meet Mr Steve Lynch, my assistant

Jack: How do you do?

Nicolas: How do you do?

Things to remember:

When introducing yourself or other people in a formal situation use full names.

("I'm Alex Litterman.")

"How do you do?" isn't really a question, it just means "Hello"

Activity 2

i. Take students to the ICT lab for this lesson or provide a list of meanings.

ii.Discuss in groups of five to decide on the most appropriate meanings for the word

taken from all the activities above.

Instruction:

Find meanings of the words below using thesaurus and write the answer in

the space provided.

i. Let me introduce myself.

ii. Nice to meet you

iii. Pleased to meet you

iv. How do you do?

v. Favourite

Writing

1. Students copy the lyrics of the song learnt.

2. Repetition of words learnt from the lyrics

3. Students take dictation of the lyrics.

4. Students write sentences to introduce themselves.

This activity can be done as a class activity. Encourage students

to come to the board to fill in the blanks with appropriate answers

Mariam:

Jack :

Mariam:

Jack :

Mariam :

Jack :

Mariam:

MODULE 10

UNIT 3 : SOCIAL INTERACTIONS

Title : Express congratulations & convey

condolences




c. social interactions

Reading

2.1 Read and understand meanings of words, phrases and simple sentences.


Writing


OBJECTIVES :


1.2.3 Listen to and participate in social interactions by

ii. congratulating someone

iii. conveying condolences

2.1.1 Find meanings of words using thesaurus or dictionary

2.2.3 Read and fill in blanks

3.2.1 Write short messages of

i. congratulations

ii. condolences

INTRODUCTION

REFERENCES

This unit on Social Interactions focuses on expressing congratulations and

conveying condolences. The lessons are designed to help students to express

congratulatory messages and expressions of condolence correctly. Students will

learn meaningful vocabulary to express themselves correctly. The activities in this

lesson would be able to aid students to use correct forms and functions of language

when expressing themselves which they may need when interacting with people they

know. The activities would also expose students to, phrases and sentence patterns

related to the topic. These would further assist students in expressing themselves

when writing short messages. The information on this topic can be obtained from

several resources.


Internet

Printed Materials

Pictures

Obituaries

Notices

Dictionary / Thesaurus


Congratulate Anniversary Sympathy

Compliments Success Sorrow

Condolence Celebrate Bereavement

Demise Promotion Occasion

Wedding Engagement Event

TEACHING AIDS

1. Pictures

2. Worksheets

Activity 1

Question and Answer Session

1. Teacher shows pictures (related pictures) of happy and sad events and asks

students what they are about.

2. Teacher then shows words related to the pictures and asks students to read

them aloud after the teacher.

3. Teacher asks students what they will say to their friends and loved ones in

relation to the events shown.

4. Teacher gives a few examples of expressions to express congratulations and

condolences

5. Students to match expressions with the events/occasion.

Examples of expressions:

Congratulations on your wedding.

My heartfelt sympathy to you and your

Congratulations on your

Congratulations on your new born

My deepest condolence on your loss.

I feel sorry to hear that.

Activity 2

Match Pictures With Events/Occasion

Wedding new born baby competition promotion funeral

1.

2.

3.

4.

5.

Activity 3 Read the situations below and select the best answer.

1. Your best friend Amin has been selected as the class monitor. What do you say to

him?

A. Congratulations. You will be a good monitor.

B. Very sorry that you have been chosen as the monitor.

2. Siti has scored all A’s in the PMR Trial examination. You wish her.......

A. My condolences to you.

B. Congratulations! I’m proud of you.

3. Your neighbour’s pet cat was knocked by a car and died.

A. Sorry to hear of your loss.

B. Wow! Congratulations.

---------------------------------------------------------------------------------------------------------------- Activity 4

Read the dialogue and fill in the blanks with suitable words.

Muthu: Hi, Abu. Where did you go yesterday?

Abu: I took part in the chess competition at SMK Permai.

Muthu: Did you win any prizes?

Abu: Oh yes. I won the first prize. Muthu: ...................................................................................

Abu: Thank you. I have been chosen to represent the district.

Muthu: You will have to practise harder from now.

Abu: Yes. What happened to you? I saw many cars in front of your house

last week.

Muthu: My granduncle who stayed with us died of a heart attack.

Abu: .....................................................................................

Activity 5 Teacher divides class into groups of 4. Each group will produce two cards. One to

express “congratulations” and another on “condolences”.

Example:

N

R

T

O

C

T

T

0

K

N

I

E

K

P

M

L

A

B

K

B

S

E

O

W

R

T

T

T

Activity 5. Spell words correctly by rearranging the letters.

1. NRTICETN

2. ONTCENE

3. ONWTEKR

4. NNOEIL

5. YKPSE

6. MALEI

7. AKCFOEOB

8. STEIBWE

9. ERROSBW

10. ITTWTRE

Activity 6 Take dictation of a short paragraph read by the teacher.

Technology advancement has made interaction much

easier with the invention of mobile phones and the computers. There

are many social networking websites which can be used to connect

with one another. Some of the websites are, Facebook, email,

twitter, and habbo. We not only listen to music, watch videos

and play games online but we can also chat with friends and

relatives who live far away. It is a very cheap means of

communication.

Activity 7

Assignment:

1. Create email address.

2. Exchange addresses with friends and the teacher.

3. Send an email to the teacher and attach Activity 4 with answers.

Related Pictures

MODULE 11

UNIT 3: SOCIAL INTERACTIONS

Title : EXPRESS AGREEMENT AND DISAGREEMENT



1.1 Listen and respond to situations in schools.

1.2 Listen and respond to topics related to:

c) social interactions

Reading 2.2 Read and understand simple texts or stories

Writing

3.1 Write simple words, phrases or sentences

Objectives :


1.2.3 Listen to and participate in social interactions by

iv) expressing agreement or disagreement.

1.2.9 Carry out role play on given situations based on the following topic:

iii) social interactions.

