ems - facilitator's notes 2007

LIMITED CIRCULATION

ENGLISH FOR MATHEMATICS AND SCIENCE (EMS)

_____________________________________

FACILITATOR’S NOTES

BAHAGIAN PENDIDIKAN GURU KEMENTERIAN PELAJARAN MALAYSIA

Facilitator’s Notes

FOREWORDThe Teacher Education Division, Ministry of Education Malaysia with the cooperation of all State Education Departments, have embarked on the implementation of the “Teaching of Mathematics and Science in English” (ETeMS) course since 2002. To date, a total of 98,000 Mathematics and Science teachers from primary and secondary schools have been successfully trained by our own local trainers.

Although we are happy with this development, we will not be satisfied until all the Mathematics and Science teachers are truly competent in the language. The Teacher Education Division tries to find ways to assist the teachers concerned. Thus the idea of writing a module was mooted by our division. It has been our mission to provide ongoing training and support to ensure the success of this programme.

The main focus of this module is to develop teachers’ basic communicative skills and build their confidence in using the English language. It is aimed to assist teachers to manage classroom interaction as well as the teaching and learning processes. It will also enhance teachers’ ability in using the accurate terminology and classroom language so the students are able to follow the lessons taught effectively.

It is hoped that this module will be fully utilised and beneficial to all teachers to upgrade their proficiency level to teach Science and Mathematics in English. Hence, once the teachers face less problems where English language is concerned, they will be able to deliver their lessons more successfully, thus moulding the students towards becoming world class citizens. They will be able to contribute towards nation building and thus take part in international events. This module is designed to help teachers to be more independent, creative and innovative.

I would like to convey my sincere thanks and appreciation to those involved in producing this module. I would also like to acknowledge their dedication and perseverance in helping the Mathematics and Science teachers to cope with the change.

Thank you.

…………………………………………………….WAN MUSTAMA BIN WAN ABDUL HAYATDIRECTOR OF TEACHER EDUCATION DIVISIONMINISTRY OF EDUCATION, MALAYSIA

EMS Module 2007 1


COORDINATOREn. Romai Noor bin RabbuTeacher Education Division

Ministry of Education, Malaysia

MODULE PANELLISTS:

1. Zarena Bi Binti Mohamed Sadique SMK Tengku Aris Bendahara, Kluang, Johor

2. Azlina Binti Abdul Kudus SMK Seremban Jaya, Seremban,Negeri Sembilan

3. Ahmad Ghazilan Bin Ngah SMKA Falahiah, Kelantan

4. Shamsinar Hayati Binti Mohd ShithSK Kampong Tunku, Petaling Jaya, Selangor

5. Norazni Binti Abdullah SMK Berangan, Tumpat, Kelantan

6. Jamaludin Bin Ani SMK Hamid Khan, Tapah, Perak

7. Nur Zarina Toh Binti AbdullahSMK Junjong, Kulim, Kedah

8. Kalarani a/p Sivasubramaniam SMK Sultan Abu Bakar, Kuantan, Pahang

9. Siti Asmah Binti IsmailSMK Mersing, Mersing, Johor

10. Saramma Abraham SMK Tinggi Batu Pahat, Batu Pahat, Johor

11. Yau Sook Fun SK Perempuan Methodist, Ipoh, Perak

12. Rajesvari Seeny SMK Sri Tanjong, Melaka

13. Zahira Bt Abdullah SMK Buyong Adil, Tapah, Perak

14. A. Wahab B Hj Hood SMK Bandar Baru Uda, Johor Bharu, Johor

EMS Module 2007 2


15. Rosita Bt Manas SMK Majidi Baru, Johor Bharu, Johor MODULE WRITERSPUBLIC SPEAKING

1. Azlina Binti Abdul KudusSMK Seremban Jaya, Seremban, Negeri Sembilan

2. Taufeeq Bin Mohammed AminSMK Simpang Bekoh, Asahan, Melaka

3. Zaili Bin YaacobSMK Rahmat, Kuala Sungai Baru, Melaka

4. Ishak Bin Abdul ManafSMK Lubok China, Melaka

5. Rajesvari SeenySMK Sri Tanjong, Melaka

PRONUNCIATION / DICTIONARY SKILLS / TERMINOLOGY

1. Saramma Abraham SMK Tinggi Batu Pahat, Johor

2. Yau Sook Fun SK Perempuan Methodist, Ipoh, Perak

3. Rashidah Binti Othman SMK Klebang Besar, Melaka

4. Saniza Binti Matt Lazim SMK St Mark, Butterworth, Pulau Pinang

5. Sabariah Binti Mohd Kasim SMK Syed Mashor, Batang Kali, Selangor

INSTRUCTIONAL LANGUAGE

1. Ahmad Ghazilan Bin Ngah SMKA Falahiah, Kelantan

2. Jamaludin Bin Ani SMK Hamid Khan, Tapah, Perak

3. Nur Zarina Toh Binti Abdullah SMK Junjong, Kulim, Kedah

4. Sathiavany a/p Madhavan SMK St. Paul, Seremban, Negeri Sembilan

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5. Saad Bin Ahmad SMK Telok Air Tawar, Butterworth, Pulau Pinang

COMMUNICATIVE SKILLS

1. Siti Asmah Binti IsmailSMK Mersing, Mersing, Johor

2. Shamsinar Hayati Binti Mohd ShithSK Kampong Tunku, Petaling Jaya, Selangor

3. Norazni Binti AbdullahSMK Berangan, Tumpat, Kelantan

4. Mohd Zuki Bin AbuSMK Sultan Badlisah, Kulim, Kedah

5. Bukhori Bin Md DesaSK Paya Mak Insun, Pendang, Kedah

6. Rozita Binti ManasSMK Majidi Baru, Johor Bharu, Johor

CLASSROOM LANGUAGE

1. Kalarani a/p Sivasubramaniam SMK Sultan Abu Bakar, Kuantan, Pahang

2. Mohd Jalani Bin Hassan SK Padang Midin, Kuala Terengganu, Terengganu

3. Noordin Bin Buang SMK Benut, Jalan Jaafar, Benut, Johor

4. Suhaila Binti Mustaffa SK Taman Tuanku Jaafar, Negeri Sembilan

5. Wong Tok Ee SMK Alor Akar, Kuantan, Pahang

EMS Module 2007 4


GRAMMAR

1. Badrul Hisham Bin Mohamed YusofUnit Kurikulum, Jabatan Pelajaran Wilayah Persekutuan, Kuala Lumpur

2. Noorainun Binti AnuarJabatan Pelajaran Negeri, Melaka

3. Maznah Binti MahadiJabatan Pelajaran Negeri, Perak

4. Nor Azizi Bin SulaimanJabatan Pelajaran Negeri, Kelantan

5. Zahira Binti AbdullahSMK Buyong Adil, Tapah, Perak

6. Yee Lee MingSMK Dato Sri Amar Diraja, Muar, Johor

7. Thong Kum LinSMK Ayer Tawar, Perak

8. Rosnizar Binti Kasim SMK Kerling, Kuala Kubu Bharu, Selangor

9. Hamdan Bin ShamsudinSK AU Keramat, Kuala Lumpur

10. Fatimah Binti MustafaSMK Bandar Maharani, Muar, Johor

11. Cheah Yet ThangSMK Tanjong Rambutan, Perak

12. Adi Putra Bin SamsuriSMK Menjalara, Kuala Lumpur

FACILITATOR:

1. Zarena Bi Binti Mohamed Sadique

EMS Module 2007 5


SMK Tengku Aris Bendahara, Kluang, Johor

write....write....write

COURSE OBJECTIVES

1. To develop basic communicative skills in English.

2. To develop teachers’ confidence in using English to deliver content, manage

classroom interaction and to manage teaching and learning in the classroom.

3. To enhance teachers’ knowledge in using the correct terminology and

classroom language.

A Brief Overview

This module contains 7 main sections: grammar, pronunciation, vocabulary, classroom language, communicative skills, public speaking and instructional language. A variety of interesting activities have been suggested to help teachers develop basic communicative skills and to be able to use the language in the classroom. These activities cover the 4 skills of Listening, Speaking, Reading and Writing.

The grammar slots cover grammar items like parts of speech, subject-verb agreement, articles, conjunctions and tenses. Teachers not only learn these items in a fun way, they get the chance to speak, listen to songs and a recorded passage as well as write a story.

The pronunciation slots help to address several problems caused by mother- tongue influence and silent letters besides other factors. Learning to use the dictionary provides the course participants with a very convenient resource and reference.

One slot on terminology and vocabulary aims to help teachers be aware of the correct pronunciation for many words used in Science and Mathematics. The slots on classroom language, communicative skills, public speaking and instructional language offer help in oral skills. In addition, there are passages for reading comprehension and some writing practice.

EMS Module 2007 6


EMS Module 2007 7


EMS TIMETABLE

PHASE DAY/SLOT

SLOT 108.00 – 10.00

SLOT 210.30 – 12.30

SLOT 302.00 – 04.00

PHASE ONE

1 EMS Evaluation 1 Grammar Grammar

2 Grammar Grammar Grammar

3 Pronunciation / Dictionary Skills Terminology / Vocabulary

4 Classroom Language

5 Classroom Language02.30 - 04.30

Classroom Language

PHASETWO

1 Communicative Skills

2 Communicative Skills

3 Public Speaking

4 Public Speaking

5 Instructional Language02.30 – 04.30

EMS Evaluation 2

EMS Module 2007 7


NOTE:

A. EMS Evaluation 1 - 2 hours

B. Grammar - 10 hours

C. Pronunciation / Dictionary - 4 hours

D. Terminology / Vocabulary - 2 hours

E. Classroom Language - 12 hours

F. Communicative Skills - 12 hours

G. Public Speaking - 12 hours

H. Instructional Language - 4 hours

I. EMS Evaluation 2 - 2 hours

TOTAL TIME = 60 HOURS (10- DAY COURSE)

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ENGLISH FOR MATHEMATICS AND SCIENCE (EMS)

TIME CONTENT

DAY 1 - SLOT 1 – EMS EVALUATION 1

- SLOT 2 – GRAMMAR – PARTS OF SPEECH

- SLOT 3 – GRAMMAR – SINGULAR PLURAL NOUNS

SUBJECT-VERB AGREEMENT

DAY 2 - GRAMMAR

- SLOT 1 – ARTICLES, WH QUESTIONS, CONJUNCTIONS

- SLOT 2 – TENSES

- SLOT 3 – ACTIVE AND PASSIVE VOICE

DAY 3 - SLOT 1 – PRONUNCIATION

- SLOT 2 – DICTIONARY SKILLS

- SLOT 3 – TERMINOLOGY / VOCABULARY /

LISTENING COMPREHENSION

DAY 4 - CLASSROOM LANGUAGE

- SLOT 1 – BUILD AND CONSTRUCT

- SLOT 2 – INSTRUCTIONS

- SLOT 3 – READING COMPREHENSION

DAY 5 - CLASSROOM LANGUAGE

- SLOT 1 – GIVING TALKS

- SLOT 2 – COUNSELLING SESSIONS

- SLOT 3 – WALK YOUR TALK

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TIME CONTENT

DAY 6 - COMMUNICATIVE SKILLS

- SLOT 1 – CONVERSATIONS

- SLOT 2 – ASKING QUESTIONS

- SLOT 3 – REQUESTING FOR INFORMATION

DAY 7 - COMMUNICATIVE SKILLS

- SLOT 1 – INFORMATION TRANSFER

- SLOT 2 – EXPRESSING VIEWS

- SLOT 3 – EXPRESSING IDEAS

DAY 8 - PUBLIC SPEAKING

- SLOT 1 – INTRODUCTIONS

- SLOT 2 – GIVING OPINIONS

- SLOT 3 – TELLING TALES

DAY 9 - PUBLIC SPEAKING

- SLOT 1 – PUBLIC SPEAKING

- SLOT 2 – A DEBATE

- SLOT 3 – MAKING EXCUSES

DAY 10 - SLOT 1 – INSTRUCTIONAL LANGUAGE (MATHS)

- SLOT 2 – INSTRUCTIONAL LANGUAGE (MATHS)

- SLOT 1 – INSTRUCTIONAL LANGUAGE (SCIENCE)

- SLOT 2 – INSTRUCTIONAL LANGUAGE (SCIENCE)

- SLOT 3 – EMS EVALUATION 2

EMS Module 2007 10


PHASE ONE

HAVING FUN WITH ENGLISH

We are going to have a lot of fun.

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DAY 1 SLOT 1 TIME: 2 Hours

EMS EVALUATION - A mechanism to identify the competency and proficiency level of

ETeMS teachers

OBJECTIVES To upgrade teachers’ level of proficiency and promote their confidence in

teaching Mathematics and Science in English

To assist and guide ETeMS teachers in the teaching and learning processes

REQUIREMENT - Micro teaching is a compulsory component for EMS course

participants.

MICRO TEACHING - Teachers are required to conduct a micro teaching based on their

subjects.

DURATION - Teachers will be given 30 minutes to discuss and prepare a lesson plan in

groups of 2 and to present it for 15 minutes. Each teacher is to present 7 minutes of the

prepared lesson plan.

PROCEDURES ON EMS EVALUATION 1

PROFICIENCY TEST

CPs - bring along required materials CALLING LETTER SENT BY JPN

Fs - assign CPs into rooms (Science/Maths) REGISTRATION - group CPs in pairs

- brief on EMS Evaluation 1

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CPs - prepare lesson plan DISCUSSION & PLANNING

- divide allocation of areas for presentation

CPs - present for 15 minutes PRESENTATION - allocate equal time for each CP

Fs - evaluate PRESENTATION - keep time

- award marks and provide feedback

Fs - report CPs’ performance FEEDBACK

PROCEDURES TO EMS EVALUATION 2

ATTEND EMS COURSE

Fs - assign CPs into rooms (Science/Maths) PREPARATION - group CPs in pairs

- brief on EMS Evaluation 2

CPs - prepare lesson plan DISCUSSION & PLANNING - divide allocation of areas for presentation

CPs - present for 15 minutes PRESENTATION - allocate equal time for each CP

Fs - evaluate PRESENTATION - keep time

- award marks and provide feedback

Fs - report CPs’ performance FEEDBACK

NEXT COHORT GRADUATIONCPs - teachers

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Fs - facilitatorsDURATION

GROUP DISCUSSION AND PLANNING 30 MINUTES

GROUP PRESENTATION 15 X 5 =75 MINUTES

FACILITATOR’S FEEDBACK 15 MINUTES

TOTAL 2 HOURS

SUBJECT PRESENTATION GROUP MEMBERS DURATION (minutes)

ROOM 1SCIENCE

GROUP 1 2 15

GROUP 2 2 15

GROUP 3 2 15

GROUP 4 2 15

GROUP 5 2 15

ROOM 2MATHS

GROUP 1 2 15

GROUP 2 2 15

GROUP 3 2 15

GROUP 4 2 15

GROUP 5 2 15

TIME REMINDERS

For each teacher the bell will be rung once at the beginning of the lesson and twice to mark the end of the lesson.

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EVALUATION

AREAS OF LESSON PEDAGOGICAL ASPECT GROUP MEMBERS

OBJECTIVE OF LESSON

SKILLS LESSONPLAN20 %

LEARNING OUTCOME

VALUES MORAL / ETHICAL

SET INDUCTION INSTRUCTIONS MICRO TEACHING

CP 140 %

MICRO TEACHING

CP 240 %

CONTENT PRESENTATION

PRACTICE

LANGUAGE ASSESSMENT 40 % 40%

TOTAL 100 %

WEIGHTAGE OF THE EVALUATION

LESSON PLAN 20 %

MICRO TEACHING 40 %

LANGUAGE ASSESSMENT 40 %

TOTAL SCORE 100 %

BAND A - Excellent 90 - 100

BAND B - Good 70 - 89

BAND C - Satisfactory 50 - 69

BAND D - Weak 25 - 49

BAND E - Very Weak 0 - 24

LESSON SCRIPTGROUP: 1 2 3 4 5 ROOM: 1 2

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NAME: 1: ___________________________ SUBJECT: SCIENCE/MATHEMATICS 2: ____________________________ TOPIC:_________________________YEAR/FORM: ______________________

LEARNING OUTCOME

SKILLS

VALUES

TEACHING STRATEGIES

TEACHING STEPS INSTRUCTIONAL LANGUAGE

MATERIALS USED/ COMMENTS

SET INDUCTION

PRESENTATION

PRACTICE

CONCLUSION

SIGNATURE:___________________ CENTRE:______________________ EVALUATOR’S NAME: _____________________ DATE: __________________

EVALUATION FORM: MICRO-TEACHING ASSESSMENT

GROUP : 1 2 3 4 5 ROOM : 1 2 SUBJECT : _________________

NAME : 1: ___________________________ TOPIC : ____________________

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2: ___________________________ YEAR : _____________________

RATING SCALE: 1. Very Weak 2. Weak 3. Satisfactory 4. Good 5. Excellent

ITEM ASPECTS CP 1 CP 2 COMMENTSLESSON SCRIPT: (20%)

Topic Objectives Skills Learning

outcomes Steps /

Procedures Instructional

language

Comprehensibility

Organization and coherence

Correct use of language

Practical and achievable

SET INDUCTION / PRESENTATION / PRACTICE(40%)

Clear presentationRelevanceEffective instructionsCoherenceLearning inputInterestInteractionCreativity

TOTAL

SIGNATURE: ___________________________________

EVALUATOR’S NAME: ____________________________

TRAINING CENTRE : _____________________________

DATE : ______________________________________

EVALUATION FORM : LANGUAGE ASSESSMENT

(40%)

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GROUP : 1 2 3 4 5 ROOM : 1 2NAME: 1: ____________________________________ 2: ____________________________________SUBJECT: ________________________TOPIC : _________________________YEAR/FORM : ______________________

RATING SCALE: 1. Very weak 2. Weak 3. Satisfactory 4. Good 5. Excellent

NO. ITEM CP 1 CP 2 COMMENTS1 Articulation and Pronunciation

2 Enunciation

3 Fluency

4 Ability to teach without resorting to L15 Questioning techniques

6 Ability to handle questions and discussions

7 Language accuracy

8 Confidence

TOTAL

EVALUATOR’S NAME : _______________________ SIGNATURE : _______________________DATE : _______________________ TRAINING CENTRE : ________________________

PROGRESS CHARTTRAINING CENTRE : ________________________ROOM : 1 2

SUBJECT : SCIENCE / MATHEMATICS

NO NAME SCHOOL EMS EVALUATION 1

EMS EVALUATION 2

COMMENTS:

EMS Module 2007 18


MARKS BAND MARKS BAND01020304050607080910111213141516171819202122232425BAND A - Excellent 90 - 100

BAND B - Good 70 - 89BAND C - Satisfactory

50 - 69

BAND D - Weak 25 - 49BAND E - Very weak 0 - 24

EVALUATOR’S NAME: ______________________ SIGNATURE: _____________________DATE: __________________ FOR FACILITATORS TO PROJECT ON SCREEN

MANUAL FOR EMS PROGRAMME

LISTEN!PAY ATTENTION!

RELAX AND ENJOY…

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WE ARE GOING TO CARRY OUT EVALUATION ONE (MICRO TEACHING)…

STEP ONE!FIND A PARTNER TEACHING THE SAME SUBJECT…

STEP TWO!DISCUSS YOUR SELECTED LESSON PLAN ( 30 MINUTES)

AND FILL IN THE FORM…

YOU ARE GOING TO CARRY OUT MICRO TEACHING FOR 15 MINUTES ONLY…

STEP THREE!DEVISE YOUR LESSON AND PREPARE SOME TEACHING AIDS

CREATIVELY…

STEP FOUR!YOU SHOULD SHARE EQUAL TIME (7:7) WITH YOUR PARTNER WHEN

PRESENTING THE LESSON…

STEP FIVE!TEACHER A – SET INDUCTION / PRESENTATION (7 MINUTES)

TEACHER B - PRESENTATION/ PRACTICE (7 MINUTES)

WAIT FOR YOUR TURN AND GIVE YOUR BEST COOPERATION…

NOW!

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SCIENCE TEACHERS WILL ENTER ROOM 1 AND

MATHS TEACHERS WILL ENTER ROOM 2…

DAY 1 SLOT 2GRAMMARTOPIC: PARTS OF SPEECH TIME: 2 HoursOBJECTIVES:

To recognise the different parts of speech To rearrange phrases to form sentences To formulate simple sentences

ACTIVITY 1: IDENTIFYING PARTS OF SPEECH

Time Required: 30 minutes

Materials Required: OHP / LCD, Betty Schrampfer Azar – Fundamentals of English Grammar

SUGGESTED INSTRUCTIONS:1. Elicit the various parts of speech from the teachers.

2. Facilitator gives a brief explanation of the different parts of speech.

EMS Module 2007 21


3. Show the sample stimulus given on the screen.

4. Ask the teachers to identify the parts of speech of the words in the sentences.

5. Elicit answers orally.

6. Tell teachers to get into pairs.

7. Instruct them to identify the different parts of speech in the cartoon strips.

8. Discuss answers orally.

9. Give the teachers15 minutes to work individually on the exercises in the book/

photostated copies.

10. Facilitator may suggest teachers refer to Appendix 1 (notes on Parts of Speech).

11. Elicit oral answers from the teachers. (Suggestion: Encourage teachers to read

out the whole sentence and not just one-word answers.)

Sample stimulusBaboons are big monkeys. They have large heads and sharp teeth. They react

aggressively when they are in danger.

SUGGESTED ANSWERS:

Word Part of Speech

Word Part of Speech

Word Part of Speech

Baboons noun big adjective monkeys noun

they pronoun large adjective heads noun

sharp adjective teeth noun react verb

aggressively adverb feel verb danger noun

Cartoon Strips

"For a mom, sometimes she's pretty cool."

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PRACTICEBetty Schrampfer Azar – Fundamentals of English Grammar

1. Exercise 1 Page 67



APPENDIX 1

English has several kinds of words, which are called the “parts of speech”: nouns, pronouns, verbs, adverbs, adjectives, articles, prepositions, conjunctions and interjections.

NOUNSA noun names a person, place, thing or idea. Examples of nouns are pupil, hospital, magazine, colour, death and truth.

A noun that names a particular person, place or thing is a proper noun. Proper nouns begin with capital letters. All other nouns are common or abstract nouns.

PRONOUNSA pronoun replaces a noun or noun phrase. The replaced noun is called the antecedent.

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John lost my bag when he took it.

VERBSA verb expresses an action or names a state of existence. Action State of existencejump belaugh seemlove appear

ADJECTIVESAdjectives modify (give more information about) nouns and pronouns. They answer the questions Which one? How many? What kind?.

ARTICLESAn article is a special kind of adjective. There are two kinds of articles: definite and indefinite. The only definite article is the. The two indefinite articles are a and an.

ADVERBSAdverbs modify (give more information about) verbs, adjectives, and other adverbs. They answer the questions How? When? Where? How often?.

PREPOSITIONSPrepositions show relationships such as direction, time, location or ownership.

Most prepositions are one word (of, from, in, on) but some prepositions are two words (next to, because of, according to) or even three words (in front of, in addition to).

CONJUNCTIONSConjunctions connect words and word groups and show the relationship between the connected elements (e.g. and, next, therefore, then, however).

INTERJECTIONSAn interjection is a word or phrase that expresses surprise or emotion. Interjections can be strong or weak (e.g. Gosh! Hurray! Wow!).ACTIVITY 2: FIND A PARTNERTime Required: 20 minutes

Materials Required: The word list given on transparency or PowerPoint, Betty Azar’s

Fundamentals of Grammar

SUGGESTED INSTRUCTIONS:1. Write or flash a few examples of prepositions in front.

2. Elicit the term ‘preposition’ from the teachers.

3. Get teachers to suggest the functions of prepositions.

4. If necessary refer them to the following pages in Betty Azar’s The Fundamentals

of Grammar:

Page 45 (Prepositions of time)

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Page 316 (Prepositions in adjectival clauses)

Page A1 - Appendix 1 (List of preposition combinations)

5. Then divide teachers into four groups.

6. Tell them to look at the list of words in their modules.

7. In their groups, the teachers identify as many suitable prepositions as possible

for each word on the list within 10 minutes.

8. Flash the words from the list on the screen, one at a time.

9. For each word, elicit from teachers suitable prepositions that could be used with

it and tell them to put these in sentences.

10. Award 2 points for each suggestion.

11. For each preposition and sentence suggested by a group, the other groups are

allowed to *challenge* the word / sentence if they feel that it is incorrect.

12. The group that has the most points is the winner.

13. Facilitator should then demonstrate the activity using the example below.

Examples:

Word Preposition Sentence

LOOK at Look at the picture

carefully.

into The discipline teacher will

look into the problem.

for The police are looking for

the robbers.

MULTIPLY by Multiply 4 by 2.

into Some cells in our body are

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How to Challenge?1. If you feel the preposition or sentence suggested by the

other group is incorrect, you may challenge the word / sentence.

2. Raise your hand and call out “challenge”.3. Then, you will be asked to suggest the correct answer.4. If your challenge is accepted, you get 2 points and the

other group loses 1 point.5. If there is a contentious word, your facilitator will make

the final decision.


able to multiply themselves

into thousands of new cells

within a short time.

LIST OF WORDS (POSSIBLE ANSWERS )

COMPARE( with , to )

DIFFERENTIATE( between )

DIVIDE( by, into )

FOCUS( on )

MEASURE( with )

SHAKE( until )

DIFFERENCES( between )

RINSE( off, out )

CARRY( out, on )

COVER( with )

CONNECT( to, up, with)

PUSH ( over, under,

EMS Module 2007 26


across )

SUCK ( up , in )

FILL( up, in, with )

STIR( with )

POUR( into, out )

WASH ( with , off )

ROUND ( off , up, down, on,

out )

BASED( on, upon )

REPLACE( with )

COMMENT ( on )

CHANGE(for, with, into)

IMPORTANCE ( of )

EFFECT( of, on )

ROLE( of, in )

DISTINGUISH( between, from)

REPRESENTED ( by, at, in )

FUNCTION ( of )

MEANT ( by )

STICK ( on, with, to )

HOLD ( on, out, over,

down )

PUT( off, out, down,

up)

ACTIVITY 3: MAKE ME WHOLE Time Required: 30 minutes

Materials Required: Photostated copy of the list of words given (Appendix 2), 4 or 5

caps or any suitable item.

