Ems 2 Teacher's Module Etems 2009

Teacher’s Module

LIMITED CIRCULATION

ENGLISH FOR MATHEMATICS AND SCIENCE (EMS MODULE 2) _____________________________________

TEACHER’S MODULE

BAHAGIAN PENDIDIKAN GURU KEMENTERIAN PELAJARAN MALAYSIA

EMS Module 2 / 2009

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FOREWORD

T

he 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 120,000 Mathematics and Science teachers from primary and secondary schools have been successfully trained by our own local trainers. Although we are pleased with this development, we will not be satisfied until all the Mathematics and Science teachers are truly competent in the language. In view of this, the Teacher Education Division continuously tries to find ways to assist the teachers concerned. Thus, this module has been designed to further enhance the Buddy Support System as it complements the EMS module that is currently being used in schools. It is intended to assist teachers who obtained Band 1 and Band 2 (PTP 2008), especially those who are teaching in the rural areas. The main focus of this module is to develop teachers’ basic communicative skills and boost their confidence in using the English Language. It will help them in managing classroom interactions as well as the teaching and learning processes. In addition, it will also enhance teachers’ ability in using the correct terminology and classroom language thus enabling the students to follow the lessons taught effectively. It is hoped that this module will be fully utilised and beneficial to all teachers in upgrading their proficiency level to teach Science and Mathematics in English. When the teachers face less problems where English is concerned, they will be able to deliver their lessons effectively, thereby moulding the students towards becoming world class citizens. Thus, the students will be able to take part in international events as well as contribute towards nation building. It is hoped that this module will enable teachers to be more independent, creative and innovative. I would like to convey my heartfelt gratitude 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.

……………………………………………….. DATO’ MISRAH BIN HAJI IBRAHIM DIRECTOR OF TEACHER EDUCATION DIVISION MINISTRY OF EDUCATION, MALAYSIA

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COORDINATOR En. Romai Noor bin Rabbu Teacher Education Division Ministry Of Education, Malaysia MODULE PANELLISTS: 1.

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

2.

Fatimah Binti Mustafa SMK Bandar Maharani, Muar, Johor

3.

Yee Lee Ming SMK Dato Sri Amar Diraja, Muar, Johor

4.

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

5.

Siti Asmah Binti Ismail SMK Mersing, Mersing, Johor

6.

Thong Kum Lin SMK Ayer Tawar, Sitiawan, Perak

7.

Cheah Yet Thang SMK Tanjong Rambutan, Perak

8.

Taufeeq Bin Mohamad Amin SMK Simpang Bekoh, Asahan, Melaka

9.

Ganeswari A/P Karuppiah SJKT Serdang, Petaling Perdana, Selangor

10. Ngiam Siew Lan SMK Paduka Tuan, Segamat, Johor 11. Florence Kok Siew Lin SMK Durian Daun, Melaka 12. Fadhilah Binti Yaacob SMK Seri Pagi, Seremban, Negeri Sembilan 13. Radziah Binti Ramli SMK Tun Tuah, Melaka 14. Norshin Yeo Binti Abdullah SMK Seri Tanjung, Melaka 15. Johnny Lee Kean Ghee SMK Alor Pongsu, Bagan Serai, Perak EMS Module 2 / 2009

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PUBLIC SPEAKING 1. Fatimah Binti Mustafa SMK Bandar Maharani, Muar, Johor 2. Yee Lee Ming SMK Dato Sri Amar DiRaja, Muar, Johor 3. Taufeeq Bin Mohamad Amin SMK Simpang Bekoh, Asahan, Melaka 4. Rozannie Emilia Binti And Rahman SMK Permas Jaya, Johor 5. Abdul Rashid Bin Salleh SK Felda Rimba Mas, Perlis 6. Samsiah Binti Draman SMK Padang Midin, Kuala Terengganu, Terengganu 7. Siti Rohani Binti Mohd Noor SK serting Hilir Kompleks, Negeri Sembilan 8. Siaw Ming Hui SJK Chung Hua No. 6, Kuching, Sarawak 9. Kamaluddin Shamil Bin Yom Ahmad SMK Simpang Pulai, Perak

TERMINOLOGY 1.

Wong Tok Ee SMK Alor Akar, Kuantan, Pahang

2.

Fadilah Binti Yaacob SMK Seri Pagi, Seremban, Negeri Sembilan

3.

Kamarudin Maharip SK Semariang, Sarawak

4.

Rozali Bin Othman SK Padang Ampang, Kuala Kangsar, Perak

5.

Arjunaidi Bin Ishak SK Jejawi, Perlis

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6.

Gloria Marsh SK Taman Rasah Jaya, Seremban, Negeri Sembilan

7.

Janet John Samai SK Muadzam Shah, Pahang

8.

Aidah Kamarudin SMK Tun Habab, Kota Tinggi, Johor

9.

Jauhari Bin Md Som SMK Tunku Temenggung, Pendang, Kedah

PRONUNCIATION 1.

Yau Sook Fun SK(P) Methodist, Ipoh, Perak

2.

Lye Mei Yin SMK St Joseph, Kuching, Sarawak

3.

Susie Matthew Ain SMK St Teresa, Kuching, Sarawak

4.

Rosnah Binti Mat Abidin SK Putrajaya Presint 14(1), Putrajaya

5.

Maheran Binti Marzuky SK Dato Wan Kemara, Changlun, Kedah

6.

Anis Ruwina Binti Mohd Yusof SK Sultan Omar, Dungun, Terengganu

7.

Normardiana Bin Marjaya SMK Mersing, Mersing, Johor

8.

Morene Liew Yen Yen Maktab Sabah, Sabah

9. Sandran Krishnasamy SJK(T) Jalan Yahya Awal, Johor

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INSTRUCTIONAL LANGUAGE 1.

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

2.

Ngiam Siew Lan SMK Paduka Tuan, Segamat, Johor

3.

Florence Kok Siew Lin SMK Durian Daun, Melaka

4.

Sarweswari A/P Karuppiah SMK Dato Hj. Kamaruddin, Kuala Kubu Bharu, Selangor

5.

Zainab Binti Sulaiman SK Alor Mengkudu, Kedah

6.

Norhafizah Binti Abdullah SK Putrajaya Presint 9 (2), Putrajaya

7.

Gayah Binti Aris SK Seberang Marang, Terengganu

8.

Ahmad Shahidi Bin Ismail SMK Kuala Perlis, Perlis

9.

Zainab Bibi Binti Hamid SMK Seremban Jaya 2, Seremban, Negeri Sembilan

10. Anis Rohaida Binti Abdul Rashid SMK Tg Abdullah Pekan, Pahang 11. Abd. Aziz Bin Mohd. Darus, SMK Kg. Soeharto, Kuala Kubu Bharu, Selangor

COMMUNICATIVE SKILLS 1. Siti Asmah Binti Ismail SMK Mersing, Mersing, Johor 2. Radziah Binti Ramli SMK Tun Tuah, Melaka 3. Norshin Yeo Binti Abdullah SMK Seri Tanjung, Melaka 4. Raja Sumathi A/P Raja Gopal SJK(T) Saraswathy, Sungai Petani, Kedah

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5. Chin Fee Fong, Elizabeth SRK St. Agnes, Likas, Sabah 6. Marina binti Muhammad SK Bandar Raub, Pahang 7. Mazita Binti Abd Ghani SMK Sultan Ahmad, Kuala Terengganu, Terengganu 8. Lim Kim Tooi SK Klang Gate, Gombak, Selangor 9. Caroline Joseph SMK Jerantut, Pahang 10. Ismarizal Bin Nor Khalim SMK Syed Alwi, Kangar, Perlis 11. Jennifer Chew Siau Mei SJKC Chong Kuang, Penang

CLASSROOM LANGUAGE 1.

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

2.

Ganeswari A/P Karuppiah SJKT Serdang, Petaling Perdana, Selangor

3.

Rosnita Binti Mohd Rasol SMK Saujana Indah, Pulau Pinang

4.

Noorlia Binti Jantan SK Assunta Convent, Kuantan, Pahang

5. Zarina Binti Md Yusof SK Putrajaya, Putrajaya 6. Ooi Choon Peng SK Seri Intan, Teluk Intan, Perak 7. Chua Wee Lee SMK Convent, Alor Star 8. Ugi Sindan SMK Pulau Gaya, Kota Kinabalu, Sabah 9. Muhammad Ilham Ganesh SK Jementah, Segamat, Johor

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10. Selvarani A/P Thanggiah SMK Sultan Abdul Aziz Shah, Kajang, Selangor 11. Zarina Binti Zainon SMK Chalok ( Model Khas ) , Setiu, Terengganu

GRAMMAR 1.

Cheah Yet Thang SMK Tanjong Rambutan, Perak

2.

Thong Kum Lin SMK Ayer Tawar, Sitiawan, Perak

3.

Johnny Lee Kean Ghee SMK Alor Pongsu, Bagan Serai, Perak

3.

Zalidi Bin Kasim SMK Dato Sheikh Ahmad, Perlis

4.

Azliza Binti Abd Kadir SMK Putrajaya Presint 11(1), Putrajaya

5.

Shuhana Binti Abdul Rahim SMK Parit Panjang, Kupang, Kedah

6.

Norliani Binti Md Noor SMK Kompleks Gong Badak, Terengganu

7.

Anuar Bin Osman SK Kayang, Perlis

8.

Adibah Binti Mohd Kalid SK Taman Daya 2, Johor Bahru, Johor

9.

Masnu Binti Hj Sulaiman SK Encik Buyong, Sarawak

10. Katrin @ Catherine Lintar SK Rangalau Baru, Tuaran, Sabah

FACILITATOR: 1.

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

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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.

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EMS MODULE 2 TIMETABLE MONTH

HOURS

JANUARY

1 Evaluation 1

Grammar

Grammar

Grammar

FEBRUARY

Grammar

Grammar

Grammar

Pronunciation

MARCH

Pronunciation

Pronunciation

Pronunciation

Terminology

APRIL

Terminology

Terminology

Terminology

Classroom Language

MAY

Classroom Language

Classroom Language

Classroom Language

Communicative Skills

JUNE

Communicative Skills

Communicative Skills

Communicative Skills

Communicative Skills

JULY

Communicative Skills

Instructional Language Instructional Language Instructional Language

AUGUST

Instructional Language Instructional Language Instructional Language Public Speaking

SEPTEMBER

Public Speaking

Public Speaking

Public Speaking

Public Speaking

OCTOBER

Public Speaking

Public Speaking

Public Speaking

Evaluation 2

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3

10

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NOTE:

A. EMS Evaluation 1

- 1 hour

B. Grammar

- 6 hours

C. Pronunciation

- 4 hours

D. Terminology

- 4 hours

E. Classroom Language

- 4 hours

F. Communicative Skills

- 6 hours

G. Public Speaking

- 8 hours

H. Instructional Language

- 6 hours

I.

- 1 hour

EMS Evaluation 2

TOTAL TIME = 40 HOURS (10 MONTHS’ DURATION)

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ENGLISH FOR MATHEMATICS AND SCIENCE MODULE 2 (EMS MODULE 2)

TIME

JANUARY

FEBRUARY

CONTENT

-

SLOT 1 – EMS EVALUATION

-

SLOT 2 – GRAMMAR

-

SLOT 3 – GRAMMAR

-

SLOT 4 – GRAMMAR

-

SLOT 1 – GRAMMAR

-

SLOT 2 – GRAMMAR

-

SLOT 3 – GRAMMAR

-

SLOT 4 - MICRO-TEACHING

1

- PRONUNCIATION

MARCH

APRIL

-

SLOT 1 – PRONUNCIATION

-

SLOT 2 – PRONUNCIATION

-

SLOT 3 – PRONUNCIATION

-

SLOT 4 – TERMINOLOGY

-

SLOT 1 – TERMINOLOGY

-

SLOT 2 – TERMINOLOGY

-

SLOT 3 – TERMINOLOGY

-

SLOT 4 – CLASSROOM LANGUAGE - MICRO-TEACHING

MAY

EMS Module 2 / 2009

-

SLOT 1 – CLASSROOM LANGUAGE

-

SLOT 2 – CLASSROOM LANGUAGE

-

SLOT 3 – CLASSROOM LANGUAGE

-

SLOT 4 – COMMUNICATIVE SKILLS

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JUNE

-

SLOT 1 – COMMUNICATIVE SKILLS

-

SLOT 2 – COMMUNICATIVE SKILLS

-

SLOT 3 – COMMUNICATIVE SKILLS

-

SLOT 4 – COMMUNICATIVE SKILLS - MICRO-TEACHING

JULY

AUGUST

-

SLOT 1 – COMMUNICATIVE SKILLS

-

SLOT 2 – INSTRUCTIONAL LANGUAGE

-

SLOT 3 – INSTRUCTIONAL LANGUAGE

-

SLOT 4 – INSTRUCTIONAL LANGUAGE

-

SLOT 1 – INSTRUCTIONAL LANGUAGE

-

SLOT 2 – INSTRUCTIONAL LANGUAGE

-

SLOT 3 – INSTRUCTIONAL LANGUAGE SLOT 4 – MICRO-TEACHING - PUBLIC SPEAKING

SEPTEMBER

OCTOBER

EMS Module 2 / 2009

-

SLOT 1 – PUBLIC SPEAKING

-

SLOT 2 – PUBLIC SPEAKING

-

SLOT 3 – PUBLIC SPEAKING

-

SLOT 4 – PUBLIC SPEAKING

-

SLOT 1 – PUBLIC SPEAKING

-

SLOT 2 – PUBLIC SPEAKING

-

SLOT 3 – PUBLIC SPEAKING

-

SLOT 4 – EMS EVALUATION 2

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JANUARY GRAMMAR

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JANUARY

SLOT 1

COMPONENT: EVALUATION TOPIC : EVALUATION 1 TIME : 1 hour

EMS EVALUATION 1

What are they going to evaluate?

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JANUARY

SLOT 2

COMPONENT: GRAMMAR TOPIC : SIMPLE PRESENT TENSE TIME : 1 hour

OBJECTIVES: 

To enable teachers to construct sentences using the correct form of the present tense from the substitution tables



To allow teachers to practise using the correct form of the simple present tense by filling in the blanks



To enable teachers to identify and correct the errors found in the given sentences

ACTIVITY 1: WRITE, WRITE, WRITE Time Required

: 10 minutes

Materials Required

: Substitution Tables

INSTRUCTIONS: 1. Work individually. 2. Take 1 minute to study the given substitution tables. 3. Listen to the facilitator’s explanation on how to construct sentences from the tables. 4. Construct 5 meaningful sentences from the tables. 5. Read out the 5 sentences.

SUBSTITUTION TABLE A

Subject

Verb

I She

a teacher. am

You We

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a doctor at a hospital. in the science laboratory.

is

They It

Complement

asked to measure the length of the table. boiling.

are

doing the experiment.

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SUBSTITUTION TABLE B

Subject

Verb

Complement

I

play

badminton.

He

adds

durians.

She

eat

juice at the party.

You

drinks

every night.

We

barks

the solutions into a beaker.

They

mix

some sugar in the mixture.

It

measures

the cloth.