2.2.3 Read and fill in the blanks. 3.1.3 Construct simple sentences.

REFERENCES

INTRODUCTION

This unit on Social Interaction focuses on simple communicative skills. The lessons

are designed to help students to learn expressions of agreement and disagreement.

The activities in this lesson would be able to aid students to enhance their

communicative skills by expanding their vocabulary on agreement and

disagreement. The activities would also expose students towards, phrases and

sentence patterns related to the topic. These would further assist students in

expressing opinion and writing sentences. The information on this topic can be



Internet

Printed Materials

Simple dialogues

Phrase strips


Expressing agreement I agree with you 100 percent. I couldn't agree with you more. That's so true. That's for sure. I agree

You're absolutely right. Absolutely. That's exactly how I feel. Exactly. You are right. I do

No doubt about it. (agree with negative statement) Me

neither. You have a point there. I was just going to say that.

Expressing

disagreement

I don't think so. (strong) No way.

I'm afraid I disagree.

(strong) I totally disagree.

I choose to differ.

(strong) I'd say the exact opposite.

Not necessarily.

That's not always true.

That's not always the case.

No, I'm not so sure about that.

TEACHING AIDS

1. Dialogue chart

2. Worksheets

3. Phrase strips

Activity 1

1. Teacher introduces phrases to express agreement.


3. Teacher asks simple questions;

We have a big school. Do you agree?

Yes, I do

Azman is a tall boy. Isn’t he?

Yes, he is

You like ice-cream don’t you?

Yes, I do

4. Teacher introduces phrases to express disagreement.


6. Teacher asks simple questions;

Our school is dirty, don’t you think so?

No, I disagree.

The boys are lazier than the girls.

I do not agree with you.

Money makes everyone happy. Don’t you agree?

I choose to disagree.

Activity 2

Read the statements and write the responses in the columns according to your

opinion.

STATEMENTS AGREE DISAGREE

Girls are different from boys.

Girls are better babysitters than boys

Boys are naturally better at sports

Being a nurse is a woman’s job

Being a construction worker is a

man’s job.

It’s not right for little boys to play with

dolls.

Little girls shouldn’t be playing with

cars and trucks.

Activity 3 Fill in the bubbles with suitable phrases to show agreement and disagreement.

Activity 4 Suzy and Amin are returning from Extra classes at school. Read through the

conversation and fill in the blanks with appropriate responses.

Read the dialogue below chorally and in groups. Students can role play in pairs.

Lina : Hello, how are you Suzy? The weather is really hot today.

Suzy : I agree with you. I remembered to take an umbrella.

Lina : I brought mine too but I think that I left it in the classroom.

Suzy : Is your umbrella red in colour? I saw one at the canteen.

Lina : Oh… really? Mine is red. No doubt about it.

I hope that it is still there.

Suzy : No, I’m not so sure about that, but you can check. If you are lucky, it

will be there.

Lina : That’s so true. Hope I am lucky today. A red umbrella should be easy

to find.

Suzy : I was just going to say that but you must make it fast. I will follow you

there.

Lina : You are absolutely right. Let’ go.

Activity 5

Suzy and Amin are returning from Extra classes at school. Read through the

conversation and fill in the blanks with appropriate responses.

No, I'm not so sure about that. You are absolutely right

I agree with you That’s so true. Hope I am lucky

today.

No doubt about it I was jus going to say that

Hello, how are you

Susy? The weather is

really hot today.

……………………

……………………

I remembered to

take an umbrella.

I brought mine too but I

think that I left it in the

classroom.

Is your umbrella red

in colour? I saw one

at the canteen.

Oh.. really? Mine is

red.…………………….

I hope that it is still

there.

……………………

……………………..

but you can check . If

you are lucky, it will

be there.

………………………

………………………

A red umbrella should

be easy to find.

………………………

………………… . but

you must make it fast.I

will follow you there.

………………………

………………………

Let’ go.

Activity 6

Teacher gives students a situation to which students are to respond by expressing

agreement or disagreement through messages.

SITUATION 1

Your parents have decided to move to another place which is

closer to your school. Respond to them by writing a message to

before you go for your camping trip.

Dear ……………,

…………………………………………………

…………………………………………………………

………………………………………………………… …………………………………………………………

…………………………………………………………

……………

……………………


MODULE : 12

UNIT 4 : ENVIRONMENT

Title : Saving Energy



1.2 Listen and respond to topics related to environment

Reading:


Writing:

3.1 Write simple words, phrases and sentences

Objectives:


1.2.4 Listen to and talk about environment pertaining to saving energy

2.2.2 Read and answer multiple choice questions


.

REFERENCES

INTRODUCTION

This unit on environment is a relevant and important topic for all the form 3 Basic

Vocational Education (BVE) students. Man has damaged the environment when they

burn fuels to generate electricity, do open burning, throw rubbish haphazardly, and cut

down trees indiscriminately. Malaysians must learn to use their energy more efficiently.

We should also learn how to conserve energy - how to make thoughtful choices about

ways we can use less. We should learn how important it is to not waste energy, so there

is enough for everyone. The information on this topic can be obtained from several

resources.


Internet

Printed Materials

Pictures

Magazines


earth day

fluorescent light

turn off

mother earth

resources

planet

ecology

reuse

reduce

TEACHING AIDS

1. Pictures

2. Worksheets

ACTIVITIES


Listening: Sing Green Song

GUIDELINE

1. Preparation: Teacher must practice singing the song

2. Teacher distributes handouts to students.

3. Teacher can sing or play the recorded song in the classroom.

4. Teacher asks students to sing along and make sure that they pronounce the words

correctly.

Reduce, Reuse, Recycle

(Tune: The More We Get Together)


Recycle, recycle


It’s easy to do

‘Cause your trash

And my trash

Make up way

Too much trash


It’s easy to do!


(Tune: Itsy Bitsy Spider)

Reduce, reuse, recycle; words that we all know.

We have to save our planet so we can live and grow.

We might be only children, but we will try, you’ll see.

And we will save the planet; it starts with you and me!

