ems 2 teacher's module etems 2009

Teacher’s Module

EMS Module 2 / 2009 1

LIMITED CIRCULATION

ENGLISH FOR MATHEMATICS AND SCIENCE(EMS MODULE 2)

_____________________________________

TEACHER’S MODULE

BAHAGIAN PENDIDIKAN GURUKEMENTERIAN PELAJARAN MALAYSIA

Teacher’s Module


FOREWORD

he Teacher Education Division, Ministry of Education Malaysia with thecooperation of all State Education Departments, have embarked on theimplementation 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 localtrainers.

Although we are pleased with this development, we will not be satisfied until all theMathematics 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 teachersconcerned. Thus, this module has been designed to further enhance the Buddy SupportSystem as it complements the EMS module that is currently being used in schools. It isintended to assist teachers who obtained Band 1 and Band 2 (PTP 2008), especiallythose who are teaching in the rural areas.

The main focus of this module is to develop teachers’ basic communicative skills andboost their confidence in using the English Language. It will help them in managingclassroom interactions as well as the teaching and learning processes. In addition, it willalso enhance teachers’ ability in using the correct terminology and classroomlanguage 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 upgradingtheir proficiency level to teach Science and Mathematics in English. When the teachersface less problems where English is concerned, they will be able to deliver their lessonseffectively, 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 towardsnation 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 inproducing this module. I would also like to acknowledge their dedication andperseverance in helping the Mathematics and Science teachers to cope with the change.

Thank you.

………………………………………………..DATO’ MISRAH BIN HAJI IBRAHIMDIRECTOR OF TEACHER EDUCATION DIVISIONMINISTRY OF EDUCATION, MALAYSIA

T

Teacher’s Module


COORDINATOREn. Romai Noor bin RabbuTeacher Education Division

Ministry Of Education, Malaysia

MODULE PANELLISTS:

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

2. Fatimah Binti MustafaSMK Bandar Maharani, Muar, Johor

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

4. Noordin Bin BuangSMK Benut, Jalan Jaafar, Benut, Johor

5. Siti Asmah Binti IsmailSMK Mersing, Mersing, Johor

6. Thong Kum LinSMK Ayer Tawar, Sitiawan, Perak

7. Cheah Yet ThangSMK Tanjong Rambutan, Perak

8. Taufeeq Bin Mohamad AminSMK Simpang Bekoh, Asahan, Melaka

9. Ganeswari A/P KaruppiahSJKT Serdang, Petaling Perdana, Selangor

10. Ngiam Siew LanSMK Paduka Tuan, Segamat, Johor

11. Florence Kok Siew LinSMK Durian Daun, Melaka

12. Fadhilah Binti YaacobSMK Seri Pagi, Seremban, Negeri Sembilan

13. Radziah Binti RamliSMK Tun Tuah, Melaka

14. Norshin Yeo Binti AbdullahSMK Seri Tanjung, Melaka

15. Johnny Lee Kean GheeSMK Alor Pongsu, Bagan Serai, Perak

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PUBLIC SPEAKING

1. Fatimah Binti MustafaSMK Bandar Maharani, Muar, Johor

2. Yee Lee MingSMK Dato Sri Amar DiRaja, Muar, Johor

3. Taufeeq Bin Mohamad AminSMK Simpang Bekoh, Asahan, Melaka

4. Rozannie Emilia Binti And RahmanSMK Permas Jaya, Johor

5. Abdul Rashid Bin SallehSK Felda Rimba Mas, Perlis

6. Samsiah Binti DramanSMK Padang Midin, Kuala Terengganu, Terengganu

7. Siti Rohani Binti Mohd NoorSK serting Hilir Kompleks, Negeri Sembilan

8. Siaw Ming HuiSJK Chung Hua No. 6, Kuching, Sarawak

9. Kamaluddin Shamil Bin Yom AhmadSMK Simpang Pulai, Perak

TERMINOLOGY

1. Wong Tok EeSMK Alor Akar, Kuantan, Pahang

2. Fadilah Binti YaacobSMK Seri Pagi, Seremban, Negeri Sembilan

3. Kamarudin MaharipSK Semariang, Sarawak

4. Rozali Bin OthmanSK Padang Ampang, Kuala Kangsar, Perak

5. Arjunaidi Bin IshakSK Jejawi, Perlis

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6. Gloria MarshSK Taman Rasah Jaya, Seremban, Negeri Sembilan

