ENGLISH FOR COMMUNICATION...English For Communication MODULE CONTENT This module contains 8 units. UNIT 1 : THINGS ( FOUR TOPICS) In Unit 1, students will be exposed to syllables and

PENDIDIKAN ASAS VOKASIONAL

MODUL PEMBELAJARAN

TINGKATAN 2

ENGLISH FOR COMMUNICATION

2014

i

MODUL PEMBELAJARAN

PENDIDIKAN ASAS VOKASIONAL (PAV)

MODUL JATI DIRI

ENGLISH FOR COMMUNICATION

TINGKATAN 2

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

iv

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/GODhttp://en.wikipedia.org/wiki/Yang_di-Pertuan_Agonghttp://en.wikipedia.org/wiki/Constitution_of_Malaysiahttp://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

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, students will be exposed to syllables and pronunciation of words related to

things that are found in their homes and school. The four main language skills will be

used in this unit.

UNIT 2 : PERSONAL EXPRESSION (FOUR TOPICS)

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

friends and family members. 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 make polite

requests, express appreciation and apology.

UNIT 4 : ENVIRONMENT (ONE TOPIC)

In Unit 4, students are exposed to words and phrases related to go green concept-

Reduce, Reuse and Recycle. Students will read and write words, phrases and

sentences related to this topic.

UNIT 5 : FINANCE (TWO TOPICS)

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

learn to read and write on topics related to their personal expenditure (budget) and

savings (banking).

UNIT 6 : HEALTH CARE (TWO TOPICS)

In Unit 6, students will learn to use words, phrases and sentences related to food and

exercise. Students will be able to construct simple sentences related to the topic.

UNIT 7 : SOCIAL RESPONSIBILITY (ONE TOPIC)

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

elderly.Students will demonstrate word recognition by reading texts and constructing

simple sentences.

UNIT 8 : TECHNOLOGY ADVANCEMENT (ONE TOPIC)

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

and electronics. Students will be able to read and write simple sentences.


UNIT 1 : THINGS

Title : Things - Self-Management (Time)

Learning Standards :

Listening and Speaking

1.1 Listen to words of two and three syllables

1.2 Pronounce words in spoken text

1.3 Listen and understand phrases & sentences

1.5 Name and describe things related to self-management

1.6 Listen and respond to topics related to things

Reading

2.1 Read aloud simple sentences with correct intonation, stress and rhythm

2.3 Read and understand simple texts.

Writing

3.1 Transfer information from linear or non-linear texts with guidance

OBJECTIVES :

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

1.1.1 listen and identify two or three syllable words

1.2.1 say the words aloud with correct pronunciation

1.3.1 listen and show understanding of phrases and sentences by filling in the blanks

1.5.3 match words to pictures of the things.

1.6.1 listen and talk about things

2.1.1 read aloud texts with the correct intonation, stress and rhythm (short paragraphs)

2.3.4 read and match phrases to form sentences

3.1.1 transfer information from texts to complete a table


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 around their own homes. These are the things they often

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

Electronic Information

Internet http://www.howmanysyllables.com

http://learningenglishalyussana.blogspot.com/search/label/daily routine

http://www.englishexercises.org/

Printed Materials

Handouts for activities

Vocabulary / Word List

Timetable

Clock

Digital watch

Sand clock

Stop watch

Alarm clock

Clock tower

Hand watch

http://www.howmanysyllables.com/http://learningenglishalyussana.blogspot.com/search/label/dailyhttp://www.englishexercises.org/

English For Communication TEACHING AIDS

1. Pictures

2. Worksheets

3. Recorded Material

ACTIVITIES

GUIDELINE


1. Teacher reads aloud words of two and three syllable while students listen to the pronunciation

of the words without looking at the spelling.

Timetable

Clock

Hand watch

Sand clock

Alarm clock

Stop watch

Digital watch

Clock tower

2. Students repeat after the teacher several times.

3. Students pronounce the words on their own.

4. Students match pictures related to the two and three syllable word that they have just learnt.

5. Students need to match and write the words under the picture.

Note: Activate students’ prior knowledge and take note of the words that students already

know as well as words that they need to know.

Worksheet 1


1. Teacher introduces words of two syllables. Teacher reads and students listen.

Timetable

Clock

Hand watch

Sand clock

Alarm clock

Stop watch

Digital watch

Clock tower


3. Students pronounce the words on their own based on the picture cards in the previous

lesson.

2. Students complete the table below according to the words syllables with correct spelling.

One syllable Two syllables Three syllables Four syllables

clock

Stop watch

Digital watch


1. Teacher plays a short video clip of English is Fun!!! Daily Routine I to the students.

2. Students are allowed to listen several times to complete the table given.

brush my teeth school study sleep

breakfast

lunch

dinner

bath

drink

listen

Time activities

7.00 am I get up early in the morning

7.30 am I before my morning cup of milk

8.00 am I have a at 8.00 am and get ready

8.30 am I have

9.00 am I am off to school

9.00-11.00 am During time we learn many things

12.00 pm We eat our

2.00 pm We leave school at 2 pm

2.30 pm By 2.30 pm I am at home again

4.00 pm I milk

5.00pm I go to play with my friend at 5.00pm

6.00pm It is time at 6.00pm

7.00pm Daddy is home

8.00pm The whole family has at 8.00pm

8.45pm After dinner I to the story told by my grandmother

9.00pm I go to at 9.00 pm

Reading

1. Students read a short text guided by teacher.

2. Students read the passage aloud individually.

Ben’s Journal

Three times a week I stay at school in the afternoon

because I have football training (on Mondays and

Thursdays) and on Fridays I have Music Club. I have

lunch at the school canteen and then I go to our library

and I do my homework. After my extracurricular

activities I go home. It takes me about ten minutes to

get home by bus. Before dinner I usually have a shower

and watch my favourite TV series. I always have dinner

with my family. Then I play on the computer, listen to

music or read. I never go to bed late.

3. Read and match the phrases in column A to column B correctly. Write the complete

sentences neatly in legible print in the space provided.

A B

1. Ben stays at school in the afternoon Music Club.

2. On Fridays he has on Mondays and Thursdays.

3. I have lunch before his extracurricular activities.

4. I have football training after his extracurricular activities.

5. He does his homework three times a week.

6. he goes home at the school canteen.

No Sentences

1.

2.

3.

4.

5.

6.

4. Read and choose the right answer. Write the complete sentences neatly in legible print in

the space provided.

1. How often has Ben got football training?

2. Does he always have lunch at the school canteen?

3. Where does he do his homework?

4. How does he go home?

5. When does he usually have a shower?

6. What does he do after dinner?

No Sentences

1.