Put Trash in the Trash Can

(Tune: The Wheels on the Bus)

Litter is trash that wasn’t put away,

Wasn’t put away, wasn’t put away,

Litter is trash that wasn’t put away,

In the trash can.

I put my trash in the trash can,

The trash can, the trash can,

I put my trash in the trash can,

Right where it belongs!

This Old Earth

(Tune: This Old Man)

This old earth

Needs our help

To stay fresh and clean and green

With a pick it up; pitch it in; and throw it in the can–

This old earth needs a helping hand!

Speaking:

Lots of things in our homes need electricity to make them work. Below are 12 electrical

items.

Tell the class what are these things.

Do you own them at home?

Can you group them by what they do?

Here are some ideas.

*Do they make any noise?

*Do they light up?

*Do they get hot?

*Do they move?

Reading & Writing:

Read the passage below and answer the following questions

1. Teacher distributes Worksheet 1 to students and read it aloud to the students.

2. Students must highlight/underline/circle the words that they do not understand.

3. Teacher instructs students to read a few sentences from the text.

Worksheet 1

Earth Day is on April 22nd every year. Earth Day is a day to remember to take

care of our planet, Earth. We can take care of our planet by keeping it clean.

We can keep Earth clean by following the rule of “reduce, reuse, recycle”. Reduce means

use less. We can reduce our use of resources like water or gasoline. Reuse means use

again, rather than throw things away. We can reuse many things, such as jars, plastic

bags, and boxes. Recycle means to make something new from something old. We can

keep Earth clean by recycling materials such as aluminum, paper, and plastic. If we take

these materials to a recycling center, they can be used again in a different way.

On Earth Day, we remind ourselves and everyone on Earth that we must do these

things. We must do these things every day, not just on Earth Day. We must all do our

part, and we can make a difference. On April 22nd, remind everyone you know that every

day is Earth Day!

Answer the following questions about Earth Day. 1. What is the purpose of this article?

a. to entertain

b. to inform

c. to test your knowledge

d. none of the above

2. In which month is Earth Day celebrated?

a. February

b. March

c. April

d. May

3. On Earth Day, we remind people to

a. recycle paper

b. recycle cans

c. reuse materials

d. all of the above

4. Why does the writer think that Earth Day should be every day?

a. People want to play in clean parks every day.

b. People should take care of the planet every day.

c. People like to read the newspaper every day.

5. Match the words to their meanings.

recycle to use something again over

reuse to use a material and make it into

something else

reduce to use less of something

6.Do you think we should save energy? Give reasons why we must take care of our

environment.

We must take care of our environment because

Writing:

1. Teacher explains what is energy saving. Energy saving simply means using less

energy. For example, turning off the tap water when you are brushing your teeth

or switching off the fan when you leave the room.

2. Prepare a Mix & Match game cards.

3. Have each student choose a piece of paper from the bag. Each piece of paper

represents either a wasting-energy activity or a saving-energy activity.

4. Have the students mill around the room looking for the person who has their

matching saving/wasting activity. (For each wasting activity, there is one

saving activity.)

5. Once the students have found their matches, have them discuss, in pairs, how

their activities save or waste energy.

6. Turn this into a class game by having the pair read the activity that wasted

energy and have the class suggested a corresponding conservation energy

activity. The other pair member concludes by reading their saving-energy

task.

7. Later, the teacher collects the cards and start the dictation task using the

sentences in the cards

Saving Energy Wasting Energy

Use a pan that matches

the size of the stove burner

Use a small pan

on an oversized burner

Cook many items

in the oven at the same time

Cook one item

in the oven at a time

Run the washing machine

with a full load

Running the washing machine

half load

Take a shower,

instead of a bath

Take a bath

Close the curtains in the room

that you are cooling

Leave the curtains open while

trying to cool a room

Fix the leaking faucet

Let water drip

from a leaking faucet

Open and close

the refrigerator door quickly

Keep the refrigerator door

open

Turn off the TV or radio when

no one is watching or listening

Leave on the TV or radio when

no one is watching or listening

Turn off the tap

when brushing your teeth

Let the water run

when brushing your teeth

Turn off the shower

when you are lathering

Let the water run

when you are using the soap


MODULE : 13

UNIT 3 : FINANCIAL AWARENESS

Title : Entrepreneurship



1.2 Listen and respond to topics related to financial awareness 1.4 Ask for and give advice on a variety of topics

Reading


Writing

3.4 Write simple descriptions of processes and procedures

Objectives :


1.2.5 Listen to and talk about financial awareness with emphasis on entrepreneurship 1.4.1 Ask for and give advice on

iii. one’s business venture

2.2.2 Read and answer:

ii. True- false questions 3.4.2 Complete simple descriptions of processes and procedures by filling in the

blanks


REFERENCES

INTRODUCTION

This unit on financial awareness helps students to know more about entrepreneurship.

Through some school programmes like Canteen day and Coop Day, students have the

opportunity to participate in small business ventures. Without realising it, they have

become entrepreneurs as they have organized and operated a business venture.

The information on this topic can be obtained from several sources.


Internet


Handouts

Pictures


a. school programmes

b. sports day

c. canteen day

d. cooperative day

e. stall

f. food and drinks

g. games

h. profit

i. loss

j. capital


TEACHING AIDS

1. Internet

2. Pictures

3. Worksheets

GUIDELINE

ACTIVITIES



1. Teacher shows some pictures of students selling food and drinks.

2. Students talk about the pictures. Teacher guides by asking questions like:

a. What are the students doing?

….. selling food, drinks, things.. operating a stall, running a small business

b. Where are the students?

They are outside the classroom./ They are at the canteen./ They are at the

field./ They are at some stalls.

c. When do students take part in such activities?

When there’s a special programme being carried out in school like

during Cooperative day or Canteen day.

d. Have you taken part in those activities before? What role did you play?

Were you a customer? Or Were you the food seller / stall keeper?

i. If you are the food seller or stall keeper, what do you do before you begin selling.