7. Janet John SamaiSK Muadzam Shah, Pahang

8. Aidah KamarudinSMK Tun Habab, Kota Tinggi, Johor

9. Jauhari Bin Md SomSMK Tunku Temenggung, Pendang, Kedah

PRONUNCIATION

1. Yau Sook FunSK(P) Methodist, Ipoh, Perak

2. Lye Mei YinSMK St Joseph, Kuching, Sarawak

3. Susie Matthew AinSMK St Teresa, Kuching, Sarawak

4. Rosnah Binti Mat AbidinSK Putrajaya Presint 14(1), Putrajaya

5. Maheran Binti MarzukySK Dato Wan Kemara, Changlun, Kedah

6. Anis Ruwina Binti Mohd YusofSK Sultan Omar, Dungun, Terengganu

7. Normardiana Bin MarjayaSMK Mersing, Mersing, Johor

8. Morene Liew Yen YenMaktab Sabah, Sabah

9. Sandran KrishnasamySJK(T) Jalan Yahya Awal, Johor

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INSTRUCTIONAL LANGUAGE


2. Ngiam Siew LanSMK Paduka Tuan, Segamat, Johor

3. Florence Kok Siew LinSMK Durian Daun, Melaka

4. Sarweswari A/P KaruppiahSMK Dato Hj. Kamaruddin, Kuala Kubu Bharu, Selangor

5. Zainab Binti SulaimanSK Alor Mengkudu, Kedah

6. Norhafizah Binti AbdullahSK Putrajaya Presint 9 (2), Putrajaya

7. Gayah Binti ArisSK Seberang Marang, Terengganu

8. Ahmad Shahidi Bin IsmailSMK Kuala Perlis, Perlis

9. Zainab Bibi Binti HamidSMK Seremban Jaya 2, Seremban, Negeri Sembilan

10. Anis Rohaida Binti Abdul RashidSMK Tg Abdullah Pekan, Pahang

11. Abd. Aziz Bin Mohd. Darus,SMK Kg. Soeharto, Kuala Kubu Bharu, Selangor

COMMUNICATIVE SKILLS

1. Siti Asmah Binti IsmailSMK Mersing, Mersing, Johor

2. Radziah Binti RamliSMK Tun Tuah, Melaka

3. Norshin Yeo Binti AbdullahSMK Seri Tanjung, Melaka

4. Raja Sumathi A/P Raja GopalSJK(T) Saraswathy, Sungai Petani, Kedah

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5. Chin Fee Fong, ElizabethSRK St. Agnes, Likas, Sabah

6. Marina binti MuhammadSK Bandar Raub, Pahang

7. Mazita Binti Abd GhaniSMK Sultan Ahmad, Kuala Terengganu, Terengganu

8. Lim Kim TooiSK Klang Gate, Gombak, Selangor

9. Caroline JosephSMK Jerantut, Pahang

10. Ismarizal Bin Nor KhalimSMK Syed Alwi, Kangar, Perlis

11. Jennifer Chew Siau MeiSJKC Chong Kuang, Penang

CLASSROOM LANGUAGE

1. Noordin Bin BuangSMK Benut, Jalan Jaafar, Benut, Johor

2. Ganeswari A/P KaruppiahSJKT Serdang, Petaling Perdana, Selangor

3. Rosnita Binti Mohd RasolSMK Saujana Indah, Pulau Pinang

4. Noorlia Binti JantanSK Assunta Convent, Kuantan, Pahang

5. Zarina Binti Md YusofSK Putrajaya, Putrajaya

6. Ooi Choon PengSK Seri Intan, Teluk Intan, Perak

7. Chua Wee LeeSMK Convent, Alor Star

8. Ugi SindanSMK Pulau Gaya, Kota Kinabalu, Sabah

9. Muhammad Ilham GaneshSK Jementah, Segamat, Johor

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10. Selvarani A/P ThanggiahSMK Sultan Abdul Aziz Shah, Kajang, Selangor