ACTIVITY 2: TOPPING UP Time Required

: 20 minutes

Materials Required

: -

INSTRUCTIONS: 1. Work individually. 2. Read and understand the given sentences below. 3. Fill in the blanks in Exercise 1 with the correct form of the verbs given in brackets. 4. Discuss the answers with the facilitator.

EXAMPLES OF SENTENCES: 1. I work in a bank. 2. She lives in Terengganu. 3. We fly to Spain every summer. 4. My best friend e-mails me every night. 5. My mother fries eggs for breakfast every morning. 6. John tries very hard in class but he always fails his tests. 7. Salina is the tallest girl in her class.

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Exercise 1: Fill in the blanks with the correct form of the words given: 1. I _____________ (read) story books at my leisure. 2. Joanne _____________ (work) eight hours a day. 3. My parents _____________ (know) him very well. 4. What will you do if she _____________ (come) late? 5. My wife _____________ (like) coffee for breakfast. 6. Your train _____________ (leave) at 5.25 p.m. from Platform 3. 7. My family _____________ (go) to town once a week. 8. My wife and I _____________ (visit) our son at the boarding school fortnightly. 9. The bell _____________ (ring) at 7.30 every morning. 10. Rain seldom _____________ (fall) in the Sahara. 11. The maid _____________ (change) the bed linen every week. 12. Please _____________ (add) more milk to the dough. 13. My grandfather _____________ (grow) tomatoes in his garden. 14. The children _____________ (leave) for school at 6 a.m. every morning. 15. Doctors ___________ (treat) patients.

ACTIVITY 3:

WHAT IS WRONG?

Time Required

: 30 minutes

Materials Required

:

-

INSTRUCTIONS: 1. Work individually. 2. Listen to the instructions from the facilitator. 3. Read Text A. 4. Underline the errors in the subject-verb agreement found in the text. 5. Correct the errors. 6. Write the answers above the errors. 7. Discuss the answers with the facilitator.

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TEXT A In order to understand how static electricity work, we needs to know that everything are made up of microscopic particles that have electrical charges called electrons. Static electricity are created by rubbing one object against another. When you rubs a balloon against your head, electrical charges from your hair are transferred to the balloon. Your hair become positively charged, because it loses some electrons. The balloon becomes negatively charged, because it gains more electrons from your hair. If you holds the balloon near your head, your hair will stand on ends. Your hair and the balloon is attracted to each other because they have opposite charges which are positive and negative. Oppositely-charged objects attract each other and makes them stick together.

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JANUARY

SLOT 3

COMPONENT: GRAMMAR TOPIC : SIMPLE PAST TENSE TIME : 1 hour

OBJECTIVES: 

To enable teachers to construct sentences using the correct form of past tense from the substitution tables



To allow teachers to practise using the correct form of simple past tense by completing the passage



To enable teachers to translate the given sentences from BM into English

ACTIVITY 4:

FLYING WITHOUT WINGS

Time Required

: 10 minutes

Materials Required

: -

INSTRUCTIONS: 1. Work individually. 2. Study the given substitution tables. 3. Listen to the facilitator’s explanation on how to construct sentences from the substitution tables. 4. Form five sentences from each of the substitution tables. 5. Read out the sentences.

SUBSTITUTION TABLE A Subject

Verb

Complement

We

looked

beautiful at the party last week.

The cat

walked

along the road.

Ali and Abu

played

a beautiful dress.

She

finished

a bowl of milk last evening.

You

ran

in the field yesterday.

He

wore

football.

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SUBSTITUTION TABLE B Subject

Verb

Complement

They

at home yesterday evening.

It

a good football player.

We

was

a nurse before.

Susan

were

a nice place.

I

caught in the rain last night.

He

at the clinic this morning.

ACTIVITY 5: CHECK IN Time Required

: 20 minutes

Materials Required

: Passages 1 and 2

INSTRUCTIONS: 1. Work individually. 2. Read and understand the following passages. 3. Complete the passages with the correct form of the verbs in brackets using the simple past tense. 4. Discuss your answers with the facilitator.

PASSAGE 1 Complete the text with the correct form of the verbs in brackets using the simple past tense.

Yesterday, Puan Siti (1)__________ (has) a very rough day. She (2)__________ (go) into the kitchen to look for some food for her cat but there (3)___________ (is) none. Her poor cat stared up at her with its hungry eyes. She felt sorry for it and (4)_____________ (hurry) to the grocery store to buy some cat food, but unfortunately the store was out of her cat's favourite brand, so she had to catch a bus downtown. After buying the food, she (5) _______________ (wait) for half an hour in the rain to get a taxi. When she finally got home, her cat (6) _______________ (is) sound asleep on the living room sofa.

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PASSAGE 2 Complete the text with the correct form of the verbs in brackets in the simple past tense.

The FEI World Endurance Championship (1)_____________ (be) the most prestigious

event

of

the

Equestrian

Endurance

Sport

in

Malaysia.

It

was

(2)_________________ (hold) from 6th to 9th November 2008 in Kuala Terengganu. The Sultan of Terengganu, Sultan Mizan Zainal Abidin (3)_________________ (officiate) the challenging event. 142 horses and riders (4) ___________________ (take) part. They (5)_______________ (ride) throughout the night through beaches, woods and villages of beautiful Terengganu. They (6)__________________ (travel) a total distance of 160 km. This event which ( 7) ______________________ (unite) the top riders of the world (8)___________________ (be) really an ultimate test of horsemanship.

ACTIVITY 6: TAKING DIFFERENT FLIGHTS Time Required

: 30 minutes

Materials Required

: Dictionary

INSTRUCTIONS: 1. Work individually. 2. Translate the BM words given in brackets into English to complete the following short passages. 3. You may use the dictionary to help you translate the BM words into English. 4. You are given 15 minutes to carry out this task. 5. Read out your answers.

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PASSAGE 1

At 8.00 pm, Zainuddin (1)____________ (duduk) down at the table and (2)___________ (mula) to eat his dinner. While he was eating dinner, Anna (3)___________ (datang) to visit him. They (4)________________ (bersembang) for a while.

PASSAGE 2

Yesterday, my family (1) __________(pergi) to the beach. We had a good time. While we were relaxing under a tree, my father’s mobile phone (2)____________ (berdering).

We had to go back.

While we were packing our things, we

(3)_____________ (terdengar) loud shouts. A large turtle (4) ____________ (merangkak) up

the

beach

very

slowly.

Some

people

watched

curiously

while

others

(5)______________ (mengambil) photographs.

PASSAGE 3

Vince (1) _________ (memilih) a job as a supermarket cashier because he liked to be with people but after what happened yesterday, he wasn’t so sure anymore. First, a rude lady (2)__________ (membaling) a handful of coupons at him. When he showed her some coupons which had expired, she (3)____________________ (memberi) him a hard time and (4)___________________ (mula) to accuse him of cheating. The next person in line (5)_______________ (merungut) because he (6)_______________ (fikir) Vince had put the eggs at the bottom of the bag on purpose and would not leave until he had taken everything out of the bag and repacked it. Later, two teenagers(7) __________ (bergaduh) with him over the price of a packet of M&M’s, which had increased within a week. Vince went home in a terrible mood, wondering how he could ever force himself to go to work the next day.

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PASSAGE 4

There once (1)_____________ (tinggal) a poor farmer (2)_________________ (bernama) Abu who (3)_____________________ (mempunyai) a large family, and lived in a very small house. Abu’s house was so crowded that his children had to take turns to sleep in one tiny bed. At last, Abu could not stand it any longer, so he(4) ________________ (pergi) to see the village headman to ask him what to do about his impossible situation. The wise headman (5)__________________ (berfkir) hard and long, and at last he (6)________________ (mempunyai) an idea.

“I will tell you what to do”, he

(7)_______________ (berkata). “ Bring your chicken to live with you inside the house.” Abu could not understand how the chicken could help, but he (8)_________________ (mempercayai) the headman’s wisdom and (9)__________________ (melakukan) as he was told.

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JANUARY

SLOT 4

COMPONENT: GRAMMAR TOPIC : PRESENT AND PAST TENSE TIME : 1 hour

OBJECTIVES: 

To enable teachers to complete a text



To reinforce the correct use of both the present and past tense



To enable teachers to identify and correct the errors found in the given extracts

ACTIVITY 7:

POT HOLES

Time Required

: 20 minutes

Materials Required

: -

INSTRUCTIONS: 1. Work individually. 2. Read and understand Text B. 3. Complete the text with the correct form of the verbs in brackets. 4. Discuss the answers with the facilitator.

TEXT B

Not many people (1)__________________(know) the history of Sandakan in Sabah. Sandakan (2)________________(prosper) in the 1930’s and 1940’s due to its strategic location in South East Asia. At that time, prospectors, traders, sailors and hunters from all over the world (3)________________(come) here, giving the settlement a raucous and rakish atmosphere. Today, Sandakan (4)____________________(attract) modern day travellers in search of wealth and adventure. The wealth that used to be focused on timber (5)_______________(be) now changed to agriculture and bio-fuel industries. Sandakan (6)_______________(handle) palm oil, tobacco, cocoa, coffee and sago exports. Some of the most exotic animals in the world like the Borneo Pygmy Elephant, Sumatran Rhinoceros, Orang Utan and the Proboscis Monkey (7)__________________(abound) in the forests here. Eco-tourism is drawing more and more visitors to Sandakan. Visitors

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(8)________________(come) to enjoy the beauty of nature and the wildlife.

ACTIVITY 8:

RESURFACING

Time Required

: 20 minutes

Materials Required

:

-

INSTRUCTIONS: 1. Work in pairs. 2. Fill in the blanks in Exercise 2 with the correct words in the box. 3. You are given 10 minutes to complete this task. 4. Read out your answers.

Exercise 2: Complete the sentences with the correct tense of the verbs in the list given below. teach

study

sit

complete

talk

mix

like

discuss

1.

Pn. Adibah _____________ us English.

2.

Azliza _________________ Science for five years.

3.

They ___________________for the Mathematics test yesterday.

4.

I ______________________my homework last night.

5.

We ____________________ on the phone for thirty minutes.

6.

Students________________ all the solutions for the experiments.

7.

We ____________________the experiment a moment ago.

8.

She ____________________ to read Science books.

9.

Shuhana ____________________ in the science laboratory.

work

go

10. They____________________ to school every day.

ACTIVITY 9:

WATCH YOUR STEPS

Time Required

: 20 minutes

Materials Required

:

-

INSTRUCTIONS: 1. Work individually. 2. Read Extract A, Extract B and Extract C. 3. Identify the errors in the tenses found in the extracts.

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4. Underline and correct the errors. 5. Rewrite the corrected passages in the space provided. 5. Discuss the answers with the facilitator. EXTRACT A

When our body are unable to get rid of carbon dioxide effectively, we felt tired and exhausted. The carbon dioxide collected in our body cause us to yawn and breathe more heavily. In this way we increases the intake of oxygen and reduced the amount of carbon dioxide in our body.

_________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________

EXTRACT B

Science are closely related to our daily lives. The type of food we choose to eat, the clothes we wore and the energy we uses are all based on our knowledge on science. Science explained how babies become adults, why fruits fall to the ground and how birds flew. Science was the systematic study of natural phenomena, like lightning and volcanic eruptions , and how they affect us and the environment.

_________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________

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EXTRACT C

Do you knew that there are living things called bacteria in the air? Louis Pasteur is the man who discover this. He finds that some bacteria caused diseases while others cause food like milk to go bad. He also discovered how to prevent food from going bad by heating them. This method was called pasteurization and is still being used today.

_________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________

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FEBRUARY GRAMMAR

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FEBRUARY

SLOT 1

COMPONENT: GRAMMAR TOPIC : PREPOSITIONS TIME : 1 hour

OBJECTIVES: 

To enable teachers to translate preposition combinations from English into BM



To allow teachers to practise using the preposition combinations before the start of a lesson (not the set induction)



To enable teachers to create a dialogue based on the given picture stimulus and short notes

ACTIVITY 10: CHEMISTRY Time Required

: 20 minutes

Materials Required

:

-

INSTRUCTIONS: 1. Work individually. 2. Listen to the facilitator’s explanation. 3. Study the list of preposition combinations. 4. Translate the preposition combinations into the BM equivalent. 5. Discuss your answers with the facilitator.

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LIST OF PREPOSITION COMBINATIONS NO

ENGLISH

1

run into

2

depend on

3

get through

4

put up…..hand

5

hand in

6

good at

7

turn to page ….

8

make up …. mind

9

give in

10

run over

11

run out of

12

call off

13

go through

14

interested in

15

look down on

16

watch out

17

calm down

18

look into

19

find out

20

look through

21

stand for

22

come up with

23

put away

24

look up

25

give up

26

get on

27

get off

28

get in

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BM EQUIVALENT

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Teacher’s Module

29

get out

30

break down

ACTIVITY 11: IGNITE Time Required

: 20 minutes

Materials Required

:

-

INSTRUCTIONS: 1. Work in pairs. 2. Study the following sentences in Table 1. 3. Give the English equivalent of the following BM instructions. 4. Discuss your answers with the facilitator.

TABLE 1 NO

BM INSTRUCTION

1.

Sila hantar buku anda sekarang!

2.

Buka mukasurat 13.

3.

Cari makna perkataan dalam kamus.

4.

Simpan buku-buku anda.

5.

Mari kita semak soalan dan jawapan

ENGLISH EQUIVALENT

bersama. 6.

Tolong kuatkan suara anda!

7.

Buat keputusan anda.

8.

Angkat tangan anda.

9.

Jangan putus asa.

10

Teruskan usaha anda.

11.

Batalkan mesyuarat itu.

12.

Hati-hati! Lantai itu licin.

13.

Pergi ke sana sekarang.

14.

Naik bas sekarang. Kita sudah kesuntukan masa.

15.

Masuk ke dalam kereta.

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ACTIVITY 12: CATALYST Time Required

: 20 minutes

Materials Required

: Pictures of experiments, Science and Mathematics diagrams

INSTRUCTIONS: 1. Study the pictures / diagrams given. (Science teachers are to refer to Figure A while Maths teachers are to refer to Figure B) 2. Use the preposition combinations given to create a dialogue. 3. You are given 12 minutes to do the write-up. 4. Role-play the dialogue.

SCIENCE (FIGURE A)

White tile Wire gauze Ice cubes Water

Bunsen burner

Tripod stand

Help words: set up turn on

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put – into place – over put – into heat up prepare for look at

WRITE THE DIALOGUE HERE _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________

MATHEMATICS (FIGURE B) Rounding Off Decimals

Decimals can be rounded off to a given number of decimal places. Consider the number 8.6489. We want to round it off to 2 decimal places.

Step 1: Identify the second decimal place and underline it.

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2nd decimal place

8.6489 3rd decimal place

1st decimal place

Step 2: Look at the number in the third decimal place. If the digit is greater than, or is 5, add 1 to the digit on its left. Then drop all the digits on its right. If the digit is less than 5, do not add 1 to the digit on its left. Drop all the digits on its right. Since 8 is greater than 5, round up by adding 1 to the digit 4.

Therefore, 8.6489 = 8.65 ( to 2 decimal places ).