Expect answers like……

We discuss about what we want to sell.

We want to sell fruits, fruit juices, milk shake, fried chicken

fried fritters, curry puffs, cakes and ….

(accept any appropriate answers given by students)

Decision will be made based on what customers like.

We plan the amount or the number of things to sell.

little , small amount, a few.. …

a lot, large amount, many

We talk about finance.

1. How much money is needed?

2. From whom…. From where…… can we get the CAPITAL?

3. The cost price of each item

4. The selling price of each item

5. Profit and lost

We draw up a duty list – a list of things that need to be done

before, during and after the business venture.

Getting the capital Aminah , Ravi, Julie

Getting ready the

things/food to be sold

Deciding on the price of goods

Geetha, Siew Leng, David

Fahmi, Husna, Elina

Selling / Serving the customers

Razak, Karen, Leela

Counting the profit or loss Everyone

3. After the short session of Q & A, teacher tells them they have become entrepreneurs as

they have run a business during the school programme. Teacher explains….

“An entrepreneur is an individual who, rather not work as an employee. He runs a

business and receives all the risk (suffer loss) and reward ( gain profit) of a given

business venture. Entrepreneurs play a key role in any economy. They are

commonly seen as business leaders with new ideas and business processes.”

Activity 2

Adapted from internet investopedia

1. Students learn how to ask Wh-questions and answer the questions posed to them in

the form of advice. Teacher goes through the following questions and answers with

students orally.

What should I sell? What business venture is good for me?

You can sell…… You can choose to sell……

How can I become a successful businessman/ businesswoman/ entrepreneur?

You must be hardworking. You must not be lazy.

You must be brave. Be willing to take risk. You must not be afraid of making a loss.

You must be willing to learn everything about your business.

You must be determined. You must never give up easily.

Where is the best place to sell burgers? (this word can be replaced with other words.)

Anywhere where there are many people. At a crowded street market

in shopping complex at a busy night market

in a shop in a park

What must I do to gain profit from my business venture? What must I do to avoid a loss in my business?

You must plan before you start any business.

You must talk to other people in the same business venture. Learn from them.

You must learn from mistakes. You must be careful of bad people.

What must I do to get many customers?

You must be friendly. You must be honest.

You must be generous. You must be helpful.

You must be informative. You must be polite.

Activity 3 (A simple game)

1. Once, students have practised how to ask questions and give advice,

they are ready for activity 3.

2. Each student is given a card, either red or blue.

3. Red cards are for those who will ask questions while

Blue cards are for those who will give advice.

4. Have the two groups of students standing in two rows.

5. Number the students in each group from 1 to 10 or 15…..

6. Teacher shouts out a number. Students with the number will run to the front.

7. The student with the red card will ask a question pertaining to any business venture.

8. If she or he can’t ask the question, the other group members can help, first by putting

up their hands. Student with the red card will choose one student to help him.

9. Points are awarded for each correct question and answer.

10. The group with the most points wins the game.

Reading

1. Students read aloud after teacher the simple texts from activity 1 and 2.

(Reading drill to make sure that students are able to read with correct pronunciation.)

2. Students find meanings of new or difficult words using a dictionary.

Write the words and their meanings in the vocabulary exercise book.

a. capital

b. customers

c. entrepreneur

d. business venture

e. profit

f. loss

3. Students read the texts aloud, first in groups, then in pairs, finally individually.

in front of the class.

4. This is followed by a short discussion about the attitudes or qualities that an entrepreneur should have.

a. How should the businessman treat his customers? b. What will happen if a businessman is rude to the customers? c. Do you like to buy things from a dishonest businessman who cheats you? d. Why won’t you buy your things from a dishonest businessman?

5. Students answer True-false questions based on the text given in Activity 2 and 3.

a. To start a business venture, one needs to prepare well for it. ( ) b. To attract customers to buy from us, we must keep silent. ( ) c. To make sure that we gain profit from our business venture,

we must give to all our customers free gifts all the time. ( ) d. Customers like to buy from honest businessmen. ( ) e. To succeed in our business venture, we must give up easily. ( )

Writing.

1. Describe the procedures of what one must do before starting a business venture by filling in the blanks from the options given.

Answer Key

1. customers 2. business 3. sell


MODULE : 14

UNIT 6 : HEALTH Title : Say NO to Smoking



1.2 Listen and respond to topics related to health care

Reading:

2.1 Read and understand meanings of words, phrases and simple sentences

2.2 Read and understand simple texts

Writing:


Objectives :


1.2.6 Listen to and talk about health care on negative effects of smoking

2.1.1 Find meanings of words using dictionary

2.2.2 Read and answer True or False

3.2.1 Write short messages of care and concern

.

REFERENCES

INTRODUCTION

This unit on environment is a relevant and significant topic for all the form 3 Basic

Vocational Education (BVE) students. This topic is designed to make sure the students

aware of the risks of smoking. This topic also provides information about the risk of

smoking and establishing clear reasons can help them prevent this unhealthy habit.


Internet

Printed Materials

Articles


cigarette

smoking

cigar

tobacco

health risks

curious

heart disease

bad breath

yellow teeth

expensive

lungs

non-smoker

TEACHING AIDS

1. Pictures

2. Worksheets

LISTENING

1. Teacher reads a transcript of a text to the students

2. Ask students if they can guess the what the article is about

3. Then, teacher distributes the Handout 1

Smoking is one of the worst things kids or adults can do to their bodies. Yet

every single day about 3,900 kids between the ages 12 and 17 start smoking.

But why do those who smoke ever begin?

There's more than just one answer. Some kids may start smoking just because

they're curious. Others may like the idea of doing something dangerous —

something grownups don't want them to do. Still others might know lots of

people who smoke and they might think it's a way to act or look like an adult.

Fortunately, fewer people are starting smoking than a few years ago. Maybe

that's because more and more people have learned that smoking and tobacco

use can cause cancer and heart disease.

But sometimes kids can't really think that far into the future to worry about an

illness they might not get for many years.