11. Zarina Binti ZainonSMK Chalok ( Model Khas ) , Setiu, Terengganu

GRAMMAR

1. Cheah Yet ThangSMK Tanjong Rambutan, Perak

2. Thong Kum LinSMK Ayer Tawar, Sitiawan, Perak

3. Johnny Lee Kean GheeSMK Alor Pongsu, Bagan Serai, Perak

3. Zalidi Bin KasimSMK Dato Sheikh Ahmad, Perlis

4. Azliza Binti Abd KadirSMK Putrajaya Presint 11(1), Putrajaya

5. Shuhana Binti Abdul RahimSMK Parit Panjang, Kupang, Kedah

6. Norliani Binti Md NoorSMK Kompleks Gong Badak, Terengganu

7. Anuar Bin OsmanSK Kayang, Perlis

8. Adibah Binti Mohd KalidSK Taman Daya 2, Johor Bahru, Johor

9. Masnu Binti Hj SulaimanSK Encik Buyong, Sarawak

10. Katrin @ Catherine LintarSK Rangalau Baru, Tuaran, Sabah

FACILITATOR:


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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 HOURS1 2 3 4

JANUARY 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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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. EMS Evaluation 2 - 1 hour

TOTAL TIME = 40 HOURS (10 MONTHS’ DURATION)

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

TIME CONTENT

JANUARY - SLOT 1 – EMS EVALUATION 1

- SLOT 2 – GRAMMAR



FEBRUARY - SLOT 1 – GRAMMAR



- SLOT 4 - MICRO-TEACHING

- PRONUNCIATION

MARCH - SLOT 1 – PRONUNCIATION

- SLOT 2 – PRONUNCIATION

- SLOT 3 – PRONUNCIATION

- SLOT 4 – TERMINOLOGY

APRIL - SLOT 1 – TERMINOLOGY



- SLOT 4 – CLASSROOM LANGUAGE

- MICRO-TEACHING

MAY - SLOT 1 – CLASSROOM LANGUAGE



- SLOT 4 – COMMUNICATIVE SKILLS

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JUNE - SLOT 1 – COMMUNICATIVE SKILLS




- MICRO-TEACHING

JULY - SLOT 1 – COMMUNICATIVE SKILLS

- SLOT 2 – INSTRUCTIONAL LANGUAGE



AUGUST - SLOT 1 – INSTRUCTIONAL LANGUAGE



SLOT 4 – MICRO-TEACHING

- PUBLIC SPEAKING

SEPTEMBER - SLOT 1 – PUBLIC SPEAKING

- SLOT 2 – PUBLIC SPEAKING



OCTOBER - SLOT 1 – 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 Complement

I

She

You

We

They

It

am

is

are

a teacher.

a doctor at a hospital.

in the science laboratory.

asked to measure the length of the table.

boiling.

doing the experiment.

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SUBSTITUTION TABLE B


I

He

She

You

We

They

It

play

adds

eat

drinks

barks

mix

measures

badminton.

durians.

juice at the party.

every night.

the solutions into a beaker.

some sugar in the mixture.

the cloth.

ACTIVITY 2: TOPPING UP


Materials Required : -

INSTRUCTIONS:


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?



INSTRUCTIONS:


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.


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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



INSTRUCTIONS:


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


We

The cat

Ali and Abu

She

You

He

looked

walked

played

finished

ran

wore

beautiful at the party last week.

along the road.

a beautiful dress.

a bowl of milk last evening.

in the field yesterday.

football.

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SUBSTITUTION TABLE B


They

It

We

Susan

I

He

was

were

at home yesterday evening.

a good football player.

a nurse before.

a nice place.

caught in the rain last night.

at the clinic this morning.

ACTIVITY 5: CHECK IN


Materials Required : Passages 1 and 2

INSTRUCTIONS:


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


Materials Required : Dictionary

INSTRUCTIONS:


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



INSTRUCTIONS:


2. Read and understand Text B.

3. Complete the text with the correct form of the verbs in brackets.


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



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.


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 work go

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.

10. They____________________ to school every day.

ACTIVITY 9: WATCH YOUR STEPS



INSTRUCTIONS:


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.


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



INSTRUCTIONS:


2. Listen to the facilitator’s explanation.

3. Study the list of preposition combinations.

4. Translate the preposition combinations into the BM equivalent.


Teacher’s Module


LIST OF PREPOSITION COMBINATIONS

NO ENGLISH BM EQUIVALENT

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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29 get out

30 break down

ACTIVITY 11: IGNITE



INSTRUCTIONS:

1. Work in pairs.

2. Study the following sentences in Table 1.

3. Give the English equivalent of the following BM instructions.


TABLE 1

NO BM INSTRUCTION ENGLISH EQUIVALENT

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

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.

Teacher’s Module

EMS

ACTIVITY 12: CATALYST


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)

Hel

set

turn

White tile

Wire gauze

Bunsen

Ice cubes

Water

Module 2 / 2009 33

p words:

up

on

Tripodstand

burner

Teacher’s Module


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.

