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PENDIDIKAN ASAS VOKASIONAL
MODUL PEMBELAJARAN
TINGKATAN 2
ENGLISH FOR COMMUNICATION
2014
i
ii
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.
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 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.
English For Communication
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
English For Communication
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
Listening and Speaking
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
Listening and Speaking
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
2. Students repeat after the teacher several times.
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
Listening and Speaking
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.
English For Communication
UNIT 1 : THINGS
Title : Things - Self-Management ( Personal Grooming )
Learning Standards :
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
3.1 Transfer information from linear or non-linear texts with guidance
OBJECTIVES :
By the end of week 3 and 4, 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:
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
English For Communication
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.
Electronic Information
Internet
Google image Result for
http://www.enchantedlearning.com/dictionarysubjects/bathroom.shtml
Printed Materials
Newspaper
Magazines
Vocabulary / Word List
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
English For Communication
GUIDELINE
TEACHING AIDS
1. Pictures
2. Worksheets
ACTIVITIES
Listening and Speaking
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.
English For Communication
UNIT 1 : THINGS
Title : Self-management (Personal Safety)
Learning Standards :
Listening and Speaking
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.
English For Communication
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.
Electronic Information
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
English For Communication
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
What is unsafe? What I should do?
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
What is unsafe? What I should do?
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?
………………………………….. ………………………………….. …………………………………..
…………………………………..
………………………………….. ………………………………….. …………………………………..
English For Communication
UNIT 1 : THINGS
Title : Information Communication & Technology Learning Standards :
Listening and Speaking
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.
2.3 Read and understand simple texts.
Writing
3.2 Write phrases and sentences with guidance.
OBJECTIVES :
By the end of week 7 and 8, students should be able to:
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.
English For Communication
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.
Electronic Information
Internet
Printed Materials
Newspaper
Brochures
advertisements
Vocabulary / Word List
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
English For Communication
TEACHING AIDS
1. Pictures
2. Worksheets
GUIDELINE
ACTIVITIES
Listening and Speaking
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
Listening and Speaking
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.
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………….....................................................................
English For Communication
UNIT 2: PERSONAL EXPRESSION
TITLE: Oneself (Hobbies) LEARNING STANDARDS:
Listening and Speaking
1.2 Pronounce words of two or three syllables
1.3 Listen and understand phrases & sentences
1.4 Pronounce words and say aloud phrases and sentences in texts pertaining to
a. Oneself
Reading
2.1 Read aloud simple sentences with correct intonation, stress and rhythm
Writing
3.1 Transfer information from linear or non-linear texts with guidance
OBJECTIVES:
By the end of week 9 and 10, students should be able to:
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/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
English For Communication
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.
Electronic Information
Internet
http://www.englishexerciseorg/makeagame/video
Printed Materials
Worksheet
Vocabulary / Word List
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
English For Communication
TEACHING AIDS
1. Pictures
2. Worksheets
GUIDELINE
ACTIVITIES
Listening and Speaking
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
3. Students repeat after the teacher several times.
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.
Listening and Speaking
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:
Listening and Speaking
1.3 Listen and understand phrases and sentences
1.6 Listen and respond to topics related to people
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:
By the end of week 11 and 12, students should be able to:
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
English For Communication
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.
Electronic Information
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/
English For Communication
Activities
Listening and Speaking
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.
English For Communication
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.
1.3 Listen and understand phrases and sentences
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.
2.3 Read and understand simple texts.
Writing
3.1 Transfer information from linear or non-linear text with guidance.
3.2 Write phrases and sentences with guidance.
OBJECTIVES :
By the end of week 13 and 14, students should be able to:
1.1.1 listen and identify two or three syllables words.
1.2.1 say the words aloud with correct pronunciation
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
English For Communication
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.
Electronic Information
Internet( www.ego 4 u.com/en/cram-up/vocabulary/family)
Printed Materials
Newspaper (NIE)
Vocabulary / Word List
http://www.ego/
father
mother
brother
sister
aunt
uncle
grandfather
grandmother
grandson
granddaughter
nephew
niece
cousin
stepfather
stepmother
stepson
stepdaughter
stepsister
stepbrother
English For Communication
TEACHING AIDS
1. Pictures
2. Worksheets
GUIDELINE
ACTIVITIES
Listening and Speaking
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
2. Students repeat after the teacher several times.
3. Students pronounce the words on their own.
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 ?
...................................................
...................................................
English For Communication
UNIT 2 : FRIENDS
Title : FRIENDS Learning Standards
Listening and Speaking
1.7 Speak with correct pronunciation, stress and intonation based on written stimulus.
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.
2.2 Read and understand paragraphs.
Writing
3.1 Transfer information from linear or non-linear text with guidance.
3.2 Write phrases and sentences with guidance.
OBJECTIVES :
By the end of week 1 and 2, students should be able to:
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
English For Communication
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.