Help words: take out

turn to

sit down

listen to

round off

look at

look for

add to

WRITE THE DIALOGUE HERE:

_________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________

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_________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________

FEBRUARY

SLOT 2

COMPONENT: GRAMMAR TOPIC : WH-QUESTIONS TIME : 1 hour

OBJECTIVES: 

To enable teachers to construct questions correctly from the substitution tables



To enable teachers to formulate WH-questions from the given statements



To enable teachers to translate BM questions into English

ACTIVITY 13: THE PRODUCTION LINE Time Required

: 20 minutes

Materials Required

:

-

INSTRUCTIONS: 1. Work individually. 2. Listen to the explanation of the agreement of nouns and verbs in formulating WHquestions based on the substitution tables. 3. Formulate 5 questions orally based on the given substitution tables.

SUBSTITUTION TABLE 1 Question

Auxiliary

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Subject

Main

Complement

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Word

Verb

Verb he

Why

does

she they

What

do

eat

you the boy

Where

basketball yesterday?

did

for breakfast? play

the girls

at 2.00 o’clock in the morning?

Nahar

SUBSTITUTION TABLE 2 Question

Auxiliary

Word

Verb

Subject

Complement

he What

is

she

doing in the cupboard last night?

Where

are

you

doing now?

How

was

the boy

playing hide and seek yesterday?

were

the girls

going home?

Shuhana

ACTIVITY 14: ASSEMBLE IT Time Required

: 20 minutes

Materials Required

:

-

INSTRUCTIONS: 1. Work in pairs. 2. Read the following statements / answers. 3. Construct WH-questions based on the statements / answers given. 4. Discuss your answers.

Write the WH-questions in the space given for the statements below.

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1. The pupils are cutting the mangoes into small pieces in the Science laboratory.

___________________________________________________________

2. Encik Anuar is teaching Science in the classroom.

___________________________________________________________

3. You must add a big bowl of salt to the pickles.

__________________________________________________________

4. The plant wilts because there is no water.

__________________________________________________________

5. The roots absorb water and minerals.

__________________________________________________________

6. Adibah spent RM20.00 for a chocolate cake.

___________________________________________________________

7. I weigh 75 kilograms.

___________________________________________________________

8. I go to school at 7.30 in the morning.

___________________________________________________________

9. Amin is taller than Azim.

___________________________________________________________

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10.There are more fruits in basket A than basket B.

___________________________________________________________

ACTIVITY 15: FROM SAGA TO FERRARI Time Required

: 20 minutes

Materials Required

:

-

INSTRUCTIONS: 1. Work individually. 2. Read through the list of questions in BM. 3. Translate these BM questions into English. 4. Check your answers with the facilitator.

LIST OF QUESTIONS IN BM NO

BM

1

Apakah perasaan anda hari ini?

2

Di manakah anda mengajar?

3

Kenapakah anda di sini?

4

Bilakah kamu akan menghantar tugasan kamu?

5

Apakah mata pelajaran yang anda suka?

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ENGLISH

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6

Warna manakah yang lebih sesuai untuk makmal ini?

7

Di manakah kamu berada semasa waktu rehat?

8

Berapa lamakah masa yang kamu perlu untuk menyiapkan tugasan ini?

9

Kenapakah kamu lewat hari ini?

10

Di manakah kamu letak buku latihan kamu?

FEBRUARY

SLOT 3

COMPONENT: GRAMMAR TOPIC : PASSIVE VOICE TIME : 1 hour

OBJECTIVES: 

To enable teachers to answer open-ended questions based on a given comprehension text



To enable teachers to expand short-notes in writing a report



To enable teachers to correct errors found in a given report

ACTIVITY 16: A GARDEN TOUR Time Required

: 20 minutes

Materials Required

: Dictionary

INSTRUCTIONS: 1. Read and understand the text below carefully. 2. Listen to the facilitator’s explanation on the use of the passive voice. 3. Answer the 5 open-ended questions. 4. Discuss your answers with the facilitator.

TEXT C

The Good And The Bad in Our Daily Diet

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Many Malaysians are unaware of how much fat is found in the food they eat. Some of them are deceived by the delicious nasi lemak, roti canai, cakes and fast food. They are not concerned over the fat content in these foods which ranges from 30 to 60 percent. Food which is prepared by frying contains even more fat compared to food which is boiled or steamed. The former is the common cause of obesity among Malaysian adults. A healthy lifestyle is achieved only if we understand why we have to eat, what and how much we eat daily. These questions, which will help locate dietary causes of weight gain are gaining urgency. Obesity happens to be one of the main causes of diseases among Malaysians today. Many health advisers are concerned over the fact that one in four Malaysian adults is now overweight. Many people do not know how to differentiate between the two. Hunger is triggered by the need for energy, whereas appetite can be caused by factors such as anger, boredom, stress, mood swings and even by the environment. Knowing what you put in your mouth is important.

( Adapted from: New Straits Times May 20, 2004 )

Answer these questions using the passive voice.

1. What is the main problem faced by Malaysians in their daily diet?

___________________________________________________________________

2. What is the cause of obesity among Malaysians?

___________________________________________________________________

3. How can a healthy life-style be achieved?

___________________________________________________________________

4. What is the difference between hunger and appetite?

___________________________________________________________________

5. Which is the best, boiled, steamed or fried food?

___________________________________________________________________

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ACTIVITY 17: WEEDING Time Required

: 20 minutes

Materials Required

:

-

INSTRUCTIONS:

1. Read the following report. 2. There are errors in the use of the passive voice in the report. 3. Identify and correct the errors. 4. Check your answers with the facilitator.

REPORT

Nor Zulaikha Khaderi is a Form 2 student of Convent Batu Gajah. She has not been attending school since she has diagnose with bone cancer more than a year ago. She is cripple by her illness. The cancer has spread to her thigh and since then it has made her left leg useless. A large sum of money is need for the operation. Her parents have appealed to the public for donations. Her father said, the operation, which would be carried out at Hospital University in Kubang Kerian, Kelantan, costs RM33 500. RM15 000 has been raised by the family. People who wish to donate can do so by issuing cheques which can make payable to Cashier, Finance Department/Charity Units,The New Straits Times Press (Malaysia)

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Berhad, Balai Berita, 31, Jalan Riong, Kuala Lumpur. The name Nor Zulaikha Khaderi must write at the back of the cheque.

ACTIVITY 18: PICKLES, ANYONE? Time Required

: 20 minutes

Materials Required

:

-

INSTRUCTIONS: 1. Read the notes given. 2. Expand the notes to write a report. Use the passive voice. 3. Read out your report.

NOTES:

mangoes

–

salt

–

water

– sugar

- vinegar

mangoes – are washed – cut – small pieces – mixing bowl – salt is added – water - stirred – put into – jar- is left – two days

after two days – water - thrown away – sugar - boiled - left cool – liquid – is poured – jar – covered - three days – is opened – tasted

WRITE YOUR REPORT HERE

_________________________________________________________________________

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_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

NOTE: The section on Pronunciation teaches Phonetic Symbols . If you print from a soft copy, please make sure your computer has Exceller IPA and Longman fonts, so that the phonetic symbols will come out right. If not, the wrong symbols will appear. The IPA fonts folder is included in your soft copy. To install the fonts , please follow these steps. 1.

Open IPA fonts folder. Right- click on the 2 files to copy – IPA.TTF and LONGMAN.TTF Close or minimize the folder.

2) Go to: - My Computer - Local Disk C - Open Windows folder. - Open Fonts folder. - Paste the 2 files in the FONTS folder.

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FEBRUARY

SLOT 4

COMPONENT: PRONUNCIATION TOPIC : PHONETIC SYMBOLS TIME : 30 minutes

OBJECTIVES: 

To enable teachers to carry out micro teaching with focus on the correct use of grammar learned in previous lessons



To introduce teachers to phonetic symbols



To enable teachers to recognise and read phonetic symbols correctly

ACTIVITY 1: SHOW TIME Time Required

: 30 minutes

Materials Required

: A 4 paper

INSTRUCTIONS: 1. Work individually. 2. Prepare a 3 - minute set induction for any lesson with focus on the correct use of grammar. 3. Take turns to present the set induction. 4. Identify and correct your colleagues’ errors on grammar.

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ACTIVITY 2: SIMPLE SYMBOLS Time Required

: 30 minutes

Materials Required

: The Oxford Advanced Learner’s Dictionary or The Longman Dictionary of Contemporary English

INSTRUCTIONS: 1. Look at the phonetic symbols given. 2. Listen to the facilitator’s explanation. 3. Say the sounds after the facilitator.

5 long vowels  /i:/

sheep

/ ƒi:p /

 /å:/

farm

/ få:m /

 /ç:/

horse

/ hç:s /

 /u:/

shoe

/ ƒu: /

 /ê:/

bird

/ bê:d /

7 short vowels  /í/

ship

/ Ēp /

 /e/

head

/ hed /

 /æ/

hat

/ hæt /

 /ß/

cup

/ kßp /

 /ó/

sock

/ sók /

 /ú/

foot

/ fút /

 /é/

above

/ é'bßv /

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Teacher’s Module

8 diphthongs  /eí/

day

/ deí /

 /aí/

eye

/ aí /

 /çí/

boy

/ bçí /

 /aú/

mouth

/ maúÓ /

 /éú/

nose

/ néúz /

 /íé/

ear

/ íé /

 /eé/

hair

/ heé /

 /úé/

pure

/ pjúé /

8 voiceless consonants  /p/

pen

/ pen /

 /t/

town

/ taún /

 /k/

cat

/ kæt /

 /f /

fish

/ fíƒ /

 /Ó/

think

/ Óíñk /

 /s/

say

/ seí /

 /ƒ/

she

/ ƒi: /

 /tƒ/

cheese

/ tƒi:z /

8 voiced consonants  /b/

book

/ búk /

 /d/

day

/ deí /

 /g/

give

/ gív /

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 /v/

very

/ 'veri /

 /ð/

the

/ ðé /

 /z/

zoo

/ zu: /

 /ë/

vision

/ 'víën /

 /dë/

jump

/ dëßmp /

8 Other Consonants  /l/

look

/ lúk /

 /r/

run

/ rßn /

 /j/

yes

/ jes /

 /w/

we

/ wi: /

 /m/

moon

/ mu:n /

 /n/

name

/neím/

 /ñ/

sing

/ síñ /

 /h/

hand

/ hænd /

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MARCH PRONUNCIATION EMS Module 2 / 2009

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Teacher’s Module

MARCH

SLOT 1

COMPONENT: PRONUNCIATION TOPIC : CORRECT ENGLISH PRONUNCIATION TIME : 1 hour

OBJECTIVE: 

To enable teachers to pronounce words correctly using phonetic symbols

ACTIVITY 3:

DECODING VOWEL SOUNDS

Time Required

: 20 minutes

Materials Required

: The Oxford Advanced Learner’s Dictionary or The Longman Dictionary of Contemporary English

INSTRUCTIONS: 1. Refer to the list of vowels given. 2. Listen to the words read out by the facilitator. 3. Repeat after him. 4. Fill in the phonetic symbols for the words given below.

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5. Say the words aloud.

LIST OF VOWELS 5 long vowels  /i:/ sheep / ƒi:p /

beep

/ bi:p /

seat __________

 /å:/ farm / få:m /

harm

/ hå:m /

tar

 /ç:/ horse / hç:s /

born

/ bç:n /

torn __________

 /u:/ shoe / ƒu: /

glue

/ glu: /

blue __________

 /ê:/ bird / bê:d /

herd

/ hê:d /

nerd __________

__________

7 short vowels 

/í/ ship / ƒíp /

hip

/ híp /

lip

__________



/e/ head / hed /

dead

/ ded /

bed

__________



/æ/ hat

/ hæt /

bat

/ bæt /

mat

__________



/ß/ cup

/ kßp /

cut

/ kßt /

pup

__________



/ó/ sock / sók /

lock

/ lók /

dock __________



/ú/ foot / fút /

book

/ búk /

cook __________



/é/ above / é'bßv /

adult

/ é'dßlt /

doctor

ACTIVITY 4:

__________

DECODING DIPHTHONG SOUNDS

Time Required

: 20 minutes

Materials Required

: The Oxford Advanced Learner’s Dictionary or The Longman Dictionary of Contemporary English

INSTRUCTIONS: 1. Refer to the list of diphthongs below. 2. Listen to the words read out by the facilitator. 3. Repeat after him. 4. Fill in the phonetic symbols for the words given below. 5. Say the words aloud.

LIST OF DIPHTHONGS 8 diphthongs 

/eí/

day / deí /

way / weí /

gay

__________



/aí/

eye / aí /

by

/ baí /

lie

__________



/çí/

boy / bçí /

toy / tçí /

coy

__________



/aú/

mouth / maúÓ /

EMS Module 2 / 2009

cow / kaú /

loud __________

51

Teacher’s Module



/éú/

nose/ néúz /

tow / téú /

go



/íé/

ear / íé /

deer / díé /

gear __________



/eé/

hair/ heé /

bear / beé /

tear __________



/úé/

pure/ pjúé /

lure / lúé /

tour __________

ACTIVITY 5:

__________

DECODING CONSONANT SOUNDS

Time Required

: 20 minutes

Materials Required

: The Oxford Advanced Learner’s Dictionary or The Longman Dictionary of Contemporary English

INSTRUCTIONS: 1. Refer to the list of consonants below. 2. Listen to the words read out by the facilitator. 3. Repeat after him. 4. Fill in the phonetic symbols for the words given below. 5. Say the words aloud.

LIST OF CONSONANTS 8 voiceless consonants 

/p/ pen



/t/ town / taún / /k/

cat

/ pen /

/ kæt /

part / på:t / tie

/ taí /

past __________ ten

__________

kite / kaít /

kick __________ fee



/f/ fish / fíƒ /

fat



/Ó/ think / Óíñk /

thought / Óç:t /

theme __________



/s/ say

/seí/

send

cell __________



/ƒ/ she

/ƒi:/

chef /ƒef/

shoot __________



/tƒ/ cheese /tƒi:z/

check /tƒek/

chalk

bar

/ fæt /

/send/

__________

__________

8 voiced consonants 

/b/ book /búk/

bee



/d/ day

/deí/

draw /drç:/

dust __________



/g/ give /gív/

goal /géúl/

get



/v/ very /'veri/

vat

villa __________

EMS Module 2 / 2009

/bi:/

/væt/

__________

__________

52

Teacher’s Module



/ð/ the

/ðé/

than /ðfn/

this __________



/z/ zoo

/zu:/

zone /zéún/

zit



/ë/ vision/'víën/

measure /meëé/

treasure _________



/dë/ jump /dëßmp/

jot

jaw

/dëót/

__________

__________

8 Other Consonants 

/l/ look /lúk/

leak /li:k/

load

__________



/r/ run

/rßn/

red

/red/

road

__________



/j/ yes

/jes/

you

/ju:/

yard

__________



/w/ we

/wi:/

wife /waíf/

wood

__________



/m/ moon /mu:n/

meet /mi:t/

make

__________



/n/ name /neím/

note /néút/

need

__________



/ñ/ sing /síñ/

long /lóñ/

bring



/h/ hand /hænd/

head

hold

MARCH

/hed/

__________ __________

SLOT 2

COMPONENT: PRONUNCIATION TOPIC : HOMOGRAPHS, SILENT LETTERS, “CH” SOUNDS TIME : 1 hour

OBJECTIVES: 

To enable teachers to pronounce words with more than one sound



To enable teachers to pronounce words with silent letters



To enable teachers to pronounce “ough” and the 3 sounds of “ch”



To help teachers to spell difficult words

ACTIVITY 6:

2-IN-1

Time Required

: 15 minutes

Materials Required

: The Oxford Advanced Learner’s Dictionary or The Longman Dictionary of Contemporary English

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INSTRUCTIONS: 1. Listen to the facilitator’s explanation. (e.g. “tear” can be sounded as /tié/ or /teé/). 2. Say the sounds represented by the symbols for each word in Exercise 1. Identify the two correct pronunciations and cross out the wrong sound. Discuss your answers with the facilitator. 3. Underline the correct symbols in Exercise 2. Discuss your answers with the facilitator.