2.

3.

4.

5.

6.


UNIT 1 : THINGS

Title : Things - Self-Management ( Personal Grooming )


1.1 Listen to words of two or three syllables 1.2 Pronounce words of two or three syllables

1. 4 Pronounce words and say aloud phrases and sentences in texts pertaining to:

a) Oneself

1.5 Name and describe things related to:

a) Self-Management

Reading

2.1 Read aloud simple sentences with intonation, stress and rhythm

2.3 Read and understand paragraphs with simple and compound sentences

Writing


OBJECTIVES :


1.1.1 Listen and identify two or three syllable words.

1.2.1 Say the words aloud with correct pronunciation 1.3.1 Listen and show understanding of phrases and sentences by:

e) doing matching exercises

1.4.1 Repeat words and say phrases and sentences pertaining to oneself, family and friends

1.5.3 Match words to pictures of the things.

2.1.1 Read aloud given texts with the correct intonation,

stress and rhythm.

b) Short paragraphs 3.1.1 Transfer information from texts to complete

g)Stories


REFERENCES

INTRODUCTION

This unit on self- management namely personal grooming is a relevant and important topic for

all the form 2 Basic Vocational Education (BVE) students. Students need to be educated and

trained on self- grooming and self management to become presentable and independent

individuals as they grow into teenagers. The information on this topic can be obtained from

several resources.


Internet

Google image Result for

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

Printed Materials

Newspaper

Magazines


1. bathtub 2. soap 3. comb

4. mirror 5. toothpaste 6. sponge

7. wash 8. Bathe 9. Clean

10. neat 11. Scrub 12. Shampoo

13. toothpaste 14. Powder 15. Clothes

16. shower 17. toilet 18. water

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


GUIDELINE

TEACHING AIDS

1. Pictures

2. Worksheets

ACTIVITIES


1. Teacher uses the picture below to get students to talk about some of the ways we can take

care of ourselves.

2. Then teacher reads aloud a few words. Students listen to the

words and identify the number of syllables.

3. Teacher shows pictures labeled with word cards.

4. Students repeat the word with correct pronunciation.

5. Students take turns to match picture cards to word cards.

bathtub shower Shampoo

soap wash toothpaste

comb bathe Powder

mirror clean hairbrush

toothbrush neat towel

Sponge toilet bubbles

bathtub You take a bath in a

bathtub.

hairbrush A hairbrush is used to

brush and untangle

hair.

soap Soap and water help

clean things.

bubbles It is fun to blow soap

bubbles!

mirror You can see your

reflection in a mirror.

toilet Toilets are in

bathrooms.

comb A comb is a used to

smooth or untangle hair.

shampoo A shampoo is a liquid soap

used to wash hair. When

you shampoo your hair,

you wash it.

toothbrush You can keep your teeth

healthy by using a

toothbrush to clean them.

towel You can dry things with a

towel.

shower When you shower, you

wash your body in a stream

of falling water

toothpaste You use toothpaste to

clean your teeth.

PRACTICE

1. Match words in column A to pictures in column B

The first one has been done for you.

1. Shower

2. Towel

3. Shampoo

4. Soap

5. Toothbrush

6. Bubbles

7. Toothpaste

8. Mirror

9. Hairbrush

2. Read the text below and answer the question that follow.

Susan is a 13 year old girl. She takes good

care of herself. Keeping herself clean and tidy is

important for her.

Every morning she wakes up at 6 o’ clock

in the morning. Firstly she brushes her teeth

with her toothbrush and toothpaste. Then, she

takes her bath using soap and clean water. After

that she uses shampoo to wash her hair. She

enjoys playing with the bubbles on her hair.

She showers her hair and body until she feels

clean. When she has finished, she uses a clean

towel to dry herself .

She puts on clean clothes, checks herself in

front of the mirror and smiles widely.

3. Complete the story below by filling in the blanks.

Susan is a 13 year old girl. She takes good care of herself. Keeping

herself …………….. and tidy is important for her.

Every morning she wakes up at 6 o’ clock in the morning. Firstly

she

………………. her teeth with her toothbrush and ……………….. . Then,

she takes her bath using ……………. and clean water. After that she uses

shampoo to wash her ……………. . She enjoys playing with the

………………. on her hair . She showers her hair and body until she feels

clean. When she has finished, she uses a clean ………… to dry herself .

She puts on clean clothes, checks herself in front of the …………….

and smiles widely.


UNIT 1 : THINGS

Title : Self-management (Personal Safety)



1.6 Listen and respond to topics related to a. Things.

1.8 Respond orally to given stimulus by using appropriate words, phrases and

simple sentences.

Reading 2.1 Read aloud simple sentences with correct intonation, stress and rhythm.

2.3 Read and understand simple texts .

Writing

3.1 Transfer information from linear to non-linear texts with guidance.

OBJECTIVES :

By the end of week 5 and 6, students should be able to: 1.6.1 Listen and talk about things pertaining to

iii) Personal safety 1.8.1 Talk about message in the songs

1.8.4 Talk about the pictures.

2.1.1 Read aloud texts with correct intonation, stress and rhythm in short paragraphs.

2.3.2 Read and transfer information.

3.1.1 Transfer information from linear texts to complete a chart.


REFERENCES

INTRODUCTION

This unit on self- management focuses on personal safety. It is a relevant and important

topic for all the form 2 Basic Vocational Education (BVE) students. Students need to be

educated on self management, especially personal safety as they are constantly being

exposed to various types of dangers around them. It is important to safeguard students and

to teach them the skills to be safe. The information on this topic can be obtained from

several resources.


Internet Printed Materials

Handout

Worksheets Vocabulary / Word List

hot

Oven

Microwave oven

Pan

Kettle

Mug

Soup

Stove

Hair dryer

Hair rolling iron

Tub

Candle

Lighter

Match / matches

Coffee

Heater

Water

Oven gloves


TEACHING AIDS

1. Pictures 2. Worksheets

ACTIVITIES Listening and Speaking

Activity 1

GUIDELINE

1. Teacher shows the pictures below and gets students to identify the things in the

pictures.

2. Based on the pictures, teacher gets students to identify and talk about the things that

can be unsafe.

Handout 1

3. Students watch a video entitled “Safety At Home - I Spot Something Hot!”.

4. Teacher elicits information based on the video.

5. Students identify the things shown. (Handout 2)

6. Students play the game, ‘I Spot Something Hot’ – e.g. A student points at a picture in

Handout 2 and says, ‘I Spot Something Hot’. Another student has to identify the picture.