SUGGESTED INSTRUCTIONS:1. Get teachers into groups of four.

2. Instruct each group to appoint a scribe ( a person who writes something).

3. Ask teachers to read the instructions in their modules.

4. Facilitator displays a photocopy of the list of words on facilitator’s table.

5. Give each group a cap.

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6. Inform teachers that they have to put on the cap if they wish to come to the front

of the room.

7. Allow one member from each group to come forward to look at the list of words

on the table for 4 seconds at a time.

8. Do not allow them to write down the words.

9. Teacher then goes back to complete the sentences.

10. Check answers handed in by the groups before declaring the winning group.

11. Before ending the session, facilitator should go through the sentences with the

teachers and remind teachers of the functions of the parts of speech.

12. Facilitator can ask the teachers to read out the sentences to check pronunciation

and articulation.

PRACTICE EXERCISE ( answers)

1. There are 206 bones in your body!

2. The femur is the largest bone in your body.

3. The smallest bone is in your middle ear.4. The human neck has the same number of bones as the neck of a giraffe.

5. Thomas Edison, the inventor of the light bulb, was afraid of the dark!

6. Laugh and you will burn up three and a half calories.

7. Rubber bands last longer when we put them in the refrigerator.

8. The circumference of the Earth is 24,896 miles.

9. The human brain is 80% water.

EMS Module 2007 28


10. A cow’s sweat glands are in its nose.

11. Like fingerprints, everyone ’ s tongue is different!

12. Your heart beats over 100,000 times a day!

13. A fly’s taste buds are on its feet.

14. Tarantula spiders can go without food for as long as 2 ½ years.

15. To get rid of mosquito itch, apply soap on the affected area for instant relief.

Words to be displayed : Appendix 2

EMS Module 2007 29


bones dark over instant

the for a them get

sweat buds longer is

apply ear of human

spiders burn your largest

and everyone’s has bone

ACTIVITY 4: BOMB AWAYTime Required: 40 minutes

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Materials Required: None

SUGGESTED INSTRUCTIONS:1. Divide teachers into groups of four or five.

2. Facilitator explains rules of the game to teachers.

RULES OF THE GAME

i) Each group identifies 3 Science or Mathematics related terms.

ii) The groups take turns to shout out one of their chosen words.

iii) The other groups try to formulate a sentence using the word

given. (The sentence must be related to classroom teaching.)

iv) The first group to shout out a sentence will be awarded 2 points.

v) If the sentence is incorrect, it will be open to the other groups for

correction. Each correction merits 5 points.

vi) At the end of the game, the group with the most points will be

declared the winner. (Facilitator could prepare a small token.)

3. Facilitator gives some examples of words and sentences that can be used for the

game.

EXAMPLES:

R E S P I R A T I O N: The respiration process occurs in all living things.

S P E C I M E N: Examine the specimen under the microscope.

C I R C U M F E R E N C E: Calculate the circumference of the object in front of

you.

BONUS ACTIVITY: GOING… GOING… GONE Time Required: 20 minutes

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Materials Required: Auction sheet , one mallet or hammer or anything hard to knock

on the table

SUGGESTED INSTRUCTIONS / RULES:1. Introduce necessary words like to bid, auctioneer, a bid, What am I bid?

mallet, Going…going….gone.2. Give each pair an auction sheet.

3. Tell the teachers that some of the sentences on the sheet are correct and some

are incorrect.

4. Teachers are to read through the auction sheet and decide which sentences are

correct.

5. During the auction, teachers can bid for the sentences which they think are

correct.

6. Tell the teachers that each pair has RM5,000.00 for buying the correct

sentences.

7. Tell the teachers to note down in the “Budget” column of the auction sheet how

much they are willing to bid for the given sentence.

8. The winner of the auction is the pair with the most number of correct sentences

and the most money left.

9. Before starting the auction, ask teachers to work on the sentences and discuss

their budgeting in pairs.

10. DENY THE TEACHERS ALL LANGUAGE HELP – IT IS UP TO THEM TO TAKE RESPONSIBILITY FOR WHAT THEY THINK THEY KNOW.

11. Before starting the auction tell them that bids of less than RM100 will not be

accepted.

12. Teachers bid by putting up their hands and shouting out the amount they are

willing to bid for the given sentence.

13. Facilitator first simulates the scene at an auction by auctioning off some items

found on site to set the mood.

SIMULATIONSample sentence: The Sun comes in the East and sets in the West

EMS Module 2007 32


Materials Required: Marker pen, a scarf, a pen

Facilitator : What am I bid for this sentence/item ?

Teacher A : I bid 200 ringgit for the sentence/item.

Teacher B : I would like to bid 400 ringgit.

Teacher C : 800 ringgit for me.

Facilitator : Do I have any more bids?

Do not miss this once-in-a-lifetime chance to own this.

Any more bid before I bring the hammer down?

Going Once, Going Twice and Gone to …….(that

gentleman or lady over there)

Sorry. The sentence is wrong.

START THE AUCTION

1. Read out all the sentences in a lively, persuasive way, even if it happens to be

wrong, and then ask for bids.

2. Keep the bidding moving fast to convey the excitement of an auction room.

3. When you come to the GOING… GOING…GONE stage, be ready to accept last

minute bids.

4. When a sentence has been auctioned off, make sure teachers keep a note of the

buyer and the amount in their “Bought” column.

5. After each sale, tell the teachers if the sentence is correct or not.

6. Postpone the corrections until after the auction so as not to break the “auction

mood.”

7. Start the auction with the first sentence but then auction the rest of the sentences

in random order – this heightens the feeling of expectancy.

8. At the end of the auction, facilitator can explain simple rules about the parts of

speech that were wrong in the sentences.

AUCTION SHEET / SUGGESTED ANSWERS:

No. Sentence Correction

EMS Module 2007 33


1 With reference on the findings, state the

type of reaction which occurs.

With reference to the findings, state the

type of reaction which occurs.

2. Based on the observations in the table,

state one conclusion.

3 Explain briefly why the above results are

obtained.

4 What is a function of the part labelled F? What is the function of the part labelled

F?

5 Explain the difference over mass and

weight.

Explain the difference between mass

and weight.

6 Identify the symbols in the equation

above.

7 State one differences and one similarity

between a hormone and an enzyme.

State one difference and one similarity

between a hormone and an enzyme.

8 Describe the life cycle of a butterfly.

9 Give an outline of the process of

photosynthesis.

10 Define the term “Rate of Growth”.

11 Copy and complete the following table.

12 Factorize complete the following

expression.

Factorize completely the following

expression.

DAY 1 SLOT 3GRAMMAR

EMS Module 2007 34


TOPIC: SINGULAR AND PLURAL NOUNS SUBJECT-VERB AGREEMENT TIME: 2 Hours

OBJECTIVES:

To change singular nouns to plural nouns To reinforce the rules of forming plural nouns To reinforce that in a sentence, the subject and the verb must agree in

number

ACTIVITY 1: SING-PLU HUNTTime Required: 1 hour

Materials Required: Task sheets

SUGGESTED INSTRUCTIONS:1. Inform teachers that there are four stations in the ‘Sing-Plu’ hunt.

2. Instruct teachers to complete the task at each station before moving on to the

next.

3. Tell teachers to carry out the tasks individually.

STATION 1: DO AND READ

EMS Module 2007 35


Materials Required: Task sheets (Appendix 1) (duplicate enough copies for all teachers)

SUGGESTED INSTRUCTIONS:1. Start by telling teachers that they need to observe the grammar rules before they

take on the task.

2. Inform teachers that they are to work individually.

3. Distribute the task sheets to teachers.

4. Tell teachers to complete the list by adding ‘s’ or ‘es’ to make the nouns plural.

5. Get teachers to read out the completed list to you.

6. Correct their pronunciation if there are mistakes.

7. Ensure that teachers have got the correct pronunciation before allowing them to

proceed to Station 2.

Appendix 1STATION 1: DO AND READ

EMS Module 2007

Rules to observe:

To make most nouns plural, add s, e.g. beakers, test tubes, tripod stands.

Add es to nouns ending in sh, ch, ss and x, e.g. wishes, matches, glasses, foxes.

36


INSTRUCTIONS:

1. Complete the list by adding ‘s’ or ‘es’ to change the nouns to the plural form.

No. Singular Plural1 petri dish2 ruler3 torch4 cylinder5 glass6 bunsen burner7 angle8 box9 lip10 eye11 edge12 potato13 tax14 match15 class

2. Read out the completed list to the facilitator.

3. Then proceed to Station 2.

*Note: To be given to the teachers

STATION 2: CROSSWORD PUZZLE

EMS Module 2007 37

Rules to observe:

1. To make most nouns plural, add s, e.g. beakers, test tubes, tripod stands.

2. Add es to nouns ending in sh, ch, ss and x, e.g. wishes, matches, glasses, foxes.


Materials Required: Crossword puzzle (Appendix 2) (duplicate enough copies for all teachers)

SUGGESTED INSTRUCTIONS:1. Distribute the crossword puzzle to teachers as they come to Station 2.2. Get teachers to complete the task assigned.

3. Collect and check the completed puzzle.

4. Give immediate feedback.

5. Permit only teachers who have completed the puzzle to move on to

Station 3.

Appendix 2

STATION 2: CROSSWORD PUZZLE

EMS Module 2007

Rules to observe:

If a noun ends with y, change the y to i and add es, e.g. ferry ferries ( y is preceded by a consonant ).

If y is preceded by a vowel, add only s, e.g. turkeys.

If a noun ends with fe or f, change the ending to ves, e.g. knives, loaves except beliefs, chiefs, roofs, cuffs.

38


INSTRUCTIONS:

1. Change the nouns given in the clues to the plural form.2. Complete the crossword puzzle below.3. Hand in the completed puzzle to the facilitator.4. Move on to Station 3.

Clues to crossword:Across Down

1. Boy 1. Monkey2. Key 2. Knife3. Lorry 3. Leaf4. Wife 4. Wolf5. Shelf6. Chief

Note: To be given to the teachersSTATION 3: SEARCH AND WRITE

EMS Module 2007

Rules to observe:If a noun ends with y, change the y to i and add es,

e.g. ferry ferries ( y is preceded by a consonant ).If y is preceded by a vowel, add only s, e.g. turkeys.If a noun ends with fe or f, change the ending to ves, e.g. knives, loaves except beliefs, chiefs, roofs, cuffs.

1

1

2

3

2

4

5

6

39

Rules to observe:

1. Some nouns have irregular plural forms, e.g. mouse-mice, woman-women.

2. The plural form of some nouns is the same as the singular form, e.g. sheep.


Materials Required: Task sheets (Appendix 3) Word list (Appendix 4) Mahjong paper

SUGGESTED PREPARATION:

1. Duplicate enough copies of the task sheet for all teachers.

2. Write the word list (Appendix 4) on a piece of mahjong paper.

3. Put up the mahjong paper on the wall at Station 3.

SUGGESTED INSTRUCTIONS:

1. Distribute the task sheets to teachers as they come to Station 3.2. Inform them that they have to write the correct plural forms of the words.

3. Tell them that they can refer to the word list if they need help.

4. Collect and check the completed task sheet.


6. Then, tell them to proceed to Station 4.

Appendix 3STATION 3: SEARCH AND WRITE

EMS Module 2007 40


INSTRUCTIONS:1. Write the correct plural forms of the words in the word list below.

2. You may refer to the options given.

3. The options are written on the mahjong paper placed on the wall at this station.

4. Hand in the completed task sheet to the facilitator.

5. Continue your hunt in Station 4.

SINGULAR PLURAL

child

species

tooth

fish

ox

deer

foot

louse

goose

Note : To be given to the teachers

Appendix 4

EMS Module 2007

Rules to observe:

Some nouns have irregular plural forms, e.g. mouse-mice, woman-women.

The plural form of some nouns is the same as the singular form, e.g. sheep.

41


Word list

1. Prepare the word list on a piece of mahjong paper.

2. Put up the mahjong paper on the wall at Station 3.

child fishes ox

childs species oxes

children specieses oxen

childrens tooth deer

foot tooths deeres

foots teeth goose

feet louses gooses

fish lice geese

STATION 4: WORD MAZE

EMS Module 2007 42

Rules to observe:

Some nouns that the English language has borrowed from other languages have foreign plurals, e.g. index-indices, axis-axes, vertex-vertices.


Materials Required: Word maze (Appendix 5) (duplicate enough copies for all teachers)

SUGGESTED INSTRUCTIONS:1. Distribute the word maze to teachers as they come to Station 4. 2. Tell them to look for and circle the correct plural forms of the given words.

3. Collect and check the completed word maze.


**For further exercises, please refer to the book, Fundamentals of English Grammar by

Betty Schrampfer Azar, pg. 69.

Appendix 5

STATION 4 : WORD MAZE

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INSTRUCTIONS:1. Look for and circle the correct plural forms of the given words.

2. Hand in the completed word maze to the facilitator.

Words in singular form:

1. locus2. crisis3. cactus4. bacterium5. phenomenon6. formula7. radius8. syllabus9. larva

G B A C T E R I A W YK A C T U S S N I R II C L A R V E F C L BC A F O R M U L A E AO R I C O O L R C E LL I I N L E V I T O LP A E S R A D I I L YS H A N E R O C K U SP M E X T S E C I R C

* Note: To be given to the teachers

Appendix 6

ANSWERS TO ALL TASK SHEETS:

EMS Module 2007 44

Rules to observe:Some nouns that the English language has borrowed from other languages have foreign plurals, e.g. index-indices, axis-axes, vertex-vertices.


Station 1:

No. Singular Plural1 petri dish petri dishes2 ruler Rulers3 torch Torches4 cylinder Cylinders5 glass Glasses6 bunsen burner bunsen burners7 angle Angles8 box Boxes9 lip Lips

10 eye Eyes11 edge Edges12 potato Potatoes13 tax Taxes14 match Matches15 class Classes

Station 2:

Appendix 7

EMS Module 2007

1M1B O Y S

NK

2K EN Y

3L O R R I E SE VA 2K E Y S

4W I V E S SO EL 5S H E L V E SV

6C H I E F SS

45


Station 3:

SINGULAR PLURALchild childrenspecies speciestooth teethfish fish / fishesox oxendeer deerfoot feetlouse licegoose geese

Station 4:

B A C T E R I AN I

I E C L BC F O R M U L A E AO R O R C LL I N V T L

E S R A D I I YH E S

P S

ACTIVITY 2: SUBJECT-VERB AGREEMENT

TIME: 1 Hour

EMS Module 2007 46


ACTIVITY 2A: RULES ARE RULES


Materials Required: Word cards (Appendix 8) Mahjong paper (Appendices 9 & 10) Envelopes


1. Make enough copies of the word cards for all teachers.

2. Prepare at least 20 envelopes.

3. Cut out the word cards and put 6 word cards into each envelope.

4. Prepare the verb charts in Appendices 9 and 10 on mahjong paper.


1. Get teachers to work in groups of five.

2. Give 5 envelopes to each group. Each teacher gets one envelope.

3. Inform teachers that there are singular and plural word cards in the envelope.

4. Tell teachers to separate the singular nouns from the plural ones.

5. Distribute the Verb Charts to each group.

6. Get teachers to paste the word cards in the appropriate spaces on the charts.

Appendix 8ACTIVITY 2A

EMS Module 2007

Grammar rules:

Singular subjects take singular verbs, e.g. ‘he sings’, ‘she does’, ‘it has’.

Plural subjects take plural verbs, e.g. ‘they sing’, ‘we do’, ‘the children have’.

Exceptions to the rules: the subjects, “you” and “I” take the plural verb, e.g. ‘you sing’, ‘I do’.

47


1. Prepare enough sets of word cards for teachers.

2. Cut out the word cards below.

3. Put 6 word cards into each envelope.

The boys Ahmad Syam AliThe children The headmaster

I HeYou SheWe It

They Mr ChanThe deer Anna

The geese KhimTeachers The oxPolicemen The postman

Jim and his sister The cookThe soldiers The robber

James and Jane MosesThe musicians Mr BeanThe astronauts The scientist


Verb Charts

EMS Module 2007 48


1. Prepare at least four verb charts on mahjong paper.

2. Below are samples you may follow.

3. Inform the teachers to paste the word cards in the appropriate spaces on the

verb charts.

Verb Chart 1Paste the word cards in this column.

has

have


is

are


EMS Module 2007 49



do

does


go

goes

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ACTIVITY 2B: EVERYONE MAKES MISTAKES


Materials Required: Sentence strips (Appendices 11 and 12)


1. Cut the stories into sentence strips.


1. Give each teacher a sentence strip.

2. Inform them that there is an error which has been highlighted in each sentence.

3. Tell teachers to correct the error and rewrite the sentence in the space provided.

(Refer to Appendix 13 for answers)

EMS Module 2007 51


Appendix 11ACTIVITY 2B:

1. Cut the stories into sentence strips.

2. Give each teacher a sentence strip.

3. Remind the teachers to write the correct answers in the space provided.

Story A

Two boys is born on the same day.

They grows up looking alike.

One is a beggar, the other are a prince.

The boys meets by accident.

They decides to exchange clothes, just for fun.

Story B

Young Edison are friendly to Florence.

Florence want him to like her.

However, Edison are a hunter in search of white tigers.

Florence know where the white tigers’ den is.

Florence decide to protect the tigers and not make a new friend.

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Appendix 12

ACTIVITY 2B:

Story C

Daniel, Aqil, Naresh and Ji-Min plans to go to Morib for a swim.

The four friends goes to Morib by bus.

On the way, it start to rain cats and dogs.

They has no chance to swim.

So, they does not enjoy themselves.

Story D

The frog see the Little Princess crying.

The Little Princess ask the frog to play with her.

The frog do not want to play with her today.

The Little Princess pat him on his head.

The frog change into a handsome young boy.

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Appendix 13

ANSWERS TO ACTIVITY 2B AND 2C

Story A

1. Two boys are born on the same day.

2. They grow up looking alike.

3. One is a beggar, the other is a prince.

4. The boys meet by accident.

5. They decide to exchange clothes, just for fun.

Story B

1. Young Edison is friendly to Florence.

2. Florence wants him to like her.

3. However, Edison is a hunter in search of white tigers.

4. Florence knows where the white tigers’ den is.

5. Florence decides to protect the tigers and not make a new friend.

Story C

1. Daniel, Aqil, Naresh and Ji-Min plan to go to Morib for a swim.

2. The four friends go to Morib by bus.

3. On the way, it starts to rain cats and dogs.

4. They have no chance to swim.

5. So, they do not enjoy themselves.

Story D

1. The frog sees the Little Princess crying.

2. The Little Princess asks the frog to play with her.

3. The frog does not want to play with her today.

4. The Little Princess pats him on his head.

5. The frog changes into a handsome young boy.

EMS Module 2007 54


ACTIVITY 2C: SEARCH AND TELL Time Required: 30 minutes

Material Required: Sentence strips

SUGGESTED INSTRUCTIONS:1. Inform teachers that ACTIVITY 2C is a follow-up of ACTIVITY 2B.2. Inform teachers that :

there are five teachers with sentences which will form a story.

they have to search for their counterparts.

as a group, they are to sequence the sentences to form the story. (Refer to

Appendix 13 for suggested sequence of story)

they have to write out the story on a mahjong paper for display.

3. Get a representative from each group to read the story to everyone.

EMS Module 2007 55


DAY 2 SLOT 1GRAMMARTOPICS: ARTICLES: A, AN, THE;

WH-QUESTIONSCONJUNCTIONS

TIME: 2 HoursOBJECTIVES:

To use ‘a’, ‘an’ and ‘the’ correctly. To reinforce the rules when using articles. To form correct Wh-questions. To use Wh-questions in order to elicit answers.

ACTIVITY 1: ARTICLE ROLL CALLTime Required: 15 minutes

Materials Required: Word list (Appendix 1), A4 Paper, black marker pen

Article Chart (Appendix 1), Mahjong paper

SUGGESTED PREPARATION:1. Write out the list of words in Appendix 1 on A4 paper with a black marker pen.

2. Cut out the individual word/phrases from the list to form word/phrase cards.

3. Prepare the Article Chart on mahjong paper. (Refer to Appendix 1.)

SUGGESTED INSTRUCTIONS:1. Give each teacher a word/phrase card.

2. Tell teachers to line up, those with words beginning with consonants to stand on

the right and those with words beginning with vowels on the left.

3. Request teachers with the words below to come out from the queue:

unicorn honourable person honest man European unit of measurement

4. Ask these teachers why they are out of the queue.

5. Use the Article Chart (Appendix 1) to explain why.

6. Ask teachers to add an article to the word that they are holding and to say it

aloud.

7. Consolidate the rules using the Article Chart.

EMS Module 2007 56


Appendix 1WORDS TO BE WRITTEN ON A4 PAPER:

1. unicorn 11. umbrella

2. estimation 12. decade

3. thermometer 13. pendulum bob

4. honourable person 14. catalyst

5. honest man 15. insulator

6. European 16. lever balance

7. unit of measurement 17. compound

8. analogue clock 18. number line

9. improper fraction 19. decimal point

10. operation 20. numerator

Article Chart:

Rules for ‘a’ and ‘an’Article ‘a’

‘A’ means one.

We use ‘a’ for words that begin with consonants.

Article ‘an’

‘An’ also means one.

We use ‘an’ for words that begin with vowels.

Exceptions to the rules:

1. ‘A’ is used for words beginning with ‘u’ and ‘e’ that have the ‘yu’ sound: uniform, Eurasian

2. ‘An’ is used for words that begin with the silent ‘h’: hour, heir

3. ‘An’ is used before the letters “a, e, f, h, i, l, m, n, o, r, s, x”.

EMS Module 2007 57


ACTIVITY 2: STICK BY ME


Materials Required: Teacher’s Module

SUGGESTED INSTRUCTIONS:1. Get teachers to read Dialogue 1.2. Discuss the rules for the use of indefinite articles with teachers.

3. Read Dialogue 2. Discuss the rules for the use of the definite article with

teachers.

4. Get teachers to study the pictures in the Teacher’s Module.

5. Reinforce the rules for using the definite article ‘the’ with teachers.

6. Ask teachers to attempt individually Exercise 1 in their module.

7. Discuss the answers with teachers. (Draw their attention to the rules.)

DIALOGUE 1

A fish makes a good pet. I agree. I saw a goldfish in Raja’s shop.

Rules:

1. We use ‘a’ when making a general statement.

2. We also use ‘a’ to represent one (singular countable noun).

EMS Module 2007 58


DIALOGUE 2

I bought the goldfish. Did you feed the goldfish? I gave the goldfish some fish pellets.

Rules:

1. We use ‘the’ when referring to a specific thing.

2. We also use ‘the’ when talking about the same thing again.

Pictures:

Earth Sun

Soup Rain

EMS Module 2007 59


big

bigger

biggest

long

longer

longest

Rules:1. We use ‘the’ for things that are only one of its kind.

2. We use ‘the’ for specific uncountable nouns.

3. We use ‘the’ for superlatives.

Answers to Exercise 1

EMS Module 2007 60


INSTRUCTIONS:

1. Get teachers to read the pairs of sentences given below.

2. Ask the teachers to tick (/) the correct sentence.

1a. A square has four equal sides. ( / )

1b. An square has four equal sides. ( )

2a. An acid is a compound which produces hydrogen ions when it dissolves in water.

( / )

2b. A acid is a compound which produces hydrogen ions when it dissolves in water.

( )

3a. An uniform speed is a speed which is always constant. ( )

3b. A uniform speed is a speed which is always constant. ( / )

4a. A heart is the organ which pumps blood to every part of our body. ( )

4b. The heart is the organ which pumps blood to every part of our body. ( / )

5a. Fill a beaker with distilled water. Place a beaker on the tripod stand. ( )

5b. Fill a beaker with distilled water. Place the beaker on the tripod stand. ( / )

6a. The sun took about 10,000 years to take form. ( / )

6b. A sun took about 10,000 years to take form. ( )

7a. Spread the powder evenly on the surface of the oil. ( / )

7b. Spread a powder evenly on the surface of the oil. ( )

8a. Mount Everest is the highest mountain in the world. ( / )

8b. Mount Everest is a highest mountain in the world. ( )

ACTIVITY 3: MY GRANDMOTHER’S RECIPE

EMS Module 2007 61




SUGGESTED INSTRUCTIONS:1. Get the teachers to think of a favourite dish that they have enjoyed since their

childhood days.

2. Inform them that they are to share the recipe with the others in groups of four by

telling one another how the dish is prepared.

3. Then, get one volunteer to come forward to share how the dish is prepared.

4. Take note of all the conjunctions/sequence connectors used while the teacher is

presenting.

5. Use these sentences as the starting point to introduce conjunctions. Explain

other conjunctions/ sequence connectors that can be used to replace the

conjunctions/sequence connectors used by the teacher in his/her presentation.

6. Ask the teachers to study Table 1 in the Teacher’s Module and attempt Exercise 1.

7. If there is time, get the teachers to retell how the dish is prepared using more

conjunctions/sequence connectors.

Table 1

No Conjunctions/Connectors

Examples

1. and, as well as He is selling oranges and apples.2. but, yet, however My teacher is thin but she can lift heavy things.3. or Please call Jed or Ted.4. so, therefore The room was dark, so I turned on the light.5. as, because, since They hurried home as it was going to rain soon.6. either…or Mr Wong will leave on either Monday or Tuesday.7. neither…nor Alan has neither a pen nor a pencil.8. both…and Joyce is both intelligent and hardworking.9. although, though We went out although it was raining.10. unless You can’t go in unless you are a member.

Exercise 1

EMS Module 2007 62


Fill in the blanks with the conjunctions /connectors above.

1. Although he studied hard for the examination, he did not pass.

2. The room is very comfortable and it has a good view of the city.

3. I came home late today because I missed the bus.

4. We will definitely come for the practice unless it rains.

5. He knocked at the door very loudly but no one opened it.

6. We haven’t decided where to go this evening. We can either go to the cinema or to the fair.

7. He will show us around himself or send someone else.

8. This machine is worth its price. It is both economical and useful.

9. The teacher told her to complete the essay and pass it up.

10. Neither the boys nor the girls were present at the meeting.

TOPIC: WH-QUESTIONS

EMS Module 2007 63


TIME: 1 HourACTIVITY 1: QUAERERE Time Required: 10 minutes

Materials Required: A picture

SUGGESTED INSTRUCTIONS:1. Facilitator shows the stimulus below.