So let's talk about the problems that might affect kids more quickly:

bad breath

yellow teeth

smelly clothes

more colds and coughs

difficulty keeping up with friends when playing sports

empty wallet — cigarettes and tobacco products are very expensive!

http://kidshealth.org/kid/grownup/conditions/heart_disease.html

http://kidshealth.org/kid/stay_healthy/body/bad_breath.html

http://kidshealth.org/kid/ill_injure/sick/colds.html

4. Students must fill in the blanks while the teacher reads out the text. They can use

the words given to help them.

Handout 1: Put the words into the gaps in the text.

Smoking is one of the worst things kids or adults can do to their bodies. Yet

every single day about 3,900 kids between the ages 12 and 17 start smoking.

But why do those who smoke ever begin?

There's more than just one answer. Some kids may smoking just

because they're . Others may like the idea of doing something

dangerous — something grownups don't want them to do. Still others might

know lots of people who smoke and they might think it's a way to act or look

like an adult.

Fortunately, fewer people are starting smoking than a few years ago. Maybe

that's because more and more people that smoking and tobacco

use can cause cancer and .

But sometimes kids can't really think that far into the future to worry about an

illness they might not get for many years.

So let's talk about the problems that might kids more quickly:

yellow teeth

clothes

more colds and coughs

difficulty keeping up with friends when playing sports

wallet — cigarettes and tobacco products are very

expensive!

bad breath start have learned empty

affect heart disease smelly curious

http://kidshealth.org/kid/ill_injure/sick/colds.html

SPEAKING:

1. First, start with this sample introduction (or something similar):

"Today we're going to talk about smoking and why we shouldn't smoke."

2. Next, tell your students some alarming facts about the harmful effects of

smoking on health: "Did you know that:

Tobacco use causes more than 40,000 deaths every year. That's a lot of

people!

Second-hand smoke (the smoke that comes off the end of a cigarette and

the smoke a smoker breathes out) is really dangerous for children because

children have smaller lungs.

Having smaller lungs means kids need to breathe in and out more often, so

kids get more smoke in their lungs.

Once you start smoking it's really hard to stop. Smoking is addictive. You

might know some grownups (parents, family members) who smoke and find it

really hard to quit. So it's better not to start smoking in the first place."

3. Next, tell students what you're going to discuss:

"Today we're going to talk about:

Why smoking is harmful.

What smoking can do to your body.

Why people try smoking.

What you can do when someone asks you to smoke.

What you can do about second-hand smoke (people smoking around

you)."

4. Divide the students into pairs

5. One student has 5 minutes to convince the other student to have a cigarette

6. The other student must think of ways to refuse the cigarette

7. Give them Handout 2 to practise their conversation

Handout 2

1) Say "No":

"No thanks." "I'm not interested." "Being athletic is too important to me."

2) Change the subject

3) Tell the truth:

"I'm allergic." "Smoking stinks, and it makes you stink too." "Smoking makes your teeth yellow."

4) Use humour

"I can't smoke. I'd never make it past my mom's smoke detector: her nose!"

5) Give a reason:

"I don't want to smoke. Besides, it makes you smell bad." "I'm not going to smoke. It's bad for you." "I promised my mother that I'd never smoke." "It’s not cool to smoke.”

6) Provide other options:

"I prefer watching TV!" "How about seeing a movie instead?"

7) Tell a story:

"No thanks, my brother got really sick on that stuff once. It was disgusting." "My grandma died from smoking. I don't want that to happen to me or you!"

READING:

1. Dictionary Skill:

Students are given a word list and a Malay-English-Malay dictionary

2. Each has to find meanings of these words :

A word list:

1. poison:

2. non-smoker:

3. pollute:

4. addictive:

5. smelly:

6. stink:

7. quit:

8. inhale:

9. cough:

10. nicotine:

3. Reading worksheet: Distribute Handout 3 to students. Teacher reads

aloud the passage stressing on pronunciation to students.

4. Ask students to do reading aloud

5. Next, hand out the questions for them to answer

Handout 3

Have you ever been in a restaurant or a hotel and seen a sign that

says “No Smoking”? Have you ever been in public and had someone

blow cigarette smoke into your face? Where would you rather be? If

you want to stay healthy, choose to stay away from cigarette smoke.

That’s because smoking pollutes the body. People who smoke pour

poison into their bodies and also into the bodies of people close by.

Cigarette smoking is the most common type of smoking.

People who smoke cigarettes inhale the smoke from burning tobacco

leaves. Tobacco contains nicotine, a strong, addictive poison that

speeds up the nervous system. One tablespoon of pure nicotine can

cause death. Nicotine shrinks blood vessels, causing the heart to

work harder than it should. Because of this, people who smoke are

more likely to have heart disease than those who do not smoke. Also,

the gases in cigarette smoke take the place of oxygen. Without

oxygen, the cells of the body cannot function properly.

A. Write True or False to these sentences

1. If you want to stay healthy, stay away from smoking

2. Smoking does not pollute your body

3. People who smoke cigarettes exhale the smoke

4. Smokers can get heart disease faster

WRITING: Writing messages to loved ones. 1. Teacher distributes templates to students.

2. Students cut them and write messages in the template using colored pencils.

3. Make a hole and tie up a string.

4. They can pin up their messages on the notice board.

5. Students can choose from the list

Smoking Kills

Thank you for not smoking

Smoking is not cool

I can stop!

You are on school property. No smoking

MODULE 15

UNIT 6 : HEALTH CARE

Title : STAY AWAY FROM DRUGS



1.2 Listen and respond to topics related to :

f) Health care Reading


2.8 Prepare a group project

Writing


Objectives :


1.2.6 Listen to and talk about health care on ii. drug abuse

2.2.2 Read and answer:

ii. True - False questions iii. WH- questions

2.8.1 Compile or present materials in the form of :

i. scrapbook.


REFERENCES

INTRODUCTION

This unit on Health care focuses on ill effects of smoking and drugs. The lessons are designed to

help students to learn vocabulary pertaining to Health care particularly smoking and drug abuse.