Activity 2 1. Students repeat the phrases and sentences after the teacher. (Handout 2 and 3)

2. Students carry out a drill in groups, then in pairs: Example:

3. Student A points at a picture (Handout 2) and names the thing, e.g. “hot soup”

4. Student B states what he/she should do, e.g. “Stay away from the hot soup.”

Handout 2

hot kettle

hot coffee

hot soup

hot pan

hot stove

hot oven

hot microwave oven

lit match

lit candle

Handout 2

lit lighter

hot hair dryer

hot rolling iron

hot heater

hot water in tub

oven gloves

Handout 3

There are many things that are unsafe at home.

In The Kitchen

What is unsafe? What I should do?

The stove is hot. Stay away from the hot stove.

The pan is hot. Stay away from the hot pan.

The kettle is hot. Stay away from the hot kettle.

The coffee in the mug is hot. Stay away from the hot coffee.

The soup in the bowl is hot. Stay away from the hot soup.

The microwave oven is hot. Use gloves to take hot food out of the

microwave oven.

The oven is hot. Use gloves to take hot food out of the oven.

In The Living Room


The heater is hot. Stay away from the heater.

The lit candle is hot. Stay away from the lit candle.

The lit match is hot. Do not play with matches.

The lit lighter is hot. Do not play with lighters.

In The Bathroom


The water in the tub is hot. Do not touch the hot water.

The rolling iron is hot. Do not touch the hot rolling iron.

The hair dryer is hot. Do not touch the hot hair dryer.

Reading Activity 1

1. Teacher reads the text below and students listen.

2. Students read aloud the text after the teacher.

3. Students read aloud the text individually.

4. Teacher elicits information based on the text.

5. Students read and transfer information in Worksheet 1.

Handout 4

There are many things that are unsafe at home. The kitchen is where you have to be

most careful because there are many hot things. You have to stay away from the hot stove.

You have to be careful about the hot pan, the hot kettle, hot drinks and hot food.

In the living room, you have to stay away from the hot heater and lit candle. You must

not play with lit matches and lit lighters. You must be careful of the hot water in the

bathroom. You must not touch the hot hair dryer and the hot rolling iron.

Writing

Worksheet 1

Read the text and fill in the boxes.

…………………………………..

…………………………………..

What is unsafe

in the kitchen?

…………………………………..

………………………………….. …………………………………..

Dangers at Home

What is unsafe

in the living room?

What is unsafe

in the bathroom?

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

…………………………………..

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


UNIT 1 : THINGS

Title : Information Communication & Technology Learning Standards :


1.5 Name and describe things related to b) Information Communication and Technology

1.8 Respond orally to given stimulus by using appropriate words, phrases and simple

sentences.

Reading

2.2 Read and understand paragraphs.


Writing

3.2 Write phrases and sentences with guidance.

OBJECTIVES :


1.5.1 name things related to the specific field of study.

1.5.3 match words to pictures of the things.

1.8.3 talk about the pictures

2.3.1 read and answer multiple choice questions.

3.2.2 write messages with guidance.


REFERENCES

INTRODUCTION

This unit on things focuses on Information Communication and Technology. The lessons are

designed to help students to learn vocabulary pertaining to things related to Information

Communication and Technology. The activities in this lesson would be able to aid students

to enhance their knowledge about Information Communication and Technology. The

information on this topic can be obtained from several resources.


Internet

Printed Materials

Newspaper

Brochures

advertisements


computer

laptop computer

desktop computer

keyboard

mouse

system unit

speakers

printer

hand phone

iPod

iPad

radio

television

internet – email, Face book, Twitter, Skype

scanner

pen drive

email


TEACHING AIDS

1. Pictures

2. Worksheets

GUIDELINE

ACTIVITIES


Activity 1

1. Teacher shows a picture.

2. Teacher elicits information based on the picture.

e.g. a. What do you see in this picture?

b. What is the use of this equipment?

3. Students identify and name the separate components in the picture.

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

5. Students repeat after the teacher.

6. Students label the picture.

system unit

monitor

speaker

mouse

keyboard

scanner


Activity 2

1. Teacher shows an advertisement.

2. Students identify and name the things in the advertisement.

3. Teacher gets the students to name other things related to this field.

4. Students play a game:

a. Teacher gets three students to stand with their backs against the board.

b. Each student is given a fly swatter.

c. Teacher displays some pictures on the board. (Handout 1 & 2)

d. As teacher says the word, the students have to turn and swat the correct picture.

e. The winner will be the student who swats the most number of pictures correctly.

f. Teacher repeats this game with other students.

Handout 1

1 2 3

4 5 6

7 8 9

10 11 12

13 14 15

Handout 2

No. Name of things

1 television

2 iPad

3 hand phone

4 speakers

5 radio

6 printer

7 telephone

8 pen drive

9 system unit

10 iPod

11 keyboard

12 monitor

13 mouse

14 laptop computer

15 scanner

Reading

1. Students read and understand a short passage.

My office is a place where I do all my work. I have all the necessary equipment on my

table. I have the telephone next to the printer on the right side of my table. My desktop

computer is in the center of my table with the monitor and keyboard directly in front of me.

There are two speakers, one on each side of the computer. The system unit is below my

table. I bought a new scanner and I have placed it on the left side of my table. My hand

phone is always beside the scanner. There is also a small desk near my table where my

laptop computer is.

2. Students read the passage aloud individually.

3. Students answer multiple choice questions.

4. Based on the given plan of the office , students draw or cut and paste the things as

mentioned in the passage. Students also label the things.

Note: This lesson can also be used to teach grammar (parts of speech) – prepositions of

place – on, next to, beside, near, in front of, below

Worksheet 1

Multiple-Choice Comprehension Questions

Choose the correct answer based on the reading.

1. What do I do in my office?

A) eat B) dance C) study D) work

2. Which equipment do I NOT have on my table?

A) desktop computer B) laptop computer C) scanner D) speakers

3.

3. Where do I place my hand phone?

A) on the desk

C) beside the scanner

B) next to the laptop computer

D) near the telephone

4.

What is below the table?

A) the system unit B) the scanner

C) the printer D) the monitor

5. Where do I keep the telephone?

A) next to the printer

B) next to the scanner

C) below the table

D) near the laptop computer

Worksheet 2

Read the passage and draw the things as stated in the passage.

My Office

Note: Students can either draw or cut and paste pictures of the things as stated in the

passage.

Writing

1. Students draw a plan of their room with the things they have learnt.

My Room

2. Students write a message to a friend describing their room.

My room is a place where …………………………………….. I have all the necessary

equipment ……………………………………………………. I have the …………………….

………………………………….. My desktop computer is …………………………………..

…………………………………………………………………. …………………………….There

are……………………………………… . The…….……………………………………..my table.