Exercise 1 Say out the sounds represented by the symbols for each word. Identify the two correct pronunciations of the word and then cross out the wrong sound.

1.

bow

/baú/

/béú/

/bç:/

2.

lead

/líd/

/li:d/

/led/

3.

wind

/wínd/

/wi:nd/

/waínd/

4.

live

/lív/

/laív/

/li:v/

5.

refuse

/ré'fju:s/ /rí'fju:z/ /'refju:s/

6.

desert

/dí'zê:t/

/'di:zét/

/'dezét/

Exercise 2 Underline the correct phonetic symbols for the words in bold according to their meanings.

1.

(a) The boy wore a bow. /baú/

/béú/

(b) The singer gave a bow after her performance. /baú/

/béú/

2. (a) The President will lead the country into an era of change. /li:d/

/led/

(b) He died of lead poisoning. /li:d/

/led/

3. (a) The strong wind blew off the roof. /wínd/

/waínd/

(b) Please wind the toy car. /wínd/

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/waínd/

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Teacher’s Module

4. (a) Tigers live in the jungle. /lív

/laív/

(b) Handle the live specimen carefully. /lív/

/laív/

5. (a) I refuse to do what he says. /rí'fju:z/

/'refju:s/

(b) Improper disposal of refuse can cause the spread of diseases. rí'fju:z/

/'refju:s/

6. (a) Camels can survive in the desert without water for days. /dí'zê:t/

/'dezét/

(b) She had to desert her children due to poverty. /dí'zê:t/

/'dezét/

ACTIVITY 7: I’M NOT THERE Time Required

: 15 minutes

Materials Required

: The Oxford Advanced Learner’s Dictionary or The Longman Dictionary of Contemporary English, lap top

INSTRUCTIONS: 1. Listen to the facilitator’s explanation. 2. Refer to the list below. 3. Listen to the words read aloud by the facilitator and repeat after him. 4. Take note of the facilitator’s explanation on the missing symbols and the silent letters. 5. Match the correct words with the symbols in Exercise 1. 6. Read aloud all the words.

List Silent “t”

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ballet

/ ‘bæleí /

55

Teacher’s Module

Silent “h”

hour

/ aúé /

Silent “b”

doubt

/ daút /

Silent “p”

receipt

/ rí’si:t /

Silent “l”

palm

/ på:m /

Silent “w”

whole

/ héúl /

Silent “k”

knee

/ ni: /

Silent “g”

gnaw

/ nç: /

Silent “s”

isle

/ aíl /

Silent “c”

muscle

/ ‘mßsél /

Exercise 1 Match the correct words with the symbols.

chalet

heir

plumber

climbing

coup

corpuscle

island

foreign

knowledge

wrench

salmon

honour

Phonetic Symbol

Word

Phonetic Symbol

/ ku: /

/ óné /

/ eé /

/ kç:’pßsél /

/ ‘fç:rén /

/ ‘sæmén /

/ ‘nólídë /

/ rentƒ /

/’ aílénd /

/ ‘klaímíñ /

/ ‘plßmé /

/ ‘ƒæleí /

EMS Module 2 / 2009

Word

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Teacher’s Module

ACTIVITY 8 : EIGHT OF US Time Required

: 15 minutes

Materials Required

: The Oxford Advanced Learner’s Dictionary or The Longman Dictionary of Contemporary English, lap top, manila card.

INSTRUCTIONS: 1. Look at the symbols for the eight sounds of “ough” on the cards shown by the facilitator. 2. Say the sounds after the facilitator. 3. Read the words in Column A. 4. Choose words from Table 1 which have the same sound as the words in Column A and write them in Column B. 5. Look up the phonetic symbols and pronunciation in the dictionary. 6. Read aloud all the words again.

/ éú / u: /

EMS Module 2 / 2009

/ aú / óf / ç: / é

/ ßp

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Teacher’s Module

/

/

ßf/

/

/

/

/

/

TABLE 1 bough

dough

ought

wrought

nought

trough

tough

bought

drought

enough

borough

thought

Symbol

Column A

1.

/ éú /

though

2.

/ u: /

through

3.

/ ßf/

rough

4.

/ aú

plough

5.

/ óf /

cough

6.

/ ç: /

fought

7.

/ é /

thorough

8.

/ ßp /

hiccough

Column B

/

ACTIVITY 9: “CH, CH, CH” Time Required

: 15 minutes

Materials Required

: The Oxford Advanced Learner’s Dictionary or The Longman Dictionary of Contemporary English, lap top, manila card

INSTRUCTIONS: 1. Listen to the 3 “ch” sounds represented by the following phonetic symbols:

/ tƒ /

chair

/ k /

choir

/ ƒ /

chef

2. Say the sounds and the words. 3. Fill in the correct symbols for the words given in Exercise 1. 4. Say aloud the words.

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Exercise 1

1. chart

/ ____å:t /

2. cholera

/ '____óléré /

3.

chute

/ ____u:t /

4.

chameleon

/ ____é'mi:líén /

5.

chlorine

6.

champagne

7.

charge

/ ____å:tƒ /

8.

brochure

/ 'bréú____é /

9.

sachet

/ 'sæ____eí /

/ '____lç:ri:n / / ____æm'peín /

/ '____emíkél /

10. chemical

MARCH

SLOT 3

COMPONENT: PRONUNCIATION TOPIC : MISSPELT AND MISPRONOUNCED WORDS TIME : 1 hour

OBJECTIVES: 

To enable the teachers to practise spelling correctly



To correct mispronounced words with the help of phonetic symbols



To help teachers cultivate good listening skills

ACTIVITY 10:

DARE TO SPELL

Time Required

: 15 minutes

Materials Required

: The Oxford Advanced Learner’s Dictionary or The Longman Dictionary of Contemporary English, lap top

INSTRUCTIONS: 1. A teacher will be chosen to be the game master. 2. Work in groups.

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3. The game master will read out words for the groups to spell. 4. Each teacher is given 20 seconds to spell the word. 5. For each correct word spelt, the group is awarded 1 point. 6. The group with the most points will be declared the winner.

ACTIVITY 11:

DOUBLE OR NOTHING

Time Required

: 30 minutes

Materials Required

: The Oxford Advanced Learner’s Dictionary or The Longman Dictionary of Contemporary English, lap top, word cards

INSTRUCTIONS: 1. Listen carefully to the explanation on the rules of the game.

Rules of the game: o

Each teacher will be asked to come forward to pick a word from the box to pronounce.

o

If he gets it right, he is given a point and the chance to pick a second word to pronounce.

o

For each subsequent word he pronounces correctly, his point is doubled.

o

A teacher who pronounces a word wrongly loses all his points.

o

A teacher may choose to stop at any time before he loses all his points.

o

The game is passed on to another teacher when a teacher gives up his turn or is knocked out of the game.

o

The teacher with the highest score is the winner.

ACTIVITY 12 :

M&S IDOL

Time Required

: 15 minutes

Materials Required

: Song and lyrics (‘SWAY’ by Michael Buble & ‘WORDS’ by Boyzone), Laptop / CD player

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INSTRUCTIONS: 1. Fill in the blanks in the lyrics sheet by referring to the phonetic symbols. 3. Listen to the song and check your answers.

SWAY When marimba rhythms start to play ___________ / då:nz / with me, make me sway Like a lazy ocean hugs the __________ / ƒç: / Hold me close, sway me more Like a flower bending in the __________ / bri:z/ __________ / bend / with me, sway with ease When we dance you have a way with me Stay with me, sway with me Other dancers may be on the floor Dear, but my eyes will see only you Only you have that magic __________ / tek'ni:k / When we sway I go __________ / wi:k / I can hear the __________ / saúnds / of violins Long before it begins Make me thrill as only you know how Sway me __________ / smu:ð /, sway me now

EMS Module 2 / 2009

Other dancers may be on the __________ / flç: / Dear, but my eyes will see only you Only you have that __________ / 'mædëík / technique When we sway I go weak I can hear the sounds of violins __________ / lóñ / before it begins Make me __________ / Óríl / as only you know how Sway me smooth, sway me now Repeat verses 1 and 2

WORDS Smile, an everlasting smile A __________ / smaíl / can bring you near to me Don't ever let me find you __________ / gón / Cause that would bring a __________ / tíé / to me This world has lost its glory

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Let’s start a __________ / brænd / new story Now my love You think that I don't even __________ / mi:n / A single word I say... [CHORUS] It’s only words And words are all I have To take your __________ / hå:t / away Talk, in everlasting words And __________ / 'dedíkeít / them all, to me And I will give you all my life I'm here if you should call to me

MARCH

You __________ / Óíñk / that I don't even mean a single word I say... [repeat CHORUS twice] Da da da da da da da Da da da da da da da da (3x) This world has lost its glory Let's start a brand new story Now, my love You think that I don't even mean a __________ / 'síñgfl / word I say... [repeat CHORUS thrice]

SLOT 4

COMPONENT: TERMINOLOGY TOPIC : TERMINOLOGY TIME : 1 hour

OBJECTIVES: 

To enable teachers to pronounce the terminologies correctly



To enable teachers to use the correct terminology

ACTIVITY 1: MAXIMUM RECALL Time Required

: 10 minutes

Materials Required

: -

INSTRUCTIONS: 1. Work in 2 groups, A and B. 2. Both Group A and B will be given a topic each. 3. Make a list of 25 terms related to your assigned topics. 4. A member of Group A reads out the terms in their list while members of Group B listen.

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5. When the list of terms have been read out, members of group B will list down as many terms as they can possibly recall. 6. A representative of Group B reads out the words that they can recall. 7. Reverse roles. 8. The group that has the most number of words wins.

ACTIVITY 2 :

I CLICK, I HEAR, I SAY

Time Required

: 15 minutes

Materials Required

: Glossary CD, Laptop

INSTRUCTIONS: 1. Explore the glossary CD in your laptop. 2. Click on the words given in the list below. 3. Listen to the pronunciation and repeat the words.

WORD LIST: absorb

duodenum

opaque

accelerate

diarrhoea

osmosis

accumulate

faeces

osteoporosis

accuracy

fulcrum

parallel

blood

gestation

phenomenon

breast

hexagon

Saturn

caffeine

hovercraft

semen

camouflage

incisors

siphon

cochlea

larynx

stimulus

diabetes

legume

vacuum

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ACTIVITY 3:

TERMS AND MEANINGS

Time Required

: 35 minutes

Materials Required

: -

INSTRUCTIONS: 1.

Work individually.

2.

Look at the following table.

3.

Match the terms to the given meanings.

4.

Exchange your work with your partner. Check your answers.

EXERCISE 1: Match correctly. TERM 1

interval

2

decade

3

diameter

EMS Module 2 / 2009

DESCRIPTION the number of times an event or value occurs in a set of data a straight line drawn from side to side through the centre of a circle a space between two objects or points

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Teacher’s Module

the 4

knot

direction

following

the

movement of the hands of a conventional clock

plane

5

class

6

7

8

cuboid

century

a period of 100 years

a flat surface

a period of ten years a speed of one nautical mile per hour a solid which is made up of six

9

frequency

rectangular faces at right angles to each other

10

clockwise

EMS Module 2 / 2009

one of the groups in a set of grouped data

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Teacher’s Module

EXERCISE 2: Match correctly.

TERM 1

edge

2

equivalent

3

relationship

DESCRIPTION having the same property, size or value a line segment that joins any two adjacent vertices of a polygon the region of a circle bounded by an arc and two radii the relationship between one thing

4

region

to another in size, amount, etc. , also known as ratio

5

6

sector

segment

a polygon with four sides

the direction or exact position measured clockwise from the north relative to a fixed point

7

8

9

10

substitute bearing

quadrilateral proportion

EMS Module 2 / 2009

the region of a circle bounded by an arc and two radii a part of a whole area

a region of a circle bounded by an arc and a chord to replace with another

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APRIL TERMINOLOGY

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Teacher’s Module

APRIL

SLOT 1

COMPONENT: TERMINOLOGY TOPIC : TERMINOLOGY TIME : 1 hour

OBJECTIVES: 

To enable teachers to identify and select specific terminologies given



To enable teachers to use the correct terminology



To enable teachers to construct simple sentences using the terminologies

ACTIVITY 4: SMART LINK Time Required

: 25 minutes

Materials Required

: -

INSTRUCTIONS: 1.

Work individually.

2.

Look at Exercise 3.

3.

Fill in each blank with the most suitable word.

4.

Check your answers with your facilitator.

EXERCISE 3:

Fill in each blank with the most suitable word. 1. An object is _________________ when it is hard but can be easily broken. (opaque, smooth, brittle) 2. A ______________ is the smallest particle of matter which can exist in a free state. (molecule, neutron, nucleus) 3. Eight kilometres is roughly _________________ to five miles. (equivalent, approximate, average) 4. A cold-blooded vertebrate covered with scales and lays eggs on land is _______________ (a reptile, a mammal, an amphibian) 5. The ________________ is the sum of all the sides around an area.

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(diameter, volume, perimeter)

6. ________________ is the process of breathing out air. (Exhalation, Inhalation, Respiration) 7. ________________ is the process of a liquid or gas being taken in. (Absorption, Diffusion, Distillation)

8. A part of a whole number is called a ___________________ . (fraction, subtraction , division) 9. A _________________ is a fraction in which the denominator is 10 or 100 or 1000 and so forth. (percentage, area, decimal) 10. The ________________ is a line joining two opposite corners of a polygon. ( perimeter, vertical, diagonal )

ACTIVITY 5: GIVE ME A SENTENCE Time Required

: 35 minutes

Materials Required

: -

INSTRUCTIONS: 1. Work in two groups. 2. Each group starts with 10 points. 3. A teacher from Group A gives a term. 4. A teacher from Group B constructs a sentence with the term 5. Reverse roles until every member of each group has taken a turn. 6. A mark will be deducted for each wrong sentence. 7. At the end of the session, the group with the highest remaining points wins.

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APRIL

SLOT 2

COMPONENT: TERMINOLOGY TOPIC : TERMINOLOGY TIME : 1 hour

OBJECTIVES: 

To differentiate sounds by referring to the phonetic symbols



To use words correctly in context

ACTIVITY 6:

WHERE DO I BELONG?

Time Required

: 20 minutes

Materials Required

: -

INSTRUCTIONS: 1. Work individually. 2. State the parts of the body associated with the words given in Table 1. 3. Write a word that has the meaning for each of the phrases in Table 2.

TABLE 1

State the body part associated with the words given below.