The activities in this lesson would be able to aid students to enhance their knowledge on negative

effects of smoking and drug abuse. The activities would also expose students towards, phrases

and sentence patterns related to the topic. These would further assist students in expressing

opinion and writing sentences.. The information on this topic can be obtained from several

resources.


Internet

Printed Materials

Pictures

Newspaper Cuttings

Advertisements


Drugs Abuse Sniff

Overdose Syringe Addicted

Medicine Powder Addiction

Healthy Lifestyle Eating Habits Discipline

Drugs Abuse Harmful

TEACHING AIDS

1. Pictures

2. Worksheets

ACTIVITIES


Activity 1

1.Teacher shows a picture of a healthy man / woman / teenager (Pic.1 )

and asks questions on how a person can look healthy .

2.Teacher responds to students’ answers.

Introduces related phrases – Eating habits , Healthy lifestyle

3. Teacher shows a picture of the same healthy man/ woman/ teenager ( Pic.2 )

Showing after effects of drug abuse. Teacher continues to show more pictures of

Before and After.

4. Teacher asks questions on what could have possibly happened or what turned the beautiful,

handsome , healthy people into ugly, sick looking people. 5. Teacher listens to their responses and shows the word card ,

Drugs

Teacher shows pictures of drugs ( Pic .3 ) 6. Teacher introduces the Topic for the day,

Activity 2

1. Teacher reads the text.


Stay away from drugs

3. Teacher calls students individually to read line by line.

4. Students read aloud chorally.

Worksheet 1

Drugs

Drugs have affected many people. People use drugs as

medicine when they are sick. Drugs help them to recover. Some

people use drugs to be more productive. Too much drugs is

harmful to one’s health. Taking drugs more than you should

causes addiction. You will become addicted to the drugs you take

without control.

Drugs come in the form of tablets, capsules, liquid or powder .

Addiction to drugs changes your lifestyle. Your health worsens. It is

important to stay away from drugs to lead a healthy lifestyle.

Taking good food, exercising and being disciplined can prevent

drug abuse. Children need to be told about drugs so that harmful

effects can be prevented.

State True or False by writing (T) oe (F) at the end of the sentencs.

1. Drugs have affected many people. ( )

2. People use drugs when they are fine . ( )

3. Too much drugs is not harmful. ( )

4. Drugs come in the form of tablets only. ( )

5. Taking drugs more than you should causes addiction. ( )

Answer the questions below

1. When do people use drugs as medicine?

……………………………………………………………………………………………

2. What can cause addiction?

……………………………………………………………………………………………

3. Why should children be told about drugs?

……………………………………………………………………………………………

4. What are the different forms of drugs?

……………………………………………………………………………………………

5. What would you say to ‘Drugs’ ?

……………………………………………………………………………………………

Activity 3

GROUP PROJECT

1. Students are divided into groups of 3 or 4.

2. Teacher instructs students to compile materials on Drug abuse among teenagers.

3. Students are to compile them into a scrap book.

4. Upon completion, each group will be awarded a STAR each for their achievement and they

are to talk about the contents of the scrapbook to the others in the class.

5. Students may gather information from the internet, newspapers, magazines and brochures.

(Teacher may also give specific headings to each group, such as ‘What are Drugs?’ , ‘Effects

of drug abuse’, ‘Before and After Drugs’, How drugs are taken?’, ‘Say No to drugs’ or just

‘Drugs’.)

Activity 4

DICTATION

1. Teacher gives dictation of the text read in Activity 2.

2. Teacher may take part of the text or the whole text, depending on the students’ level.

( Pic . 1) (Pic . 2 )

Questions could be asked by the teacher ( Pic 1 )

1. How does the man look?

( Handsome , Healthy , Young )

2. What must you do to stay healthy?

( Exercise, Eat healthy food , Lead a healthy life style)

( Pic 2 )

1. How does the man look?

( Sick, Ugly, Old )

2. What could have happened to him?

( Fallen ill, Become sick ) Why? ( Smoking , Taking Drugs )

PICTURES OF BEFORE AND AFTER

Look at all these pictures.

All these individuals looked good and healthy before taking drugs.

All of them look old, ugly and sickly after taking drugs.

What are drugs and medicines? ( Show Pic. 3 )

Why do people take drugs and medicines?

What happens when you take too much? ( overdose , abuse )

What happens if you enjoy it ? ( Addicted )

You are then called a ......................... ? ( An addict )

( Pic. 3 )

DRUGS MEDICINES

SYRINGE

Conclusion Teacher asks students , what they would do if someone asks them to try drugs, or what they

would advise someone who is involved in drugs.

Teacher shows (Pic 4) and (Pic 5) and ends the lesson.

RELATED PICTURES

(Pic 4)

(Pic 5)


MODULE : 16

UNIT 7 : SOCIAL RESPONSIBILITY

Title : Caring for the poor and disabled




g. social responsibility

1.4 Ask for and give information on a variety of topics Reading

2.2 Read and understand simple texts or stories Writing

3.1 Construct simple words, phrases sentences


Objectives :


1.2.7 Listen to and talk about one’s social responsibility towards

i. the poor or the disabled

1.3.1 ask for and give information based on the following stimulus

i. pictures

2.2.2 read and answer

i. WH- questions

3.1.1 spell words


3.2.1 write short messages of

i. congratulations


REFERENCES

INTRODUCTION

This unit on people is a simple topic that all Basic Vocational Education (BVE) students

can understand. An easy start will encourage the BVE students to participate in the

lesson. To begin with, the students learn about their social responsibility towards the

community, especially the poor and the disabled. These are the people who need help

and attention from society. The information on this topic can be obtained from several

resources.