2. Ask teachers Wh-questions based on the stimulus.

Example:

What do you see?

Who is singing the song?

Where is this taking place?

Why is the teacher angry?

How many boys are running out of the computer laboratory?

When can they return to the computer laboratory?

Note:The facilitator can use any suitable picture for this activity.

ACTIVITY 2: KNOWING ME KNOWING YOU

EMS Module 2007 64




SUGGESTED INSTRUCTIONS:1. Get teachers to form groups of five.

2. Ask one group to come forward.

3. Ask a member of the group to stand in the centre of the group.

4. Instruct the other four members to ask Wh-questions in order to get to know the

teacher better.

5. The teacher in the centre has to answer each question before the next one is

posed.

6. Give each group 3 minutes and the group that formulates the most number of

correct questions is the winner.

7. While one group is carrying out the activity, the others will be the panel of judges

to ensure that Wh-questions are used during the game.

ACTIVITY 3: THE OLDIES BUT THE GOODIES

EMS Module 2007 65



Materials Required: Songs with Wh-questions, CD player, worksheet/s

SUGGESTED PREPARATION:1. Choose suitable songs with Wh-questions. (Two songs are provided in the

Module.)

2. Prepare the worksheet/s. Delete all Wh-questions in the lyrics.

3. Prepare enough photocopies of the worksheet/s.

SUGGESTED INSTRUCTIONS: ( For songs )1. Instruct teachers to complete the lyrics in the worksheet/s with Wh-questions.

2. Play songs with Wh-questions. (use any suitable songs)

3. Discuss answers with teachers.

WORKSHEET

A. Title of Song: How Can We Hang On To A Dream?

What can I say he’s walking away from what we’ve seen?

What can I do, still loving you?

It’s all a dream.

How can we hang on to a dream?

How can it really be the way it seems?

What can I do, when he says that we are through?

B. Title of Song: The End Of The WorldWhy does the sun go on shining?

Why does the sea rush to shore?

Don’t they know it’s the end of the world?

Cause you don’t love me anymore.

Why do the birds go on singing?

Why do the stars glow above?

Don’t they know it’s the end of the world?

It ended when I lost your love.

C. Listening Text ( Track 1 on CD )

EMS Module 2007 66


1. Instruct the teachers to listen to the recorded passage.

2. Ask teachers to read the questions in the worksheet.

3. Play the recorded passage again.

4. Ask teachers to answer the questions as they listen to the passage for the

second time.

5. Discuss the answers with the teachers.

You’ll listen to a lecture on how to write essays. Listen carefully.

What makes a good essay? An analysis of the comments that teachers

make on students’ essays suggests that there are four qualities of a good

essay.

The first is relevance to the topic. The teacher expects your essay to

focus on the set topic and deal fully with its central concerns. It’s important that

you interpret the topic and its key terms accurately. As you progress, check to

see that you have covered all the parts of the topic. Most topics will include a

number of sub-topics or sub-questions related to the main theme, so make sure

that you deal with all the related parts.

Another quality is that your essay should be the result of wide and critical

reading. Do not accept that something is true just because it is published. You’ll

need to critically examine the opinions of the writer.

Another good feature is that your essay presents a reasoned argument.

The term ‘argument’ is used in a special sense. It does not mean that you take

sides or present only one point of view. It means that you explore the topic

through a clear and consistent development of ideas, using adequate evidence.

You’ll be expected to structure the material so that the main ideas are presented

logically and coherently.

Finally, it is expected that your essay will be well presented. This means

that you’ll have to edit your essay carefully for errors in grammar, spelling and

punctuation. If your past essays have been criticized for ‘awkward expression’, it

may help to read aloud your final draft. Some students find that they can hear

mistakes which they cannot pick up merely by looking at their essay. But this

practice may not be necessary if you do not have serious language problems.

You should also make a habit of consulting the dictionary or reference texts for

EMS Module 2007 67


grammar and correct usage. Read the essay carefully one final time before you

hand it in or ask a reliable friend to proofread it for you.

I have touched on some of the major features of a good essay but I must

emphasize that these are only guidelines. There are no easy solutions to writing

problems but try to remember these guidelines when you’re in the process of

writing an essay.

(Excel in MUET by Zuraidah Mohd Don, Chan Swee Heng, Zubaida S. A. Alsree,

Harriet Wong, Fajar Bakti Sdn. Bhd.)

WORKSHEET

Questions:

1. A good essay should ____________ on the set topic and deal fully with its central concerns.

2. “One feature of a good essay is that your essay presents a reasoned argument.” It means that youA organize material wellB deal with all aspects of a topicC develop a systematic point of view based on evidenceD take into account points of view that support your arguments

3. For correct usage of the language, one can consult the ____________.

4. The main message in the text you have just heard can be summed up in 5 words and that is: _________ ________ _________ _________ _________

Answer key: 1. focus2. C3. dictionary4. What makes a good essay

DAY 2 SLOT 2

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GRAMMAR TOPIC: TENSES TIME: 2 HoursOBJECTIVES:

To build sentences orally using the correct tense. To identify correct tenses in sentences

ACTIVITY 1: TALKING ABOUT YOURSELF (Simple Present Tense)


Materials Required: The Teacher’s Module

SUGGESTED INSTRUCTIONS:1. Get the teachers to work in groups of four.

2. Ask the teachers to read the dialogue in their module and prepare for a

conversation.

3. Give them a time frame to complete the task. (suggested time - five minutes)

4. Get the groups to present their task to the class. (suggested time frame for the

presentation is five minutes for each group.)

5. Give your feedback to the class.

6. Introduce the Simple Present Tense. Get the teachers to refer to the notes given

in the Teacher’s Module.

ACTIVITY 2: MIND YOUR “S”Time Required: 15 minutes


1. Get the teachers to work individually.

2. Instruct them to complete the exercise.


EXPECTED ANSWERS FOR EXERCISE:

1. walk

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2. combs3. sings4. go5. sell6. is7. speaks8. comes9. cook10. think

ACTIVITY 3: WHAT AM I DOING? Time Required: 15 minutes


SUGGESTED INSTRUCTIONS:1. Instruct the teachers to remain in their groups.

2. Choose a group at a time and ask the teachers to translate a sentence each.

3. Correct any mistakes immediately.

4. Get the teachers to read the notes provided.

5. Explain the Present Continuous Tense.

6. Get the teachers to complete the task.

(Estimated time for the activity – two minutes for each group.)

SUGGESTED SENTENCES:

Saya sedang mencuci tabung uji.

(I am cleaning the test tube.)

Dia sedang menyediakan peralatan untuk satu eksperimen.

(He is preparing the apparatus for an experiment.)

Guru itu sedang memarahi pelajar-pelajarnya.

(The teacher is scolding his students.)

Mereka sedang bermain-main di dalam kelas.

(They are playing in the class.)

Ayah saya sedang menyapu lantai.

(My father is sweeping the floor.)

TASK

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In your groups, perform any usual, common activity and describe aloud what you are

doing.

Example: I am standing in front of a wall. I am opening a can of paint. I am taking a

paintbrush…………………………. .

ACTIVITY 4: DOUBLE OR QUIT? (The Simple Past and Past Continuous Tense)Time Required: 60 minutes

Materials Required: (Stopwatch, sweets /chocolate /token)


1. Get the teachers to read the notes provided in the Teacher’s Module.

2. Elicit responses from the teachers about the Simple Past Tense.

3. Get the teachers to read both texts ( The Sky ).

4. Get the teachers to give their opinions about the differences between both texts.

5. Guide the teachers to the forms of the Simple Past Tense.

6. Get the teachers to sit in groups of four to play ‘Double or Quit’.7. Explain the rules of the game to the teachers.

Text 1

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The Sky

When I look at the sky I see millions of twinkling stars. Some are so bright and

some are dim. I am so amazed to see comets in the sky at night. Comets are large

pieces of ice and dust that orbit the sun. The sun is the biggest star in our galaxy.

There are four planets closest to the sun. Using a telescope we can view the planets

Mercury, Venus, Earth and Mars. If you love to watch them you can borrow a special

telescope from the school laboratory.

Text 2

The Sky

Last night, when I looked at the sky I saw millions of twinkling stars. Some were

so bright and some were dim. I was so amazed when I saw comets flying in the sky.

Comets are large pieces of ice and dust that orbit the sun. The sun is the biggest star

in our galaxy. There are four planets closest to the sun. I viewed them using a

special telescope which I borrowed from the school laboratory.

Suggested sentences for Double or Quit:1. I walk to school everyday.

2. My father works as a mechanic.

3. The teacher marks his students’ work.

4. He plays football every weekend.

5. They pray together in the mosque.

6. She eats out every night.

7. They take part in the competition every year.

8. My mother sits on a chair.

9. He writes a great novel.

10. She drinks a lot of ginseng tea.

DOUBLE OR QUIT

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Pick one group.

Read out a sentence ( in the present tense ).

The teachers need to change the sentence to the simple past tense in 15

seconds.

If they answer correctly, reward them with something ( sweets/ chocolate / coins

etc ).

Offer the same group a second question by asking “Double or Quit?”

If they say “Double”, read out another sentence.

If they answer correctly, double their reward. If their answer is inaccurate, forfeit

their previous reward.

If they say “Quit”, pick another group.

ACTIVITY 4.1: WHAT WAS I DOING?(Past Continuous Tense)

1. Get the teachers to read the notes provided.

2. Explain the Past Continuous Tense and its form

{ was / were + verb + ing }.

3. Get the teachers to attempt the exercise.

4. Elicit answers from the teachers.

EXPECTED ANSWERS

a. was eating

b. were watching

c. was sleeping

d. were studying

e. was trying

DAY 2 SLOT 3GRAMMAR

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TOPIC: ACTIVE AND PASSIVE VOICE TIME: 2 Hours

OBJECTIVES : To differentiate between the active and passive voice To use the right verb form for the active and passive form

ACTIVITY 1: SUBJECT FIRST Time Required: 15 minutes

Materials Required : Teacher’s Module

SUGGESTED INSTRUCTIONS:1. Revise the topic on nouns. Introduce the terms ‘subject’ and ‘object’ and give

examples.

2. Ask teachers to work individually.

3. Tell teachers to look at the nouns given and complete Exercise 1.4. Ask teachers to read out the sentences.

NOUNS

EXERCISE 1 SUBJECT OBJECT

1 The eats the

2 The makes the

3 The stirs the

4 The uses the

5 The kick the

6 The clean the

ACTIVITY 2: FAMILY REUNION Time Required: 30 minutes

Materials Required: Word cards, chart, Blu tack / cellophane tape,

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rat ball owl doctor

teacher players solution workers

toilets cupboard carpenter stethoscope


Fundamentals of English Grammar, Teacher’s Module

SUGGESTED INSTRUCTIONS:1. The facilitator prepares word cards and gives one to each teacher.

2. Put up the chart below and explain the task to be carried out.

3. Demonstrate using three word cards ( take, took, taken ).

4. Tell teachers to find other teachers who are holding cards with verbs that belong to

the same verb family and paste the word cards in the correct columns on the chart .

5. Instruct teachers to read the words aloud.

6. Ask teachers to fill in the ‘Past Participle’ column in Table 1.

7. Ask teachers to complete Practice 2 on page 222 of Fundamentals of English

Grammar.

( Homework : Practice 3-4 on pages 222 & 223 )

CHART TO BE PUT UP

Simple Present Simple Past Past Participle

take took taken

WORD CARDS TO BE CUT OUT

blow blew blownchoose chose chosen

heat heated heated

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cut cut cutdivide divided dividedfilter filtered filtereddraw drew drawn

CHART

Simple Present Simple Past Past Participletake took takenblow blew blown

choose chose chosenheat heated heatedcut cut cut

divide divided dividedfilter filtered filtereddraw drew drawn

TABLE 1

Simple Present Simple Past Past Participle

absorb absorbed absorbed

carry carried carried

decrease decreased decreased

measure measured measured

pour poured poured

find found found

keep kept kept

freeze froze frozen

put put put

set set set

ACTIVITY 3: CHANGE OVER Time Required: 15 minutes

Materials Required: Fundamentals of English Grammar, Teacher’s Module

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1. Tell teachers to work individually.

2. Instruct teachers to study the example given in Exercise 2.3. Tell teachers to complete Exercise 2 by writing similar sentences.

4. Check answers with teachers.

5. Explain the active voice and passive voice using the diagram on page 221 of

Fundamentals of English Grammar.

6. Tell teachers to complete PRACTICE 1 on page 221.

Verb ’to be’

+

Past participle

am, is, are, was , were

ANSWERS

EXERCISE 2

1. (a) The owl eats the rat.

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(b) The rat is eaten by the owl.

2. (a) The carpenter makes the cupboard.

(b) The cupboard is made by the carpenter.

3. (a) The teacher stirs the solution.

(b) The solution is stirred by the teacher.

4. (a) The doctor uses the stethoscope.

(b) The stethoscope is used by the doctor.

5. (a) The players kick the ball.

(b) The ball is kicked by the players.

6. (a) The workers clean the toilets.

(b) The toilets are cleaned by the workers.

ACTIVITY 4: ACTIVE CHALLENGE Time Required: 20 minutes

Materials Required : None

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SUGGESTED INSTRUCTIONS:1. Ask teachers to form two teams, Team A and Team B.

2. Ask each teacher to think of a sentence that has a verb in the active voice.

3. Explain the rules of the game:

A member from Team A puts forward his/her sentence to Team B.

A member from Team B converts the sentence into the passive form.

A point is awarded for each correct answer.

Each teacher can answer only once.

The team that provides a sentence which cannot be converted into the

passive form is penalised.

The team with the higher score wins.

ACTIVITY 5: SPIN A TALE Time Required: 40 minutes

Materials Required: Sets of words, A4 paper

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SUGGESTED INSTRUCTIONS:1. Explain the Past Passive Voice with the help of the two examples given.

2. Ask teachers to form groups of four.

3. Give each group a set of verbs.

4. Tell teachers to make sentences with the verbs in the active or passive form to tell a

story.

5. Provide A4 paper for the teachers to write out the story.

6. Get the groups to tell their stories.

EXAMPLE 1:

weigh buy mix bake pour

Yesterday I wanted to bake a cake. I went to the shop and bought some

ingredients. First I weighed the flour and sugar. Next, I mixed the ingredients. The

mixture was poured into a cake tin. The cake was baked for 40 minutes in the oven.

Unfortunately, the cake was a disaster!

EXAMPLE 2:

go want hear attack save

One day, some boys went into the jungle. They wanted to catch butterflies. In

the jungle they heard a loud roar. Suddenly, a tiger appeared in front of them. They

were attacked by the tiger. They screamed and ran for their lives! Luckily they were saved by a forest ranger.

SUGGESTED WORDS:

Set 1 demonstrate explain ask carry out record

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Set 2 put take add dissolve heat

Set 3 teach show draw measure complete

Set 4 arrive cry scream bite send

Set 5 travel meet pretend drug rob

DAY 3 SLOT 1PRONUNCIATION AND DICTIONARY SKILLSTOPIC : CORRECT ENGLISH PRONUNCIATION AND WORD GROUPSTIME : 2 Hours

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OBJECTIVES :

To pronounce some commonly mispronounced words correctly To compare the BM and BI sounds of the letters To identify and differentiate different word groups To pronounce words with silent letters correctly

ACTIVITY 1: IMPORTANCE OF CORRECT PRONUNCIATION


Materials Required: Whiteboard / handouts

SUGGESTED INSTRUCTIONS:1. Explain the importance of correct pronunciation.

2. Give some examples of incorrect pronunciation.

3. Get the teachers to recap the reasons why correct pronunciation is important.

SUGGESTED ANSWERS:

Possible reasons:

1. Mispronunciation may lead to offencewrap rapecement semenimportant impotent

2. Mispronunciation may cause misunderstandingwork walkfood footcake kick

3. Mispronunciation may cause a breakdown in communicationflourtiredcucumberblood

ACTIVITY 2: COMMONLY MISPRONOUNCED WORDS Time Required: 20 minutes

Materials Required: Word list

SUGGESTED INSTRUCTIONS:1. The facilitator displays a list of commonly mispronounced words.

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2. Instruct the teachers to pronounce the words in the list.

3. Give the correct pronunciation of the words.

4. Tell the teachers to work in groups of four.

5. Ask them to list some reasons for mispronunciation.

6. Ask teachers to present their findings.

SUGGESTED LIST:

receipt vegetable

market stomach

Wednesday toothache

photographer fishmonger

pizza auto-run

SOME REASONS FOR WRONG PRONUNCIATION

1 Silent letters

2 Wrong stress

3 Foreign words

4 Poor articulation

5 Mother- tongue influence

6 Wrong syllable division

ACTIVITY 3: COMPARING THE BM AND BI SOUNDS Time Required: 20 minutes



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1. The facilitator presents two lists of words to compare the sounds of some letters in

Bahasa Melayu and English.

2. Facilitator elicits other examples from the teachers.

SUGGESTED LIST:

a

Bahasa Melayu English adu arm batu add hati age mata agree

kasut alter

oBahasa Melayu English

orang office otak open bola original lorong other

sotong out

qBahasa Melayu English

Quran quality qari question qariah query

uBahasa Melayu English

buku understand, but udang urgent garu put

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ular unit

xBahasa Melayu English

-

X-ray explain experience box

six xenon

cBahasa Melayu English

cucu candidate centre carta current circular cermin copy cycle

gBahasa Melayu English

gigi glue gym gabus government giraffe gosok graduate germinate

Note:

“X” does not have a beginning sound.

ACTIVITY 4: HOMONYMS, HOMOGRAPHS AND HOMOPHONES Time Required: 50 minutes

Materials Required: The Longman Dictionary (LDOCE)

Mahjong paper, marker pens, Science/ Mathematics textbooks

SUGGESTED INSTRUCTIONS: 1. Give teachers the definitions and some examples of homonyms, homographs and

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homophones, especially words that are used in Mathematics and Science.

2. Tell the teachers to form groups of four.

3. Ask the teachers to compile other examples of homonyms, homographs and

homophones used in the teaching of Mathematics and Science.

4. Get them to write the words down on mahjong paper and display them.

5. Encourage teachers to pronounce all the words on display.

SUGGESTED ANSWERS:

Definition of homonyms:Words which have the same spelling and pronunciation but different meanings.

Examples:iron dense rule matter second tissue volume report light waste

Definition of homographs:Words which have the same spelling but different pronunciations and meanings.

Examples:bow sow lead wind tear live desert refuse extract record

Definition of homophones:

Words which have the same pronunciation but different spellings and meanings.

Examples:

air heir

altar alter

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bare bear

blew blue

boy buoy

brake break

cell sell

cent scent

coarse course

current currant

flour flower

mail male

lead led

steal steel

waist waste

wait weight

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ACTIVITY 5: SILENT LETTERS Time Required: 20 minutes

Materials Required: The Longman Dictionary (LDOCE)

SUGGESTED INSTRUCTIONS:1. Tell teachers to form groups of four.

2. Introduce a list of words with silent letters for the teachers to pronounce.

3. Correct the teachers’ pronunciation if necessary.

4. Elicit other examples.

SUGGESTED ANSWERS:

Silent “t”ballet bouquet chalet gourmet parquet debut rapport

Silent “h”hour honest honour heir cirrhosis exhaust piranha

Silent “b”bomb climb debt doubt plumber thumb subtle

Silent “p”coup corps cupboard receipt pneumonia psychology psychiatrist

Silent “l”alms palm half could yolk almond salmon

Silent “w”who whole whose wrench sword flower power

Silent “k”know knee knife knock knot knuckles knowledge

Silent “g”gnat gnaw sign foreign paradigm phlegm diaphragm

Silent “s”aisle chassis debris fracas isle islet island

Silent “c”corpuscle muscle scissors scene scent

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DAY 3 SLOT 2PRONUNCIATION AND DICTIONARY SKILLSTOPIC : DICTIONARY SKILLS TIME : 2 HoursOBJECTIVES :

To enable teachers to use the dictionary effectively To identify headwords, definitions, derivatives, etc To look up meanings of words To pronounce words accurately

ACTIVITY 1: WHEN I NEED YOU Time Required: 60 minutes

Materials Required: The Longman Dictionary ( LDOCE ) / Worksheet

SUGGESTED INSTRUCTIONS:1. Tell teachers to work individually.

2. Instruct the teachers to turn to Page 5 of the LDOCE and identify the following:

Example

headword absent-minded

definition likely to forget things

derivative absent-mindedly

entry (the whole section for each headword)

grammar fact [ only before noun] (as in absolute)

abbreviation etc ( et cetera)

example of a sentence Plants absorb nutrients from the soil.

phonemic transcription / ‘ æbsәlu:t / ( as in absolute )

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Note the following:

Code/Short form Meaning

n noun ( absentee )

v verb ( absorb )

adj. adjective ( absolute )

adv. adverb ( absolutely )

[T] transitive verb ( absorb )

[U] uncountable noun ( absenteeism )

[C] countable noun ( absentee )

►◄ signpost to the relevant meaning ► LIQUID ◄

[singular] the word exists only in the singular form ( absolute zero )

[plural] the word exists only in the plural form ( e.g. callipers )

3. Instruct teachers to complete the worksheet with the help of the dictionary.

4. Get the teachers to present their answers.

Additional Notes:

A dictionary is useful for:

1. checking the spelling of a word.

2. looking up the meaning of a word.

3. learning the correct usage of a word.

4. learning grammar.

5. learning the correct pronunciation of a word.

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SUGGESTED ANSWERS

Worksheet

Part AComplete the table below.

Noun Verb Adjective1 destruction destroy destructive2 necessity necessitate necessary

3 breakage break breakable4 reaction react reactive5 criticism criticise critical

Part BFill in the blanks with the correct derivative of the words given.

1. protecta. Skunks protect themselves from their enemies by giving out a bad smell.

b. A tortoise has a hard shell for protection.

2. substitutea. The football coach made two substitutions in the second half of the game.

b. Poultry has become a popular substitute for beef and mutton.

3. dividea. Sabrina divides / divided the sweets among the children.

b. There are two types of cell division, mitosis and meiosis.

4. minimuma. We should minimize the intake of sugar for health reasons.

b. A minimum deposit of RM100 is required to open an account with that bank.

5. classifya. To classify organisms, scientists study a wide range of features.

b. The botanist won an award for his contribution to the classification of tropical

plants.

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ACTIVITY 2: SYNONYMS Time Required: 20 minutes

Materials Required: The Longman Dictionary ( LDOCE )

SUGGESTED INSTRUCTIONS:1. Instruct teachers to work in pairs.

2. Instruct them to do the exercise given.

3. Ask them to look for the synonyms of the underlined words in the dictionary.

4. Choose a few teachers to read out the synonyms.

EXERCISE1. Please wear appropriate attire for the football game tomorrow.

2. It is risky to play by the roadside.

3. The centre of the basketball field was flooded and so the match had to be

postponed.

4. The figure below shows the set-up of the apparatus for the experiment on

osmosis.

5. The generous employer gives a substantial bonus to his employees every year.

6. Malaysia is a nation with many different races living together in harmony.

7. Her understanding of the concepts in Additional Mathematics is rather weak.

8. Aminah found that movie rather boring as there was hardly any humour in it.

9. The students were warned by their principal to avoid activities that may cause

them to end up in jail.

10. You cannot alter the results from the experiment.

SUGGESTED ANSWERS

1 suitable, correct 6 country

2 dangerous 7 knowledge

3 middle 8 film, show

4 diagram 9 prison

5 large 10 change

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ACTIVITY 3: CLUSTERS Time Required: 40 minutes

Materials Required: The Longman Dictionary (LDOCE) / Word lists

SUGGESTED INSTRUCTIONS:CLUSTER – “OUGH”

1. Display a list of words with “ough” and get the teachers to pronounce them.

2. Correct their pronunciation when necessary.

3. Next, divide the teachers into two teams.

4. Give each team one word to pronounce.

5. A point is awarded for each correct pronunciation.

6. Each member can answer only once.

7. The team with the higher score wins.

Examples of the 8 sounds:

1. though 5. cough

2. through 6. fought

3. rough 7. thorough

4. plough 8. hiccough/hiccup

Examples of other words:

bough dough ought wrought bought drought enough boroughthought nought tough trough


CLUSTER – “CH”1. Introduce the three ‘ch’ sounds.

2. Tell teachers to pronounce the words in the table below.

3. Instruct teachers to complete the table by categorising the words given in the box

below according to the different sounds of “ch”.

4. Ask teachers to say the words aloud.

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chair choir chef

cheque character niche

change technical machine

charge cholera champagne

choose chemical brochure

chart chameleon sachet

charcoal chlorine chute

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chart chameleon champagne

chute sachet choose

chlorine chemical brochure

charge cholera charcoal


DAY 3 SLOT 3PRONUNCIATION AND DICTIONARY SKILLSTOPIC : VOCABULARY AND TERMINOLOGY TIME : 2 HoursOBJECTIVES :

To pronounce words with ‘irregular’ sounds To use the correct words in sentences To pronounce mathematical and scientific terms correctly To listen to recorded texts

ACTIVITY 1: CONFUSING WORDSTime Required: 30 minutes

Materials Required: The Longman Dictionary ( LDOCE ) / Worksheet


2. Instruct them to complete the exercises on Confusing Words and Multiple Meanings.3. Discuss the answers with the teachers.

4. Correct the answers where necessary.

EXERCISE 1CONFUSING WORDS

Underline the correct answers.

1. What is the mass / mess of the beaker?

2. The rock will sink / sing in the water.

3. Explain the working principle of a boy / buoy.

4. The liver / lever is an organ in our body.

5. Plants get energy from the son / sun.

6. Ammonia gas has a strong odour / order.

7. The bronchioles end in clusters of fine air sacs / sacks called alveoli.

8. Rotate the coarse / course focus knob until the image is clear.

9. Test the gas with a damp / damn litmus paper.

10. Iron fillings / filings can be separated from sulphur powder by using a magnet.

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EXERCISE 2Multiple Meanings

With the help of a dictionary, give two meanings for each of the following words.