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

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

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

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


UNIT 2: PERSONAL EXPRESSION

TITLE: Oneself (Hobbies) LEARNING STANDARDS:


1.2 Pronounce words of two or three syllables


1.4 Pronounce words and say aloud phrases and sentences in texts pertaining to

a. Oneself

Reading


Writing


OBJECTIVES:



1.3.1 listen and show understanding of phrases and sentences by: e) doing matching exercises

1.4.1 repeat words/phrases/sentences pertaining to oneself

2.1.1 read aloud texts with the correct intonation, stress and rhythm b) Short paragraphs

3.1.1 transfer information from texts to complete a

e) table


REFERENCES

INTRODUCTION

This unit on personal expression 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 the various hobbies. These are the things

they often do in their free time. In the later lessons, students can talk and write on their own

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


Internet

http://www.englishexerciseorg/makeagame/video

Printed Materials

Worksheet


cycling

bowling

fishing

cooking

sewing

painting

reading

taking photographs

practicing self-defense

playing guitar

playing football

playing basketball

http://www.englishexerciseorg/makeagame/videohttp://www.englishexerciseorg/makeagame/video


TEACHING AIDS

1. Pictures

2. Worksheets

GUIDELINE

ACTIVITIES


1. Teacher shows some pictures of common hobbies to the students.

2. Teacher reads aloud words of two or three syllables while students listen to the

pronunciation of the words without looking at the spelling.

cycling

Bowling

fishing

cooking

Sewing

drawing

reading

taking

photographs

practicing self-

defense

playing guitar

playing football

playing basketballl


4. Students pronounce the words on their own as teacher points to the pictures.

5. Students match pictures related words that they have just learnt.

6. Students identify their hobbies through the pictures and teacher asks them to pronounce

the words pertaining to their hobbies.

Note: Activate students’ prior knowledge and take note of the words that students already

know as well as words that they need to know.


1. Students work in pairs to complete a task in the form of a simple game.

Instructions:

a) Teacher prepares 12 picture cards and 12 word/phrase cards.

b) Teacher divides the class into two groups. Group A will be given the 12 picture cards

while Group B is given 12 word/phrase cards

c) Student 1 from Group A shows a picture, A student in Group B names the hobby

shown in the picture card. Student in Group B gets a point when he is correct. Then it

is Group B’s turn to flash the word/phrase cards and students in Group A has to show

the corresponding picture. The game continues until all the cards have been matched.

d) Teacher facilitates and writes the score of the game.

Reading and Writing

1.Teacher reads the following passages to the class.

Picture Short passages Hobby

Hi! My name is Maria. I like to draw pictures.

I draw all the time.

I draw thing for my friends: - greeting cards and

posters.

Drawing is fun.

It's easy.

Drawing

Hi! My name is Tom. I like doing karate after school. It's fun. I learn how to fight and defend myself. Every year there is a karate competition in my school. You have to work hard to learn karate.

Practising

self-defense

Hi! I'm Roberto. I don't like sport very much,

and I'm not very good at it.

I like music.

My hobby is playing the guitar.

Sometimes I play at concerts

with other kids.

It is cool!

Playing

guitar

Note: Grammar - Simple present tense

-The ‘I’ pronoun

2. Students read the passage aloud in chorus.

3. Students read again in groups.

4. Teacher asks any student to read the text individually.

5. Teacher distributes the following worksheet to the students to complete.

Worksheet 1

Instructions:

1. Put the picture of your hobby in Column A. You can draw or paste the picture.

2. Write your personal details in Column B. Add any other information about your hobby.

3. Write what your hobby is in Column C

A B C

Picture My details My hobby

Hi!

My name is

I like to

I in the evening.

is fun.

Sometimes, I

with my friends.

Note: Give students the freedom to choose whether they want to draw pictures, cut and

paste pictures or take pictures and paste them. Encourage them to be creative. Tell

them that they can turn their hobbies into a profession. Exhibit their work.

UNIT 2: PERSONAL EXPRESSION

TITLE: Ambitions LEARNING STANDARDS:


1.3 Listen and understand phrases and sentences

1.6 Listen and respond to topics related to people


sentences.

Reading

2.2 Read and understand paragraphs

Writing

3.2 Write phrases and sentences with guidance

OBJECTIVES:


1.6.2 listen and talk about people pertaining to oneself (ambition)

1.3.1 pronounce words with two or three syllables

2.2.1 read and transfer information contained in linear and non-linear texts

3.2.2 write messages with guidance


REFERENCES

Introduction

The lesson on ‘Ambitions’ is designed to help students to learn 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

Vocabulary

Nurse

Hairdresser

Carpenter

Chef

Photographer

Tailor

Mechanic

Electrician

Make-up artist

Plumber

Painter

Hospital

Salon

Kitchen

Tailoring shop

Workshop

http://www.placesofwork.com/


Activities


GUIDELINE

1. Teacher introduces the words pertaining to occupations in the word list to the

students.

2. Teacher reads and students repeat after the teacher.

3. Teacher shows the pictures to the students as they read the words.

4. Teacher introduces the occupations then followed by the places of work in

accordance to the occupations.

5. Teacher puts up on the screen the following pairs of pictures to introduce the places

of work to the occupation and the nature of the job. Teacher may also add other

relevant information.

This is a make-up artist. She works in a studio.

Leena is a nurse. She works in the hospital.

Maryanne is a hairdresser. She works in a hair salon.

John is a chef. He works in the kitchen of a hotel.

Nathan is an air-conditioned repairman. He repairs air-conditioners.

Sam is a mechanic. He works in a workshop.

Puan Mariam is a tailor. She sews clothes and she works in a tailoring shop.

Allan is a plumber. He repairs pipes.

These are painters. They paint houses.

Mr Hung is a photographer. He takes photographs.

Paul is an electrician. He repairs faulty electric wires.

Reading and Writing

1. Read the following dialogues with the students.

2. Prepare pictures for students to cut and paste at the given columns.

3. Ask students to role-play the dialogues for reinforcement.

Maria: Hi, Kathy. Where are you doing?

Kathy: Hello. I am going to the workshop?

Maria: Oh, Why?

Kathy: My father cannot start his car.

Maria: Then why do you go to the workshop?

Kathy: I want to look for a to help my dad.

Picture

Mohamed: Oh…my hair looks terrible.

Father: Let me see.

Mohamed: I cannot comb it down.

Father: You need to see the hairdresser.

Mohamed: Where can I find the hairdresser?

Father: I suggest you go to the

Picture

Mother: There is a leak in the sink.

Father: Do you need help?

Mother: Yes, I need someone to help.