Example: tongue, teeth, lips

1

look, iris, cornea

2

bridge, air, breathe

3

lobes, sounds, ossicles

4

nails, fingers, thumbs

5

digest, acid, muscular bag

6

excrete, urine, bladder

7

oxygen, alveoli, capillaries

8

valves, aorta, ventricle

EMS Module 2 / 2009

mouth

y e a n t

c

k

y g e

t

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Teacher’s Module

9

female, ova, reproduce

10

sweat, dermis, hair

v

r i

TABLE 2: Write a word that has the same meaning for each of the phrases below. r

c

1

a three-wheeled cycle

2

a period of a hundred years

3

a person who has two wives

4

a five-sided figure

5

a period of ten years

c

6

a period of two weeks

r

7

a combat between two people

8

two babies born at the same time

9

an insect which is said to have 100 feet

e

p

10

three babies born at the same time

r

e

EMS Module 2 / 2009

u a e

o

i l

i

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Teacher’s Module

ACTIVITY 7:

SOUNDS FAMILIAR?

Time Required

: 20 minutes

Materials Required

: Longman Dictionary LDOCE

INSTRUCTIONS: 1. Work in pairs. 2. Look up the words in Column A of Exercise 4 in the dictionary. 3. Write the phonetic transcriptions in Column B. 4. Read the words aloud. 5. Give another word which sounds the same as the word in Column A and write it in Column C. Check out the phonetic symbols. 6. Complete Column D. 7. Complete Exercise 5.

EXERCISE 4

Column A plaice

Column B Phonetic symbol /pleís/

Column C place

Column D Phonetic symbol /pleís/

phase quay knead maize air steel root waste cell heart pier

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EXERCISE 5

Choose the correct words from Column A. 1. an organ in the chest which pumps blood through the body

___________

2. the smallest part of a living thing

___________

3. unwanted materials

___________

4. a flat sea fish

___________

5. a strong metal that consists of iron and carbon

___________

ACTIVITY 8:

NOT QUITE THE SAME

Time Required

: 20 minutes

Materials Required

: Longman Dictionary LDOCE

INSTRUCTIONS:

1. Work in groups of 3 – 4. 2. Group the words given in the word list into 10 different categories in Exercise 6. 3. Each group comprises three words which are close in meaning and are often used incorrectly. The first word in each category is given. 4. Read out each category. 5. Fill in the blanks in Exercise 7 with the appropriate words from the word list. 6. You can use the dictionary as your guide.

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EXERCISE 6 WORD LIST:

observe guess clarify identify classify damp

heat look wet curb warm explain

moist count replace watch hot predict

change avoid prevent describe recognise speculate

calculate measure categorise sequence substitute distinguish

Example: 1. moist

1. categorise

2. wet

2.

3. damp

3.

1. heat

1. replace

2.

2.

3.

3.

1. watch

1. prevent

2.

2.

3.

3.

1. distinguish

1. measure

2.

2.

3.

3.

1. describe

1. predict

2.

2.

3.

3.

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EXERCISE 7

Fill in the blanks with the words given in the word list in Exercise 6.

1. (a) To test the acidity or alkalinity of a gas, use a __________ litmus paper. (b) The floor is _________ because he spilled some water. 2. (a) __________ a beaker of water until it boils. (b) The coffee is too _________ to drink. 3. (a) The teacher asked the students to __________ at the screen. (b) __________ what happens when the millipede is touched. 4. (a) Observe the animals and __________

the features that protect them from

enemies. (b) The students had to ___________ between a dolphin and a whale. 5. (a) ___________ the characteristics of a mammal. (b) The pupils __________ the methods used in their experiments.

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APRIL SLOT 3 COMPONENT: TERMINOLOGY TOPIC : SORT THEM OUT TIME : 1 hour

OBJECTIVES: 

To enable teachers to pronounce mathematical and scientific terms correctly



To enable teachers to spell correctly



To enable teachers to use the terms in context correctly

ACTIVITY 9:

UNSCRAMBLE ME

Time Required

: 35 minutes

Materials Required

:-

INSTRUCTIONS: 1. Work in pairs. 2. Study Table 3. 3. Unscramble the letters in Table 3 to form terminologies. 4. Next, study Table 4. 5. Match the terminologies in Table 3 to the definitions in Table 4. 6. Discuss your answers with your facilitator.

TABLE 3 Scrambled Letters usefdif

Terminologies diffuse

Scrambled Letters zontlarihro

mepeterir

sytiden

uvernise

teraltntea

xagnohe

caavnt

rateacclee

duimso

EMS Module 2 / 2009

Terminologies

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Teacher’s Module

TABLE 4

Definitions

Terminologies

1. spread so that it mixes with the surrounding air or water

diffuse

2. the whole length of the border around an area or shape 3. all space including the stars and the planets 4. a shape with six sides 5. to go faster 6. opposite of vertical 7. the degree to which an area is filled with things or people 8. used instead of the one that was intended to be used 9. empty and available 10. silver, white metal which is an element

ACTIVITY 10: “TION” OR “SION” Time Required

: 25 minutes

Materials Required

: Longman Dictionary LDOCE

INSTRUCTIONS: 1. Work individually. 2. Study Exercise 8. 3. Complete the words by adding “tion” or “sion” in Exercise 8. You may use the dictionary to help you. 4. Next, study Exercise 9. 5. Complete Exercise 9 by underlining the correct words. 6. Discuss your answers with your facilitator.

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EXERCISE 8

Example: infection 1

immer_____

11 excre _____

2

pollu _____

12 fis _____

3

multiplica _____

13 extinc _____

4

colli _____

14 addi _____

5

divi _____

15 fu _____

6

evapora _____

16 transfu _____

7

condensa _____

17 conver _____

8

suspen _____

18 conduc _____

9

reflec _____

19 produc _____

10

respira _____

20 diffu _____

EXERCISE 9

Underline the correct word.

1. Many endangered species now face ( excretion , extinction ). 2. Her designs are a ( fusion , fission) of eastern and western cultures. 3. We can give you a ( reduction , deduction ) in the price if you buy in bulk. 4. He needs a blood ( transfusion . transition ). 5. He looked at his ( reflection, refraction ) in the mirror. 6. Wildlife ( conversion , conservation ) is important for future generations. 7. The ( transmission , transformation ) process converts high current low voltage circuits to low current high voltage or vice versa. 8. The doctor gave him some antibiotics for the ( infection, inflation ).

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APRIL SLOT 4 COMPONENT: CLASSROOM LANGUAGE TOPIC : POP OUT TIME : 1 hour

OBJECTIVES: 

To enable teachers to use classroom language correctly



To enable teachers to identify errors in everyday classroom language



To enable teachers to write correct sentences

ACTIVITY 1: THINK TANK Time Required

: 10 minutes

Materials Required

:-

INSTRUCTIONS: 1. Work individually. 2. Read the 5 sample sentences below carefully. 3. Circle the errors found in the 5 sample sentences. 4. Write out the correct sentences in the space provided below. 5. Discuss the correct answers with the facilitator.

SENTENCES: 1. Do not eating and drinking in the Science labratory. (3 errors) Answer : 2. Do not play play with concentrate acids. (2 errors) Answer: 3. Why you don’t finish your Mathematic homework yesterday? (3 errors) Answer: 4. You must listening to what I say. (1 error) Answer: 5. Please open to pages 20 of your textbook Science. (4 errors)

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Answer:

ACTIVITY 2: NOW, WHAT SHOULD I SAY? Time Required

: 20 minutes

Materials Required

:-

INSTRUCTIONS: 1. Work individually. 2. You will be given five cartoon strips which have errors in the speech bubbles. 3. Read the cartoon strips carefully. 4. Identify the errors found in the speech bubbles. 5. Circle the errors. 6. Write the correct version in the space provided below each cartoon strip. 7. Discuss the answers with the facilitator.

CARTOON 1:

ANSWER:

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Teacher’s Module

CARTOON 2:

ANSWER:

CARTOON 3:

EMS Module 2 / 2009

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Teacher’s Module

ANSWER:

CARTOON 4:

ANSWER:

CARTOON 5:

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ANSWER:

ACTIVITY 3:

TALENT TIME

Time Required

: 30 minutes

Materials Required

: Lesson script (lessons recently taught in the classroom). Encouragement Note

INSTRUCTIONS: 1. Work individually. 2. Prepare a 10-minute lesson and focus on pronunciation and terminology. 3. The other teachers will be given a copy of the Encouragement Note before the presentation. 4. They have to fill up the Encouragement Note and give it to the presenter after the lesson. 5. Present the lesson.

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Teacher’s Module

MAY CLASSROOM EMS Module 2 / 2009

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Teacher’s Module

LANGUAGE

MAY SLOT 1 COMPONENT: CLASSROOM LANGUAGE TOPIC : SAY YOU, SAY ME TIME : 1 hour

OBJECTIVES: 

To enable teachers to use classroom language correctly



To enable teachers to use various forms of expressions for classroom management

ACTIVITY 4: STARLIGHT, STARBRIGHT Time Required

: 20 minutes

Materials Required

:-

INSTRUCTIONS: 1. Work individually.

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2. Read the two sample sentences given. 3. Write other forms of sentences based on the items depicted. 4. Discuss the answers with the facilitator.

1 Where are your exercise books? 5

2

_____________ _____________

Please arrange your books neatly on the table.

3

_____________ _____________ 4

_____________ _____________ EMS Module 2 / 2009

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Teacher’s Module

ANSWERS

3. _____________________________________________________________________

4. _____________________________________________________________________

5. _____________________________________________________________________

1

Please clean the blackboard. 2

5 Who punched a hole in the blackboard?

_______________ _______________

EMS Module 2 / 2009

4

3

_______________ _______________

_______________ _______________

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Teacher’s Module

ANSWERS

3. _____________________________________________________________________

4. _____________________________________________________________________

5. _____________________________________________________________________

1 Do not play with the broom.

2 5 Have you swept the floor?

________________ ________________ 3 4 EMS Module 2 / 2009

________________ ________________

________________ ________________

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Teacher’s Module

ANSWERS

3. _____________________________________________________________________

4. _____________________________________________________________________

5. _____________________________________________________________________

ACTIVITY 5A: FIGURE ME OUT Time Required

: 15 minutes

Materials Required

:-

INSTRUCTIONS: 1. Work in pairs. 2. Read the extract given. 3. Complete the dialogue. 4. Discuss the answers with the facilitator. 5. Act out the dialogue.

EXTRACT:

Teacher

:

Class, today we are going to clean the classroom.

Ali

:

Oh no! Not again!

Teacher

:

Yes, again. Rajan, since you are the __________ (1) boy in the class, you will have the honour of ______________ (2) the two fans.

Rajan : EMS Module 2 / 2009

Teacher, I need a ladder. ____________ (3) can I get one?

Teacher

Go and ____________ (4) it from Encik Ariffin, the school gardener.

:

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Teacher’s Module

ACTIVITY 5 B: PRAISE ME! Time required

: 5 minutes

Materials required

:-

INSTRUCTIONS: 1. Study the cartoon strip. 2. Based on the dialogue in Activity 5A, suggest FIVE words of praise to thank the students for cleaning the classroom. 3. Discuss the answers with the facilitator.

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ANSWERS:

1.___________________________________________

2.___________________________________________

3.___________________________________________

4.___________________________________________

5.___________________________________________

ACTIVITY 6: EXAM IS JUST AROUND THE CORNER. Time Required

: 20 minutes

Materials Required

:-

INSTRUCTIONS: 1. Work individually. 2. Study the picture carefully. 3. Talk about the picture based on the cues given. 4. Write sentences by expanding the notes.

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Teacher’s Module

NOTE EXPANSION: The Do’s and Don’ts in the examination hall

Do’s 1. sit – index number 2. quiet – calm 3. identity card – pencils – pens – erasers

Don’ts 1. cheat – examination 2. talk – examination hall 3. bring – bags – books - notes

ANSWER:

Do’s

1.

2.

3.

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Teacher’s Module

Don’ts

1.

2.

3.

MAY SLOT 2 COMPONENT: CLASSROOM LANGUAGE TOPIC : CORRECT ME, PLEASE! TIME : 1 hour

OBJECTIVES: 

To enable teachers to identify errors



To enable teachers to write in correct English

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ACTIVITY 7: THE AUTHOR Time Required

: 20 minutes

Materials Required

:-

INSTRUCTIONS: 1. Work individually. 2. Read and underline the errors found in the dialogue. 3. Rewrite the dialogue correctly in the space provided. 4. Check answers with the facilitator.

DIALOGUE: Ramu

:

Ali, why you not come to school yesterday?

Ali

:

I’m sorry. I pain.

Ramu

:

You what pain?

Ali

:

I pain head la.

Ramu

:

Did you meet the doctor? Got letter?

Ali

:

No. Me no see doctor.

Ramu

:

Why no see doctor?

Ali

:

I scare doctor.

Ramu

:

You must get letter from doctor.

Ali

:

But Ramu, me no pain again.

Ramu

:

Next time, you must write letter if no come. If no, teacher will angry you.

Write your answer below.

Ramu

:

_____________________________________________________

Ali

:

_____________________________________________________

Ramu

:

_____________________________________________________

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Ali

:

_____________________________________________________

Ramu

:

_____________________________________________________

Ali

:

_____________________________________________________

Ramu

:

_____________________________________________________

Ali

:

_____________________________________________________

Ramu

:

_____________________________________________________

Ali

:

_____________________________________________________

Ramu

:

_____________________________________________________

ACTIVITY 8: THE ACTOR Time Required

: 20 minutes

Materials Required

: Bilingual dictionary

INSTRUCTIONS: 1. Work in pairs. 2. Read and act out the dialogue in Situation 1. 3. Read the dialogue in Situation 2. 4. Translate the student’s reply from Bahasa Malaysia into English.

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SITUATION 1 A student was caught stealing in the laboratory. Teacher

:

Why did you take this magnet?

Student

:

I just wanted to borrow it.

Teacher

:

From whom did you ask permission?

Student

:

I planned to return it tomorrow.

Teacher

:

But you didn’t ask permission from me or any other teacher, did you?

Student

:

No, I didn’t. I intended to return it tomorrow.

Teacher

:

You see, it is not right to borrow things without permission.

Student

:

Why is it so?

Teacher

:

Okay! If your friend takes something without your permission, and you catch him before he returns it to you, would you accuse him of stealing?

Student

:

Oh, I see. I’m sorry, teacher.

Teacher

:

I will let you go this time. Don’t ever repeat it.

Student

:

Okay, teacher. I promise not to do it again.

Teacher

:

Good! You can go now.

Student

:

Thank you, teacher.

SITUATION 2

A love letter was found in an exercise book.

Teacher

:

Cindy, what’s this?

Cindy

:

Apa dia cikgu? ________________________________________

Teacher

:

Don’t pretend as if you know nothing.

Cindy

:

Saya benar-benar tidak faham maksud cikgu.Tolong

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terangkan kepada saya. _________________________________ _____________________________________________________ Teacher

:

I found this inside your exercise book. Do you know what this is?

Cindy

:

Tidak. Apakah itu? _____________________________________

Teacher

:

A LOVE LETTER.

Cindy

:

Itu bukan kepunyaan saya. _______________________________

Teacher

:

But it is addressed to you.

Cindy

:

Saya tidak pernah melihat surat ini. ________________________ _____________________________________________________

Teacher

:

Is it true, Cindy?