Internet

http://www.youtube.com/watch?v=g-7qCG2_aaA

Printed Materials

Pictures

Worksheets

Handouts


social responsibility

homeless

disabled

crowded

hungry

queue

surprised

pocket money

immediately

exclaimed

excitedly

touched

proud

deed

http://www.youtube.com/watch


TEACHING AIDS

1. Video clip

2. Pictures

3. Handouts

4. Worksheets

ACTIVITIES


GUIDELINE

1. Teacher shows a video clip on a song “Reach Out and Touch Somebody’s Hand”.

2. Students listen to the song and complete the first stanza of the song.

3. Students sing the first stanza aloud.

Reach Out and Touch Somebody’s Hand

Reach out and touch Somebody’s hand Make the world a better place If you can

Reach out and Somebody’s Make the a better place If you

4. Class discussion

Teacher asks students some questions related to the song..

a. What does the title of the song mean?

b. Who can we help?

c. How can we help them?

d. Why do you think we should help them?

5. Group discussion

Teacher distributes picture cards to students.

i. Feeding the homeless

ii. Helping the disabled in a sports event

In groups, students study the pictures and answer questions orally.

Questions

a. Who are the people in the pictures?

b. What are they doing?

c. Suggest ways you can help the poor and the disabled.

The groups take turns to present their answers in class

Reading Comprehension

1. Teacher gives out worksheets to students. Students read the passage and

answer WH- questions.

Read the following passage .

Worksheet 1

It was recess. The weather was hot and everyone was lining up at the crowded

food-stalls to buy some food. The pupils were hungry. The smell of food in the

canteen made their mouths water.

Nora was lining up in a long queue at a food-stall when she saw one of her

schoolmates, Siva, in the same queue in front of her. Although it was his turn to

order, Nora noticed that he had suddenly turned around and left the queue. He

walked away without buying any food. Nora was surprised. She decided to talk to

Siva to find out what was wrong.

Nora left the queue and followed Siva. She asked him why he did not order his

food when it came to his turn. Siva told her that he did not have enough pocket

money for the day to buy a plate of rice. Nora immediately took out her purse to

hand some money over to Siva. "There, now you'll have enough money for lunch

as well," she exclaimed excitedly.

"What about yourself, Nora ? Now you don't have enough money to buy yourself

food," Siva said . Nora smiled. She told him not to worry about her. She was not

that hungry anyway. Siva was touched by what Nora had done for him. He

thanked her for her help.

Nora went home that day and told her parents what she had done. Her parents

were proud of her. They told her she had done a very good deed.

Answer the following questions

a. Where was Nora ?

b. What was she doing?

c. What made the pupils hungry?

d. Who was lining up in front of her?

e. What did Siva do?

f. Why did he do that?

g. How did Nora help Siva?

h. How did Siva feel towards Nora?

i. Whom did Nora tell about the incident

j. How did Nora’s parents feel?

Writing

1. Spelling exercise

Teacher conducts a spelling test on these words.

crowded hungry queue surprised pocket money

immediately exclaimed excitedly touched proud

2. Teacher gives worksheets to students.

:

Worksheet 2

Instruction : With the help of the notes, write simple sentences

Example : We – must – kind –towards - poor

We must be kind towards the poor.

a. We – should - help – poor

b. We – can – visit – home for – disabled

c. We – can –collect- donations –poor

d. We –will – organize – concert –raise-money

e. We –should- cook – orphans

3. Write a short message to congratulate a friend who has done a good deed.

Answer key Reading Comprehension

a. At/ In the school canteen

b. Lining up to buy food

c. The smell of the food

d. Siva

e. He left the queue without buying any food

f. He did not have enough pocket money

g. She gave him some money

h. He was touched / grateful

i. She told her parents

j. They were proud of her

Writing

2 a. We should help the poor.

b. We can visit the home for the disabled.

c. We can collect donations for the poor.

d. We will organize a concert to raise money.

e. We should cook for the orphans.

3. Message of Congratulations ( Suggested answer )

Dear Karen,

Well done! I am proud of you.

Nancy

MODULE 18

UNIT 8 : TECHNOLOGY ADVANCEMENT

Title : Social network



1.2 Listen and respond to topics related to:

h) Technology Advancement Reading

2.1 Read and understand meanings of words, phrases and simple sentences.


Writing


Objectives :

By the end of week 35, students should be able to:

1.2.8 Listen to and talk about technology advancement in

i. Social network

2.1.1 Find meanings of words using :

ii. Thesaurus or iii. dictionary

2.2.3 Read and fill in the blanks

3.1.1 Spell words

REFERENCES

INTRODUCTION

This unit on Technology advancement focuses on social network. The lessons are

designed to help students to learn vocabulary pertaining to Technology

advancement particularly social network. The activities in this lesson would be able

to aid students to enhance their knowledge on social network through which they

may get or keep in touch with people they know. The activities would also expose

students to, phrases and sentence patterns related to the topic. These would further

assist students in expressing opinion and writing sentences. The information on this

topic can be obtained from several resources.


Internet

Printed Materials

Pictures

Newspaper Cuttings

Advertisements

Dictionary / Thesaurus


Internet Internet safety Personal information

Website Face book email

Browser Online/ offline Twitter

Download social Skype

Connect Up to date network

TEACHING AIDS

1. Pictures

2. Worksheets

Activity 1

QUESTION and ANSWER session

1. Teacher shows pictures ( Related Pictures ) of a computer or laptop and

asks students what it is, why is it used, what are the advantages / uses.

2. Teacher then shows pictures of telephone, letter, post box, pigeons, drums

and smoke which were the tools used for communication in the olden days.

3. Teacher further asks students what tools or methods are used to

communicate with friends and loved ones now.

4. Teacher mentions a few examples not mentioned by students.

5. Discusses briefly on how technology advancement has improved and made

social interaction much easier.

Activity 2

Match pictures to correct words.

Computer drum smoke mouse

telephone pigeon

Activity 3 Reading and comprehension.

Social interaction is important for humans to connect and communicate with

one another. Thousands of years ago, people used drums, smoke and pigeons to

send messages to people staying miles away.