Father: Okay, I will call the .

Mother: Can he help?

Father: Yes, he repairs pipes.

Picture

Siew Lin: Chinese New Year is next week.

Chen Meng: The walls of the house look dirty.

Siew Lin: We can paint the house to celebrate Chinese New Year.

Chen Meng: Yes, I like blue.

Siew Lin: No, green is better.

Chen Meng: I think we must call the to help us.

We cannot paint the house ourselves.

Picture

Note: **The teacher can come up with own dialogues to suit the level of proficiency of the students

in the respective classes.


UNIT 2 : FAMILY

Title : Family Members Learning Standards

Listening and Speaking:

1.1 Listen to words of two or three syllables.

1.2 Pronounce words of two or three syllables.


1.4 Pronounce words and say aloud phrases and sentences in texts pertaining to family

Reading

2.1 Read aloud simple sentences with intonation, stress and rhythm.


Writing

3.1 Transfer information from linear or non-linear text with guidance.


OBJECTIVES :


1.1.1 listen and identify two or three syllables words.


1.3.1 Listen and show comprehension by :

-answering WH- questions

-filling in the blanks

-answering multiple choice questions

2.1.1 read aloud texts with correct intonation, stress and rhythm a) sentences.

2.2.1 read and transfer information contained in linear and non-linear texts.

3.1.1 transfer information from text to complete a chart.

3.2.1 write phrases and sentences with guidance


REFERENCES

INTRODUCTION

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

associated with. An easy start will encourage the BVE students to participate in the lesson.

Students learn about family 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( www.ego 4 u.com/en/cram-up/vocabulary/family)

Printed Materials

Newspaper (NIE)


http://www.ego/

father

mother

brother

sister

aunt

uncle

grandfather

grandmother

grandson

granddaughter

nephew

niece

cousin

stepfather

stepmother

stepson

stepdaughter

stepsister

stepbrother


TEACHING AIDS

1. Pictures

2. Worksheets

GUIDELINE

ACTIVITIES


1. Teacher reads aloud words while students listen to the pronunciation of

the words without looking at the spelling. Next the students look at the printed material

and read the words .

Brother

Father

grandfather

grandmother

cousin

uncle

aunt

mother

stepson

nephew

niece

stepsister

stepfather

stepbrother

sister

grandson

granddaughter

stepmother

stepdaughter



4. Students listen to spoken text and identify the words pertaining to families and shows the

Flash cards . Example ; brother

2.1.1

Read the simple sentences given with correct intonation, stress and rhythm.

1. My mother buys fish from the market .

2. My father works at the police station.

3. My sister likes to sing songs.

4. My brother plays football.

5. My uncle is a doctor.

6. My aunt is a nurse.

Reading

1. Students read a story entitled, “ Jasmin’s Family

Read the text and answer the questions that follow.

Jasmin loves her family very much. Her mother ‘s name is Rohani. She is a housewife.

She goes to the market every morning to buy some fish and vegetables. Her father is

Encik Ali bin Abu. He works in the police station. She has a sister, Jamina. She likes to

sing. Her brother , Johari likes to play football. Jasmin’s grandparents live nearby. She

loves her grandfather and grandmother very much. She cycles to visit them every

evening after she has finished her homework.

1. Her mother’s name is …………….

A) Housewife B) Jamina C) Johari D) Rohani

2. Where does Puan Rohani go every morning?

A) Market B)school C) police station D) hospital

3 What does she buy?

A) Chicken B) fish and vegetables C) food D) biscuits

.

4 Johari likes to play…………….

A) Badminton B) football C) netball D) computer

5 She loves her …………………………………………….. very much.

A) Friend B) uncle C) aunt D)grandparents

Writing

1. Students do the following exercise.

Transfer information from the text into the chart below.

Grandfather and grandmother

Mother -

Rohani

Father -

Complete the sentences below .

1. I have a brother, his name ……………………………

2. My sister ………………………………………………..

3. My father works ………………………………………..

4. My mother goes to …………………………………….

5. My grandfather is ………………………………………

Write sentences using the words given.

1.

Like read story books

……………………………………………………………………………………………

2.

Works in a school

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

3.

Grandfather wants to Ipoh for…..

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

4. May I have the TV remote?

Do you want to watch TV ?

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

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


UNIT 2 : FRIENDS

Title : FRIENDS Learning Standards


1.7 Speak with correct pronunciation, stress and intonation based on written stimulus.


sentences.

Reading

2.1 Read aloud simple sentences with correct intonation, stress and rhythm.


Writing

3.1 Transfer information from linear or non-linear text with guidance.


OBJECTIVES :


1.7.1 speak with correct pronunciation

1.7.2 speak with correct stress

1.7.3 speak with correct intonation

2.1.1 read aloud texts with correct intonation, stress and rhythm in sentences.

2.2.1 read and transfer information contained in linear and non-linear texts.

3.1.1 transfer information from text to complete a chart.

3.2.2 write messages with guidance


REFERENCES

INTRODUCTION

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

associated with all the time An easy start will encourage the BVE students to participate in

the learning and teaching process. Students learn about friends from the very first day they

communicate with the world 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( www.ego 4 u.com/en/cram-up/vocabulary/friends)

Printed Materials

Newspaper (NIE)

Internet – facebook, yahoo.com


friend

best friend

age

gender

like

dislike

interest

clothes

food

activities / hobbies

e-mails


http://www.ego/

TEACHING AIDS

1. Pictures, song recorded

2. Worksheets

3. Boggle game

ACTIVITIES


GUIDELINE

1. Teacher elicits information based on the pictures in Handout 1.

2. Teacher plays the song “ Barney and friends” and students listen and sing along

(Handout 2)

3. Students sing along and may carry out the actions if they wish.

4. Students identify the message in the song.

(friends are people around us who make us happy)

5. Students mention the names of their friends and best friends.

6. They describe their friends in 2-3 sentences , such as

- Aiden is slim and tall. He likes to play football.

- Sally is a beautiful girl. She enjoys baking cakes.

Handout 1

Friends spend time together.

Boys Girls

They are having fun.

Sing the song together.

Handout 2

Barney ‘s friendship song

I love you You love me

We're a happy family

With a great big hug and a kiss from me to you.

Won't you say you love me too


We're best friends like friends should be




We're a happy family




We're best friends like friends should be



READING

1. Students listen to a poem (Handout 3) that is recorded or recited.



4. Students listen to spoken text and identify the words pertaining to friends .

5. Play a game – boggle.

- students write down the words that they form and underline the words that

are related to describing friends.