1 second after the first unit for measuring time (1/60 minute)

2 balance the amount of something that remains

an instrument for weighing

3 strip remove a layer a piece of paper, cloth etc.

4 cell a small room in a prison the smallest part of a living thing

5 volume the amount of sound produced

the amount of space that a substance fills

6 state a country condition

7 matter situation material (solids ,liquid, gases)

8 organ a musical instrument a part of the body such as the heart

9 form an official document a shape

10 iron something used to make clothes smooth

a common hard metal

11 compound an area surrounded by a wall of fence

a substance containing atoms from two or more elements

12 tissue a piece of soft thin paper a group of specialised cells

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ACTIVITY 2(A): CLICK, LISTEN AND SAYTime Required: 30 minutes

Materials Required: The Longman Dictionary ( LDOCE ) CD-ROM


2. Instruct teachers to start their laptops, insert the CD-ROM and follow the

instructions.

3. Supervise the teachers as they explore the different sections and listen to the

pronunciation of the words in the table below.

4. Offer help where needed.

5. Ask the teachers to say these words aloud.

1 abdomen 11 fungi

2 acetate 12 kilometre

3 acetic acid 13 perimeter

4 algae 14 procedure

5 aqueous 15 rectangle

6 breadth 16 trachea

7 camouflage 17 triangle

8 chromosomes 18 viscous

9 diameter 19 vitamin

10 fauna 20 zygote

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ACTIVITY 2(B): SEARCH AND SAYTime Required: 20 minutes

Materials Required: Mathematics and Science textbooks


2. Ask teachers to look for words in their textbooks which they find difficult to

pronounce.

3 Tell teachers to exchange their lists with each other.

4. Call on several teachers to read out their friend’s list.

5. Correct the pronunciation when necessary.

EXAMPLES OF TERMS TEACHERS MAY FIND DIFFICULT TO PRONOUNCE:

1 alkali 11 cirrhosis 21 gene 31 pipette

2 aluminium 12 cytoplasm 22 germination 32 pituitary

3 amoeba 13 defecation 23 herbaceous 33 pollen

4 anchovy 14 demonstration 24 legume 34 precipitate

5 astigmatism 15 diarrhoea 25 measurement 35 predator

6 audio 16 echo 26 metamorphosis 36 pressure

7 biology 17 electrolysis 27 oasis 37 reflex

8 bronchus 18 enzyme 28 odour 38 saliva

9 camouflage 19 flour 29 parallel 39 science

10 circuit 20 foetus 30 phloem 40 zymase

Note:

1. The facilitator may use a pronouncing dictionary or refer to the phonetic symbols in

the dictionary.

2. The facilitator may use the Glossary of Scientific Terms CD-ROM.

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ACTIVITY 3: LEND ME YOUR EARS PLEASE.… Time Required: 40 minutes

Materials Required: Listening Passages on CD (Tracks 2 and 3 )

SUGGESTED INSTRUCTIONS:1. Instruct the teachers to listen to the recorded passage.

2. Ask teachers to read the questions in the worksheet.

3. Play the recorded passage again.

4. Ask teachers to answer the questions as they listen to the passage for the

second time.


Passage 1 ( Track 2 )Listen to this. This is a talk on how to use electrical appliances. Listen carefully.

You will now hear four tips on how to use electrical appliances. While listening

you may take notes. Then, paraphrase the tips from your notes.

First, buy a new electric water heater. It may cost more initially but the energy

saving will continue during the lifetime of the appliance. You need to consider the long-

term benefits of your decision.

The second is to set computers, monitors, printers, copiers and other business

equipment to operate on energy-saving mode. Remember to turn them off at the end of

the day.

The third is to use outdoor lights with a photocell unit or a timer so they will turn

off during the day. Try it and see how much you will end up saving on your electricity bill.

And fourthly, cover liquids and wrap food stored in the refrigerator. Uncovered

food releases moisture and makes the compressor work harder. This will also cause

your refrigerator to overheat.

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Questions - Passage 1 ( Track 2 ) 1. This passage contains _________ tips on how to use electrical appliances.

2. Buying a new electric water heater may benefit you in the ____________ run.

3. Business equipment which can operate on energy-saving mode include the

following except

A computers

B printers

C refrigerator

D copiers

4. Uncovered food releases moisture that will_________ _________ _________

________ __________. So make sure food stored in the fridge is covered.

Answer key:1. four

2. long

3. C

4. make the compressor work harder

Passage 2Listen to this. This is a talk on healthy ways to manage your anger. Listen

carefully.

About 20% of us have angry personalities, 20% are fairly easy-going, and the

rest of us fall somewhere in the middle. How do you know if you’re a walking pressure

cooker – the type who experiences frequent outbursts of temper? According to Redford

Williams, director of the Behavioural Medicine Research Centre in Durham, North

Carolina, those who get angry very frequently have certain common characteristics –

they display negative feelings, aggressiveness and a general distrust of other people.

Williams suggests that we keep a daily ‘hostility log’ to record angry feelings, aggressive

actions and negative thoughts. If we make three or more entries daily, our level of anger

of hostility may be at an unhealthy level. But according to Williams, the precise point at

which anger becomes dangerous is not known.

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Therefore, to play it safe, there is a need for all of us to learn to deal with anger.

We need to learn to manage our emotions so that we neither hide them nor do we give

in to them. A recent study of 5700 men and women aged between 15 and 64 in

Stockholm, Sweden, found that workers who dealt openly with unfair treatment by

protesting directly of speaking up later when they were calmer, were less likely to have

high blood pressure than those who directed anger at themselves.

New techniques have been discovered to help you deal with your anger at an

intellectual level rather than at an emotional level, that is with your head and not your

heart. First, ask yourself some questions whenever you are angry: ‘Is this important?’, ‘Is

it necessary for me to get angry?’. Questions like these help you evaluate the situation.

This helps you to convert your anger into rational thought.

Another method you could employ is that whenever you get angry, you should

examine the alternatives you have and their consequences. For example, your boss

interrupts you while you are speaking and this upsets you. Instead of confronting him in

anger, you should imagine several scenarios: ‘Should I ask a colleague how he would

deal with the situation? Or ‘Do I want to involve the human resource department?’ When

you ask yourself these questions, you will calm down because it will take your attention

away from your anger and allow you to look at the problem differently.

You could also express the anger you feel through the process of writing. This

process forces you to organise your thoughts and to think clearly. If your anger was

triggered off by an incident at work, writing about it helps you to develop a businesslike

way to handle the issue.

Finally, you need to ask yourself this question: ‘Is getting angry going to benefit

me in any way?’ If the answer to this question is negative, you may have to let the

situation remain as it is. This does not mean that you are suppressing your anger but

rather it means that you have made an intelligent choice about how you will behave.

In conclusion, we can see that anger management is necessary in our stressful

lives. If we do not learn to manage our anger, we will harm ourselves physically. It has

been reported that people who are constantly angry are twice as likely to have a heart

attack than those who have learnt to manage their anger. So the next time you get angry

and upset, try out one of the ways that have been suggested, and you will save yourself

a lot of pain and ill health.

(A Strategic Approach to MUET by Cynthia Richards, Bhajan Kaur, Parwathy Ratnam, Thevy Rajaretnam – Longmans)

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Questions - Passage 2 ( Track 3 ) 1. How many percent of the people fall somewhere in between the angry

personalities and the easy going ones? ____________________

2. If you are a walking pressure cooker, you are the type who

A gets angry easily

B has negative feelings

C displays a distrust of other people

3. We can keep a daily ‘hostility log’ in an attempt to _____________ our level of

anger.

4. How many ways have been suggested by the speaker to manage anger?

A two

B three

C four

D five

5. In our highly stressful lives, we have to ________ ________ _______

________ _________ in order not to harm ourselves physically.

Answer key:1. 60%2. A3. measure4. C5. learn to manage our anger

DAY 4 SLOT 1

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CLASSROOM LANGUAGETIME: 2 Hours

SET INDUCTION:


1. The facilitator encourages teachers to talk about the speech bubbles in the given cartoon strips.

2. The facilitator emphasises the definition of classroom language as given in the Teacher’s Module.

TOPIC : BUILD AND CONSTRUCT

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OBJECTIVES:

To make short and correct sentences To give instructions in the classroom using simple sentences To understand instructions

ACTIVITY 1A:ACTIVITY 1A: COMEDY OF ERRORSCOMEDY OF ERRORS Time Required: 10 MinutesTime Required: 10 MinutesMaterials Required: NoneMaterials Required: None

Getting ready …..Getting ready …..

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SUGGESTED INSTRUCTIONS:SUGGESTED INSTRUCTIONS:

1.1. Ask the teachers to study the cartoon strips.Ask the teachers to study the cartoon strips.

2.2. Ask the teachers to identify the errors in the conversation.Ask the teachers to identify the errors in the conversation.

3.3. Ask the teachers to give suggestions to correct the errors.Ask the teachers to give suggestions to correct the errors.

4.4. Ask the teachers to give examples of other common errors made.Ask the teachers to give examples of other common errors made.

SUGGESTED ANSWERS:

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1. For picture 1 :a. First, stir the water well.b. Secondly, pour the water little by little into the beaker.

2. For picture 2 :a. Teacher, when hydrogen dioxide is used up, carbon dioxide will be

released.b. I have to tell you softly because the class will laugh at me if they hear my

grammar.

Other examples of errors:

1. Are you do the work? corrected to : Did you do the work?

2. Send me the book. corrected to : Hand me the book.

3. Key the door. corrected to : Lock the door.

ACTIVITY 1B: CORRECT THE ERRORS ACTIVITY 1B: CORRECT THE ERRORS

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Time Required: 20 Minutes Time Required: 20 Minutes

Materials Required: NoneMaterials Required: None

SUGGESTED INSTRUCTIONS:SUGGESTED INSTRUCTIONS:

1.1. Get the teachers to work in pairs.Get the teachers to work in pairs.

2.2. Ask them to study the sentences given in the Teacher’s Module.Ask them to study the sentences given in the Teacher’s Module.

3.3. Let them discuss ways to correct the errors.Let them discuss ways to correct the errors.

4.4. Ask the teachers to present the corrected version.Ask the teachers to present the corrected version.

SUGGESTED ANSWERS:SUGGESTED ANSWERS:

1. Silence please! OR Class, be silent!1. Silence please! OR Class, be silent!

2. Have you finished? 2. Have you finished?

3. Switch on the fan.3. Switch on the fan.

4. Do you understand?4. Do you understand?

5. Circle the correct answer.5. Circle the correct answer.

6. Observe the pendulum swing.6. Observe the pendulum swing.

7. Turn on the tap.7. Turn on the tap.

8. Calculate the density OR What is the density of this object ?8. Calculate the density OR What is the density of this object ?

9. What happens when I add iodine to the potato?9. What happens when I add iodine to the potato?

10. When the lime water turns chalky, it shows (proves) that carbon dioxide is released.10. When the lime water turns chalky, it shows (proves) that carbon dioxide is released.

11. Put the stone into the beaker.11. Put the stone into the beaker.

12. Don’t forget to turn off the Bunsen burner.12. Don’t forget to turn off the Bunsen burner.

13. Tuck in your shirt.13. Tuck in your shirt.

14. Please pour the chemical into the beaker.14. Please pour the chemical into the beaker.

15. Turn to page 12 of your text book.15. Turn to page 12 of your text book.

16. Pay attention, please.16. Pay attention, please.

17. Your hair is long.17. Your hair is long.

18. Look at the blackboard.18. Look at the blackboard.

19. Yesterday you did not sweep the classroom.19. Yesterday you did not sweep the classroom.

20. He helped me to move the table.20. He helped me to move the table.

ACTIVITY 2: WORD BUILDER

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Materials Required: Mahjong paper, masking tape and marker pens

SUGGESTED INSTRUCTIONS:1. Get the teachers to work in groups of three.

2. The facilitator gives one or two examples of command, motivational and disciplinary

words.

3. Each group is required to come out with 15 short phrases based on:

i. Command words

ii. Motivational words

iii. Disciplinary words

4. Tell the teachers that each phrase should not be more than four words.

5. Ask the teachers to take turns to come forward and present five phrases each.

6. Get the groups to display their work on mahjong paper under the different headings.

SUGGESTED ANSWERS:

Command Words Motivational Words Disciplinary Words

Sit down. Excellent! Keep quiet!

Stand up. Good! Be silent!

Clean the board. Well done! Calm down!

ACTIVITY 3: SENTENCE BUILDER

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Materials Required: Writing materials, mahjong paper, marker pens

SUGGESTED INSTRUCTIONS:1. Ask the teachers to work individually.

2. Each teacher will use two sets of instructional phrases from Activity 2 to construct a

longer sentence.

3. The teachers are required to construct five sentences.

4. Get the teachers to present their sentences.

SUGGESTED ANSWERS: ‘Please sit down and keep quiet’.

‘Please stand up and do your work’.

ACTIVITY 4: FOLLOW MY ORDERSTime Required: 40 minutes

Materials Required: A4 paper, pen, pencil

SUGGESTED INSTRUCTIONS:1. Ask two teachers to come to the front.

2. The facilitator shows them a geometrical design. (Refer to the geometrical

designs).

3. The teachers then take turns to give instructions to the rest of the class.

4. The class has to draw the geometrical design according to the verbal instructions.

5. Facilitators show the correct geometrical design on the LCD or mahjong paper.

GEOMETRICAL DESIGNS:

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1)

2)

3)

4)

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SUGGESTED SENTENCES:

1. Draw a big circle.

2. Draw a line below the big circle.

3. Draw a square on the right side of the circle. The square should be smaller than the circle.

DAY 4 SLOT 2

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CLASSROOM LANGUAGETIME: 2 HoursOBJECTIVES:

To give clear instructions To follow given instructions To use language in the laboratory effectively To communicate effectively

ACTIVITY 1: LEAD ME, GUIDE ME Time Required: 60 minutes

Materials Required: Scarf, chairs and tables

SUGGESTED INSTRUCTIONS:1. Ask the teachers to form groups of four.

2. Ask one group to select a representative who will then leave the room and later

be blind-folded.

3. The others in the room will rearrange the furniture to form obstacles that prevent

free movement.

4. Get the members of the first group to stand at the end of the obstructed path.

5. The blind-folded person from this group is then led back into the room.

6. The other three members of this group will take turns to give instructions to guide

the blind-folded person to where they are.

7. The blind-folded person will try to reach his group members without knocking into

any obstacles.

8. Repeat the activity with the other groups, making sure the furniture is rearranged

after each group.

EXAMPLES OF INSTRUCTIONS:

‘Move forward three steps.’

‘Turn to your right and move another two steps forward.’

‘Turn 90 degrees to your left and walk straight. Stop! ’

ACTIVITY 2: LANGUAGE USED IN THE LABORATORYTime Required: 30 minutes

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Materials Required: Stick-on papers/ self-adhesive strips, 3 pieces of mahjong paper,

marker pens

SITUATION: You are taking your 4 Science 1 students to the physics / chemistry / biology / science

laboratory for the first time. You are going to explain to them the rules and regulations to

be observed in the laboratory.

SUGGESTED INSTRUCTIONS:1. Get the teachers to work individually.

2. The teachers will have to think of any three laboratory rules or regulations.

3. Ask the teachers to write them down on self-adhesive strips.

4. Put up on the wall three pieces of mahjong paper with the headings, BEFORE

THE EXPERIMENT, DURING THE EXPERIMENT, AFTER THE EXPERIMENT.

5. Get the whole group to gather in front of the mahjong papers.

6. The first person in the group will read aloud his/her first sentence and then stick it

on the appropriate mahjong paper. The procedure is repeated for the other two

sentences.

7. The first person then calls on the next person to carry out the same activity.

8. When all the self-adhesive strips are on the mahjong papers, the group

members will read all the sentences and discuss if they have been placed

correctly.

9. After the discussion, the teachers get into three groups ; namely BEFORE THE

EXPERIMENT, DURING THE EXPERIMENT, AFTER THE EXPERIMENT.

10. Each group will discuss and write down other rules and regulations left out below

their given headings and then stick them on the appropriate mahjong paper.

11. The facilitator rounds up the session.

SUGGESTED ANSWERS:

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BEFORE THE EXPERIMENT:1. Listen carefully to the instructions given.

2. Do not enter the lab without permission from the teacher.

3. Leave all your bags and unnecessary items outside the lab.

4. Queue up before entering the lab.

DURING THE EXPERIMENT:1. Do not eat and drink in the lab.

2. Do not run around in the lab.

3. Do not taste anything in the lab.

4. Report all accidents to your teacher.

AFTER THE EXPERIMENT:1. Wash all the apparatus which you have used.

2. Keep all your apparatus in the correct place.

3. Clean your table at the end of the experiment.

4. Do not dispose of any chemical in the sink.

ACTIVITY 3: TOLD AND RETOLDTime Required: 30 minutes

Materials Required: Mahjong paper, marker pens


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1. Get the teachers to work in groups of four.

2. Give one of the members in each group a short written message. Ask him/her to

read the message.

3. Take back the paper. Tell the person who has read the message to whisper it to

the next member in his group making sure the others do not hear it.

4. The message is passed on to the third member and finally to the last member of

the group.

5. The last member of each group will come forward and write down his version of

the message on a piece of mahjong paper. Write the original message below it.

6. The final version is compared with the original.

7. Decide which message has been conveyed most accurately.

Note:The facilitator prepares these messages before the activity begins.

Message 1Next Saturday we are going to have a Jogathon at the beach. We want to raise funds to

buy science apparatus. Please wear appropriate clothing and bring some drinking water.

Take a proper breakfast before the run which starts at 8 am.

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Message 2Your friend Pamela is not able to come to school for 4 weeks. She was coming back

from school on her motor-bike at 2 pm yesterday when she met with an accident and

fractured her arm. Please pray for her quick recovery.

Message 3Your class teacher Puan Zubaidah will be on leave for 2 months. She has just safely

delivered a baby girl. If you wish to pay her a visit, she will be at her house in Taman

Orkid. You may take along a bouquet of flowers or a box of chocolates for her.

Message 4There will be a blood donation campaign organised by the school’s St.John’s Ambulance

Brigade. It will be held at Berjaya Megamall in Kuantan this Sunday. Please tell your

friends and parents to come and donate blood from 10.00am to 5.00pm.

Message 5 Tenaga Nasional Berhad is upgrading its services in this area. There will be a power

interruption starting from 8.00 am to 6.00 pm tomorrow. Please do not enter the

laboratory because we cannot carry out the experiment. I will come to your classroom.

DAY 4 SLOT 3

CLASSROOM LANGUAGE TOPIC: MESSAGES TIME: 2 Hours

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OBJECTIVES: To write a short message To deliver a short message

ACTIVITY 1A: BACK TO THE FUTURETime Required: 60 minutes

Material Required: Text 1

SUGGESTED INSTRUCTIONS:1. Ask teachers to read Text 1 a day before.

2. In class, tell teachers to read Text 1 again.

3. Then get them into groups of five.

4. Tell teachers that the writer is supposed to send a message back home to a

group of time travellers. Write the message for him.

5. Get each group to read their message aloud.

6. Then get the teachers to answer the questions provided in their module

individually.

7. Discuss the answers with them.

TEXT 1As I sat resting on the hill, it struck me that there were no small houses around,

only palace-like buildings. Had the single cottage, and maybe the family too, disappeared?

Looking back at the half-dozen little figures who were following me, I realized there were still other ways in which things were different from our time.

These people all had the same girlishly rounded limbs and hairless faces, and they all wore the same silky-soft type of tunic. Looking at them now, I couldn’t distinguish the men from the women. What’s more, the children seemed like slightly smaller versions of their parents.

I began to puzzle out how this similarity of the sexes had come about. It had to be because they lived a life of security and ease.

“It’s only in an age of physical force,” I told myself, “that men must be strong fighters and women, soft homebodies. But when there is no violence, there is no need for the family unit, so the special roles of males and females in caring for children’s needs have disappeared.”

These ideas sounded convincing, but before long, I was to discover how very wrong my fine-sounding conclusions were.

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I pushed on towards the crest of the hill, passing something that looked like a well with a cupola, or dome top, covering it. “My, my!” I remember marvelling to myself. “So that old-fashioned way of getting water has survived this long into the future.”

At the top of the hill, I had an excellent view. As my eyes travelled over the land, I saw great palaces, some in ruins and some that looked lived-in, dotting the assorted greenery. Here and there were huge white or silver statues. But there were no private homes, no hedges or fences to mark off property, and absolutely no signs of farming. The earth had become one huge, wild garden. And again I found myself wondering. “What has happened to mankind since my day? It certainly looked like it is dying out.”

I reasoned that evidently man had reached some kind of peak in his accomplishments. He had managed to wipe out disease, and he had perfected plants to nourish himself easily, for I saw no weeds or bugs around.

“There’s a mystery here,” I told myself. “How come the little people are so well dressed, and yet I never see anybody at work? And there are no transportation vehicles or traffic, either. What about the shops and businesses and factories that had played such important parts in everyday life in my time?”

While I was in this curious mood, one question led to another. “How did the people on my planet get so soft and empty-headed?”

I could only guess at the answer. “I’ll bet that not having to work has ruined humanity. Man needs to struggle, to face hardships in order to be strong, energetic, and intelligent.”

Then how do I explain these little people? “With no wars, animals or diseases to fight, the weak people survived better than the strong, because they weren’t as restless, and they lived a life of contented idleness.”

It seemed to me that even man’s artistic spirit was gone. I had seen no evidence of great new paintings, murals or sculptures. I had heard no melodious musical instruments nor ringing choruses of human voices. All that remained in the arts was seen in the little people’s decorating themselves with flowers and singing and dancing in the sunlight.

What a simple explanation, and so believable too! There was only one thing the matter with it. It was completely wrong. Yes, I was soon to learn the surprising and terrible truth!

The Time Machine, H.G. Wells, N.Y: Playmore

Answer the following questions:

1. The writer finds the absence of small cottages and the presence of palace-like buildings (line 2) odd becauseA there do not seem to be enough people to live in such large palacesB families should live together in their own cottagesC the family, as a unit, might no longer existD families should have their own houses

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2. ‘things were different from our time’. (line 4) – Based on this expression, the following are true exceptA the men could not be distinguished from the womenB the people all wore the same silky-soft type of tunicC the children looked exactly like their parentsD the people had melodious musical instruments

3. After studying the little people, the writer concludes thatA men must be strong fightersB women should have soft bodiesC there was no need for the family unitD family roles had disappeared

4. The writer realizes that his ‘convincing ideas’ (line 15) and ‘fine-sounding conclusions’ (line 16) wereA puzzling but trueB a reflection of his ignoranceC a reflection of his arroganceD persuasive and impressive

5. When the writer says that ‘the earth had become one huge, wild garden’ (lines 23 – 24) he means thatA there were no fences to mark off propertyB he could not see any cultivated landC gardening had been perfected because there were no bugs aroundD the land had become one large playground

6. According to the writer, ‘a life of contented idleness’ (line 39)A allows people to sing and danceB enables people to rest and relaxC kills man’s creativityD breeds curiosity

7. The picture of mankind painted by the writer is one of A civilized orderB idyllic contentmentC soulless existenceD colourless uniformity

SUGGESTED ANSWERS

A. Sample Message

There are no wars, animals and diseases to fight here. The people seem friendly. It is safe for you to come.

B. MCQ answers

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1. C2. D3. C4. B5. B6. C7. B

ACTIVITY 1B:

Materials Required: Text 2


1. Tell the teachers to read Text 2 and answer the questions provided individually.

2. Then, instruct them to get into groups of five.

3. Tell them to use Text 2 as a model to write a guideline for new teachers on how

to deliver a message to their students.

4. Then, the teachers present the guideline on a mahjong paper.

Text 2

Many people find that one of the most unpopular aspects of using the telephone is having to leave a message on an answering machine. Why is it unpopular? Many people do not like to talk to machines. Some people would hang up rather than talk to a machine. They prefer to talk to a human being since it is more personal. Some feel awkward, even foolish, talking to something that cannot give them the response that they need. There is also the problem of no instant feedback from the person they are calling. Some callers may not know how to begin or how to end the message. In some cases, the caller may be caught unaware, leaving him speechless. Nevertheless, once they discover that they have a framework which they can follow, leaving a message on an answering machine may not be so bad after all. In fact, it is quite a simple process.

Some tips for leaving a message on an answering machineTo leave a message on an answering machine, the following information should be included:Tip No 1: State the time and date of the message. Sometimes messages are not retrieved promptly or on the same day. For instance, the people you called might have gone out of town for a few days. It would be useful for the receiver to know when the message was left. Furthermore, even if a message is retrieved on the same day, giving the time of your call may have a bearing on the message itself. For instance, a message may state, “I should be back in an hour’s time. Could you call me then please?” If the time is not given, the message loses its point of reference and means nothing to the receiver.

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Tip No 2: Identify yourself. You should not take for granted that the receiver would recognize your voice even though you may be a regular caller. A familiar voice can sound quite different in a recording, however good the answering machine is. There is also a possibility that the message is retrieved by someone who has never heard you before or know you at all. Anyway, it is always polite to state your name when making a telephone call. To facilitate a response, always leave a telephone number where you can be contacted.

Tip No 3: Keep it short and simple. Your message should be brief, clear and accurate. A long-winded message with many details is more difficult to understand and to remember. Of course what you say has to be accurate in content since the receiver does not have the benefit of immediate feedback to clarify what you have said. Avoid the usual speech mannerisms which can be annoying to others, like “y’know, um, I see”, as these interfere in the understanding of the message. At the end of your message, state the action or decision that you want your receiver to take, for example, “Please call me after lunch hour”, or “Can you meet me tomorrow morning?” or “I won’t be around next week, so please call me before I leave.”

Tip No 4: End the call. Say what you have to say, and stop. As mentioned earlier, ending your call is one of the awkward parts of leaving a message on an answering machine. You could conclude your message and stop; or you could end by saying “Thank you”. Do not go overboard with sentimental and prolonged farewells.

Tip No 5: Prepare your message. Finally, if you do not like to sound confused, prepare your message before you actually make the call. If you are caught unaware, hang up, prepare your message, and ring again. However, if you happen to be one of those people who are not comfortable about talking to a machine, then by all means, hang up and call back some other time when the other party is available to talk to you.