Technology advancement has made interaction much easier with the

invention of mobile phones and the computers. There are many social networking

websites which can be used to connect with one another. Some of the websites are,

Facebook, email, twitter, and habbo. We not only listen to music, watch videos

and play games online but we can also chat with friends and relatives who live far

away. It is a very cheap means of communication.

However, children need parental guidance to use the internet.

a) Students read after the teacher

b) Students read in pairs

c) Students called at random to read individually.

Activity 4 Fill in the blanks with the correct words.

1. Social is important for humans to

and communicate with one another.

2. Children need guidance to use the internet.

3. Thousands of years ago, people used , smoke and

pigeons to send to people staying miles away.

4. Internet provides a very cheap means of

5. Give 2 examples of social network websites.

a)

b)

N

R

T

O

C

T

T

0

K

N

I

E

K

P

M

L

A

B

K

B

S

E

O

W

R

T

T

T

Activity 5 Spell words correctly by rearranging the letters.

1. NRTICETN

2. ONTCENE

3. ONWTEKR

4. NNOEIL

5. YKPSE

6. MALEI

7. AKCFOEOB

8. STEIBWE

9. ERROSBW

10. ITTWTRE

Activity 6 Take dictation of a short paragraph read by the teacher.

Technology advancement has made interaction

much easier with the invention of mobile phones and the

computers. There are many social networking websites which

can be used to connect with one another. Some of the

websites are, Facebook, email, twitter, and habbo. We not

only listen to music, watch videos and play games online

but we can also chat with friends and relatives who live far

away. It is a very cheap means of communication. Activity 7

Assignment:

1. Create email address.

2. Exchange addresses with friends and the teacher.

3. Send an email to the teacher and attach Activity 4 with answers.

Related Pictures

Saving energy

Name

1 Lots of things in our homes need electricity to make them work. Below are 12 electrical items. Can you group them by what they do? Here are some ideas. - Do they make a noise?

- Do they light up?

- Do they get hot?

- Do they move?

Will says: All these things need electricity to make them work and we must use them carefully. Always ask

a grown-up to help you.

Energy journey part 3: worksheet 6

25

Energy wasting cards

Name

Electricity, energy and heat are being wasted in the Energy Wasters’ house on the poster. Can you match the cards below to the poster?

Energy wasting card 1 Leaving a TV on in an empty room

If nobody is watching it, the TV should be turned off.

Energy wasting card 4 Boiling a full kettle of water for one cup of tea

People should only put the water they need in the kettle. Putting more in wastes electricity and water.

Energy wasting card 7 Leaving lights on in an empty room

If a room is not being used, the lights should not be left on. This wastes electricity.

Energy wasting card 2 Leaving a tap running

Water is a very important resource. If it is hot, the energy used to heat the water is also wasted.

Energy wasting card 5 Leaving doors and windows open when the heating is on

If the heat is on but the windows and doors are open, the heat will escape from the room.

Energy wasting card 8 Leaving a fridge or freezer door open Fridges and freezers use even more electricity to keep food cold if warm air is getting into them.

Energy wasting card 3 Leaving a stereo on in an empty room

If nobody is listening to it, the stereo should be turned off.

Energy wasting card 6 Having a bath instead of a shower Baths use more water than showers. They also use more energy to heat the water.

Energy wasting card 9 Not using energy saving light bulbs

Energy saving light bulbs last longer and use less electricity.

K’eyush says: It is important for the environment that we do not

waste electricity. Some of the things we all do and use every day of our lives at home, school and work are making the earth warmer and warmer. This could be harmful for plants, animals

and even people!


26

Energy saving cards

Name

Everybody – even you - can help to save the environment by not wasting energy, heat and electricity. Match the energy saving cards below to the people that you think should do them by drawing a line between the people and the energy saving card.

Mum, dad or carer

Teacher Me Everybody - even me!

Energy saving card 1

Make sure taps are not left on in the bathroom.


Make sure lights are off when nobody is in a room.


Put energy saving light bulbs in all the lights in the house.

Energy saving card 2 Dry clothes outside on a sunny day instead of in the tumble dryer.

Energy saving card 5 Insulate the house.


Only put into the kettle the water that is needed.


Close the classroom door when the heating is on.

Energy saving card 6 Make sure the classroom computer is switched off if nobody is using it.

Energy saving card 9 Make sure the TV is switched off if nobody is in the room.

Charlie says: If you think something can be turned off to save electricity, turn it off. Always ask an adult for help.


27

Home Energy Survey

Look at how your family can save electricity at home. Ask a grown-up to help you answer the questions and bring the top half back to school to make a graph.

Lights

We switch off the lights when we go out.

We use energy-saving light bulbs.

Heat

We close the windows when the heating is on.

We have loft insulation.

Some other things that use energy

We turn the computer off when we have finished using it rather than leaving it on standby.

We always turn the TV off at night and do not leave it on standby.

We turn off the hot tap when we have finished using the hot water.

Yes

Sometimes No

Parents / carers: Please note that the data is collected without identifying children or families.

Useful information for parents and carers

Please keep this section at home to remind you of the Climate Cops advice.

Amazing fact: If every household installed 3 low energy light bulbs, this would save enough energy in a year to power all the UK’s street lighting!*

The Climate Cops’ advice

1. Switch the lights off when you leave a room, unless they are left on for safety or security purposes.

2. Insulation helps to save energy by keeping the heat inside your home.

3. Switch OFF electrical appliances instead of leaving them on standby.

4. Electrical appliances that have energy efficiency rating label ‘A’ help to save energy.

5. Make sure hot water taps are turned off properly and don’t drip.

Parents / carers: For additional information on energy efficiency measures and grants that may be available in your area, contact the npower Energy Efficiency Helpline on 0800 02 22 20 and we will be happy to help.

K’eyush says: Did you know that the most environmentally friendly energy is the energy we don’t use?

*Source: Energy Saving Trust

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ENGLISH FOR COMMUNICATION · English For Communication – Form 3 English For Communication MODULE CONTENT This module contains 8 units. UNIT 1 : THINGS ( FOUR TOPICS) In Unit 1 of