Handout 3

A FRIEND

F is for the fun we had together

R is for the relaxing time we shared together

I is for the interesting moments we had

E is for the entertaining time we spent

N is for the never ending friendship that we'll have

D is for the days we'll never forget

WRITING

1. Students paste pictures of their friend/s into the frame given

2. Students work in pairs asking questions.

3. Students fill in the blanks and complete the paragraph (Worksheet 1)

4. Students write 3-5 simple sentences describing a friend according to the information

gathered (Worksheet 2)

Worksheet 1 - Pair work

Name :

Age :

Gender :

Like :

Dislike :

Hobbies :

Complete the sentences below

This is ………………………. She/ He is ………………years old. She/ He likes

…………………….. She / He dislikes ……………………. Her / His hobbies are

………………………….She / He is my friend. I like to spend time with my friend because

She / he make me happy.

Worksheet 2

B

Name : ……………………………………………………………………..

Age : ………………years old.

Like : ……………………………

Dislike : …………………………….

This…………………………………..…………..………………………………………………………

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

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

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

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

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


UNIT 3 : SOCIAL INTERACTIONS

Title : Greetings




1.7 Speak with correct pronunciation, stress and intonation based on written stimulus.

Reading


Writing

3.2. Write phrases and sentences with guidance. OBJECTIVES :


1.3.1 Listen and show understanding of phrases and sentences by

a) underlining the correct phrases and sentences

1.7.1 speak with correct pronunciation

1.7.2 speak with correct stress

1.7.3 speak with correct intonation

2.1.1 read aloud texts with the correct intonation. stress and rhythm

c) dialogues

3.2.3 Write dialogues with guidance.


REFERENCES

INTRODUCTION

This unit on social interactions ( greetings ) 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 how to greet and respond to

greetings in formal and informal situations. This unit helps to enhance the students’ social

skills.


Internet www.englishexercises.org.

Printed Materials

Newspapers


Hello !

Hi !

Good morning

Good afternoon

Good evening

Good night

Good day

How are you?

How do you do?

How are you doing

I am fine, thank you

Very well, thank you.

Good bye

http://www.englishexercises.org/


TEACHING AIDS

1. Pictures

2. Worksheets

ACTIVITIES


GUIDELINE

1.Teacher reads aloud the greetings on flashcards.

Hello

Hi

How are you?

How do you do?

How are you doing ?


Good bye

Good morning

Good afternoon

Good evening

Good night

Good day

2. Students listen and repeat after the teacher several times.

3. In pairs, students go to the front of the class and practise exchange of greetings

e.g.

Student A : Hello !

Student B : Hi!

Student C : How are you doing ?

Student D : I am fine, thank you.

Student E : Good morning

Student F : Good morning to you, too.

4. Teacher reinforces the social skills with a jazz chant.

a. Teacher writes the chant on the board.

b. Teacher reads the entire chant to the class.

c. Teacher reads one line at a time and students repeat the line until they can say

most of the words.

d. Students add the rhythm (clapping, marching, pounding the table or a drum)

as they say it at the same time.

Good morning,

Good morning.

Good afternoon,

Good afternoon.

Good evening,

Good evening,

Good night!

Hello, hello, hello, hello.

Hello, hello, hello, hello!


Hello, hello, hello, hello!

( Repeat Chorus)


Hello, hello, hello, hello


1. Teacher distributes worksheets to students.

2. Teacher reads out the language expressions for greetings.

3. Students underline the language expressions read by the teacher.

Teacher’s copy

Hello ! Hi !

Good morning Good afternoon

Good night Good day

How are you doing I am fine, thank you

Very well, thank you. Good bye

Student’s Copy

Hello ! Hi !

Good morning

Good afternoon

Good evening

Good night

Good day

How are you?

How do you do?

How are you doing


Very well, thank you.

Good bye

Reading

Read and tick the greetings corresponding to the picture.

"Good morning!"

"Good afternoon!"

"Good bye!"

"Good evening!"

Good night!"

Reading

1. Students read and understand a short dialogue.

Kugan: Hi! What’s your name? Salleh :

Hello, my name is Salleh. Kugan : Nice

to meet you. I am Kugan. Salleh : How

do you do?

Kugan : Fine. How about you?

Salleh : I’m fine, thank you.

2. Students work in pairs and read the dialogue aloud.

Writing

1 Students unscramble the letters.

Worksheet

Instruction : Unscramble the letters

1 DOGO ROMNNIG

2. DOOG OONNRFETA

3. DOGO EEVINNG

4. DOOG HINGT

Writing

Complete the dialogue. Make use of the phrases and sentences in the box below.

Azleen : Hi, Judy!

Judy : How are you?

Azleen : And you?

Judy : Very well,

Azleen : Where are you going? Judy : I'm going to my friend’s house.

Azleen : Ok! Take care.

Judy :

thank you

Good-bye!

I'm fine, thank you.

Hello, David.



Title : Make polite requests and responses



1.6 Listen and respond to topics related to

c. Social interactions

Reading

2.2 Read aloud simple sentences with correct intonation, stress and rhythm.

Writing

3.3 Write and send messages.

OBJECTIVES :

By the end of week 19 and week 20, students should be able to:

1.6.3 listen and talk about social interactions pertaining to

ii) Polite Requests / Responses

2.1.1 read aloud given texts with the correct intonation, stress and rhythm

a. Sentences

3.3.1 write messages to friends


REFERENCES

Introduction

This unit on social interactions ( make polite requests and responses ) 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 how to make

polite requests and respond to them appropriately. This unit helps to enhance the students’

social skills and communicative ability.


Internet :

Printed Materials

Newspapers

Brochures


Could you………… please ?

Can you ,,,,,,,,,,,,….,,,please?

Of course.

Certainly.

Sorry.


1. A-4 paper

2. Handouts

3. Display sheets

GUIDELINES

Activities


1. Teacher uses a substitution table.

2. Teacher reads aloud the social expressions for polite requests and responses.

3. Students listen and repeat after the teacher several times.

4. Students read out the polite requests and responses on their own, using the substitution

table (Table 1)

Table 1:

Can you

Could you

carry the books,

open the door,

wash the plates,

sweep the floor,

pass me the spoon,

lend me your pen,

please?

Certainly

Sure, I can

Yes, of course

Of course, I can

Sorry, I can’t

I am afraid, I can’t


1. Teacher distributes copies of a substitution table to students. (Table 2)

2. In pairs, students refer to the substitution table and practise making requests and giving

responses.

Instruction:

Work in pairs. Take turns to make requests and responses by filling in the blanks with

suitable words. For e.g. Can you carry the bag, please?

Table 2

Can you

Could you

carry the ,

open the ,

wash the ,

sweep the ,

pass me the ,

lend me your ,

please?