(Excel in MUET, Second Edition)

Answer the following questions:

1. One of the following does not explain why callers do not like to leave messages on an answering machine.

A The caller prefers to call back.B The caller finds this mode rather impersonal.C The caller is uncertain of the response to his message.D The caller is at a loss for words.

2. In this context, ‘a framework’ (line 8) is the same as

A adviceB benefitsC techniquesD guidelines

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3. According to the first tip, leaving the time and date of your call may be significant to

A the receiver and the callerB the receiver and the messageC the caller and the messageD the receiver, the caller and the message

4. A caller should leave his name and telephone number because of all the following except

A the answering machine is not in a good conditionB his voice may not be familiar to the receiverC it is polite to do soD the machine cannot do it

5. The examples cited in Tip No. 3 illustrate

A the need for clarityB the significance of punctualityC the outcome of being decisiveD the importance of buying a quality phone

6. Ending the call ‘is one of the awkward parts of leaving a message’ because

A the caller is sentimentalB the caller is not confidentC the caller is not sure how to endD the caller’s voice might be unrecognizable

7. For people who do not like talking to answering machines, the writer advocates

A calling again to talk to the personB callers should build up their confidenceC learning to use the answering machineD messages should always be prepared beforehand

SUGGESTED ANSWERS:

1.A 2. D 3.B 4.A 5.C 6.A 7.A

ACTIVITY 2: DELIVERING A SHORT MESSAGE Time Required: 60 minutes

Materials Required: A4 paper


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2. Ask the teachers to prepare a message to be delivered to the class monitor.

3. Tell them to include in his/her message the following aspects:

the reasons for his/her absence

activities or worksheets for his/her class

duties to be completed before they leave the classroom

4. Provide an example for the teachers.

5. Get each teacher to write out the message.

6. Every teacher is to present his/her message to the others.

EXAMPLE:Monitor, I have an urgent meeting during the last period. I will not be able to enter

your class.

Please tell the class to take out their Mathematics textbook and do the exercises

on pages 5, 6 and 7. I want you to collect their exercise books when the bell rings and

leave them on my table.

Before you leave the class, make sure that you empty the waste paper basket,

switch off the fans and shut the windows.

DAY 5 SLOT 1CLASSROOM LANGUAGETIME: 2 HoursTOPIC: A LONG TALKOBJECTIVES:

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To deliver a talk on evacuation during a fire drill To deliver a talk on examination format To give instructions to carry out simple procedures

ACTIVITY 1: A TALK ON FIRE DRILL Time Required: 30 minutes


SITUATION:Next week your school is conducting a fire drill. You want to prepare your students for it.

SUGGESTED INSTRUCTIONS:1. Get the teachers to work in pairs.

2. Ask the teachers to discuss the rules and regulations that the students should

observe during a fire drill.

3. Each pair will be required to present a talk on the fire drill to the others.

SUGGESTED ANSWERS:

Next week we are going to have a fire drill.

There are certain rules that you should observe during the fire drill.

First of all you will hear a long siren, that is the signal for you to evacuate your class.

Do not look for your bag or books because in case of a fire, you don’t have enough time to evacuate your classroom.

The most important thing is not to push one another in the attempt to move out fast.

You might accidentally cause your friend to fall and this will make things worse.

Everyone will follow the escape route given and assemble in the school field.

ACTIVITY 2: A TALK ON EXAMINATION FORMAT


Materials Required: Past year examination papers



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2. Ask the teachers to choose a subject taught for either UPSR, PMR or SPM.

3. Instruct the teachers to practice explaining orally the examination format for one

of the papers for the subject chosen.

4. The teachers take turns to present their explanation to the others.

5. Encourage the other teachers to ask questions.

SUGGESTED ANSWERS:Sample 1: (UPSR - Mathematics Paper 2)

This question paper consists of 20 subjective questions.

The marks allocated for this paper is 40.

Questions 1 to 6 merit 1 mark each, questions 7 to 14 merit 2 marks each and finally the

last 6 questions merit 3 marks each.

For questions 7 to 14 , the correct answers will be allocated 1 mark and the correct

operations will be allocated another 1 mark .

For questions 15 to 20, the correct answers will be allocated 1 mark and the correct

operations will be allocated 2 marks .

ACTIVITY 3: A SIMPLE PROCEDURE Time Required: 60 minutes

SUGGESTED INSTRUCTIONS: Instruct the teachers to choose either Activity A or Activity B

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ACTIVITY A:Materials Required: protractors , compasses , metre rules or any other suitable

apparatus.

1. Get the teachers to work in pairs.

2. Give each pair of teachers two mathematical instruments.

3. Tell the pairs to discuss the techniques of using these two instruments.

4. Then instruct each teacher to choose one instrument.

5. Get each teacher to explain step by step to the others the techniques of using the

chosen instrument.

6. Tell them to include any safety rules that they think are appropriate when using the

instrument.

SUGGESTED ANSWERS:

Using the compass:

Please handle the compass carefully.

Do not hurt yourself or anyone else with it.

Put the pencil in the correct arm and tighten it by turning the screw.

Open up the arms to the required length.

Place the pointed end of the compass on the paper.

Using the pencil arm, draw a circle.

ACTIVITY B Materials Required: Jugs, measuring cylinders, water

.


2. Give one jug and a measuring cylinder to each pair.

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3. Ask them to discuss how they will explain to their students the steps they will

take to measure accurately the volume of water in the jug.

4. Remind them to include any safety procedures, where appropriate.

5. Get the pairs to present their work to the others.

6. Get feedback from the others about the presentations.

SUGGESTED ANSWERS:

First, pour some water into the jug .

Make sure you do not spill the water.

Then pour the water from the jug into the measuring cylinder .

Make sure your eyes are at the same level as the water in the cylinder.

Take the reading at the meniscus.

This is the volume of water in the jug.

DAY 5 SLOT 2CLASSROOM LANGUAGETOPIC : TALK AND TALK TIME: 2 HoursOBJECTIVES:

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To use modals in giving advice, reprimands and motivation To conduct a counseling session To give a talk on classroom control and management To give a motivational talk

ACTIVITY 1: INTRODUCTION TO MODALS




1. Ask the teachers to read the situation and the dialogue given.

2. Ask the teachers to work in groups of three.

3. Get the teachers to take turns and act out their roles in front of the others.

4. Tell the teachers to identify the modals in the dialogue and guess the

functions of the forms used.

5. Explain to the teachers about the use of modals.

6. The teachers can refer to the list of modals given.

SITUATION

Role A ( Edwin )You and your friends have just finished your exams and are going out to celebrate. You are almost 18 years old and you feel that you are old enough to stay out late at night. You don’t plan to be home until after midnight.

Role B ( Dad / Mum )Your son has just finished his exam and is planning to go out and celebrate with his friends. He is almost 18 years old and is your only child, so you are worried that something might happen to him if he stays out late at night.

Edwin: Mum, Dad. I’m going out tonight and won’t be back until very late.

Dad: Well son, I’m not going to stop you but…you should not stay out late. You must be home by 10.30 p.m.

Edwin: But Dad, I would like to be with my friends a little bit longer. You see, we are done with our exams and it’s time to enjoy ourselves. After all, I’m not a little boy anymore. I’m almost 18 now!

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Mum: Hmm… I guess you don’t know how we feel. You see, we are worried that something bad might happen to you if you stay out late. Haven’t you read the newspapers or watched television about all the accidents, snatch-thefts, robberies and many other crimes that can happen to us? Remember when you were nearly taken away from me at the mall?

Edwin: Ooh Mum, that was twelve years ago when I was six years old! I’m old enough to stay out and I can take care of myself now.

Dad: You could do that if you have completed your studies and have got a job. Then only can you talk about taking care of yourself. I would like to see you excel in your exam first. For now, just come back by 10.30 p.m.

Edwin: Oh Dad! Mum, could you please tell Dad I’ll be fine?

Mum: Your Dad is right, Edwin. Please come back early so that we will not be worried about you and that’s final.

Edwin: All right Mum, Dad.

_____________________________________________________________________

APPENDIX A

Facilitators may use the notes below to explain the use of modals.

MODALS

Modals or auxiliary verbs are verbs which are used with another verb (not a modal)

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to express possibility, permission, obligation, et cetera. Examples of modals are can, could, may, might, must, ought to, shall, should, will, would, dare, need, used to and have to.

Examples:

1. Can I go out, please? (to request for permission to do something)

2. Could we use your phone? (to ask permission)

3. Myra and her sister could stay home if they are tired. (to make suggestions)

4. Lyna may not be able to perform tonight. (to show possibility)

5. The factory might start making clothes again. (to show possibility)

6. You ought to take care of your health. (to advise or recommend)

7. Shall we wipe the dishes? (to suggest)

8. Should I accept the offer to read law in England? (to ask for advice or

recommendation).

EXAMPLES OF MODALS

can couldwill wouldshall shouldmay mightmust must nothad to have toought to have got toneed to need not havehad better used to

1. THE FORM OF MODAL AUXILIARIES

The verbs in the list below are called modal auxiliaries. They are helping verbs that express a wide range of meaning (ability, permission, possibility, necessity, etc). Most of the modals have more than one meaning.

Auxiliary + the Simple Form Of A Verb Can, could, may, might, should, had better, must, will and would are followed by the simple form of a verb.can a) I can speak English.

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could b) He couldn’t come to school.may c) It may rain tomorrow.might d) It might rain tomorrow.should e) Mary should study harder.had better f) I had better study tonight.must g) Joe must see a doctor today.will h) I will be in class tomorrowwould i) Would you please close the door?

They are not followed by to:INCORRECT: I can to speak English.CORRECT: I can speak English.

The main verb never has a final s: INCORRECT: He can speaks English.CORRECT: He can speak English.

Auxiliary + To + The Simple Form Of A Verb

Have, have got and ought are followed by an infinitive (to + the simple form of a verb).

have to j) I have to study tonight.have got to k) I have got to study tonight.ought to l) Kate ought to study harder.

2. EXPRESSING ABILITY: CAN AND COULD

a) Bob can play the piano.b) You can buy a screwdriver at a hardware store.

Can expresses the ability in the present or future.

can’tc) I cannot understand that sentence.

The negative form of can may be written:can’t, cannot.

d) Our son could talk when he was two years old.

The past form of can is could.

e) They couldn’t come to class. could not

The negative of could: couldn’t or could not.

3. EXPRESSING POSSIBILITY: MAY AND MIGHT EXPRESSING PERMISSION: MAY AND CAN

a) It may rain tomorrow.b) It might rain tomorrow.c) A: Why isn’t John in the class? B: I don’t know. He may be sick today.

May and might express possibility in the present or future. They have the same meaning. There is no difference in meaning between (a) and (b).

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d) It may not rain tomorrow.e) It might not rain tomorrow.

Negative: may not and might not. (Do not contract may and might with not.)

f) Maybe it will rain tomorrow.g) Maybe John is sick.h) John may be sick.

Maybe (spelled as one word) is an adverb meaning “perhaps”. Notice (f) and (g).May be (spelled as two words) is a verb form as in (h): the auxiliary verb may + the main verb be.

i) Yes, children, you may have a cookie after dinner.j) Okay, children, you can have a cookie after dinner.

May is also used to give permission.

Often can is used to give permission, too. (i) and (j) have the same meaning, but may is more formal than can.

k) You may not have a cookie. You can’t have a cookie.

May not and cannot (can’t) are used to deny permission (i.e., to say “no”)

ACTIVITY 2: TO ADVISE Time Required: 30 minutes


SUGGESTED INSTRUCTIONS:1. Ask the teachers to work in pairs.

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2. One of the pair will be a teacher and the other, a student. The student is facing

a problem. He/she talks to the teacher about the problem. The teacher gives

him/her suitable advice.

3. Ask the teachers to role play the situation.

4. Ask the teachers to take turns to present in front of the others.

SUGGESTED ANSWER:

SITUATION: A Form 4 student comes to you with her problems. She tells you that she feels like giving up Additional Mathematics. She says that she cannot practise her mathematics at home because her two little brothers always disturb her. They create a lot of noise playing around in their small house.

Student: Sir, I would like to give up Additional Maths.

Teacher: What is your reason?

Student: I just can’t do the exercises at home because my little brothers disturb me. They are very noisy and I cannot concentrate.

Teacher: I understand your problem. I suggest that you do your work in the school library.

Student: I have tried, Sir, but the library closes too early. The lessons end at 2.30 pm and the library closes at 3.00 pm.

Teacher: Do you have any classmates staying near you?

Student: Yes sir. Siti lives near my house.

Teacher: Maybe you can study in Siti’s house. Talk to your parents and get their permission. You and your friend can help one another to solve the maths problems.

Student: That is a good idea. I think my parents will agree. Thank you, sir.

Teacher: You are welcome. ACTIVITY 3: TO REPRIMANDTime Required: 30 minutes



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2. Ask them to discuss the classroom language that they would use to discipline and

control the class in the situation given.

SITUATION:When you enter the class , your students are making a lot of noise and fooling

around. What classroom language are you going to use to bring order in the

classroom before you start your lesson?

3. Each pair is required to present the instructions used to reprimand the class.

SUGGESTED ANSWERS:

Class, keep quiet! I want all of you to sit down right now.

It does not mean that if I am late you can create havoc in the class.

Monitor and prefects, what have you been doing? Why are you joining in the fun?

I expect you to lead by example.

Do not repeat this behaviour.

ACTIVITY 4: TO MOTIVATETime Required: 30 minutes

Materials Required: Writing materials


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2. Ask them to prepare a motivational talk based on the situation given above. They

should include the following aspects:

Prepare a time table to study at home

Ways to relax and be calm

How to maintain good health

3. Each teacher will present different aspects of the talk to the others.

SUGGESTED ANSWERS:

You should have a personal time-table right from the beginning of the year.

Plan your activities carefully. Allocate time for your homework.

Do your revision daily. Revise at least two subjects per day.

Spend at least two hours on your revision.

But make sure that you get enough sleep, at least 6 hours.

You can listen to some soothing music while you are studying.

During the weekends you could go to the cinema with your friends.

Have well-balanced meals and drink plenty of water.

It is important to exercise.

You can play some games in the evenings.

A healthy body ensures a healthy mind.

You can do it if you are disciplined.

You must have a target to achieve and work towards it.

Do not give up easily.

DAY 5 SLOT 3CLASSROOM LANGUAGETOPIC: WALK YOUR TALKTIME : 2 Hours

OBJECTIVE:

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To give explanations and instructions in the classroom

ACTIVITY 1: TALK AND SHOW Time Required: 40 minutes


SUGGESTED INSTRUCTIONS:1. Get the teachers to work individually.

2. Tell the teachers to choose a diagram, a table or a graph based on any subject.

3. He / She is required to draw the diagram and at the same time explain each

step.

4. Get the teachers to take turns to go up to the front of the class to present.

SUGGESTED ANSWER :

Draw a straight line from the top to the bottom.

This line represents the vertical axis called the y-axis. Y

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From the end of this vertical line, draw another straight line from left to right. Y

X

This is called the horizontal axis or the x-axis.

Study the data in the given table :

Distance (m) Time (s)

Then mark both the axes with the correct scale and label. Y

_ _ _

Distance _ (m) _

_ l l l l l l l l X

Time ( s )

The points are plotted using the data.

Y

_ _

Distance (m) _ _ x

_ x _ x

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_ x l l l l l l l l X

Time (s)

Then using a pencil, join the points to form a line or smooth curve.

Y

_ _

Distance (m) _ x _ x _ x

_ x l l l l l l l l X

Time (s)

Give a title for your graph.

Graph Showing Velocity

Y

6 _ Distance (m) 5 _

4 _ x 3 _ x 2 _ x

1 _ x l l l l l l l l X

Time (s)

ACTIVITY 2: CLASSROOM MANAGEMENTTime Required: 40 minutes


SUGGESTED INSTRUCTIONS: 1. Get the teachers to work in groups of four.

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2. Each group will discuss the situation below.

SITUATION: It is the beginning of the year. You are a class teacher. You wish to conduct a fifteen-

minute session with your class. At this session you want to tell them about classroom

matters. You will base your talk on the following aspects:

Welcoming address to your new class

Appointment of the class committee

Duty roster

Any other related matters.

3. One group will be chosen to conduct the classroom management session. The others

will play the role of the students in 4 Science 1.

4. All four members of the chosen group will each present one of the aspects above.

SUGGESTED ANSWERS:

Good morning, class.

I am your class teacher for this year.

My name is Encik Nordin.

I hope you are happy to be back in school.

I am sure we can work together.

I would like to get to know all of you.

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Introduce yourselves, please. We will start with the young man here.

Now that you know each other, we shall elect the class committee.

Whom would you like to nominate as the monitor?

Any other nominations for monitor?

We will close the nominations now.

Will the two nominees please leave the class?

Now, raise your hands for …….

( Finishes counting number of hands)

Since …….. has the higher number of votes, he will be the class monitor.

Now we are going to elect the other committee members.

(Repeat nomination procedure.)

Now I would like the monitor and his committee to draw up a duty roster for the class.

Include sweeping the floor, emptying the waste paper basket, cleaning the board,

arranging the tables and chairs and organizing the notice board.

ACTIVITY 3: SHOW YOUR TALENT Time Required: 40 minutesMaterials Required: A4 paper

SUGGESTED INSTRUCTIONS:1. Get the teachers to work in groups of three.

2. Instruct each group to create a poem, song, short story or jazz chant.

3. Instruct teachers to write their product on the A4 paper provided.

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4. The groups are required to present their work in front of the class.

SUGGESTED ANSWERS:EXAMPLE :

Poem : “Challenge to Excel”

Stand up, sit down,Keep quiet, open your textbook,Read silently,That’s all I hear everyday.

Repeat after me,Read loudly,Read individually, Reading seems like fun.

Write on the board,Solve the problem,Copy into your exercise book,Hoping that I will understand.

Good boy, excellent work,Well done, nice tryBe patient, don’t give up,Motivates me to learn more!

By : Mohd. Jalani Hasan

TEACHERS

Jack and Jane of all trades Come in all guises Able and willing Capable of anything Impossible is nothing

By : Zarena Bi

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PHASE TWO

BECOMING THE EXPERT

DAY 6 SLOT 1COMMUNICATIVE SKILLSTIME: 2 HoursDEFINITION:COMMUNICATIVE

adj

1. talkative: inclined or ready to talk 2. of communication: relating to communication or to systems for communication

3. stressing practical communication: in foreign language teaching, stressing the

importance of language as a tool for communicating information and ideas

EMS Module 2007 142

Communication is the process of sharing ideas, information and messages with others in

a particular time and place. Communication includes writing and talking, as well as

nonverbal communication (such as facial expressions, body language or gestures), visual

communication (the use of images or pictures, such as painting, photography, video or

film), and electronic communication (telephone calls, electronic mail, cable television or

satellite broadcasts). Communication is a vital part of personal life and is also important in

business, education and any other situations where people encounter each other.Microsoft® Encarta® Reference Library 2003. © 1993-2002 Microsoft Corporation. All rights reserved.


Microsoft® Encarta® Reference Library 2003. © 1993-2002 Microsoft Corporation. All rights reserved.

SKILLskill [skil] n

1. ability to do something well: the ability to do something well, usually gained

through experience and training

2. something requiring training to do well: something such as an art or trade that

requires training and experience to do well

Microsoft® Encarta® Reference Library 2003. © 1993-2002 Microsoft Corporation. All rights reserved.

COMMUNICATIVE SKILLSOBJECTIVE:

To enable teachers to practise social expressions in everyday conversation

ACTIVITY 1: TELEPHONE CONVERSATION Time Required: 1 Hour

Materials Required: Sample Dialogue, Hotel Brochure, Train Schedule, Science

Centre Brochure

SUGGESTED INSTRUCTIONS:Part 1

1. Ask the teachers to find a partner.

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2. Get the teachers to practise reading aloud the telephone conversation with

their partners.

3. Ask them to exchange roles as receptionist and customer.

4. Select one or two pairs to act out the telephone conversation.

(Refer to the Telephone Conversation – In A Restaurant)

In A RestaurantReceptionist : Hello, Good afternoon. Marriot Restaurant. Can I help you?

Customer : Hello, I would like to reserve a table for two.

Receptionist : May I have your name, please?

Customer : Oh...I’m (Your name).

Receptionist : (Your name), may I know when you are coming?

Customer : Tonight, at about 7.30.

Receptionist : One moment, please. Let me check our guest list to see if we

have any more tables for tonight.

(slight pause)

Oh yes...... we do have one more table for tonight.

Customer : Oh....that’s great!

Receptionist : So, it’s a table for two for ( Your name ) at 7.30 tonight.

Customer : Yes, that’s right. Thank you.

Receptionist : You are most welcome.

Part 2

1. Ask the teachers to work with the same partners. The teachers may choose

one of the situations given below.

2. One teacher will be Teacher A, and the other, Teacher B.3. For each situation, give Teacher B the extract which is relevant to the

situation. (See Extract 1, Extract 2, Extract 3)4. Each telephone conversation must last for at least 5 minutes.

5. Allow 10 minutes preparation time.

6. Ask every pair to act out their telephone conversations.

EMS Module 2007 144


EXTRACT 1Situation 1 – Booking A Room At A Hotel

EXTRACT 2

Situation 2 – Booking A Train Ticket

TRAIN SCHEDULEPARIS – MADRID / MADRID –PARIS

Paris –Madrid Madrid – Paris Fare £

Day Departure Arrival Departure Arrival

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KINGS HOTELWales

Tel: (0873 – 921215)

Overlooking the beach Central heating and air-conditioning Large swimming pool area 2 restaurants (western and eastern cuisines) Private car park Karaoke lounge Spa and gymnasium

ROOM CHARGESSingle Room £60.50Double room £80.50Family suite £100.50Extra bed (each) £20.00


Weekdays

8.00 am 11.30 am 9.30 am 1.00 pm

55.50

10.00 am 1.30 pm 11.30 am 3.00 pm

1.00 pm 4.30 pm 2.00 pm 5.30 pm

4.00 pm 7.30 pm 5.30 pm 9.00 pm

8.00 pm 11.30 pm 8.00 pm 11.30 pm

Weekends

9.00 am 12.30 pm 8.00 am 11.30 am

65.50

11.00am 2.30 pm 10.00 1.30 pm

3.00 pm 6.30 pm 2.30 pm 6.00 pm

6.00 pm 9.30 pm 5.00 pm 8.30 pm

Operating Hours

Saturday, Sunday and Public Holidays: 9.30 am - 6.30 pm (Last admission is at 5.00 pm) Tuesday, Wednesday and Thursday : 9.30 am - 5.30 pm (Last admission is at 4.00pm)Friday: 1.30 pm - 5.30 pm (Last admission is at 4.00 pm) Monday: CLOSED

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We are open on all public holidays with

the exception of Hari Raya Puasa and

Hari Raya Haji

For a meaningful and educational visit,

we recommend that you spare at least

2 hours at PETROSAINS.

Situation 3 - Booking Entry tickets to PETROSAINS EXTRACT 3


JOURNEY MAP

EMS Module 2007

Admission RatesGeneral Visits RateAdult RM 12.00Youth (13 - 17 Years) RM 7.00Children (5 - 12 Years) RM 4.00Children (below 5 Years) Free of charge

Senior Citizen (Above 55 Years) RM 6.00 Students RateUniversity/College Student (With Student Card) RM 10.20University/College Student (Above 20 pax) RM 9.60Youth Student with uniform RM 5.90Youth Student Group with uniform (Above 20 pax, weekdays)

RM 4.90

Child Student with uniform RM 3.40Children Student Group with uniform (Above 20 pax, weekdays)

RM 2.80

147

LOBBY AREA WATER SCULPTURE

DARK RIDE IN ARIF STATION

TENAGAPETROJAYAGEOLIMA DIORAMA

SOUVENIR SHOPS


ACTIVITY 2: DIALOGUETime Required: 1 Hour

Materials Required: Extract A, Extract B

SUGGESTED INSTRUCTIONS:Part 1

1. Ask teachers to work in pairs.

2. Distribute the extracts below. Each pair gets Extract A and Extract B

3. Ask teachers to take up the roles of Sam and Karen as in the extracts.

4. Ask teachers to practise reading aloud their conversation.

5. Ask teachers to exchange roles for extra practice.

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EXTRACT A

Sam is at KLIA waiting for his cousin’s arrival from Tokyo. At the waiting hall, he sees someone who looks rather familiar. He decides to approach her.

Sam : Excuse me, pardon me for asking. Are you Karen?

Karen : ................................................................................

Sam : That’s right. How are you Karen?

Karen : ................................................................................

Sam : Oh .........just great! So, where do you live?

Karen : ...............................................................................

Sam : I am. I’m working in a law firm in Ampang.

Karen : ...............................................................................

Sam : You too. You don’t look a year older since I last saw you.

Karen : .....................................................................................

Sam : Of course. Here’s my number. See you again.

Karen : ....................................................................................


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EXTRACT B

Karen has just arrived at KLIA after boarding a flight from Ipoh. At the waiting hall, a

man approaches her . He looks like an old friend at the university where she studied,

7 years ago.

Sam : .......................................................................................

Karen : Yes. I am Karen. Good heavens! You are Sam, aren’t you?

Sam : .....................................................................................

Karen : I’m fine. Thank you. How about you?

Sam : ......................................................................................

Karen : In Ipoh. I work there. I’m in Kuala Lumpur for a company meeting. Are you working in Kuala

Lumpur?

Sam : .....................................................................................

Karen : You haven’t changed much since our university days, Sam.

Sam : ......................................................................................

Karen : Oh dear! I have to go now or I’ll be late for my meeting. We must meet again some time.

Sam : .....................................................................................

Karen : See you again, Sam. Do keep in touch.


Part 21. Ask the teachers to work in pairs.

2. Ask each pair to choose one of the situations given below.

3. Ask the teachers to discuss the conversation with their partners.

4. Ask the teachers to act out the conversation in front of the class.

Situation 1

Teacher A

You are due to get married next month. Last Saturday, you met someone else and fell in

love with him/her at first sight. As a result, you no longer feel you can go through the

wedding with your fiancé / fiancee. You decide to see him/her to explain in a nice way

why you want to call off the wedding.