Cindy

:

Ya, cikgu. _____________________________________________

Teacher

:

Now, I understand. Somebody has written this letter to you. You have a secret admirer.

Cindy

:

Boleh saya tahu siapa pengirimnya cikgu? ___________________ _____________________________________________________

Teacher

:

There is no name written on it.

Cindy

:

Bolehkah saya baca surat itu cikgu? ____________________ ______________________________________________________

Teacher

:

No, I’ll read it for you.

ACTIVITY 9: CHAIN STORY Time Required

: 20 minutes

Materials Required

: Small pieces of paper

INSTRUCTIONS: 1. Work individually. 2. Write a verb on a piece of paper. Do not show it to anybody. 3. The facilitator will begin a story, based on a classroom situation in two sentences. Then,

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the facilitator will stop and point to a teacher. 4. That teacher is to continue the story using the word (verb) he has written earlier. 5. He can stop anytime he likes and then points to another teacher. 6. This activity is repeated until all the teachers have told their stories.

Note: If there are very few teachers in the group, teachers may use more words and repeat the whole process.

MAY SLOT 3 COMPONENT: CLASSROOM LANGUAGE TOPIC : HOLLYWOOD BASH TIME : 1 hour

OBJECTIVES: 

To enable teachers to handle everyday classroom language



To improve teachers’ ability to use classroom language correctly

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

To boost teachers’ confidence in speaking English

ACTIVITY 10: I AM SORRY Time Required

: 20 minutes

Materials Required

: A small box, 6 strips of paper containing different classroom situations

INSTRUCTIONS: 1. Work individually. 2. Take turns to pick a strip of paper from the box. 3. Read the situation you have selected. 4. Write a dialogue for the situation using appropriate classroom language. 5. The phrase “I am sorry” must be included in your conversation.

ACTIVITY 11: I CAN DO IT Time Required

: 20 minutes

Materials Required

: A small box, 6 strips of paper containing different classroom situations

INSTRUCTIONS: 1. Work in pairs. 2. A representative comes out and picks a strip of paper from the box. 3. Read the situation you have selected. 4. Discuss with your partner and role-play the situation using appropriate classroom language. 5. The phrase “I can do it” must be included in your conversation.

ACTIVITY 12: I UNDERSTAND Time Required

: 20 minutes

Materials Required

: A small box, 4 strips of paper containing different classroom situations

INSTRUCTIONS: 1. Work in 2 groups. 2. A representative from each group comes out and picks a strip of paper from the box.

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3. Read the situation you have selected. 4. Discuss in your group and role-play the situation using appropriate classroom language. 5. The phrase “I understand” must be included in your conversation.

MAY SLOT 4 COMPONENT: COMMUNICATIVE SKILLS TOPIC : CONVERSATIONS TIME : 1 hour

OBJECTIVE: 

To enable teachers to practise making suggestions.

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

To enable teachers to express opinions and state preferences

ACTIVITY 1: DESPERATE HOUSEWIVES Time Required

: 30 minutes

Materials Required

: Sample dialogue (EXTRACT A), 5 Situation Cards (EXTRACT B).

Part 1 Time Required

: 10 minutes

INSTRUCTIONS: 1. Work in pairs. 2. Practise EXTRACT A with your partner. 3. Role play EXTRACT A with your partner. 4. Exchange roles for extra practice. (Refer to the sample dialogue – In Pn Asmah’s home)

EXTRACT A In Pn Asmah’s home

Pn Asmah :

Hi, Kak Piah. What are your plans for this weekend?

Pn Safiah :

Abang Adam and I plan to take the kids to the seaside for a picnic. We’ve not been there for a long time. The kids need to relax after their

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exams. Pn Asmah :

I don’t think that’s a good idea. The weather nowadays is unpredictable. It’s been raining every now and then. Why don’t you take them bowling and then to the cinema? Kids enjoy that.

Pn Safiah :

Oh, I didn’t think of the rain. I will suggest to Abang Adam and the kids. What are you and your family going to do this weekend?

Pn Asmah :

Well, we are going to the Art Gallery. You know how Abang Din and Safuan love art exhibitions!

Pn Safiah :

Do enjoy yourselves.

Pn Asmah :

Thanks, we will. You too.

Part 2 Time Required

: 20 minutes

INSTRUCTIONS : 1. Work in pairs. 2. Choose a situation card from EXTRACT B. 3. Discuss the situation in the card with your partner. 4. Prepare a dialogue based on your discussion. 5. Role play the dialogue.

EXTRACT B SITUATION CARD 1 It’s a sunny Sunday afternoon. You want to take your family for an outing somewhere. Suggest a place. E.g.: Mom : Shall we go for a picnic at the seaside? Son : No, mom. Let’s just watch a movie. Mom : …….

SITUATION CARD 2 You plan to go to a movie but realise that it had started an hour ago. Suggest visiting someone instead. E.g. : Darling: Oh no! We are late for the movie. What shall we do now? Honey : Mmm…shall we visit John and Ann?

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Darling: Hadn’t we just visited them two days ago? Honey : ……….

SITUATION CARD 3 You go out of the house and it starts to rain. Go back in and suggest an indoor activity. E.g. : Father

: It’s raining heavily outside. Let’s play chess.

Daughter : That’s so boring! Let’s play something else like …… Father

: ……………….

SITUATION CARD 4 The price of food has increased. Suggest three ways to cut costs. Eg: Munah : Wah! Food is so expensive nowadays! Hanum : Yes Munah! What shall we do to cut costs? Munah : I think we should……..

SITUATION CARD 5 You have been doing housework all week and you’re bored. Suggest going for a short holiday this weekend. Eg : Wife

: Oh! I am so bored and tired. I need a break.

Husband : Where would you like to go? Wife

: ……………….

ACTIVITY 2: LET’S TEE-OFF Time Required

: 30 minutes

Materials Required

: Cues to dialogue (EXTRACT C)

INSTRUCTIONS: 1. Work in pairs.

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2. Discuss and prepare a dialogue based on the cues in EXTRACT C with your partner. 3. Role play the dialogue.

EXTRACT C Holidays Benji had just come back from a holiday trip and was discussing it with his friend, Isma. Hi, Isma. I’ve just returned from a holiday trip to Cameron Highlands.

For how long?

Isma

Benji

Lodging?

With whom?

Like it? Why / Why not?

EXTRACT C ( continued )

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. Sightseeing/Sports/ Food? Benji

Going again? Isma

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JUNE COMMUNICATIVE SKILLS

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JUNE SLOT 1 COMPONENT: COMMUNICATIVE SKILLS TOPIC : THE HEALING TOUCH TIME : 1 hour

OBJECTIVE: 

To enable teachers to express their feelings and suggest solutions to problems

ACTIVITY 3: SPA ‘E’ Time required

: 30 minutes

Materials Required

: Problem Cards (EXTRACT D)

INSTRUCTIONS: 1. Work in pairs. 2. One will be Teacher A and the other will be Teacher B. 3. Teacher B chooses a problem card from EXTRACT D and reads it aloud. 4. Teacher A suggests a solution to overcome the problem. 5. Switch roles. 6. Choose a new problem card and repeat the activity.

EXTRACT D

PROBLEM 1 Some books in the library are missing. Some pages and pictures of reference books are missing as well. What should I do?

PROBLEM 2 I can’t concentrate on my work in the staffroom. There is a menace in the staffroom. RATS! I can’t stand the rats’ droppings anymore. To make matters worse, my colleague doesn’t keep her place clean. What should I do?

PROBLEM 3

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I’m a new teacher here. The pupils are rude and they ignore my warnings and instructions. I need help badly.

PROBLEM 4 I am a Form 6 student and I have a crush on the new handsome counsellor. I can’t concentrate on my studies and the biggest problem is that he is married. Is it true that love is blind? Help me.

PROBLEM 5 I am 17 years old. My parents are going to be divorced soon. My dad is going to remarry a 20- year- old girl and my mom is jobless. I am concerned about my future. Whom should I choose to stay with – my mom or dad? Help me.

PROBLEM 6 There is a group of gangsters loafing outside the school compound especially after school hours. They always disturb the girls and many parents are worried. I am afraid to report the matter to the police as they might harm me. What should I do?

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ACTIVITY 4: GUESS ME! Time Required

: 30 minutes

INSTRUCTIONS: 1. Work individually. 2. Read EXTRACT E. 3. Write the ending to the story in not less than 20 words. 4. Then read the ending aloud.

EXTRACT E

It was a cloudy day. A boy went out to throw the rubbish into the dustbin. Then, he looked at the sky to see if it was going to rain and he saw something weird on a tall pine tree. It was black in colour. It looked like… mmm… a BIG BLACK BEAR. He called his parents. His parents called the neighbours. The neighbours called the fire department. The firemen came. They shot a tranquilizer at the bear but there was no reaction from the BIG BLACK BEAR. They fired another shot into the air to frighten the bear. There was still no reaction. ……….

WHAT HAPPENED NEXT?

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JUNE SLOT 2 COMPONENT

: COMMUNICATIVE SKILLS

TOPIC

: WORD MANIA

TIME

: 1 hour

OBJECTIVES:  To enable teachers to speak on positive qualities incorporating moral values in teaching  To enable teachers to provide reasons for their choices ACTIVITY 5: MAGIC CHALLENGES Time required Materials required

: 30 minutes : Cards with positive qualities written on them

INSTRUCTIONS 1. Work in pairs. 2. Select six cards. 3. Give the Bahasa Melayu equivalent for each word in EXERCISE 1. 4. Decide which three qualities you would like to keep and which to exchange for others. 5. Show the cards that you do not want to your partners. 6. Exchange the cards with your partners. 7. Use the following expressions: 

I have these cards to exchange.



Which card do you want?



Can I have the ___________ card?



Yes, you can



Thank you.

8. Talk about the cards that you decide to keep as well as the ones you have exchanged with your partners. 9. Provide reasons for your choice.

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EXERCISE 1 : Complete the table below.

Word

B.M Equivalent

honesty intelligence fairness obedience beauty curiosity cheerfulness health gentleness optimism perseverance politeness diligence helpfulness cooperation wisdom justice friendliness

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charity generosity

ACTIVITY 6: THE GREAT SCRAMBLER Time Required : 30 minutes Materials Required

: Scrambled words (based on Mathematics and Science terms)

INSTRUCTIONS: 1. Work individually. 2. Study EXTRACT F. 3. Unscramble the letters in EXTRACT F to form meaningful words. 4. Construct a sentence for each word. 5. Say the sentence out loud.

EXTRACT F nroitgen

baoncr odeiidx

seerhtopma

mielacd

sateyhrobrcda

yargivt

teitrfdanfeie

trafcos

irmeprtee

hoollpcyrhl

ANSWERS :

Scrambled

Answers

Suggested Sentences

words nroitgen

nit_____________

seerhtopma

atm_____________

sateyhrobrcda

car_____________

teitrfdanfeie

dif______________

irmeprtee

per______________

baoncr

car______________

odeiidx

dio______________

mielacd

dec_____________

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yargivt

gra______________

trafcos

fac______________

hoollpcyrhl

chlo_____________

JUNE

SLOT 3

COMPONENT: COMMUNICATIVE SKILLS TOPIC

: MAGICAL WORLD

TIME

: 1 hour

ACTIVITY 7:

NENEK KEBAYAN’S CONCOCTION

Time Required

: 1 hour

OBJECTIVES: 

To enable teachers to speak using meaningful phrases and sentences



To enable teachers to describe a process or procedure using sequence connectors

INSTRUCTIONS: 1. Work in pairs. 2. Read the situation given in EXTRACT G. 3. Choose the beauty problem that you want to overcome. 4. Read the list of ingredients in EXTRACT H. 5. Choose not more than 8 different ingredients from the list. 6. Prepare a concoction using the ingredients chosen. 7. Use sequence connectors when writing the procedure. (Refer to the SUGGESTED SEQUENCE CONNECTORS) 8. Present your work orally. 9. Provide reasons for your choices.

EXTRACT G

SITUATION Nenek Kebayan from Gunung Ledang is looking for a new beauty concoction. She wants you to help her prepare a concoction to overcome one of these problems:

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1. Wrinkles 2. Obesity 3. Pimples 4. Grey hair EXTRACT H

LIST OF INGREDIENTS 1. aloe vera

2. henna

3. jasmine

4. honey

5. hibiscus leaves

6. early morning dew

7. tea leaves

8. pegaga

9. rambutan bark

10. egg white

11. Tongkat Ali

12. betel leaves

13. screwpine leaves

14. coconut milk

15. tomato

16. papaya juice

17. sodium chloride (table salt)

18. sodium bicarbonate (baking soda)

19. tamarind juice

20. distilled water

Suggested Sequence Connectors 1. First

7. Meanwhile

2. Second

8. After that

3. Third

9. Eventually

4. Next

10. Finally

5. Then 6. Later

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JUNE

SLOT 4

COMPONENT: COMMUNICATIVE SKILLS TOPIC

: THE STORY-TELLER

TIME

: 1 hour

OBJECTIVES: 

To develop teachers’ confidence in using English orally



To enable teachers to explore their imagination and to express and share ideas



To enable teachers to construct and narrate a story

ACTIVITY 8:

FUN TIME !!!

Time Required

: 30 minutes

Materials Required

: Encouragement Note

INSTRUCTIONS: 1. Recall, fine-tune and write any lesson that you have taught before. 2. You will be briefed on aspects stated in the Encouragement Note. 3. Other teachers will fill up the Encouragement Note while you are presenting your lesson. 4. Present your lesson individually. 5. You should not refer to your lesson notes. 6. Other teachers will hand the Encouragement Note personally to you after your presentation.

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ACTIVITY 9:

STORYBOARDING

Time Required

: 30 minutes

Materials Required

: A list of opening sentences to a story

INSTRUCTIONS: 1. Work in pairs. 2. Teacher A chooses an opening sentence in EXTRACT I to start off the story orally. 3. Teacher B continues the story in 2 sentences. Then Teacher A takes over. 4 Teacher A and Teacher B take turns to continue building the story for 15 minutes. 5. Whoever cannot continue the story will be the loser. 6. Repeat the activity with EXTRACT J.

EXTRACT I

My heart missed a beat when the School Inspectorate entered my class suddenly ………

EXTRACT J

I was carrying out the lesson using the LCD projector. Suddenly the power went off ………

Once upon a time……..

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JULY INSTRUCTIONAL LANGUAGE EMS Module 2 / 2009

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JULY

SLOT 1

COMPONENT: COMMUNICATIVE SKILLS TOPIC

: HOME SWEET HOME

TIME

: 1 hour

OBJECTIVES:. 

To enable teachers to express their opinions



To enable teachers to promote their town as a tourist destination

ACTIVITY 10: MY HOME TOWN Time Required

: 30 minutes

Materials Required

: Questionnaire (EXTRACT K)

INSTRUCTIONS: 1. Work individually. 2. Study the questionnaire. (EXTRACT K) 3. Choose 5 facilities that you want in your home town. 4. Rank the 5 facilities based on your preferences. 5. Give reasons why the 5 facilities are important to your home town.