Certainly

Sure, I can

Yes, of course

Of course, I can

Sorry, I can’t

I am afraid, I can’t

Reading

1. Select 5 student representatives. 2. Arrange the rest of the students in 5 straight rows.

3. Distribute sentence strips to these students.

4. Each student takes turn to run to their representatives and read the requests aloud.

5.The representatives have to give appropriate responses.

6. The team that finishes first wins the race.

Sentence Strips

Can you give me a lift to the library, please?

Can you help me paint the room, please?

Can you buy me a pencil, please?

Could you please wait for me in the hall,?

Could you please put the books on the table?

Could you please pass the message to Mrs Wong ?

Writing Complete the message below.

Dear Aida,

I am going to Kuala Lumpur this weekend.

you help me to water the plants and

feed the cat, ?

Thanks.

Yati Writing

Write a message to a friend requesting him/her to wash the dishes and iron the clothes.



Title : Expressing Appreciation and Apology

I’m sorry Thank you




1.6 Listen and respond to topics on

c. Social interaction

Reading

2.2 Read and understand paragraphs

Writing

3,4 Write and send e-mails

OBJECTIVES :

By the end of week 21 and week 22, students should be able to :

1.6.2 listen and talk about social interactions pertaining to

ii) Polite Requests /Responses

2.2.1 read and transfer information contained in linear and non-linear texts

3.4.1 write e-mails to friends


REFERENCES

.

INTRODUCTION

This unit on social interactions ( express appreciation and apology ) 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 how to express

appreciation and apology as well as respond to them appropriately. This unit helps to

enhance the students’ social skills and communicative ability.


Internet

http://www.songsforteaching.com

http//www.hitmag.co/uk/may07/ex.htm

Printed Materials

Lyrics

Jazz chants


Thank you

Sorry

Mommy

shares

present

biscuits

chocolate

magazine

hammer

screwdriver

missed

http://www.songsforteaching.com/http://www.hitmag.co/uk/may07/ex.htm


GUIDELINES

TEACHING AIDS

1. Handouts (Song sheets, Jazz chants )

2. Recorded song

ACTIVITIES

Listening and Speaking (Expressing Appreciation)

1. Teacher asks students to express appreciation in Malay, Mandarin and

Tamil.

2. Teacher distributes song sheets to students.

3. Students listen to the first stanza of the song “Thank You “ by Jaycie Voorhees

and underline the phrase thank you

Thank you

When someone does something nice I tell them Thank You When someone does something nice I tell them Thank You

Thank you thank you thank you thank you When someone does something nice I tell them thank you

When Mommy gives me food to eat, I tell her thank you… When someone shares a toy with me, I tell them thank you…

When teacher helps me tie my shoe, I tell her thank you…

When someone does something nice I tell them thank you

Source:http://www.songsforteaching.com

4. Students sing the whole song aloud.

http://www.songsforteaching.com/


1. Teacher writes down the language forms for expressing appreciation.

Thanks

Thanks a lot

Thank you

Thank you much

2. Teacher reads out the language expressions aloud and students repeat after

teacher.

3. Teacher gives each student a word/phrase card.

4. Students sit in a circle and take turns to express appreciation, using the

word/phrase assigned to them. e.g. Thank you for the present/ Thank you for

helping me.

Words and phrases

book toy comb coming telling me

present pen knife helping me changing the tyre

flowers drink brush cutting the grass painting the wall

biscuits food scissors sweeping the floor posting the letter

chocolate coffee hammer closing the door carrying the books

magazine Ice-cream screwdriver washing the cups lending me money

Listening and Speaking ( Expressing Apology )

1. Teacher uses sign language to express apology.

2. Students guess what it means.

3. Teacher distributes handouts ( Jazz chant “ I’m sorry I did it. I shouldn’t have done it.”

by Carolyn Graham ) to students.

4. Teacher reads the jazz chant aloud and students repeat after teacher.

5. Teacher divides students in groups of 6 and gives students time to practise the jazz

chant.

6. Each group takes turn to recite the jazz chant in front of the class.

Jazz Chant by Carolyn Graham

I'm sorry I did it. I shouldn't have done it.

I'm sorry I did it. I shouldn't have done it. I'm sorry I did it. I shouldn't have done it.

It doesn't matter. It really doesn't. It doesn't matter. Honestly.

I'm sorry I took it. I shouldn't have taken it. I'm sorry I wore it. I shouldn't have worn it. I'm sorry I wrote it. I shouldn't have written it.

It doesn't matter. Honestly


1. Teacher gives out Card A and Card B to students.

2. In pairs, students with Card A ask “What should you say if you….?”

Students with Card B reads out the apology.

3. Students exchange cards and repeat the activity.

Card A

1. You told a lie.

2. You broke a vase.

3. You lost your friend’s book.

4. You came home late.

5. You did not do your homework.

Card B

1. I am sorry I told a lie.

2. I am sorry I broke it.

3. I am sorry I lost it.

4. I am sorry I came home late.

5. I am sorry I did not do my

homework.

Reading

1. Read the dialogue between Ali and Johari

Ali : I am sorry I am late. I missed the bus and had to wait for

half an hour for the next bus.

Johari: Don’t worry .It’s allright.

Writing

1. Based on the above dialogue ,write an e-mail to Johari expressing apology.

Dear Johari,

I am sorry

From,

Ali

Writing ( Enrichment Activity )

Design a Thank You card for your mother.


UNIT 4 : ENVIRONMENT

Title : Go Green (The 3 R’s)



1.1 Listen to words of two or three syllables

1.2 Pronounce words in spoken texts


d. Environment

Reading


Writing

3.1 Transfer information from linear texts or non-linear texts with guidance

OBJECTIVES :


1.1.2 listen and identify the number of syllables in words


1.6.4 listen and talk about the environment pertaining to

i) Go Green

2.3.1 read and answer multiple choice questions.

3.1.1 transfer information from texts to complete a (g) story


REFERENCES

INTRODUCTION

This unit on environment is a relevant and important topic for all the Form 2 Basic Vocational

Education (BVE) students. Man has damaged the environment when they burn fuels to

generate electricity, do open burning, throw rubbish hapzardly, and cut down trees

indiscriminately. Besides, knowing the causes and consequences of damage to

environment, students need to learn about the ways to care for the environment. The

information on this topic can be obtained from several resources.


Internet

http://www.got2begreen.com/wp-content/uploads/2009/01/the-3rs-song.gif

Google image Result for http://www.baverstocks.