Electronic Information
Internet( www.ego 4 u.com/en/cram-up/vocabulary/friends)
Printed Materials
Newspaper (NIE)
Internet – facebook, yahoo.com
Vocabulary / Word List
friend
best friend
age
gender
like
dislike
interest
clothes
food
activities / hobbies
e-mails
English For Communication
http://www.ego/
TEACHING AIDS
1. Pictures, song recorded
2. Worksheets
3. Boggle game
ACTIVITIES
Listening and Speaking
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
I love you You love me
We're best friends like friends should be
With a great big hug and a kiss from me to you.
Won't you say you love me too
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
I love you You love me
We're best friends like friends should be
With a great big hug and a kiss from me to you.
Won't you say you love me too
READING
1. Students listen to a poem (Handout 3) that is recorded or recited.
2. Students repeat after the teacher several times.
3. Students pronounce the words on their own.
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…………………………………..…………..………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
English For Communication
UNIT 3 : SOCIAL INTERACTIONS
Title : Greetings
Learning Standards :
Listening and Speaking
1.3 Listen and understand phrases and sentences
1.7 Speak with correct pronunciation, stress and intonation based on written stimulus.
Reading
2.1 Read aloud simple sentences with correct intonation, stress and rhythm
Writing
3.2. Write phrases and sentences with guidance. OBJECTIVES :
By the end of week 17 and 18, students should be able to:
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.
English For Communication
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.
Electronic Information
Internet www.englishexercises.org.
Printed Materials
Newspapers
Vocabulary / Word List
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/
English For Communication
TEACHING AIDS
1. Pictures
2. Worksheets
ACTIVITIES
Listening and Speaking
GUIDELINE
1.Teacher reads aloud the greetings on flashcards.
Hello
Hi
How are you?
How do you do?
How are you doing ?
I am fine, thank you
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.
Hello, hello, hello, hello!
( Repeat Chorus)
Hello, hello, hello, hello.
Hello, hello, hello, hello
Listening and Speaking
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
I am fine, thank you
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.
English For Communication
UNIT 3 : SOCIAL INTERACTIONS
Title : Make polite requests and responses
Learning Standards :
Listening and Speaking
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
English For Communication
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.
Electronic Information
Internet :
Printed Materials
Newspapers
Brochures
Vocabulary / Word List
Could you………… please ?
Can you ,,,,,,,,,,,,….,,,please?
Of course.
Certainly.
Sorry.
English For Communication TEACHING AIDS
1. A-4 paper
2. Handouts
3. Display sheets
GUIDELINES
Activities
Listening and Speaking
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
Listening and Speaking
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.
English For Communication
UNIT 3 : SOCIAL INTERACTIONS
Title : Expressing Appreciation and Apology
I’m sorry Thank you
Learning Standards :
Listening and Speaking
1.3 Listen and understand phrases and sentences
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
English For Communication
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.
Electronic Information
Internet
http://www.songsforteaching.com
http//www.hitmag.co/uk/may07/ex.htm
Printed Materials
Lyrics
Jazz chants
Vocabulary / Word List
Thank you
Sorry
Mommy
shares
present
biscuits
chocolate
magazine
hammer
screwdriver
missed
http://www.songsforteaching.com/http://www.hitmag.co/uk/may07/ex.htm
English For Communication
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/
Listening and Speaking
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
Listening and Speaking
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.
English For Communication
UNIT 4 : ENVIRONMENT
Title : Go Green (The 3 R’s)
Learning Standards :
Listening and Speaking
1.1 Listen to words of two or three syllables
1.2 Pronounce words in spoken texts
1.6 Listen and respond to topics related to
d. Environment
Reading
2.3 Read and understand simple texts.
Writing
3.1 Transfer information from linear texts or non-linear texts with guidance
OBJECTIVES :
By the end of week 23 and 24, students should be able to:
1.1.2 listen and identify the number of syllables in words
1.2.1 say the words aloud with correct pronunciation
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
English For Communication
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.
Electronic Information
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
Vocabulary / Word List
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/
English For Communication
TEACHING AIDS
1. Pictures
2. Worksheets
GUIDELINE
ACTIVITIES
Listening and Speaking
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.
English For Communication
UNIT 5 : FINANCE
Title : Expenditure Plan (Budget)
Learning Standards :
Listening and Speaking
1.2 Pronounce words in spoken text
1.3 Listen and understand phrases & sentences
1.6 Listen and respond to topics related to
e. Finance
Reading
2.2 Read and understand paragraphs.
Writing
3.1 Transfer information from linear or non-linear texts with guidance.
OBJECTIVES :
By the end of week 25 and 26, students should be able to:
1.2.1 say the words aloud with correct pronunciation
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.
English For Communication
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.
Electronic Information
Internet
Printed Materials
Newspaper
Magazines
Vocabulary / Word List
Budget
Expenditure
Spend
Pocket Money
Balance
Fridge Magnet
Knapsack
Stationery
Badges
Calculator
English For Communication TEACHING AIDS
1. Pictures
2. Worksheets
GUIDELINE
ACTIVITIES
Listening and Speaking
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