Teacher B

You are due to get married next month and are really excited about it. Your fiancé /

fiancee wants to see you to discuss the wedding. You are glad to meet him/her as you

wish to discuss with him/her the guest list for the wedding.

Situation 2

Teacher A

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You have been very upset with your neighbour’s cat. It often enters your garden and

destroys your flower beds. You cannot stand it any longer and have decided to talk

nicely to your neighbour about it.

Teacher BYou are very fond of your pet cat and think highly of it. You are in a hurry to go to work

one morning, when your neighbour comes to see you.

Situation 3

Teacher A

You have been to a concert in town fifteen kilometres away from your home.

Unfortunately, you have missed the last bus home. You do not have enough money to

take a taxi either. However, you remember the name and address of your brother’s

friend who happens to live nearby. You decide to go to his / her house to ask for his/her

help. You arrive at his/her house and knock at the door.

Teacher B

It is 12.15 at night and you have just gone to bed. Suddenly, there is a knock at the door.

You are a bit annoyed to be disturbed at this time of the night. You get out of bed and

open the front door. A stranger is standing at the doorstep.

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DAY 6 SLOT 2COMMUNICATIVE SKILLSTIME: 2 Hours OBJECTIVES:

To ask simple questions To make a conclusion based on an opinion poll

ACTIVITY : MY SURVEY “ OH, ROTI CANAI! OH, NASI LEMAK!” Time Required: 2 Hours

Materials Required: MY SURVEY Cards

SUGGESTED INSTRUCTIONS1. Ask the teachers to work in groups of five. (Main Group)

2. Assign a letter from A to E to every member of each group (Main Group). See

note below.

3. Assign one topic from MY SURVEY cards to each group.

4. Ask the teachers to follow the suggestions on the cards.

5. Tell the teachers to agree upon three questions based on the topic given. The

teachers are given 10 minutes to do so.

6. Ask every member of each group to prepare an interview sheet (Example 1).

7. Next, ask members from the different main groups with the same letter to regroup

themselves into Groups A, B, C, D and E. The new group will consist of one

member from each main group.

8. Ask each member of the new group to get the answers to his / her questions from

all the other members of the group. The teachers have to talk to everyone in the group.

9. Ask the teachers to get back to their original main groups after gathering the

information needed.

EMS Module 2007 152


10. Ask the teachers to discuss their findings.

11. Ask the teachers to organize their data. They may use tables, lists or any other

forms of presentation.

12. Ask each main group to present their findings.

Note:If the number of teachers is large, then the number of main groups can be increased.

EXAMPLE 1

Breakfast

1. Do you take your breakfast regularly?

2. What do you usually have for breakfast?

3. What type of drinks do you have for breakfast?

Name Breakfast

Yes / No

Food Drink

Hassan Yes Roti Canai Nescafe O

Aisyah No No No

EMS Module 2007 153

Interview Sheet


MY SURVEY CARDS

BreakfastYou have to find out what the other

teachers in your class usually have for

breakfast.

(Each member of the group prepares an

interview card.)

DrinksYou have to find out which drinks the

people in your class like and dislike.


interview card.)

Eating outYou have to find out whether the teachers

in your class ever eat out.

If they eat out, where do they go?

If they don’t , why don’t they do so?


interview card.)

Favourite MealsYou have to find out the favourite meals

(including main course and dessert) of the

other teachers in your class.


interview card.)

Dieting / Weight –watchingYou want to find out if the other teachers in

your class think they are too fat, too thin or

just right. Find out how they maintain their

weight.


interview card.)

CookingYou have to find out which meals or drinks

the other teachers in your class can

prepare themselves.


interview card.)

EMS Module 2007 154


Least Favourite FoodYou have to find out what kind of food other teachers in your class dislike.

(Each member of the group prepares an interview card.)

DAY 6 SLOT 3COMMUNICATIVE SKILLSTIME: 2 Hours

OBJECTIVE: To enable teachers to request for and give information.

ACTIVITY : I NEED TO KNOW Time Required: 2 hours

Materials Required: Information cards for Extracts 1, 2, 3, 4 and 5.


1. Ask teachers to work in pairs.

2. Assign one extract to each pair.

3. Distribute the information cards to each pair.

4. Ask each pair to discuss the situation based on the extract in five minutes.

5. Ask the teachers to act out the situation.

6. Ask the teachers to exchange roles.

1.

EMS Module 2007 155

Extract 1In A RestaurantYou are in a restaurant. You need to know the menu and the prices of the food in

the restaurant. Ask the waiter about them.


EMS Module 2007 156

Extract 2At the marketYou are at the market. You want to buy meat, fish, vegetables and fruits. You need

to bargain with the fishmonger, butcher and the greengrocer to get the best price.

Information card for Extract 1

ZIMIES PLACE – ala carte

MenuPrice

Drinks

Iced melon RM 4.00Milo RM 2.00Tea RM 2.00Frizzy- coke, sprite RM 6.00

Food

Chicken Chop Gunung Tahan RM 17.00Madu Tiga “Maori” Lamb Chops RM 17.00Nasi Goreng “Kampong Tengku ” RM 10.50Penghulu Longevity Noodles RM 9.50Various Soups - Tom Yam, Sup Ekor, Mushroom Soup RM 4.00Crispy Salad RM 4.50

Dessert

Bubur Cha Cha “ Dara Pingitan” RM 4.00

Sago Gula Melaka RM 4.00Cendol Kampung Merdeka RM 4.00Ice Kacang Tanah Melayu RM 4.00


EMS Module 2007 157


Meat PriceLocal lamb RM 17.00 ( 1kg)Whole chicken RM 6.50 ( 1kg)Meat RM 17.00 (1kg)

FishPomfret RM 11.00 (1kg)Grouper RM 10.00 (1kg)Mackerel RM 8.00 (1kg)Seabass RM 6.50 (1kg)Snapper RM 7.00 (1kg)Herring RM 6.00 (1kg)Scad RM 6.00 (1kg)Tuna RM 5.00 (1kg)Shrimp RM 5.00 (1kg)Prawn RM 10.00 (1kg)Squid RM 8.50 (1kg)Cuttlefish RM 8.50 (1kg)Tollyshed RM 10.00 (1kg)

VegetablesCauliflower RM 5.00 (1kg)Long bean RM 4.00 (1kg)Lettuce RM 4.00 (1kg)Tomatoes RM 3.50 ( 1kg)Cucumber RM 3.00 ( 1kg)Brinjal RM 2.50 (1kg)Ladies’ fingers RM 3.00 (1kg)Chillies RM 4.00 (1kg)Cabbage RM 4.00 ( 1kg)Ginger RM 2.00 (1kg)Turmeric RM 2.50 (1kg)Onion RM 6.00 (1kg)Garlic RM 3.00 (1kg)Lemongrass RM 1.00 (5 stalks)Galangal RM 2.00 (1kg)

FruitsApple RM 5.00 (per bag)Pear RM 5.00 (per bag)Mangosteen RM 5.00 (1 kg)Banana RM 2.00 (per comb)Papaya RM 2.00Water melon RM 3.00


EMS Module 2007 158

Extract 3In A Stationery ShopOn the way home from school, you stop by a stationery shop to buy a few things. Ask

the salesgirl at the stationery shop the price of each item that you wish to buy.


Stationery Price Stationery Price

Stapler RM 4.00 per unit 2B Pencil RM 3.00 per box

Red pen RM 4.50 per pack Ink RM 3.50 per box

Blue pen RM 4.50 per pack File RM 3.50

Eraser RM 3.00 per box Glue RM 1.00

Exercise book RM 2.00 Manila Card RM 1.00

Greeting card RM 3.50 Coloured pencils RM 3.50

Gift Wrapper RM 1.50 Scissors RM 2.00

Pencil box RM 3.50 Ribbon RM 2.50

Paper Clips (per box) RM 2.00 A4 paper RM 7.00 per ream

A4 Coloured Paper RM 8.00 per ream Sugar paper RM 1.50


EMS Module 2007 159

Extract 4Places of interest in the Klang ValleyYou are waiting for a friend at the KLIA. A tourist from overseas approaches you.

He/she wants some information regarding interesting places in the Klang Valley.

Give him/her the information he /she needs.


Merdeka SquareMerdeka Square has a special place in the hearts of all Malaysians as it was here

that the Union Jack was lowered for the last time at the stroke of midnight on Aug

31,1957. Here is the tallest flagpole in the world, standing at 100 metres.

Surrounding the area are historical structures like the Sultan Abdul Samad building

and Old City Hall.

Kuala Lumpur Bird ParkAlso known as “The World’s Largest Walk-in Free Flight Aviary”, the Kuala Lumpur

Bird Park is a haven for birds. The 8.4ha bird park is located at the scenic Lake

Gardens. Here, more than 3,000 birds from over 100 species may be found in a

natural landscaped environment.

Chinatown @ Petaling StreetThis quaint cluster of makeshift stalls in the middle of town bustles with life and

resounds with bargains from noon until night.

Kuala Lumpur Deer ParkThe authorities have dedicated a spot known as the Kuala Lumpur Deer Park to

these gentle, intelligent creatures. A well-chosen peaceful area at the Lake Garden

that covers more than two hectares has been turned into a suitable habitat for the

deer.


( News Straits Times : Tuesday, 6 June 2006 )

EMS Module 2007 160

National Monument- Tugu NegaraThe immense bronze structure was built as a memorial to the soldiers who gave

their lives for their beloved country. The sculpture depicts seven soldiers holding the

Malaysian flag, each symbolizing one of seven qualities- unity, strength, leadership,

sacrifice, courage, suffering and vigilance.

Masjid IndiaA thriving neighbourhood with numerous wholesale and retail Indian traders, who

sell everything from saris and perfume to spices and incenses.

Masjid JamekLocated at the convergence of the Klang and Gombak rivers, it is one of the oldest

mosques in the city since its construction in 1909. Inspired by the Mogul mosques

in North India, this building’s notable features are three elegant domes which

dominated the city skyline long before the skyscrapers emerged.

Kuala Lumpur City CentreLocated strategically within the Golden Triangle of Kuala Lumpur, KLCC houses a

multitude of offices, an assortment of shops and an art gallery, besides being home

to the Malaysian Philharmonic Orchestra.

With the Petronas Twin Towers above dominating the city’s skyline, it is an ideal

place to visit for sightseeing, shopping or picnic at the park.

Kuala Lumpur TowerThis formidable landmark is one of the tallest concrete towers in the world at 421

metres.

Aside from being a telecommunications tower, it also houses an observation deck

and a revolving restaurant which offers an array of local and continental cuisine.

Bukit BintangThis is a bustling commercial and shopping haven that is a hub of activity come day

or night as some of the city’s best shops and restaurants are located here. They

offer some of the finest, from designer clothes and art pieces to high class cuisine.


( New Straits Times : Tuesday, 6 June 2006 )

EMS Module 2007 161

Extract 5Language Courses offered by Putra CollegeYou are a secretary at Putra College. Student A wants to take up a language course

in your college. He / she comes and asks for information about the courses being

offered by the college. Give him/her all the necessary information he/she needs.


Solid Language Foundation

At Putra College, we understand that language learning can be a major challenge. It

is for this reason that we have dedicated ourselves to making your language learning

experience an enjoyable one. Through a combination of Putra exclusive participative

learning methods, top quality international teaching materials and a team of qualified

and caring teaching staff, Putra College will help you to gain the skills you need for

success. Come to Putra College near you to find out how you can get a jump start to

your future.

We offerMandarin, Japanese, English

Young learners

Teen learners

Adult learners

Corporate training

Please call : Ampang (03-40553215), Rawang (03-60972341)


DAY 7 SLOT 1COMMUNICATIVE SKILLSTIME: 2 HoursOBJECTIVES:

To enable teachers to transfer information from a linear text to a non-linear text To enable teachers to give information from a non-linear text To enable teachers to relate personal experiences

ACTIVITY 1: VENOM ALERT Time Required: 30 minutes


SUGGESTED INSTRUCTIONS: 1. Get the teachers to work individually.

2. Ask the teachers to read the text carefully.

3. Get the teachers to answer the four questions.

4. Elicit answers from the teachers and get others to comment on the answers.

5. Get the teachers to relate personal experiences with snakes or other animals.

TREATING A SNAKEBITEPrevention is always better than cure. This saying applies best to situations

where one has to be treated for a snake bite. When trekking through the jungle or other

areas inhabited by snakes, it is wise to wear thick boots and long trousers. Keeping to

well-trodden paths wherever possible and avoiding thick undergrowth are other sure

ways of not disturbing snakes.

If you do come across a snake, back away slowly and give it a wide berth.

Snakes can strike at a distance of about half their lengths. The easiest way to avoid

getting bitten in the first place is to leave snakes well alone.

If a snake bites you or someone who is with you, it is best to do the following to

provide the best means of recovery. First, wash the bite with soap and water as soon as

EMS Module 2007 162


possible. Do not place ice or any cooling substance on the bite. Immobilise the area

and keep it at a lower level than the heart, as this will slow the spread of venom. Don’t

ever attempt to suck out the venom as you can transfer some of the venom into your

own bloodstream via your mouth. Wrap a bandage about 4 inches above the bitten area

to slow the spread of venom. Do not wrap the bandage too tightly ,as a tourniquet can

sometimes cut off blood supply and damage a limb. Ensure the bandage is loose

enough to slip a finger through. Get the victim to the hospital as quickly as possible

where an anti-venom injection can be given.

ANSWER THE FOLLOWING QUESTIONS.

EMS Module 2007

(1)

- Jungle- Thick undergrowth

WHEN BITTENBY A SNAKE

- Wash bite- Immobilise area ( 4)

- Get victims to a hospital quickly

163

PREVENTION AND TREATMENTOF SNAKEBITES

PRECAUTIONS

- Use thick boots ______(2)______

- Wear long trousers

FACE –TO –FACE WITH ASNAKE (3)

- Leave the snake alone


1. A TREATMENT

B PREVENTION

C SNAKE BITES

D SNAKE HABITAT

2. A Avoid Jungle

B Cut the bushes

C Clear the undergrowth

D Avoid thick undergrowth

3. A run away quickly

B walk away slowly

C walk backwards slowly

D walk backwards quickly

4. A. Wrap bandage above bite

B. Do not tighten bandage

C. Ensure bandage is fairly loose

D. Slow down the spread of venom

ANSWERS

Question 1 2 3 4

Answer D D C A

EMS Module 2007 164


ACTIVITY 2: “DON’T LET THEM GET AWAY!”

Time Required: 30 minutes.

Materials Required: Map of a Town

OBJECTIVE: To enable teachers to give information from a non-linear text

SUGGESTED INSTRUCTIONS: 1. Ask the teachers to work in pairs.

2. Instruct the teachers to read the given situation and task.

3. Ask the teachers to study the town map given.

4. Select a few teachers to share their information of the robbers’

whereabouts to the police.

5. Ask teachers to take turns to present to the whole class.

.

EMS Module 2007 165

Situation:

You are in Town X. You are passing by the bank on your motorcycle. Suddenly you see three masked and armed men rushing out from the bank carrying white sacks which you assume contain money robbed from the bank. They get into a waiting car. You act promptly by alerting the police. You also gather courage to follow the robbers on your vehicle so that you can inform the police of their whereabouts.

Task : Use the town map to help you give instructions to guide the police to the robbers’ whereabouts.


TOWN MAP

EMS Module 2007 166


Encourage teachers to use the following phrases to help them give

information to the police.

The robbers

are

(They are)

going straight towards

(the museum,

Tower Street,

Clock Tower)going into

turning left / right into

turning into

passing

going round

SUGGESTED ANSWERS

“Hello 994, I have just witnessed a robbery in Bank X on West Street. I am following

the robbers now. They are turning right at North Street and going straight towards the Clock Tower. They are passing the tower and Grand Hotel. Please be

quick. They are now turning right into High Street. They are going into Moon Street.

Now, they are speeding towards East Street and turning into the road. Wait a

EMS Module 2007 167


minute! They are slowing down. Oh no! They are stopping in front of the Department

store and they are getting into another car.

ACTIVITY 3: THE ALIEN IS COMING

Time Required : 1 Hour

Materials Required : “The Alien Is Coming” witness cards

OBJECTIVES:

To deliver information accurately To ask questions to clarify information



2. Distribute the witness cards and the question sheets to all the teachers.

3. Ask them to read the card and understand the role assigned to them.

4. Tell the teachers to study the cards and practise delivering the information in

their own words.

5. Ask the teachers to take turns to stand in front and tell other teachers what they

have witnessed.

6. Tell the other teachers to ask questions if they cannot understand.

7. Instruct the teachers to fill in the question sheet. The teachers are to write the

first letter of each answer in the box.

8. Ask the teachers to unscramble the letters to find out where the aliens came

from.

9. The first person to answer is the winner.

Note :

EMS Module 2007 168If there are more than 16 teachers, make extra copies of the witness cards for

distribution.


“THE ALIEN IS COMING” WITNESS CARDS

You were washing up when you saw a red

light in the sky behind the trees at one end

of the garden. It was moving and flashing

on and off.

( 1 )

You were in the field, taking the cat for a

walk, when suddenly he became very

frightened and started shrieking. You

heard a humming noise and suddenly the

sky was filled with a red light.

( 2 )

You were gardening in the back garden

when a saucer-shaped object flew over

your head. It seemed to come in to land in

the garden of the house at the end of the

road. You were so shocked you didn’t

know what to do.

It was nine o’clock in the morning. You

know because you were listening to the

news. You heard a humming noise and the

whole house shook. You ran out into the

garden to see what was happening and

saw a large saucer-shaped object flying

low overhead. You ran back indoors to

EMS Module 2007 169


( 3 )

telephone the police.

( 4 )

You were washing up in the kitchen when

you heard a loud humming noise and saw

a red light in the sky. You ran outside and

saw a large saucer-shaped spaceship that

had landed in your back garden. Three

figures got out. They had six arms and

three heads and wore a kind of uniform.

One of them saw you and pointed a gun at

you. There was a flash. You fell down, and

when you woke up, the spaceship had

gone. Perhaps it was a dream.

( 5 )

You saw everything from an upstairs

window. You were cleaning your bedroom

windows when you heard a loud humming

noise and a saucer-shaped spaceship

came whizzing past the window. It landed

in the next-door garden. Three figures got

out. They had six arms and three heads

and were dressed in uniforms. Your

neighbour came running out of his house

and one of the men pointed a gun at him

and shot him. Two figures went into the

house and one stayed by the spaceship.

He wandered round the garden, smelling

the flowers. He plucked an apple off the

tree and took a bite, but spat it out at once.

( 6 )

You were upstairs playing a game called

Alien Invader on your home computer

when suddenly two strange figures came

into the house. They had three heads and

six arms. You were at a very exciting part

of the game. You had just fired a rocket to

destroy a spaceship but one of the figures

picked you up and held you fast while the

other sat down at your computer. He typed

in some commands on the keyboard. Then

You are a policeman. You were driving

along your usual route in your police car

when a call over the radio told you to go to

Westerns Road where some mad women

thought they had seen a UFO.

EMS Module 2007 170


the other one released you and they both

left. When you looked at your screen you

found that your rocket attack had been

diverted.

( 7 ) ( 8 )

You came home from doing some

shopping to find your husband in a state of

panic. He said that a UFO landed in your

garden where there were some apple trees

and then an alien shot him. Your son said

that two aliens came into the bedroom and

interfered with his computer game. You

think they were teasing you.

( 9 )

You were playing in your bedroom, when

your brother came in shouting something

about UFO’s, rocket attacks and his

computer game. You think he’s being silly -

obsessed with science-fiction and

computer games.

( 10 )

You were hanging out the washing, when

you saw a red light in the sky behind the

apple trees at the far end of the garden. It

was moving and flashing on and off.

( 11 )

You were out for a morning walk. You

heard a humming noise and suddenly the

sky was filled with a red light.

( 12 )

You were in the back garden when a

saucer-shaped object flew over your head.

It seemed to come in to land in the garden

of the house at the end of the road. You

were so shocked you didn’t know what to

do.

It was nine o’clock in the morning. You

knew because you were listening to the

news. You heard a humming noise, and

the whole house shook. You ran out into

the garden to see what was happening and


EMS Module 2007 171


( 13 )

low overhead. Now you didn’t know

whether you had dreamt it or not.

( 14 )

You were having breakfast in the back

garden when a saucer-shaped object flew

over your head. It seemed to come in to

land in the garden of the house at the end

of the road. You were so shocked you

didn’t know what to do.

( 15 )

You heard a humming noise, and the

whole house shook. You ran out into the

garden to see what was happening and


low overhead. You ran back indoors to

telephone the fire brigade.

( 16 )

I REMEMBER

Write the first letter of each answer in the box. Then rearrange the letters to find where

the aliens came from.

1. What was the colour of the lights of the spaceship?

2. How many heads did the aliens have?

3. What were they wearing?

4. What was the shape of the spaceship?

EMS Module 2007 172

R

T

U

S

A


5. What fruit trees can you find in the garden?

6. What time was it?

The aliens came from SATURN.

DAY 7 SLOT 2COMMUNICATIVE SKILLTIME: 2 HoursPART 1OBJECTIVES:

To enable teachers to express their ideas in a group To enable teachers to come to an agreement after discussing in a group

ACTIVITY 1: PUZZLE ME, PUZZLE YOU Time Required: 40 minutes

Materials Required: PUZZLE ME PUZZLE YOU Cards, mahjong paper, marker pens


1. Ask teachers to work in groups of four or five.

2. Assign a number to each group.

3. Ask each group to answer the “Puzzle Me Puzzle You” cards of the same

number.

4. By using the clues given, each group forms a new word from the first letters of

the words they have found by answering 4-5 questions. This word is the answer

to the clue given (Step 1).

5. Each group has to write down the word they have formed on the blackboard/

mahjong paper (Step 2).

6. Using the first letters of the words from the groups, each group tries to solve the

final stage of the puzzle. Ask them to write out the word (Step 3).

EMS Module 2007 173

N


Step 1

Complete each sentence and find the word using the clues given.

GROUP 1

Find these words:

1. You ……….. when you are tired. ( yawn )

2. You cannot ………….. milk or tea, but you can ……………. apples, bread,

cake and chocolate. ( eat )3. You ……….. on horses and bicycles. ( ride )

4. When two cars crash into each other, they have an.………. ( accident )

Make a word from the first letter of these words.

Clue:

A period of time ( YEAR )

GROUP 2Find these words:

1. A big animal with grey skin and a trunk. ( elephant )2. He delivers letters. ( postman )

3. A kind of fruit, not an apple. ( pear )4. If you do not dislike something, you ………….. it. ( like )

5. The time from noon till evening. ( afternoon )

EMS Module 2007 174



Clue:

A kind of fruit. ( APPLE )

GROUP 3

Find these words:

1. Twinkle- twinkle Little Star, Old MacDonald and Clementine are …….. ( songs )

2. You need a fork, ……….. and spoon for eating. ( knife )3. The first word in a letter. ( dear )4. The number between ten and twelve. ( eleven )


Clue:

A piece of furniture ( DESK )

GROUP 4

Find these words:

1. Not young but ………….. ( old )2. A drink that comes in sachets. Coffee or ……. ( tea )3. They were in North America before the Europeans came. ( Indians )

4. You are called by it. ( name )


Clue:

EMS Module 2007 175


A preposition ( INTO )

GROUP 5

Find these words:

1. When you ask a question you usually get an …………… ( answer )2. In the sky at night, big and bright. ( moon )3. You write with it. ( pen )4. Last word in a letter to a good friend. ( love )


Clue:

It gives you light. ( LAMP )

GROUP 6

Find these words:

1. A fruit and a colour. ( orange )2. Between two mountains. ( valley )3. If you have lots of money, you are ……………… ( rich )4. Everything has a beginning and an …………….. ( ending )


Clue:

A preposition ( OVER )

EMS Module 2007 176


GROUP 7

Find these words:

1. Something that is not easy is …………….. ( difficult )2. Something that is not old is ……………… ( new )3. Kangaroos and koalas live there. ( Australia )4. If it was your birthday today, people would say “ …….. birthday” to you. ( Happy )


Clue:

A part of the body ( HAND )

Step 2

Solving the puzzle:

1. A period of time ______________ (YEAR )

2. A kind of fruit ______________ ( APPLE )

3. A piece of furniture ______________ ( DESK )

4. A preposition ______________ ( INTO )

EMS Module 2007 177


5. It gives you light ______________ ( LAMP )

6. A preposition ______________ ( OVER )

7. A part of the body ______________ ( HAND )

Step 3

a) Fill in the boxes with the first letter of the words in Step 2.

b) Now rearrange the letters to find the answer to the puzzle.

The answer is : HOLIDAY

EMS Module 2007 178

Y A D I L O H

SCENARIO

Mount Juara in Kampung Tualang Tiga will erupt in about 10 hours. A government

officer was sent to Kampung Tualang Tiga to help organize the evacuation of the

villagers with the help of Pak Malau, the village head.

Pak Malau has elected some group leaders and asked each group to take along 10

important items to the evacuation area in Berangan.

The evacuation area is about 30 km away and the types of transport available to the

villagers are bicycles, motorcycles and lorries. Upon arrival at the centre, each group

leader is asked to state the 10 items they have brought along and give reasons for

their choice.


PART 2

ACTIVITY 1: VOLCANIC ERUPTION


Materials Required: Mahjong paper and marker pens

OBJECTIVES: To enable the teachers to express their opinions and come to an agreement in a

small group To enable the teachers to express their opinions effectively to a larger group


1. Ask teachers to work in groups of four.

2. Let them read the scenario given.

3. Get the teachers to study the list of items given.

4. Ask the teachers to decide which 10 items they would take along to the

evacuation centre.

5. Ask each group to write the items on mahjong paper and present their work.

They must give reasons for their choice.

EMS Module 2007 179


List of items:

1. rice 11. canned sardines

2. salt 12. matches

3. sugar 13. handset and charger

4. water 14. torchlight

5. mosquito net/coil 15. birth certificates

6. blanket 16. desk top/ lap top

7. knife 17. cup and saucer

8. stove 18. motorcycle

9. tent 19. water container/ pail

10. clothes 20. soap / shampoo

ITEMS REASONS / USES

1.