Printed Materials

Newspaper

Magazines


recycle

reuse

reduce

plastic bag/s

rubbish bin

paper

bottle

tin

plastic

http://www.got2begreen.com/wp-content/uploads/2009/01/the-3rs-song.gifhttp://www.baverstocks/


TEACHING AIDS

1. Pictures

2. Worksheets

GUIDELINE

ACTIVITIES


1. Teacher uses the picture below to get students to talk about some of the ways how we

can take care of the environment.

o

2. Then teacher reads aloud a few words of two or three syllables. Students listen to the

words.

Reduce Reuse Recycle Plastic

bags

Rubbish bin Market Magic Number

Letter Alphabet Junkyard Blotting

Spreading Remember Sandwich Reduction

2. As the words are read out again, students indicate the number of syllables by

using their fingers.

3. Then the students repeat the words after the teacher several times.

Listening and Speaking.

Three! It’s a magic number.

Yes it is. It’s a magic number.

2 times 3 is 6 … and 3 times 6 is 18 … And the 18th letter in the

alphabet is “R”.

We got 3 R’s we’re going to talk about today. We got to learn to……

Reduce! Reuse! Recycle! Reduce! Reuse! Recycle! Reduce! Reuse!

Recycle! Reduce! Reuse! Recycle!

If you’re going to the market to buy some juice, bring your own bags

and you’ll learn to REDUCE your waste.

You got to REDUCE your waste!

If your brother or your sisters’ got some cool clothes, try them on before

you buy some more of those. REUSE!

You got to learn to REUSE!

And if the first 2 R’s don’t work out, And if you got to make some trash

don’t throw it out…RECYCLE!

You got to learn to RECYCLE!

You got to learn to… Reduce! Reuse! Recycle! Reduce! Reuse!

Recycle! Reduce! Reuse! Recycle! Reduce! Reuse! Recycle!

Because three! It’s a magic number. Yes it is. It’s a magic number.

By Jack Johnson

1. A song entitled ‘The 3 R’s by Jack Jackson’ is played.

2. Students listen to the song and then respond by answering some questions.

a. What is the magic word?

b. What are the three things that you got to do?

You got to , and .

3. How can you reduce waste? .

3. Teacher emphasises the good practice of reducing, reusing and recycling in students’

daily lives as part of their responsibility to take care of the environment.

Reading

1. Teacher distributes a handout entitled ‘Pack a Waste-free lunch.’

2. Students read the text with guidance from teacher.

3. Students discuss in groups about the things that they can reduce, reuse and recycle.

REDUCE REUSE RECYCLE

4. Students read the text and answer multiple-choice questions.

i) We can dispose waste made of glasses by putting them into the

A

River

C

Ground

B

Recycle Bin

D

Bag

ii) We should dispose waste made of paper by

A

burning it

C

soaking it in water

B

giving it away

D

sending it to recycle

centre

iii) To ensure a waste-free lunch, Leena should only pack food.

A

sufficient

C

no

B

a lot of food

D

a little

iv) Left-over food should be

A

kept aside

C

given to someone to eat

B

put into a worm

compose box

D

dried in the sun

v) The symbol for the recycling is .

A

C

B

D

Writing

1. Complete a story by filling in the blanks with the options given in the box.

bottles clean landfills cans play

rubbish plastics beautiful recycle environment

Our earth is a beautiful place to live in if we take good care of it. We

must not simply throw , and anywhere and

everywhere we like. To keep our parks and playground and ,

we must throw in the right places. Bottles, plastics and cans must be

sorted out and thrown into the bins.

It is everyone’s duty to take care of the around them.

If everyone fills the environment around them with rubbish, the children will not have

any more places to in . The places will become junkyards and landfills.

2. Students read the story with help from their teacher.


UNIT 5 : FINANCE

Title : Expenditure Plan (Budget)



1.2 Pronounce words in spoken text



e. Finance

Reading


Writing

3.1 Transfer information from linear or non-linear texts with guidance.

OBJECTIVES :



1.3.1 listen and show understanding of phrases and sentences by (b) answering Wh-questions

1.6.4 listen and talk about finance pertaining to

i)Expenditure Plan (Budget)

2.2.1 read and transfer information contained in linear and non-linear

texts

3.1.1 transfer information from texts to complete a

(f) chart.


REFERENCES

INTRODUCTION

This unit on finance for the Form 2 Basic Vocational Education (BVE) students is designed

to teach students to plan their expenditure. Some young people spend more than they

earn and consequently suffer financial difficulty, owning debts. Students should know how to

budget and be wise in their spending. The information on this topic can be obtained from

several resources.


Internet

Printed Materials

Newspaper

Magazines


Budget

Expenditure

Spend

Pocket Money

Balance

Fridge Magnet

Knapsack

Stationery

Badges

Calculator


1. Pictures

2. Worksheets

GUIDELINE

ACTIVITIES


1. Students listen to a song about how to manage money.

Money, Money, Money

Makes My World Go Round RM100.00

Magazines……..RM40.00

Money, Money, Money Fridge Magnets. RM12.00

I Want To Use all Now Knapsack ………RM28.00

Torchlight……….RM20.00

Money, Money, Money

Without Any Money

I AM IN TROUBLE NOW!!!!! BALANCE : 0

Money, Money, Money

Makes My World Go Round RM100.00

Stationery ……RM20.00

Money, Money, Money Badges……… RM12.00

I Want To Use Some Now Calculator RM20.00

Money, Money, money

Oh So Happy

I CAN SAVE SOME NOW BALANCE : RM48.00

2. Students answer questions based on the songs they heard and the budget they see on

the chart.

a) Are you like the person in the first song?

Do you always spend all the money you have?

Or

b) Are you like the person in the second song?

Do you always draw up a budget before you spend your money?

(Get the students to raise their hands)

A=……………………students B=……………………….students

c) How do you feel when you have no more money left?

d) What do you do when you have no more money and there are things that you

need to buy?

i) I borrow money from my family

ii) I borrow money from my friends

iii) I borrow money from anyone who is willing to lend me money…

even to the extend that I have to pay more.

iv) I work to earn some money.

v) I sell some of my possessions.

3. Students repeat the words below after the teacher. (Focus is on the pronunciation)

Magazines Stationery

Fridge Magnets Badges

Knapsack Calculator

Torchlight Balance

4. Students listen to the song again and answer some WH-questions

. What must you do in order to avoid over-spending?

What can you do with the balance?

Why must we draw up a budget before spending?

READING AND WRITING

1. Students read a text guided by teacher.

Joy is the youngest child in her family. She gets everything

Documents

ENGLISH FOR COMMUNICATION...English For Communication MODULE CONTENT This module contains 8 units. UNIT 1 : THINGS ( FOUR TOPICS) In Unit 1, students will be exposed to syllables and