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EXTRACT K

QUESTIONNAIRE What is important to your home town? What are the facilities you want in the town where you live? Rank the 5 facilities that you want in your home town from 1 to 5, with 1 being the most important. Megamall Water theme park Olympic-sized pool Cultural Village LRT Station Memorial Park Mini Disneyland Gymnasium EMS Module 2 / 2009

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ACTIVITY 11: TOWNS FOR SALE Time Required

: 30 minutes

Materials Required

: Cue Cards (EXTRACT L)

INSTRUCTIONS: 1. Work individually. 2. You will be assigned one cue card each. 3. Study the cue card. 4. Promote the town based on the cues given. 5. Make your promotion as interesting as possible by adding other relevant information.

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EXTRACT K

You come from Melaka. Melaka is a historical city located on the southern part of Peninsular Malaysia. It faces the Straits of Melaka. It has many historical sites like A Famosa, the Stadhuys, Hang Tuah’s Well and Hang Li Po’s Well.

You come from Johor Bahru. Johor Bahru is the southern gateway to Malaysia. It is located at the southern tip of Peninsular Malaysia. Johor Bahru is well known for its ‘zapin’, ‘ghazal’ and canned pineapples. Singapore is its closest neighbour.

You come from Ipoh. Ipoh used to be a mining town. You can find limestone hills surrounding the town. It is also famous for its sweet juicy pomelos.

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You come from Kota Bahru. It is situated on the north-east coast of Peninsular Malaysia. It is famous for batik, traditional handicrafts and “wayang kulit”.

JULY SLOT 2 COMPONENT: INSTRUCTIONAL LANGUAGE TOPIC : LISTENING & SPEAKING TIME : 1 hour

OBJECTIVES: 

To develop teachers’ confidence when using the language in formal teaching



To raise teachers’ awareness on the importance of using the correct language when giving instructions in the classroom

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.

INSTRUCTIONAL LANGUAGE What do you understand by the word ‘instruction’? Instruction : –

the printed information that tells you how to use a piece of equipment

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–

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

–

the act of teaching something to somebody

–

the act of imparting knowledge or skill

–

the act of instructing

Language : A system of communication by written 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 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 short and simple sentences step-by-step systematic logical sequence repeat when necessary write major points moderate pace audible

3. Ask questions

ACTIVITY 1: ORIGAMI - A JUMPING FROG Time Required

: 20 minutes

Materials Required

: Coloured A4 papers

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OBJECTIVES: 

To enable teachers to follow given instructions correctly.

INSTRUCTIONS: 1. Work individually. 2. Facilitator gives a coloured paper to each teacher. 3. Listen to the instructions given by the facilitator and carry out the steps accordingly. 4. Ask the facilitator to repeat if you are not clear with the instructions. 5. Listen to the facilitator’s feedback.

ACTIVITY 2:

ORIGAMI - A BUTTERFLY

Time Required

: 20 minutes

Materials Required

: Coloured A4 paper, pen, pencil

OBJECTIVE: 

To enable teachers to write clear instructions based on the pictures given.

INSTRUCTIONS: 1. Work individually. 2. Study Task sheet A. 3. Write instructions on how to make a butterfly origami. 4. Read out the instructions. 5. Listen to the facilitator’s feedback.

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TASK SHEET A A butterfly origami

1.

2. square - paper

3.

fold - triangle - then - smaller triangle

4. fold - flap - first wing –

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open – paper – butterfly - done

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fold - second wing

5.

6. press down – body - wings - flap

decorate

.

ACTIVITY 3:

DRAW ME! DRAW YOU!

Time Required

: 20 minutes

Materials Required

: A4 papers, pen, pencil

OBJECTIVE: 

To enable teachers to practise listening and speaking skills

INSTRUCTIONS: 1.

Work in pairs.

2.

Teacher A reads aloud the instructions in Text A.

3.

Teacher B listens carefully and draws according to the instructions given.

4.

Teacher B shows the drawing to Teacher A.

5.

Teacher A checks the drawing.

6.

Reverse your roles using Text B.

TEXT A 1. Draw a tripod stand in the middle of the paper. 2. Draw a beaker on the tripod stand. 3. Draw a Bunsen burner under the tripod stand. 4. Draw a test tube in the beaker. 5. Draw a glass rod in the beaker. EMS Module 2 / 2009

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TEXT B 1. Draw a big circle in the middle of the paper. 2. Draw a square in the circle. 3. Draw a triangle in the centre of the square. 4. Draw a vertical line across the triangle, cutting the triangle into half. 5. Draw a rectangle below the circle. 6. Draw five small circles horizontally in a row in the rectangle. 7. Draw a star on each side of the circle.

JULY SLOT 3 COMPONENT: INSTRUCTIONAL LANGUAGE TOPIC

: ERROR IDENTIFICATION

TIME

: 1 hour

ACTIVITY 4: A THOUSAND APOLOGIES Time Required

: 30 minutes

Materials Required

: A4 Papers

OBJECTIVES :  To enable teachers to identify and correct the errors  To enable teachers to practise using instructional language

INSTRUCTIONS : 1.

Work in pairs.

2.

Read Text A.

3.

Identify and correct the errors in the conversation.

4.

Act out the conversation with the correct answers.

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TEXT A Identify and correct the 8 errors made by the student in the conversation below. ST

: Sir, I wants to know if the air around us contains water vapour, micro-organism and dust? Can you tell me what kinds of tests I should do?

TR

: You can do three tests to find out.

ST

: Wow! That’s great. What are them?

TR

: First, place a few ice cubes in a test tube. Clamp the test tube as shown in the diagram. Then, place a watch glass below the test tube. Observe the changes that occur. Test the liquid collected in the watch glass, using cobalt chloride paper.

ST

: Okay… what the next test?

TR

: The second test goes like this. Prepare two petri dishes containing sterile nutrient agar. Close one of the petri dishes. Expose the other petri dish to the air for an hour. Then, close the petri dish. Observe the two petri dishes after a week. From this test you will be able to find out if the air contains micro-organisms or not.

ST

: That’s interesting. I can’t wait to listen the third test.

TR

: For this test, you will need to label two mirrors as X and Y. Clean the surfaces of the mirrors so that they are free of dust. Then, place the two mirrors at two different locations for a week. Observe the surfaces of the mirrors.

ST

: What I see on the surface of both mirror?

TR

: You will find some dust particles on both the surfaces of the mirrors.

ST

: Oh, I see. Thank you for the information, sir.

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ACTIVITY 5A: FIND ME DEAR (MATHEMATICS) Time Required:

30 minutes

Materials Required:

Worksheet A

OBJECTIVES: •

To enable teachers to identify and correct the errors

•

To enable teachers to practise instructional language used in lessons

INSTRUCTIONS: 1. Work in pairs. 2. Read worksheet A 3. Identify the errors found in the text within 15 minutes. 4. Write the answers in Worksheet A. 5. Present your answers to the others.

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WORKSHEET A (MATHEMATICS)

SITUATION: You have received an exercise on solving problems with some errors on it. Identify the 8 errors and correct them.

TASK: Sungai Dusun Hotel have 350 rooms. Sungai Tengi Hotel has 450 rooms. Given that 3/5 of the rooms in Sungai Dusun Hotel are book and the total number of rooms booked on the two hotels are 400, calculation the number of room booked in Sungai Tengi Hotel. SOLUTION: Step 1 – Understand the Problem Given: Sungai Dusun Hotel has 350 rooms and Sungai Tengi Hotel has 450 rooms. The total number of rooms booked is 400. The number of rooms booked in Sungai Dusun Hotel = 3/5.

Find : The number of rooms booked in Sungai Tengi Hotel.

Step 2 – Strategy

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Multiply the fraction with 350 and then subtract the answer from 400.

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ACTIVITY 5B: FIND ME DEAR (SCIENCE) Time Required

:

30 minutes

Materials Required

:

Worksheet B

OBJECTIVES: •

To enable teachers to identify errors in the given text

•

To enable teachers to correct the errors in the given text

•

To enable teachers to practise using instructional language used in the text

INSTRUCTIONS: 1. Work in pairs. 2. Read the text in Worksheet B. 3. Identify the errors and correct them in the worksheet.

WORKSHEET B

Dear Hadi, I received your letter yesterday. I am happy to know that you want to carry out the experiment to test for the present of starch in a leaf. Don’t worry, I will help you with the procedures. First, immerse the fresh leaf in a beaker off boiling water for two minute.131 Use the forceps to transfer the leaf from the beaker to a boiling tube fill with alcohol. Next, palace the

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JULY SLOT 4 COMPONENT: INSTRUCTIONAL LANGUAGE TOPIC : INSTRUCTIONAL LANGUAGE TIME : 1 hour OBJECTIVE: 

To raise teachers’ awareness on the importance of using the correct language when giving explanation and descriptions pertaining to the lesson

ACTIVITY 6: TRY THIS Time Required

: 30 minutes

Materials Required

:-

INSTRUCTIONS: 1. Work individually 2. Complete Worksheet A (Science) or Worksheet B (Mathematics). 3. Check your answers with your facilitator.

Worksheet A (Mathematics)

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Complete the notes below with the words provided in the boxes.

compare,

starting,

start

1. Comparing Values of Decimals -

__________ by comparing the whole numbers.

-

Then _________ the decimals, __________ with the place value of 1/10.

arrange,

used

2. Arranging Decimals in Order. -

Number lines can be __________to ________ decimals.

of,

off

3. Rounding off Decimals -

Decimals can be rounded ______ to a specific number ______ decimal places.

according,

or,

up,

add,

where

4. Addition and Subtraction of Decimals -

Line _____ the decimals ____________ to the decimal point.

-

________ zeros as place holders __________ necessary.

-

Add _____ subtract.

move,

in,

right,

by,

are,

same

5. Multiplication of Decimals -

Multiply the numbers.

-

The number of decimal places ___the answer must be the ______ as the total number of decimal places of the two decimals that _____being multiplied.

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-

When multiplying a decimal ____10, 100 or 1000, ______the decimal point one, two or three places to the _______

move,

becomes,

use,

when,

until,

the,

left

6. Division of Decimals -

_______ the decimal point for both the dividend and divisor.

-

For the divisor , move the decimal point ______ the divisor __________ a whole number.(For example 1 . 2 becomes 12)

-

For the dividend, move the decimal point the same number of places. ( For example 4 . 3 4

becomes 43.4 )

-

________long division.

-

Align ______ decimal points.

-

_______dividing a decimal by 10, 100 or 1000, move the decimal point one, two or three places to the _____

Worksheet B (Science) Complete the Science report with the words provided. You may use the words more than once. labelled

record

marbles

fewer

observations

fill

solid

aim

than

apparatus

observe

arrangement

three

space

right

movement

material

gas

SCIENCE EXPERIMENT Topic

: The arrangement and movement of particles in a ________, a liquid and a _______

________

: To simulate the arrangement and _________________of particles in a _______________, a liquid and a __________.

_________

: A tray with three equal compartments __________ ‘Solid’, ‘Liquid’ and Gas’.

_________

: Marbles

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PROCEDURE

1. ______as many ________ as possible into the section labelled ‘Solid’ until it is tightly packed. 2. Fill the section labelled “Liquid’ with ________marbles than those in the ‘Solid’ section. 3. In the section ________ ‘Gas’, place even fewer marbles _______ those in the ‘Liquid’ section. 4. Move the tray from the left to the _______ several times. 5. ___________ the ______________and the movement of the _________ in each of the three sections. _______ your ____________ in the table. 6. Draw in the ________ provided the arrangement of the marbles in each of the _________sections.

ACTIVITY 7: WHERE DO I COME FROM? Time Required

: 30 minutes

Materials Required

:-

INSTRUCTIONS: 1. Work individually. 2. Study Worksheet A carefully. 3. Write a short description based on the notes given. 4. Present your work orally. Worksheet A

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NOTE EXPANSION:

butterfly – four stages – become – adult – process – known – metamorphosis female – lays – leaves – hatch – caterpillar larva – emerges – after – few days – caterpillar – spends – most – time – eating caterpillar – changes – pupa adult butterfly - emerges

LIFE CYCLE OF SA BUTTERFLY:

___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________

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___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________

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INSTRUCTIONAL LANGUAGE

AUGUST SLOT 1 COMPONENT: INSTRUCTIONAL LANGUAGE TOPIC : NOTE EXPANSION TIME : 1 hour

OBJECTIVES: 

To develop teachers’ confidence in using the language

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

To raise teaches’ awareness on the importance of using the correct language when giving instructions in the classroom

ACTIVITY 8: SAY IT LONG, SAY IT OUT! Time required

: 15 minutes

Materials required

: Word cards of common Mathematics and Science terminologies

INSTRUCTIONS: 1.

Pick a word card from the box.

2.

Read the word aloud.

3.

Construct a sentence / sentences with the given word (Instructional Language).

4.

Read aloud the sentences that you have constructed.

5.

Check the sentences constructed with your facilitator.

ACTIVITY 9: EXPAND ME Time required

: 15 minutes

Materials Required

: -

OBJECTIVE: 

To enable teachers to construct grammatically correct instructions

INSTRUCTIONS: 1. Work individually. 2. Read Worksheet A (Science) or Worksheet B (Mathematics). 3. Construct sentences using the notes given in the brackets. 4. Read out your answers.

Worksheet A (Science) Construct sentences based on the words given in the brackets.

1.

keep --- plant -----dark---– two days

..................................................................................................................................... 2.

set up ---- apparatus --- shown ---- diagram

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..................................................................................................................................... 3.

expose---plant----sunlight-----two hours

...................................................................................................................................... 4.

test------leaves----- presence----starch

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

Worksheet B (Mathematics)

Construct mathematical sentences from the given words. 1.

find --- factors --- 48

……………………………………………………………………………………….. 2.

what --- multiples --- 7

…………………………………………………………………………………………. 3.

draw – diagram – represent – fraction – 3/8

…………………………………………………………………………………………. 4.

test – 1467 --- divisible --- 4

…….…………………………………………………………………………………….. 5.

which – greater – 2/13 --- 3/14

……………………………………………………………………………………………

ACTIVITY 10: FLOW ALONG WITH ME Time Required

: 30 minutes

Materials Required

: -

OBJECTIVE: 

To enable teachers to construct grammatically correct instructions

INSTRUCTIONS:

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1. Work individually. 2. Study Worksheet A (Mathematics) or Flow Chart B (Science). 3. Construct sentences using the key words given. 4. Present your descriptions using the laptop and the LCD.

Worksheet A (Mathematics) Construct problem-solving rubrics using the words given. Example: Key words Faizah RM50.00 Spend  RM12.25 + RM18.65 Money left? Example of Instructional Rubrics Faizah had RM50.00 to spend for three days. She spent RM12.25 on the first day and RM18.65 on the second day. How much did she have left to spend on the third day?

1.

Key words 4.5kg mangoes + 2 kg durians  RM27.55 1kg durian  RM8.60 Cost of 1kg mangoes?

2.

Key words Form 3 Berlian 

40 students

11  Bus Others  bicycle Percentage of students who cycle?

3.

Key words

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Storeroom  48 long benches 1 long bench  1m 26cm Arranged equally  8 rows Length of each row of benches?