2.

3.

4.

5.

6.

7.

8.

EMS Module 2007 180

The Scenario

During the journey to Pulau Impian Hairan, your boat is hit by a gigantic wave and is

in danger of sinking. In order to keep the boat afloat, the load in the boat has to be

reduced. This means that two of the passengers would have to jump into the rough

seas and swim to the nearby island on their own. Fortunately, everybody in the boat

can swim. Unfortunately on certain days, there are sharks in that area. Give reasons

why you should not be the one who has to jump out of the boat.


9.

10.

ACTIVITY 2: OVERLOAD (Optional , if time permits) Time Required: 40 minutes

Material Required: None

OBJECTIVES: To enable teachers to express their views verbally

To enable teachers to give reasons to convince others


1. Ask the teachers to work in groups of ten.

2. Ask the groups to select their own group leaders.

3. Write on strips of paper the occupations given for the teachers to draw lots.

4. Get the teachers to read and discuss the scenario in their groups.

5. Ask each teacher to give reasons why he / she should not be the one to jump

out of the boat. The time given is 2-3 minutes.

6. When every member of each group has presented his / her view, each group

will vote to decide who should jump out of the boat.

7. Ask the leader of each group to explain their decision.

EMS Module 2007 181


OCCUPATIONS OF PEOPLE IN THE BOAT

1. A doctor

2. A teacher

3. A chef

4. A police officer

5. A scientist

6. A ferry operator

7. A farmer

8. A “Pak Imam”

9. A businessman

10. A mechanic

EMS Module 2007 182


DAY 7 SLOT 3COMMUNICATIVE SKILLSTIME: 2 HoursOBJECTIVES:

To express ideas and opinions To practise expressing ideas and opinions in a forum

ACTIVITY 1: MY SAY Time Required: 1 hour

Materials Required: Topics for individual presentation

SUGGESTED INSTRUCTIONS: 1. Ask teachers to get into groups of four.

2. Tell the teachers that each group will be given a topic. Each of them will be

given 2 minutes to prepare and another 2 minutes to present in their groups.

3. Instruct each group to select a leader and a timekeeper.

4. Cut out the topics and ask the group leaders to draw lots to pick the topic.

5. Instruct the leaders to read out the topics to the group.

6. You are to time the teachers and stop precisely at two minutes.

7. Remind the teachers to prepare in point form only.

8. Encourage the teachers to use the given phrases.

9. Allow the teachers to present in their groups as you facilitate them.

10. Ask the timekeeper in each group to keep the time.

11. Remind the group timekeeper to abide by the time frame.

12. Each teacher is to present in front of the whole group.

SUGGESTED TOPICS

1. Shopping at the Pasar Malam is better than shopping in the hypermarket.

EMS Module 2007 183


2. Marrying a Malaysian is better than marrying a foreigner.3. Women make better teachers than men.4. Keeping pets is better than keeping plants.5. Hand phones should be allowed in school.

HELPFUL PHRASES:

In my opinionI feel thatOn the other handBesidesI maintain thatI’m sure thatAs far as I am concernedI would say thatI guessI think thatIn conclusionTo concludeTo summariseIn a nutshell

ACTIVITY 2: I THINK, I SAY, I SHARE

Time Required: 1 hour

Materials Required: Topics for forum

SUGGESTED INSTRUCTIONS: 1. Ask teachers to get in groups of five.

2. Assign a topic to every group for a forum.

3. Ask the teachers to delegate the roles to every member in their group.

4. Make sure every group will take turns to act out the role assigned to them.

5. When one group is presenting the forum, ask the other groups to listen

carefully.

EMS Module 2007 184


6. During/after the forum, ask teachers from the other groups to ask at least

three questions based on the topic.

GROUP ONETopic : Students’ Achievement – How to improve Students’ Achievement in

Mathematics and Science In English

Situation:

The Teaching and Learning of Mathematics and Science in English has been

implemented in schools since the year 2002. The decline in students’ achievement is

causing many people to worry.

Panellists (roles):

i. Chairperson

ii. Headmaster / Principal

iii. Teacher

iv. Parent ( Parent-Teacher Association )

v. Counsellor

GROUP TWOTopic : Health Issue – Discuss the effects of drug abuse, alcohol and smoking

Situation:

Many students are involved in taking drugs, drinking alcohol and smoking cigarettes.

They need to be exposed to the effects of their bad habits.

Panellists (roles):

EMS Module 2007 185


i. Chairperson

ii. Doctor

iii. Teacher

iv. Parent ( Parent- Teacher Association )

v. Health Officer

GROUP THREETopic : Road Safety – How to reduce the number of road accidents

Situation:

Road accidents occur daily. The number increases during festivals and holidays. What

can be done to reduce the number of accidents?

Panellists (roles):

i. Chairperson

ii. Police

iii. Driving school instructor

iv. Road user

v. Lecturer

Two cars in crash on NSE raced for 20 km

KUALA LUMPUR: The two cars involved in a fiery crash on the North-South Expressway

on Sunday, which claimed three lives, had been racing for more than 20 km.

Witnesses said the cars, both Proton Wiras, were racing from Sungai Buloh towards the

city, weaving through traffic in a dangerous and reckless manner.

A senior investigating officer with the city traffic police confirmed that this was the initial

finding from the investigation.

EMS Module 2007 186


( New Straits Times : Tuesday, 6 June 2006 )

GROUP FOURTopic : Pollution – Effects of air, water and noise pollution

Situation:

Science and Technology makes our lives better and more comfortable. However it

causes a lot of pollution. Discuss the types of pollution and their effects.

Panellists (roles):

i. Chairperson

ii Doctor

iii. Factory Owner

iv. Environmentalist

v. Minister of Health and Environment

GROUP FIVETopic : Disciplinary Problems in Schools

Situation:

Disciplinary problems are increasing. Why are students behaving badly and how can we

help them?

Panellists (roles):

i. Chairperson

ii Headmaster / Principal

EMS Module 2007 187


vi. Counsellor

vii. Parent

viii. Police

DAY 8 SLOT 1PUBLIC SPEAKINGTIME: 2 HoursOBJECTIVES:

To present ideas promptly and creatively To develop teachers’ confidence in using English to deliver ideas To raise teachers’ awareness on the importance of public speaking skills

ACTIVITY 1: ON YOUR MARK! GET SET! GO!Time Required: 30 minutes


SUGGESTED INSTRUCTIONS:1. Get the teachers to form a big circle.

2. The first one to start will give the teacher on his left a name. e.g. You’re Saiful

Apek. ‘Saiful Apek’ will in turn tell the one on his left who he is, e.g. You’re Mak

Enon. This will continue until everyone has been given a ‘name’.

3. This process is repeated in the opposite direction, from left to right instead. This

time, each person tells the one on his right where he is. e.g. a) You’re in a toilet.

b) You’re standing on a stage, etc.

4. Get the teachers to change their position.

5. Each teacher will tell the one on the left what he is doing. e.g. (a) You are having

a bath (b) You are giving a speech etc.

6. Each teacher will tell the one on the right what he is wearing. e.g. (a) You are

wearing pyjamas (b) You are wearing a batik shirt etc.

7. Everyone is required to remember what they hear about themselves.

8. In the end everyone will have four things to say about themselves.

9. The teachers will then take turns to introduce themselves.

e.g. I am Saiful Apek and I am wearing a Superman outfit

EMS Module 2007 188


I am in a toilet, cooking Maggie mee.

ACTIVITY 2: SEE IT, SAY ITTime Required: 30 minutes

Materials Required: Picture cards / Cartoon strips

SUGGESTED INSTRUCTIONS:1. Choose one picture for discussion, e.g. Picture 1

2. Ask questions and talk about the picture.

a. What can you see in the picture?

b. What do you think happened to the mother shark?

c. Why do you think the baby shark is giving a present to the mother?

3. Get the teachers to work in groups of five.

4. Distribute a picture to each group. You may use the suggested pictures given.

5. Get the teachers to study their pictures for 10 minutes.

6. Instruct the teachers to construct at least 5 sentences to describe the picture.

7. Ask each group to come forward to describe and talk about the picture.

SUGGESTED PICTURES:

1.

2.

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3.

4.

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5.

SUGGESTED ANSWERS:

Based on picture 1

The mother shark has a missing fin. Earlier she was caught by a fisherman. Her

fin was cut off and sold to a restaurant. The mother shark looked odd without the fin.

On Mother’s Day the shark’s son found an artificial shark fin, made in Taiwan and

presented it to his mother. The mother shark was so touched by her son’s concern. At

least she could now look like the other sharks although her fin was a fake.

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ACTIVITY 3: THE APPRENTICETime Required: 1 hour


SUGGESTED INSTRUCTIONS:1. Get the teachers into groups of three.

2. Ask the teachers in each group to think of an item to sell.

3. Ask the teachers to discuss an amusing sales pitch.

4. Get the teachers to present their sales pitch as a group.

EXAMPLES OF ITEMS:1. Stinking shoes

2. Old socks

3. Torn t-shirt

4. Cheap pen

Note: Facilitators should prompt teachers so that they will choose something that is

a. funnyb. uniquec. amusing

EXAMPLE:Stinking shoes.

This pair of stinking shoes has many uses. It is a life saver. It can ward off wild

animals within a 50-metre radius. It can also be used as a smelling salt. It is guaranteed

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to wake up anyone who has fainted. When mixed with water, the liquid can be used to

poison enemies.

DAY 8 SLOT 2TIME: 2 Hours

ACTIVITY 1: THE RICH AND FAMOUSTime Required: 1 hour

Materials Required: Cards with names of celebrities


1. Get the teachers to work in groups of four.

2. Ask the teachers to choose their favourite celebrity from the list given.

3. Ask one of the group members to role-play the celebrity. The other members will

be the Public Relations Officers.

4. Each group conducts a 10-minute press conference during which teachers from

other groups can ask questions relating to the life of the chosen celebrity.

5. Facilitate the press conference. The PR Officers can help the celebrity to answer

the questions.

SUGGESTED CELEBRITIES:Mawi, Siti Nurhaliza, Michael Jackson, Britney Spears, Madonna, Saiful Apek, David

Beckham, Zinedine Zidane, Bill Gates, Aristotle, Isaac Newton

EXAMPLES OF QUESTIONS: Why are you always late for training?

Are you having a relationship with Dina Rafflesia?

Is it true that you cannot be far apart from your mom? Why?

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ACTIVITY 2: ALADDIN’S LAMPTime Required: 1 hour


SUGGESTED INSTRUCTIONS:1. Ask the teachers to get into groups of five.

2. Give a different situation to each group.

3. Allow the teachers 10 minutes for discussion. Facilitate their

answers and

reasons for the particular situation.

4. Get each group to come out to present. All members of the group

will have to

give their answers and the reasons for their answers.

SUGGESTED SITUATIONS: 1 If you could change a part of your body, which part would you change?

2. If you have 1 million ringgit, what will you do with the money?

3. If you could change your profession and not be a teacher, what would you be?

4. If you are given a chance to meet someone you have not met before in your life,

who would you like to meet?

5. If you could choose one characteristic for your unborn child, what

characteristic would you choose?

6. If you could choose any car, which car would you choose?

7. If you could give orders to George Bush, what would you order hiIm to do?

SUGGESTED ANSWERS:1. I would change my curly hair to long, straight hair so that I can toss my hair over

my shoulders.

2. I would change the shape of my lips to look like Angelina Jolie’s lips because I

really wish to attract Brad Pitt.

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3. I would like to meet my father. My father passed away before I was born. I really

miss him even though I never had a chance to see him smiling at me.

DAY 8 SLOT 3TIME: 2 hoursACTIVITY 1: GOTCHA!!Time Required: 30 minutes

Materials Required: Cards with one-word topics in a box, suitable music

SUGGESTED INSTRUCTIONS:1. Ask the teachers to sit in a circle.

2. Use newspaper to make a parcel.

3. Prepare a box and place cards with topics in the box.

4. Start the music and ask the teachers to pass the parcel around.

5. Stop the music. Get the teacher holding the parcel to pick a topic from the box

and say three sentences related to the topic.

6. If the teacher is able to do it, he is out of the game. If the teacher is unable to do

it, he will have to continue to play the game.

7. Start the music again and get the teachers to continue the game until everybody

is out.

SUGGESTED TOPICS: Rain

Pizza

Coffee

Toilet

Toys

Pets

Rainbows

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SUGGESTED SENTENCES:1. Rain falls in Malaysia.

2. Rain is good.

3. It is raining heavily.

ACTIVITY 2: BLAH BLAH BLAH….Time Required: 30 minutes

Materials Required: A watch

SUGGESTED INSTRUCTIONS:1. Get the teachers to form two groups.

2. Give the first group a word and get the members of the group to construct

sentences using the word given. They have to keep on constructing sentences

continuously to stay in the game.

3. When there is a pause, the group is out. Take note of the time taken by each

group.

4. Repeat steps 2-3 with the other group.

5. The group that goes on longer wins.

6. Allow the teachers to play as many rounds as time permits.

SUGGESTED WORDS:1. Cats

2. Man

3. Football

4. School

5. Record book

6. English

SUGGESTED SENTENCES:1. Cats

I have a cat. Cats are purple. Cats have 3 tails. Cats eat pizza. Cats love dogs.

Cats sleep all day. I hate cats. Cats can sing.

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ACTIVITY 3: I SAY IT MY WAYTime Required: 1 hour

Materials Required:

1. Audio Video Material – i) Colours of the wind from Pocahontas – Vanessa

Williams

ii) Beauty and the Beast – Celine Dion & Peabo Bryson

iii) Reflection from Mulan – Christina Aguilera

2. Lyrics of the songs with blanks. (Refer to lyrics of the songs on the next page)


1. Play the song once.

2. Ask the teachers to listen to the song carefully

3. Ask the teachers to refer to the lyrics with blanks.

4. Play the song again while the teachers are completing the lyrics.

5. Get the teachers to sing along.

6. This can also be done with the music on and lyrics displayed but without the

vocal. Teachers will be able to sing with the music.

7. Get the teachers to form groups of five to discuss what they feel and understand

about the song.

8. A representative from each group will then present what they have discussed.

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Lyrics of the song:

Colours Of The Wind from Pocahontas - Vanessa Williams You think you own whatever land you land onThe earth is just a dead thing you can claimBut I know every rock and tree and creatureHas a life, has a spirit, has a name

You think the only people who are peopleAre the people who look and think like youBut if you walk the footsteps of a strangerYou learn things you never knewYou never knew

Have you ever heard the wolf cry to the blue corn moonOr ask the grinning bobcat why he grinnedCan you sing with all the voices of the mountainsCan you paint with all the colours of the wind?Can you paint with all the colours of the wind?

Come run the hidden pine trails of the forestCome taste the sun-sweet berries of the earthCome roll in all the riches all around youAnd for once never wonder what they're worth

The rainstorm and the rivers are my brothersAnd the heron and the otter are my friendsAnd we are all connected to each otherIn a circle in a hoop that never ends

Have you ever heard the wolf cry to the blue corn moonOr let the eagle tell you where he’s been? Can you sing with all the voices of the mountainsCan you paint with all the colours of the wind?Can you paint with all the colours of the wind?

How high does the sycamore growIf you cut it down, then you'll never know

And you'll never hear the wolf cryTo the blue corn moon

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For whether we are white or copper-skinnedWe need to sing with all the voices of the mountainsWe need to paint with all the colours of the windYou can own the Earth and still all you'll own is earthUntil you can paint with all the colours of the wind

Lyrics of the song.

Beauty and the Beast – Celine Dion & Peabo Bryson

Tale as old as time

True as it can be

Barely even friends

Then somebody bends

Unexpectedly

Just a little change

Small, to say the least

Both a little scared

Neither are prepared

Beauty and the beast

Ever just the same

Ever a surprise

Ever as before

Ever just as sure

As the sun will rise

Tale as old as time

Tune as old as song

Bittersweet and strange

Finding you can change

Learning you were wrong

Certain as the sun

Rising in the east

Tale as old as time

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2X


Song as old as rhyme

Beauty and the beast

Lyrics of the song.

Reflection from Mulan – Christina Aguilera

Look at meYou may think you seeWho I really amBut you’ll never know meEverydayIt’s as if I play a partNow I seeIf I wear a maskI can fool the worldBut I cannot fool my heartWho is that girl I seeStaring straight back at meWhen will my reflection showWho I am inside?

I am now in the world where IHave to hide my heartAnd what I believe inBut somehow I will show the worldWhat’s inside my heartAnd be loved for who I amWho is that girl I seeStaring straight back at meWhy is my reflectionSomeone I don’t know?Must I pretend that I’mSomeone else for all time?When will my reflection showWho I am inside?

There’s a heartThat must be free to flyThat burns with a needTo know the reason whyWhy must we all concealWhat we think?

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2X


How we feel?Must there be a secret meI’m forced to hide?I won’t pretend that I’mSomeone else for all timeWhen will my reflection showWho I am inside?

PREPARATION FOR “ACT IT OUT” (DAY 9, SLOT 2, Activity 2) REMINDER FOR FACILITATORS:

1. Instruct the teachers to work in groups of 5 for the activity ‘Act It Out’ which they

will have to present the next day (SLOT 2 ACTIVITY 2)

2. Assign a different situation to each group so that they can prepare at their

convenience.

3. Tell them that their sketches should last about 10 minutes.

SUGGESTED SITUATION: A girl tells her family that she wants to join the army.

A 70-year old widow wants to marry an 18-year old boy.

A student tells her teacher she intends to run away from home.

A family discovers that the father has lost his job.

A family discovers that the daughter is smoking.

A wife accuses her maid of stealing her clothes.

SUGGESTED SCRIPT: A girl tells her family that she wants to join the army.

Girl: Dad, I went for an interview today.Dad: Oh, that’s fantastic. I always knew you would succeed,

unlike your brother here.Brother: Mom, Dad’s always picking on me. He’s never satisfied

with anything I do. Mom: Dad, don’t do that. Nora, is the job here in our hometown?Girl: Oh.. no, Mom. If I get the job I will probably have to go to

Port Dickson for training. Mom: Training? Training for what?Girl: You have to be trained before you can become a soldier.Grandmother/Mom/ Dad : What??? A soldier?!!Brother: Hah.. hah.. you become a soldier?Mom: Are you out of your mind, Nora?

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2X


Girl: What’s wrong, mom?Grandmother: You will be in the jungle among the wild animals.Brother: And she’s afraid of cockroaches.Girl: Shut up!!Dad: Nora, you are not taking that job even if it’s offered to you.Girl: But Dad…Dad: No, means no. End of discussion! No daughter of mine is

going to become a soldier!

DAY 9 SLOT 1TIME: 2 hoursACTIVITY 1: THE GOLDEN RULESTime Required: 15 minutes


SUGGESTED INSTRUCTIONS:1. Get teachers to work individually.

2. Request teachers to read aloud ‘The Golden Rules of Public Speaking’.

3. Assist the teachers with vocabulary and understanding.

Do Establish a clear objective Talk about what your audience expects you to talk about Organise the information Use notes or key words to assist Have a strong opening and close Make it interesting Use your voice for effect Keep it simple Use visuals which improve impact and clarity Handle equipment professionally Speak with sufficient volume and intonation Use summaries to link the parts Think about the cultural environment Dress for the occasion Prepare and practice beforehand Be confident and relaxed Balance spontaneity against preparation Handle questions positively

Don’t Make assumptions about the venue and facilities - check Present information which is too complex for the audience Talk for too long

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Tell irrelevant anecdotes or inappropriate jokes Speak too quickly Use too many visuals Project text that is too small to read Read from scripted texts or visuals Block your audience’s view of visuals Talk with your back to the audience Use distracting mannerisms Forget to summarize at the endACTIVITY 2: TEACHER ON DUTYTime Required: 1 Hour 45 Minutes

Materials Required: Sample template


1. Get teachers into groups of four.

2. Go through the sample assembly speech template.

3. Ask teachers to discuss and prepare the content for the weekly assembly speech

in 30 minutes.

4. Give examples of content items and comments which can be used in the speech.

Example:

Canteen cleanliness

Class cleanliness

School compound cleanliness

Discipline

Examination

Motivation

Upcoming events

Past events

5. Choose at least 3 issues.

6. Ask teachers to pick a representative to deliver a 10-minute speech.

7. Ask teachers to refer to “ TIPS ON PUBLIC SPEAKING”.

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Sample Template

Good morning to our respected Principal/Headmaster/Headmistress, Mr / Mrs /

Madam…………………….,

Senior Assistant, Mr /Mrs / Madam……………………,

Senior Assistant for Students’ Affairs, Mr / Mrs / Madam……………………,

Senior Assistant for Co-Curricular Affairs, Mr / Mrs / Madam……………………,

Heads of Department,

Teachers and beloved students.

There are a few matters which I would like to address today. Please give me your full

attention.

………CONTENT OF SPEECH TO BE DISCUSSED BY TEACHERS…………………..

1.

2.

3.

I hope that everyone has taken note of the things I have mentioned.

Thank you.

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TIPS ON PUBLIC SPEAKING

Know the needs of your audience and match your contents to their needs. Know your material thoroughly. Put what you have to say in a logical sequence. Ensure your speech will be captivating to your audience as well as worth their time and attention. Practice and rehearse your speech at home or where you can be at ease and comfortable, in front of a mirror, your family, friends or colleagues. Use a tape-recorder and listen to yourself. Videotape your presentation and analyze it. Know what your strong and weak points are. Emphasize your strong points during your presentation.

When you are presenting in front of an audience, you are performing as an actor on stage. How you are being perceived is very important. Dress appropriately for the occasion. Be solemn if your topic is serious. Present the desired image to your audience. Look pleasant, enthusiastic, confident, proud, but not arrogant. Remain calm. Appear relaxed, even if you feel nervous. Speak slowly, enunciate clearly, and show appropriate emotion and feeling relating to your topic. Establish rapport with your audience. Speak to the person farthest away from you to ensure your voice is loud enough to project to the back of the room. Vary the tone of your voice and dramatize if necessary. If a microphone is available, adjust and adapt your voice accordingly.

Body language is important. Standing, walking or moving about with appropriate hand gesture or facial expression is preferred to sitting down or standing still with head down and reading from a prepared speech. Use audio-visual aids or props for enhancement if appropriate and necessary. Master the use of presentation software such as PowerPoint well before your presentation. Do not over-dazzle your audience with excessive use of animation, sound clips, or gaudy colors which are inappropriate for your topic. Do not torture your audience by putting a lengthy document in tiny print on an overhead and reading it out to them.

Speak with conviction as if you really believe in what you are saying. Persuade your audience effectively. The material you present orally should have the same ingredients as that which are required for a written research paper, i.e. a logical progression from INTRODUCTION (Thesis statement) to BODY (strong supporting arguments, accurate and up-to-date information) to CONCLUSION (re-state thesis, summary, and logical conclusion).

Do not read from notes for any extended length of time although it is quite acceptable to glance at your notes infrequently. Speak loudly and clearly. Sound confident. Do not mumble. If you made an error, correct it, and continue. No need to make excuses or apologize profusely.

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Maintain sincere eye contact with your audience. Use the 3-second method, e.g. look straight into the eyes of a person in the audience for 3 seconds at a time. Have direct eye contact with a number of people in the audience, and every now and then glance at the whole audience while speaking. Use your eye contact to make everyone in your audience feel involved.

Speak to your audience, listen to their questions, respond to their reactions, adjust and adapt. If what you have prepared is obviously not getting across to your audience, change your strategy mid-stream if you are well prepared to do so. Remember that communication is the key to a successful presentation. If you are short of time, know what can be safely left out. If you have extra time, know what could be effectively added. Always be prepared for the unexpected.

Pause. Allow yourself and your audience a little time to reflect and think. Don't race through your presentation and leave your audience, as well as yourself, feeling out of breath.

Add humor whenever appropriate and possible. Keep audience interested throughout your entire presentation. Remember that an interesting speech makes time fly, but a boring speech is always too long to endure even if the presentation time is the same.

When using audio-visual aids to enhance your presentation, be sure all necessary equipment is set up and in good working order prior to the presentation. If possible, have an emergency backup system readily available. Check out the location ahead of time to ensure seating arrangements for audience, whiteboard, blackboard, lighting, location of projection screen, sound system, etc. are suitable for your presentation.

Have handouts ready and give them out at the appropriate time. Tell audience ahead of time that you will be giving out an outline of your presentation so that they will not waste time taking unnecessary notes during your presentation.

Know when to STOP talking. Use a timer or the microwave oven clock to time your presentation when preparing it at home. Just as you don't use unnecessary words in your written paper, you don't bore your audience with repetitious or unnecessary words in your oral presentation. To end your presentation, summarize your main points in the same way as you normally do in the CONCLUSION of a written paper. Remember, however, that there is a difference between spoken words appropriate for the ear and formally written words intended for reading. Terminate your presentation with an interesting remark or an appropriate punch line. Leave your listeners with a positive impression and a sense of completion. Do not belabor your closing remarks. Thank your audience and sit down.

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DAY 9 SLOT 2TIME: 2 hoursOBJECTIVES:

To enable teachers to express their ideas in a group To form an opinion based on a discussion

ACTIVITY 1: HEART TO HEARTTime Required: 1 Hour



Part A

1. Tell the teachers to read the text given.

2. Then, ask them to answer the questions that follow.

3. Discuss the answers with them.

Part B1. Instruct the teachers to get into two groups.

2. Tell them to study the statement below:

“Workplace romance begins with the woman.”

3. Tell one group to prepare a list of arguments in support of the statement above.

4. The other group will prepare a list of arguments against the statement above.

5. Then the groups take turns to present their arguments.

TEXT

With survey results showing that about 70% of workplaces have at least one romance, it does appear that workplace romance is a rather widespread occurrence. While romantic partners often share similarities in their attitudes, likes and dislikes, it often happens that the male partner has a higher status, a higher educational level and is also older.

Researchers quote three reasons why people get romantically involved at work. The first is love motivation where the partners’ yearning for romance is genuine with intention of

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eventual marriage. Some people, however, are ego-motivated. These people view the romance as a merely physical attraction and a temporarily channel for excitement. Then there are those who are job-motivated, hoping to reap benefits like career advancements, power and security from the romantic liaison.

Workplace romance, however, is usually viewed negatively for its adverse effects on organization as such romances usually lead to a spate of gossips and feelings of jealousy. If an office manager is romantically involved, he loses the respect of his subordinates. The question also arises as to how he can objectively appraise the work of the object of his desire. There have been reports that those who are romantically involved often arrive late for work, leave early and are often absent from work.

However, some researchers have reported that female employees who are love-motivated do show an improvement in their work, translating the increased excitement in their lives into greater enthusiasm for their work.

State whether the statements below are True (T) or False (F).

1. We can infer that female partners in a workplace romance are usually attracted to men who are good looking. ( )

2. A person who is ego-motivated is uncommitted. ( )

3. A person who is job-motivated is only interested in career advancement.( )

4. We can infer that people generally are jealous of those who have romance with managers. ( )

5. Workplace romance blurs people’s objectivity. ( )

SUGGESTED ANSWERS:1. F2. T3. F4. T5. T

ACTIVITY 2: ACT IT OUT!Time Required: 30 minutes


SUGGESTED INSTRUCTION:1. Get the groups to take turns to present the sketches they have prepared based

on the situations given the day before.

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2. Every member of the group must be involved in the sketch.

3. Allow about 10 minutes for each sketch.

4. Decide on the winning group and announce the winner.

ACTIVITY 3: THE STORY CONTINUESTime Required: 30 minutes



1. Divide the teachers into two groups.

2. Start a story using any of the suggested phrases given.

3. Ask a member from the first group to continue the story by adding a word, a

phrase or a sentence.

4. Ask a member from the second group to add another word, phrase or sentence

to the story.

5. Alternate between the groups until somebody is unable to continue the story. The

group that is unable to continue loses. Award the other team a point

6. Now start the game again with another word, phrase or sentence.

7. At the end of the activity, total up the points and announce the winner.

SUGGESTED PHRASES:

1. I went to the market early that morning…

2. As I was walking along the beach…

3. It was raining heavily that night…

4. My wife called me from her mother’s house…

5. My husband did not come back last night…

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DAY 9 SLOT 3TIME: 2 hoursACTIVITY 1: LIAR!! LIAR!!!Time Required: 1 hour

Materials Required: Handouts with a list of situations

SUGGESTED INSTRUCTIONS:1. Get the teachers into groups of 5.

2. Give a situation and ask the group to come up with funny, impossible,

unbelievable excuses/reasons.

3. Provide them with an example. (Refer to the suggested example).

4. Give the teachers a few minutes to prepare.

5. Get a representative from each group to present his/her excuse.

6. The group with the best excuse wins.

7. Repeat the same activity with other situations.

SUGGESTED SITUATIONS:1. You reach school at 8.00 am. Your principal wants to know why you are late.

2. You did not complete your weekly lesson plan in your record book. Your Head of

Department wants to know why.

3. Tell your students why you have not completed marking their exam papers.

4. You did not attend an important meeting. Give your principal your excuse.

5. You are teaching Mathematics in Bahasa Melayu. Your students want to know

why you are not using English.

SUGGESTED EXCUSES FOR SITUATION 1:a. My cat went into labour as I was about to leave the house. I had to help in the

delivery because my cat gave birth to a goat.

b. I was abducted by an alien on the way to school.

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c. It was snowing in my area and I couldn’t drive out as my car does not have snow

tyres.

d. My wife made me cook lunch before she allowed me to leave.

ACTIVITY 2: MP’S SLUG IT OUT!!!Time Required: 1 hour


SUGGESTED INSTRUCTIONS:1. Get the teachers to form 2 groups, one representing the government and the

other the opposition.

2. State the topic for debate.

3. Allow the teachers to prepare for about 15 minutes

4. Get the government group to argue for the topic and the opposition to argue

against the topic.

5. Tell the opposition members to say “Meow” and the government members to say

“Ouack” for permission to speak. Any member who speaks without the cue word

will be penalised.

6. Decide on and announce the winner at the end of the debate.

SUGGESTED TOPICS:1. Malaysian students should not be given a free dress code for school.

2. Men should be allowed to divorce their wives through SMS.

3. Alcohol should be banned.

4. Children should be allowed to start early education at 3.

5. Other relevant topics.

SAMPLE ARGUMENTS FOR THE GOVERNMENT ( Topic 1 ) This will lead to moral degradation.

Parents have to spend more on clothes.

This will lead to comparison between students.

SAMPLE ARGUMENTS FOR THE OPPOSITION ( Topic 1 ) We should not limit their creativity.

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We should trust our students with good judgement.

Students can dress to suit their own comfort levels.

DAY 10 SLOT 1INSTRUCTIONAL LANGUAGE (MATHEMATICS)TIME: 2 Hours

As teachers, we use instructional language most of the time. It involves the whole act or process of teaching a particular subject or skill. Giving instructions is just one component of instructional language.

ACTIVITY 1: ACTION! TAKE ONE!


Materials required: Text A, Table A


1. Get the teachers into pairs.

2. Get them to read and understand the notes given below. (Text A)3. Instruct the teachers to study the sentences given and pick out instructional

language. (Table A)4. Instruct the teachers to indicate instructional language with a tick in the box.

5. Get the teachers to share their ideas with others.

Text AINSTRUCTIONAL LANGUAGE

What do you understand by the word ‘instruction’?

Instruction :– the printed information that tells you how to use a piece of equipment.

– a statement telling someone what he /she must do.

– formal teaching that you are given in a particular skill or subject.

– detailed information on how to do or use something– (formal) the act of teaching something to somebody

Language :

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A system of communication by writing or spoken words, which is used by the people of a particular country or area.

Instructional language is used to : 1. Help students with vocabulary

– Draw students’ attention to new words, as they arise.– Explain the word, illustrate it with examples, write it on the board, ask

students to show examples– Translate if necessary.

2. Give instructions and explanations– Clear and concise– Use short and simple sentences– Step-by-step– Systematic– Logical sequence– Repeat when necessary– Write major points– At the right pace (not too slow/fast-sufficient time for students to digest)– Can be heard (not too soft/loud ).

3. Ask questions

Table A

No Sentences Tick1. A term is a product of a number and an unknown.

2. You must complete your homework.

3. A line graph shows how an amount changes over time.

4. A rhombus is a parallelogram with four equal sides.

5. The mean is the sum of the data divided by the number of data items.

6. Next month, the Mathematics Society is going on a study trip.

7. Perpendicular lines are lines that intersect to form right angles.

8. A rate is a ratio that compares two quantities measured in different units.

9. Mr. Rao, our principal, will be retiring next week.

10. A polygon is a closed shape formed by line segments that do not cross.

11. Measure the length of the table.

12. Ali has been absent for more than three days.

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13. Circumference is the distance around a circle.

14. A multiple of a number is the product of that number and a nonzero whole number.

15. Get into groups of five and select a leader.

16. A pattern that can be folded to cover a solid is called a net for that solid. ACTIVITY 2: INSTRUCTIONAL LANGUAGE TO EXPLAIN CONCEPTSTime Required: 45 minutes

Materials Required: Diagrams of solids

SUGGESTED INSTRUCTIONS:1. Based on the following situation, discuss with the teachers how to explain the relevant mathematical concept. SITUATION:

You have to explain the concept of the volume of solids (cube, cuboid, prism, cone,cylinder, pyramid, sphere).

Example :

SUGGESTED ANSWER:

Teacher : Class, today we are going to learn about the volume of solids.Can you give me some examples of solids?

Student(s) : Cube, cuboid, pyramid, cone, prism

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1 cm

1 cm1 cm

a cubic centimetre ( 1 cm3)

Teacher:Here, I have a cube with sides of 1 cm.

What is the length, breadth and height?Student(s):1 cmTeacher:Good. This is called a cubic centimetre (1 cm3).

This is a cuboid. Can you tell me what the length, breadth and height of the cuboid is?Student(s):The length is 8 cm, the breadth is 5 cm and the height is 3 cm.

8 cm

3 cm

5 cm


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Teacher:How do we find the volume of this cuboid?.

First, arrange the bottom layer with 1 cm cubes.

How many cubes do you need to fill the first row?Student(s):8 cubesTeacher:How many rows are there ?Student(s):5 rowsTeacher:What is the total number of cubes in the bottom layer?Student(s):8 5 = 40 cubesTeacher:What does the bottom layer represent?Student(s):The area of the base.

8 cm

3 cm

5 cm

Teacher:How many layers do you need to fill the cuboid?Student(s):3 layersTeacher:What is the total number of cubes needed to fill the cuboid?Student(s):3 40 = 120 cubesTeacher:Hence, what is the volume of the cuboid?Student(s):120 cm3

8 cm

3 cm

5 cm


Teacher : Then, how do we calculate the volume of a cuboid?

Student(s) : The volume of the cuboid is equal to the base area multiplied by the height

Teacher : Write this in the form of a mathematical equation.

Student(s) : V = base area height = length breadth height

Let Us Practise!


1. Based on the above example, the teachers need to explain the concept of the volume of a cuboid.

2. The teachers may use the instructional language given in the above example to explain the mathematical concept.

3. One teacher will be elected to carry out the explanation, the others will play the role of students.

SITUATION 1 :

Teacher : Class, today we are going to learn about the volume of solids.Can you give me some examples of solids?

Student(s) : Cube, cuboid, pyramid, cone, prism.

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1 cm

1 cm1 cm

a cubic centimetre ( 1 cm3)

Teacher:Here, I have a cube with sides of 1 cm.

What is the length, breadth and height?Student(s):1 cmTeacher:Good. This is called a cubic centimetre (1 cm3).


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Teacher:What is the name of this solid?Student(s):CuboidTeacher:What is the other name of this solid?Student(s):Rectangular prismTeacher:Good. Besides cuboid, this solid is called a rectangular prism.

Do you know why it is called a rectangular prism?Student(s):No. Teacher

Student(s):

:What is the shape of the base?

RectangleTeacher

:Since the base is a rectangle this shows that the cross

section is a rectangle.

This is the reason why it is called a rectangular prism.

4 cm 5 cm

7 cm

Teacher :Can you tell me what the length, breadth and

height of this cuboid is?Student(s) :The length is 4 cm, the breadth is 5 cm and the height is 7 cm.Teacher :How do we find the volume of this cuboid?

First, arrange the bottom layer with 1 cm cubes.

How many cubes do you need to fill the first row ?Student(s) : 4 cubes

4 cm 5 cm

7 cm


Teacher : How many rows are there ?

Student(s) : 5 rows

Teacher : What is the total number of cubes in the bottom layer ?

Student(s) : 4 5 = 20 cubes

Teacher : What does the bottom layer represent?

Student(s) : The area of the base.

Teacher : How many layers do you need to fill the cuboid ?

Student(s) : 7 layers

Teacher : What is the total number of cubes needed to

fill the cuboid ?

Student(s) : 20 7 = 140 cubes

Teacher : Hence, what is the volume of the cuboid?

Student(s) : 140 cm3

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4 cm 5 cm

7 cm


Teacher : Then, how do we calculate the volume of a cuboid?

Student(s) : The volume of the cuboid is equal to the base area multiplied by the height .

Teacher : Write this in the form of a mathematical

equation.

Student(s) : V = base area height = length breadth height

SITUATION 2 :

ACTIVITY 3: EXPLORING CONCEPTS


Materials Required: Mahjong paper, marker pens, sentence strips



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Or

height = h

1. Instruct the teachers to explain the concept of the volume of a cylinder based on the example given.

2. The teachers may use the instructional language given to explain the mathematical concept.

3. Elect one teacher to carry out the explanation, the others will play the role of students.

4. The teachers may use the following words :

base, area, radius, height, base area, cross section, fill, space, inside the figure, …etc


2. Instruct one person to pick a strip from a box. The strip of paper will have a mathematical statement / question written on it.

3. Instruct them to discuss the instructional language that they would use to explain the mathematical concepts involved.

4. Ask them to write out on the mahjong paper the instructional language that they would use to explain to their students during the teaching process.

5. Get them to display the mahjong paper on the wall and take turns to present.

Sentence Strips For :

1. Activity 3 (Slot 1)2. Activity 1 (Slot 2)

1. Calculate the value of .

2. Work out .



5. Find the value of and express your answer in its lowest term.


7. Write 18.643 correct to 2 decimal places.

8. Write 0.083471 correct to 3 decimal places.


10. A delivery van contains 14 sacks of potatoes. Each sack has a mass of 25 kg. Find the total mass of the potatoes.

11. Work out .


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14. Work out .

15. Find the value of .

16. Find the mean (average) of 15, 16, 18, 17.2 and 20.

17. Convert the following to percentages : (a) 0.74 (b)

18. Find : (a) (b) 65% of 20 kg.



21. Describe the properties of a cylinder.

22. Describe the properties of a pyramid.

23. Describe the properties of a cone.

24. Describe the properties of a prism (cross section is a triangle).

25. Arrange 10 , 4 , 2 , 6 , 5 , 3 in ascending order.

26.Arrange in descending order.

27.Construct a bar chart to represent all the information in Table 1.

TABLE 1

28.Construct a pictograph to represent all the information in Table 2.

TABLE 2

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Grades A B C D E

Frequency 8 12 10 6 4

Food Chicken Tuna Crab Steak

Frequency 12 4 10 8


29. Represent 0.25 , 0.75 , 1.2 , 1.8 on a number line.

30. Represent on the number line.

31.Find the value of the unknown angle marked in each diagram :(a) (b)

32. Find the length of the side marked .

33.Find the length of the side marked .


35. Write 48 637 correct to 3 significant figures.


37. Explain how to introduce the concept of pi () to your students.

38.Find the HCF (Highest Common Factor) of 8 and 12 by : (a) listing all the factors(b) using algorithm

39. a) What are prime numbers?

EMS Module 2007 222

39m

40

n

x6 cm

8 cm

y

13 cm

5 cm


b) List all the prime numbers less than 50.

40.a) What are mixed numbers? Give two examples.b) Change the mixed numbers into improper fractions.

41.

Calculate the value of :a) 10 (7)b) 7 + (8)c) 3 + (4)

42. If 35% of an amount is 21, find the total amount.

43. Find the size of each angle in a triangle, given that they are in the ratio 2 : 3 : 4.

44.

Find the value of x :a) 2 : 3 = x : 150

b)

45.

Explain how to convert positive numbers into the standard form when the numbers are :a) greater than or equal to 10b) less than 1

46.Express the following in algebraic expression / equation :(a) The volume of a cube is the cube of its length.(b) The area of a square is the square of its side.

47. Explain the types of angles. [ acute angle, obtuse angle, right angle, reflex angle ]

48.Explain the concept of the following angles :(a) complementary angle(b) supplementary angle

49.Explain the concept of the following angles :(a) adjacent angle(b) vertically opposite angle

50. Explain the types of quadrilaterals.[ square, rectangle, rhombus, parallelogram, trapezium ]

51.

Explain the concept of lines and angles :(a) transversal(b) corresponding angles(c) alternate angles

EMS Module 2007 223


52. Explain how to determine the centre of a circle.

53.Explain how to construct :(a) bisector of an angle(b) angle of 60 and 120

54. Explain the concept of common multiples and the Lowest Common Multiples (LCM).

55. Describe the properties of a circle.

56. Explain the Pythagoras’ Theorem.

57. Explain the concept of translation.

58. Explain the concept of reflection.

59. Explain the concept of rotation.

60. Explain the concept of enlargement.

61. Explain the concept of similarities.

62. Explain the concept of congruency.

63. Explain the concept of sine of an acute angle.

64. Explain the concept of cosine of an acute angle.

65. Explain the concept of tangent of an acute angle.

66. Explain the concept of number base 2.



69. Explain the concept of squares and square roots.

70. Explain the concept of cubes and cube roots.

71.Explain the concept of :(a) algebraic term(b) algebraic expression

72. Explain the concept of :

EMS Module 2007 224


(a) quadratic expression(b) quadratic equation

NOTES : 1. Primary school teachers may use sentence strips 1 – 30. 2. Facilitator(s) for Primary Mathematics may add in some other situations if the given situations are not sufficient.

.

DAY 10 SLOT 2 INSTRUCTIONAL LANGUAGE (MATHEMATICS)TIME: 2 Hours

ACTIVITY 1: TIME TO PREPARE


Materials Required: Sentence strips



2. Instruct them to pick a strip from a box. The strip of paper will have a mathematical statement / question written on it.

3. Get the teachers to discuss the instructional language that they would use to explain the mathematical concepts involved.

NOTE: : 1. You may use the sentence strips provided in Slot 1, Activity 3

2. Make sure that the teachers do not get the same mathematical statement / question as in Slot 1, Activity 3.

ACTIVITY 2: THE FLOOR IS MINE

Time Required: 1 hour 30 minutes

Materials Required: Course participants’ own materials.


EMS Module 2007 225



2. Inform them to use the ideas they have discussed in Activity 1.

3. Instruct the teachers to take turns to explain and give instructions to all the course participants who will play the role of students.

4. Inform the teachers that they are not allowed to refer to the mahjong paper or read notes.

DAY 10 SLOT 1INSTRUCTIONAL LANGUAGE (SCIENCE)TIME: 2 HoursAs teachers, we use instructional language most of the time. It involves the whole act or process of teaching a particular subject or skill. Giving instructions is just one component of instructional language.

ACTIVITY 1: ACTION ! TAKE ONE !Time Required: 30 minutes

Materials Required: Text A, Table ASUGGESTED INSTRUCTIONS:

1. Instruct teachers to get into pairs.

2. They have to read and understand the notes given below. (Text A)3. Then, they have to study the sentences given and pick out instructional

language. (Table A) 4. They have to indicate instructional language with a tick in the box.

5. Ask teachers to share their ideas at the end of the session.

TEXT A

INSTRUCTIONAL LANGUAGE

What do you understand by the word ‘instruction’?

Instruction:

the printed information that tells you how to use a piece of equipment.

EMS Module 2007 226


a statement telling someone what he/she must do.

formal teaching that you are given in a particular skill or subject…..

detailed information on how to do or use something(formal) the act of teaching something to somebody

Language:A system of communication by writing or spoken words, which is used by the people of a

particular country or area.

INSTRUCTIONAL LANGUAGE IS USED TO:

1. Help students with vocabularyDraw students’ attention to new words, as they arise.

Explain the word, illustrate it with examples, write it on the board, ask students to

show examples

Translate if necessary.

2. Give instructions and explanationsClear and concise

Use short and simple sentences

Step-by-step

Systematic

Logical sequence

Repeat when necessary

Write major points

At the right pace (not too slow/fast - sufficient time for students to digest)

Can be heard (not too soft/loud )

3. Ask questions

EMS Module 2007 227


TABLE A

Answers:

No Sentences Tick

1. The salt is added to the solution. _/

2. Hold the boiling tube away from you as a precaution. _/

3. You must complete your homework. General/

Instructional

4. Please be careful when handling the equipment. _/

5. Observe the changes taking place. _/

6. Now, you have to carry out an experiment on distillation. _/

7. The classroom is very clean today. General

8. The moon revolves around the earth. _/

9. Animals can be classified as vertebrates and invertebrates. _/

10 Next month, the Science Society is going on a study trip. General

11. An acid is a substance that reacts with an alkali to produce salt and water.

_/

12. Mr.Lee, our principal, will be retiring next week. General

13. Why do you have to identify the variables? _/

14. Measure the length of the table. _/

15. Paul has been absent for more than three days. General

16. Chemicals can be reactive, non-reactive or inactive. _/

17. When you have completed the experiment, write your report immediately.

_/

18. Get into groups of five and select a leader. _/

19. Put the object to be measured between the jaws of the vernier _/

EMS Module 2007 228


calipers. 20. This is a thermometer used to measure temperature. _/

ACTIVITY 2A: TEACHERS IN ACTION



SUGGESTED INSTRUCTIONS:1. Instruct teachers to work with the same partner.

2. Tell them to read the text below and fill in the blanks with suitable words from

the box.

3. Each word from the box can be used only once.

4. Get them to present their answers to the class.

need fill place heat remain am will

with the evaporates a is fix pour

use a flow into stir take going

Procedure:First, I (am going) to show you the apparatus and materials we will

(use) in this experiment. This is (a) tripod stand and this is ( a ) retort

stand. We will also (need) a crucible, two beakers, a filter funnel and filter paper.

A mixture of sand and salt ( is ) provided in the blue basin.

How (will ) you conduct the experiment? First, ( take ) half a beaker of sand

EMS Module 2007 229


and salt mixture. ( Fill ) the beaker with water and ( stir ) with a glass rod.

Next, line the filter-funnel ( with ) filter paper. ( Fix ) the filter funnel to the retort

stand. ( Place ) another beaker below ( the ) filter funnel. ( Pour ) the mixture of sand

and salt from the first beaker into the filter funnel. The filtrate will ( flow ) into the beaker

below. Now, pour the filtrate ( into ) a crucible and place the crucible over a tripod stand.

(Heat) the filtrate slowly until all the water ( evaporates ) and only salt crystals

( remain ) .

ACTIVITY 2B: TEACHERS IN ACTIONTime Required: 30 minutes


SUGGESTED INSTRUCTIONS:1. Continue to work in pairs.

2. Instruct teachers to read the sample below on the use of instructional

language by a teacher.

3. Direct the teachers to take on the role of a teacher giving instructions and

explanations for a simple activity / experiment to their partners.

4. Tell them to use these words in their instructions and explanations : aim,

inference, hypotheses, apparatus, methods, procedure and result.5. Teachers complete Table B.

Sample:

Observe what I am doing now. Class, I have two measuring cylinders half-filled

with water. Now, I am going to put a stone into the first measuring cylinder and a

matchbox into the second measuring cylinder. Watch what happens in both measuring

cylinders. What do you see? Do you see any changes? What are the differences?

Now, one person from each group has to go to the back of the lab and take 2

measuring cylinders, a stone, a matchbox and a triple-beam balance.

EMS Module 2007 230


Think of an activity / experiment and plan. You must use all the materials

provided to find out why the stone sinks and why the matchbox floats.

[ Students plan and carry out an activity ]

What are your findings?

What can you conclude from this activity?

How do you measure the volume of regular and irregular shapes?

How do you calculate the density of the stone and the matchbox?

SAMPLE ANSWERS:

TABLE B

No Word Instructional language

1 Aim

What is the aim of this experiment?

Write the aim of this experiment.

2 Inference

Observe carefully to help you make an inference.

Your inference is wrong.

3 Hypothesis

When you write a hypothesis you must show a

connection between the two variables.

4 Variables

There are three types of variables.

Write down the manipulative variable first.

5 Apparatus

Set up the apparatus according to the diagram.

Make sure you use the correct apparatus.

6 Materials

Don’t forget to list/write down the materials used.

The materials provided are sufficient.

7 Procedure

Write down the procedure step by step.

Your procedure is incorrect.

8 Result

Record the results of your experiment.

The result proves that the hypothesis is acceptable.

EMS Module 2007 231


ACTIVITY 3: INSTRUCTIONS TO DRAWTime Required: 40 minutes


SUGGESTED INSTRUCTIONS:1. Get teachers to work with new partners.

2. Give each group one topic. Ensure topics are not repeated.

3. Tell the teachers to plan how they will instruct their students to set up and

draw the set up of an experiment on one of following items / topics.

Oscillations (Pendulum bob)

Properties of matter (Boiling water)

Basic needs of plants

Basic needs of animals

Acid and alkali

Rusting

Food tests

Friction

Measuring instruments

Microscope

4. They are given ten minutes to plan.

5. The other teachers will play the role of students. The teacher will have to

explain what he/she wants them to draw.

6. The teachers can ask questions to clarify their doubts.

EMS Module 2007 232


DAY 10 SLOT 2INSTRUCTIONAL LANGUAGE (SCIENCE)TIME: 2 Hours

ACTIVITY 1: TIME TO EXPERIMENTTime Required: 30 minutes

Materials Required: Mahjong paper and marker pens.

SUGGESTED INSTRUCTIONS:1. Get teachers to work in pairs.

2. Instruct them to choose a topic or sub-topic from the syllabus.

3. Tell them to think of an experiment they want their students to carry out ( Advise

them to select an experiment that has not been discussed during this course.)

4. Get them to write out on the mahjong paper exactly what they will say to their

students before, during and after the experiment.

5. The instructions must include topic, aim, inference, hypothesis, apparatus,

materials, procedure, result, analysis and conclusion.

6. Display the mahjong paper at the back of the class.

ACTIVITY 2: THE FLOOR IS MINE.Time Required: 1 hour 30 minutes

Materials Required: Course participants’ own materials.


EMS Module 2007 233


1. Remind teachers to continue to work with the same partner.

2. Tell the teachers to use the ideas they have discussed earlier in ACTIVITY 1. 3. Do not allow teachers to refer to the mahjong paper or read notes.

4. Get the teachers to take turns to explain and give instructions to all the course

participants who will play the role of students.

DAY 10 SLOT 3

EMSEVALUATION 2

EMS Module 2007 234


REFERENCES

1. Azar, B.S. (1992). Fundamentals of English Grammar. (2nd ed.). Prentice-Hall

Regents

2. Azar, B.S. , Azar, D.A. (1999). Fundamentals of English Grammar Workbook.

Prentice-Hall, Inc.

3. Hadfield, J. (1990). Intermediate Communication Games. Longman.

4. Klippel, F. (1990). Keep Talking. Cambridge.

5. Levy, M. (1997). Presentation Tips and Techniques. (3rd Printing advantage).

Quest Publications

6. Minda Pelajar. Berita Harian. Bil. 634.

7. Pendidikan Kelas A. Utusan Malaysia. Dated 4-7-06.

8. Thornbury, S. (2005). How to Teach Speaking. Longman.

9. Watcyn, J.P. (1981). Pair Work Student A. Penguin Books.

10. Watcyn, J.P. (1981). Pair Work Student B. Penguin Books.

11. Zuraidah, M.D. , Chan, S.H. , Zubaidah S. A. A. , Wong, H. (2002). Excel in

MUET. (2nd ed.). Shah Alam: Fajar Bakti Sdn. Bhd.

12. Microsoft ® Encarta ® 2006. © 1993 – 2005 Microsoft Corporation.

13. http://www.aresearchguide.com/index.html

EMS Module 2007 235

http://www.aresearchguide.com/index.html

ems - facilitator's notes 2007

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