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FLOW CHART B (SCIENCE) PICTURE OF AN EXPERIMENT

2.Contents ––glass 2.Contents glassrod rod 1.pour –into-water 1.pour-into-water 1.pour-into-

water

3.pour –– into 3.pour into- -filter filter

4.pour –– filtrate 4.pour filtrate––evaporating evaporating dish

5.Heat – gently – until – most water- evaporated

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AUGUST SLOT 2 COMPONENT: INSTRUCTIONAL LANGUAGE TOPIC : NOTE EXPANSION TIME : 1 hour

OBJECTIVES: 

To develop teachers’ ability to construct sentences in English



To help teachers use the correct language in giving explanations and descriptions in the classroom



To enable teachers to use the language in the classroom spontaneously and confidently

ACTIVITY 11: WHAT SAY YOU? Time Required

: 20 minutes

Materials required

: 1. Dictionary 2. Reference books

INSTRUCTIONS: 1. Read Worksheet A. 2. Construct sentences using the words or phrases given.

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WORKSHEET A (Mathematics) Make sentences using the words and phrases below. No

WORD / PHRASE

1.

method

2.

division

3.

calculation

4.

addition

5.

in sequence

6.

even numbers

7.

common multiple

8.

improper fraction

9.

numerator and denominator

SENTENCE

10. ascending and descending

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WORKSHEET B (SCIENCE) Make sentences using the words and phrases given. No

WORD / PHRASE

1.

volume

2.

modify

3.

pour

4.

upside down

5.

renewable resources

6.

natural phenomena

7.

force of gravity

8

apparatuses

9.

pointer of a spring balance

SENTENCE

10. conduct an experiment

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ACTIVITY 12:

MORE THAN WORDS

Time Required

: 20 minutes

Materials Required

: 1. Dictionary 2. Reference books

INSTRUCTIONS: 1. Read Text A (Mathematics) or Text B (Science). 2. Use the notes given to construct sentences in the space provided.

TEXT A (MATHEMATICS) Use the notes given below to construct sentences. Write them in the space provided. PERCENTAGE Percentage - number - parts - every 100 - expressed - fraction - denominator – 100. the symbol % - used - represent percent. _____________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

Change fractions percentages __________________________ __________________________ _____________________________

Multiply - fraction 100 __________________________ __________________________

Change decimals percentages __________________________ __________________________ _____________________________

Multiply - decimals 100 __________________________ __________________________

- percentages decimals

- percentages fractions

__________________________

__________________________

__________________________

__________________________

_____________________________

_____________________________

- percentage – 100

Divide - percentage 100

__________________________ __________________________

__________________________ __________________________

Change fraction __________________ __________________________ __________________________

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TEXT B (SCIENCE) Use the notes given below and construct sentences to explain the experiment. Write them in the space provided. ACTIVITY

EXPERIMENT/ ACTION

A - your - near a burning - or a - flame - your observation ___________________________________________ ___________________________________________

OBSERVATION

The hand - warm ____________________

Burning candle

____________________

___________________________________________

hand -warm

B - an electric circuit as - in the diagram - your hand near the – bulb - record ___________________________________________

____________________

Lighted bulb

____________________

___________________________________________ ___________________________________________

C - your palms – rapidly - record observation ___________________________________________ ___________________________________________

The - feel warm ______________ ____________________

___________________________________________

D place your hand - of your mouth breathe - your observation ___________________________________________ ___________________________________________

The air feels ______________ ____________________

___________________________________________

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E - some - pellets - tube - water – record ___________________________________________ ___________________________________________

The sodium hydroxide pellets in water, a lot of bubbles, and the test tube feels -

Sodium hydroxide pellets

_______________________

water

_______________________ _______________________

___________________________________________

_______________________ _______________________

The paper windmill starts to -

F - make - windmill and hang it - burning candle - shown - record _________________________________________________

_______________________

Paper windmill

_________________________________________________ _________________________________________________

_______________________ _______________________

Burning candle

_________________________________________________

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ACTIVITY 13: A PICTURE SPEAKS A THOUSAND WORDS Time Required

: 20 minutes

Materials Required

: 1. Dictionary 2. References books

INSTRUCTIONS: 1. Read Worksheet A (Mathematics) or Worksheet B (Science). 2. Explain how you would teach the given mathematical problem or science experiment.

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Worksheet A (Mathematics) Read the questions. Write the steps on how to solve them.

Find the Highest Common Factor (HCF) of 12 and 36.

Solution

1

2

En. Zaki bought 210 mangosteens. He gave

2 of the mangosteens to his 7

Solution

neighbour Mr. Ong. How many mangosteens did Mr. Ong receive?

3

Sayang Hotel has 350 rooms and Shanglala Hotel has 450 rooms. Given that

3 of 5

the rooms in Sayang Hotel are booked and the total number of rooms booked in the

Solution

2 hotels is 400, calculate the number of rooms booked in Shanglala Hotel.

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Worksheet B (Science) Study the experiment below and describe how it is conducted.

Boiling water

Alcohol

Leaf

Boiling water 2min - transfer leaf using forceps - into boiling tube

Flame

Flame

remove leaf – dip in

What is the colour of the leaf?

Hot water Dropper Leaf

Iodine solution water spread leaf – drop iodine

White tile

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AUGUST

SLOT 3

COMPONENT: INSTRUCTIONAL LANGUAGE TOPIC : LISTENING, SPEAKING & WRITING TIME : 1 hour

OBJECTIVES: 

To develop teachers’ confidence in using the language when teaching



To help teachers to practise using the correct instructional language

ACTIVITY 14: NOW YOU ARE TALKING Time Required

: 1 hour

Materials Required

: Mathematics Curriculum Specifications, Science Curriculum Specifications

INSTRUCTIONS: 1. Choose a suitable topic from the Curriculum Specifications. 2. Write a script for the presentation stage of the lesson based on the topic chosen. 3. Use WH-questions, terminologies and classroom language when writing the script. 4. Carry out micro teaching.

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AUGUST

SLOT 4

COMPONENT: PUBLIC SPEAKING TOPIC : BLOOPS AND BLUNDERS TIME : 1 hour

OBJECTIVES: 

To develop teachers’ confidence in using English orally



To raise teachers’ awareness on irrelevant pauses and fillers in speeches

ACTIVITY 1:

EMS IDOL

Time Required

: 30 minutes

Materials Required

: Lesson scripts (a lesson taught recently in the classroom) Encouragement Note

INSTRUCTIONS: 1. Recall and fine-tune a lesson that you have taught recently. 2. You will be briefed on aspects stated in the Encouragement Note. 3. Other teachers will fill up the Encouragement Note and hand it personally to you after your presentation. 4. Present your lesson individually. 5. You should not refer to your lesson notes.

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ACTIVITY 2:

NO “LAHS” LA

Time Required

: 30 minutes

Materials Required

: -

INSTRUCTIONS: 1. Prepare a speech on the topic given by the facilitator. 2. Present your speech. 3. After receiving comments from other teachers, refine and improve your original speech. 4. Present your edited speech.

TOPICS 

Myself



My Family



My School



My Favourite Pastime



My Favourite movie / food / book / television series

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SEPTEMBER PUBLIC SPEAKING

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SEPTEMBER

SLOT 1

COMPONENT: PUBLIC SPEAKING TOPIC : SHARE YOUR THOUGHTS TIME : 1 hour

OBJECTIVE: 

To encourage teachers to give opinions in English

ACTIVITY 3: HEAR YE! Time Required

: 60 minutes

Materials Required

: Sentence strips

INSTRUCTIONS: 1. Work in pairs. 2 Choose one envelope and rearrange the words in it to create a statement. 3. Read out the statement and your partner speaks on the statement read out. 4. Exchange roles – Your partner takes an envelope and rearranges the words. 5. Your partner reads out the new statement and you comment on it. 6. Each presentation is for two minutes.

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SEPTEMBER

SLOT 2

COMPONENT: PUBLIC SPEAKING TOPIC : ADDED FLAVOUR TIME : 1 hour

OBJECTIVES: 

To develop teachers’ confidence in using English



To enable teachers to give information in reported speech

ACTIVITY 4:

PSST… PLEASE TELL ME

Time Required

: 60 Minutes

Materials Required

: Pictorial situations

INSTRUCTIONS: Part A 1. Study pictures A and B and assign names to each character in the pictures. 2. Work in pairs. 3. One teacher will play the role of the Principal and another teacher will be Miss/Mr. Kaypo. 4. Listen to the facilitator’s description of a situation.

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5. Miss/ Mr. Kaypo will study the picture given and report to the Principal about the teachers’ activities while the Principal was away. 6. Take turns to role play in front of the class. 7. The ‘Principal’ studies Picture B and tells Miss/Mr. Kaypo what he saw when he entered the teachers’ room.

Part B 1. You will be assigned roles as one of the characters in Picture A. 2. Your facilitator will act as the Principal. 3. Come up with reasons for your behaviour as reported by Miss/Mr. Kaypo. 4. Take turns to present your reasons. 5. Change roles and repeat with different characters.

PICTORIAL SITUATIONS Picture A

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Picture B

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SEPTEMBER

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COMPONENT: PUBLIC SPEAKING TOPIC : SPILL YOUR GUTS TIME : 1 hour

OBJECTIVE: 

To develop teachers’ confidence in using English

ACTIVITY 5:

SPEAK YOUR MIND

Time Required

: 60 minutes

Materials Required

: None

INSTRUCTIONS: Part A 1. List current issues affecting the school and you. 2. Choose one or two issues and share your views on the issues.

Part B 1. Look at the picture given. 2. One teacher will pretend to be the driver of the car. 3. Play the role of a reporter and prepare questions to ask the driver about the accident. 4. Take 5 minutes to prepare the questions. 5. After you have finished, ask the questions you have prepared. 6. Take 5 minutes to draft your report for the newspapers. 7. Present your report. 8. Read the actual newspaper report given by the facilitator. 9. Comment on it.

A Car Crash

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SEPTEMBER

SLOT 4

COMPONENT: PUBLIC SPEAKING TOPIC : SING SANG SUNG TIME : 1 hour

OBJECTIVES: 

To develop teachers’ confidence in using English



To raise teachers’ awareness that direct translation is not always correct

ACTIVITY 6A: SONG TWISTER Time Required

: 30 minutes

Materials Required

: Audio File : Kau di Hatiku – Zainal Abidin Lyrics

: Kau di Hatiku – Zainal Abidin

INSTRUCTIONS: 1. Work individually. 2. Listen to the song ‘Kau Di Hatiku’ carefully.and answer the following questions - In your opinion, who is the song meant for? - What is the advice given by the singer? 3. Discuss your answers with your facilitator 4. Take 10 minutes to study the lyrics of ‘ Kau di Hatiku’ and write a story based on the song. 5. Take turns to present your stories.

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ACTIVITY 6B: SONG TWISTER Time Required : 30 minutes Materials Required

:

-

1) Audio File i)

Kau di Hatiku – Zainal Abidin

ii)

You’ll Be in My Heart – Phil Collins

2) Lyrics i)

Kau di Hatiku – Zainal Abidin

ii)

You’ll Be in My Heart – Phil Collins

INSTRUCTIONS: 1. Work in pairs. 2. Listen to the song ‘Kau Di Hatiku’ carefully. 3. Study the two stanzas assigned to you and translate the lyrics into English. 4. Take 10 minutes to do the task. 5. Take turns to sing aloud your translated version. 6. Compare your translation with the lyrics shown on the screen. 7. Identify any distortions in your translations. 8. Share your views on the translations done. 9. Listen to the song ‘You’ll be in My Heart’ and sing along.

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OCTOBER PUBLIC SPEAKING

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OCTOBER

SLOT 1

COMPONENT: PUBLIC SPEAKING TOPIC : TÊTE-À-TÊTE TIME : 1 hour

OBJECTIVES: 

To enable teachers to role play a dialogue



To enable teachers to explore their creativity

ACTIVITY 7: In The Lime Light Time Required

: 60 minutes

Materials Required

: Pictures of famous personalities

INSTRUCTIONS: 1. Find a partner. 2. Look at the pictures given. Your facilitator will assign 2 personalities to each pair. 3. Prepare a dialogue for the situation given between the personalities. 4. Take 5 minutes to prepare. 5. Role play the dialogue.

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6. Repeat the activity using other situations and new pictures.

FAMOUS PERSONALITIES

1

5

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3

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4

7

8

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9

OCTOBER

10

11

12

SLOT 2

COMPONENT: PUBLIC SPEAKING TOPIC : BUILDING BLOCKS TIME : 1 hour

OBJECTIVES: 

To encourage teachers to give construct correct sentences



To enable teachers to express ideas creatively

ACTIVITY 8

: STRING ALONG

Time Required

: 30 minutes

Materials Required

: Paper strips containing a string of words

INSTRUCTIONS: 1. Work individually. 2. Pick a paper strip from the box and construct a sentence. 3. Take 1 minute to construct the sentence before saying it aloud.

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ACTIVITY 9: A WRITER’S TALE Time Required

: 30 minutes

Materials Required

: Word Cards

INSTRUCTIONS: 1. Work individually or in pairs. 2. Pick 3 word cards from Box A and 2 word cards from Box B. 3. Write a story which includes the 5 words picked. 4. Take 10 minutes to prepare. 5. Take turns to present your stories.

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OCTOBER SLOT 3 COMPONENT: PUBLIC SPEAKING TOPIC : DIFFERENT TONES TIME : 1 hour

OBJECTIVES : 

To give teachers practice in expressing themselves spontaneously.



To enable teachers to express ideas creatively

ACTIVITY 10: I DARE YOU! Time Required

: 60 minutes

Materials Required

: Sentence cards

INSTRUCTIONS : 1. Work in pairs. 2. Pick a card and read the statement on the card. 3. Suggest points to support the statement. 4. Take 2 minutes to present the points.

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5. Show the card to your partner and tell him / her to suggest points to oppose the statement.

OCTOBER

SLOT 4

COMPONENT: EVALUATION TOPIC : EVALUATION 2 TIME : 1 hour

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EVALUATION 2

REFERENCES 1. Hadfield, J. (1990). Intermediate communication games. Longman. 2. Watcyn, J. P. (1981). Pair work student A. Penguin Books. 3. Watcyn, J.P. (1981). Pair work student B. Penguin Books. 4. Klippel, F. (1990). Keep Talking. Cambridge. 5. Thornbury, S. (2005). How to teach speaking. Longman 6. Mike, L. (1997). Presentation tips and techniques, (3rd Printing). Advantage Quest publications 7. Azar, B. S. Fundamentals of english grammar. (2nd Ed.). Selangor: Longman. 8. Azar, B. S. Fundamentals of english grammar workbook. (2nd Edi.). Selangor: Longman. 9. Raja Endran. Grammar now, english KBSR year 6 . Pustaka Delta. 10. Lim, E.W. & Sia, C.K. Hands-on Integrated with PEKA form 1 science. Pelangi. 11. Low, S.N. Hands-on Integrated with PEKA form 2 science. Pelangi. 12. Abdul Razak, O. et.al. Exploring mathematics, bilingual teacher’s manual 1. Malaysia: Pearson

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13. Granger, C. Play games with english 2, teacher’s resource book. Heinemann 14. Cambridge international dictionary of english. Cambridge. 15. Longman dictionary of contemporary english. Longman. 16. Microsoft ® Encarta ® 2006. © 1993 – 2005 Microsoft Corporation. 17. http://www.aresearchguide.com/index.html 18. http://www.origamiforkids.com

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