Teacher’s Module


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:

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

2nd decimal place

8.6489

3rd decimal place

1st decimal place

Teacher’s Module


_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

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



INSTRUCTIONS:


2. Listen to the explanation of the agreement of nouns and verbs in formulating WH-

questions based on the substitution tables.

3. Formulate 5 questions orally based on the given substitution tables.

SUBSTITUTION TABLE 1

Question Auxiliary Subject Main Complement

Teacher’s Module


Word Verb Verb

Why

What

Where

does

do

did

he

she

they

you

the boy

the girls

Nahar

eat

play

basketball yesterday?

for breakfast?

at 2.00 o’clock in the morning?

SUBSTITUTION TABLE 2

Question

Word

Auxiliary

Verb

Subject Complement

What

Where

How

is

are

was

were

he

she

you

the boy

the girls

Shuhana

doing in the cupboard last night?

doing now?

playing hide and seek yesterday?

going home?

ACTIVITY 14: ASSEMBLE IT



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.

Teacher’s Module


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.

___________________________________________________________

Teacher’s Module


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

___________________________________________________________

ACTIVITY 15: FROM SAGA TO FERRARI



INSTRUCTIONS:


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 ENGLISH

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?

Teacher’s Module


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


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.


TEXT C The Good And The Bad in Our Daily Diet

Teacher’s Module


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?

___________________________________________________________________

Teacher’s Module


ACTIVITY 17: WEEDING



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)

Teacher’s Module


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?



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

_________________________________________________________________________

Teacher’s Module


_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

NOTE:

The section on Pronunciation teaches Phonetic Symbols .If you print from a soft copy, please make sure your computer has Exceller IPA andLongman fonts, so that the phonetic symbols will come out right. If not, the wrong symbolswill 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.TTFClose 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.

Teacher’s Module


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


Materials Required : A 4 paper

INSTRUCTIONS:


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.

Teacher’s Module


ACTIVITY 2: SIMPLE SYMBOLS


Materials Required : The Oxford Advanced Learner’s Dictionary or The Longman

Dictionary of Contemporary English

INSTRUCTIONS:

1. Look at the phonetic symbols given.


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 / ƒíp /

/e/ head / hed /

/æ/ hat / hæt /

/ß/ cup / kßp /

/ó/ sock / sók /

/ú/ foot / fút /

/é/ above / é'bßv /

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 /

Teacher’s Module


/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 /

Teacher’s Module


MARCH

PRONUNCIATION

Teacher’s Module


MARCH SLOT 1


TOPIC : CORRECT ENGLISH PRONUNCIATION

TIME : 1 hour

OBJECTIVE:

To enable teachers to pronounce words correctly using phonetic symbols

ACTIVITY 3: DECODING VOWEL SOUNDS




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.

Teacher’s Module


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




INSTRUCTIONS:

1. Refer to the list of diphthongs below.





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 / cow / kaú / loud __________

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




INSTRUCTIONS:

1. Refer to the list of consonants below.





LIST OF CONSONANTS

8 voiceless consonants

/p/ pen / pen / part / på:t / past __________

/t/ town / taún / tie / taí / ten __________

/k/ cat / kæt / kite / kaít / kick __________

/f/ fish / fíƒ / fat / fæt / fee __________

/Ó/ think / Óíñk / thought / Óç:t / theme __________

/s/ say /seí/ send /send/ cell __________

/ƒ/ she /ƒi:/ chef /ƒef/ shoot __________

/tƒ/ cheese /tƒi:z/ check /tƒek/ chalk __________

8 voiced consonants

/b/ book /búk/ bee /bi:/ bar __________

/d/ day /deí/ draw /drç:/ dust __________

/g/ give /gív/ goal /géúl/ get __________

/v/ very /'veri/ vat /væt/ villa __________

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 /dëót/ jaw __________

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 /hed/ hold __________

MARCH SLOT 2


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




Teacher’s Module


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/ /waínd/

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



Dictionary of Contemporary English, lap top

INSTRUCTIONS:


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” ballet / ‘bæleí /

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 Word

/ ku: / / óné /

/ eé / / kç:’pßsél /

/ ‘fç:rén / / ‘sæmén /

/ ‘nólídë / / rentƒ /

/’ aílénd / / ‘klaímíñ /

/ ‘plßmé / / ‘ƒæleí /

Teacher’s Module


ACTIVITY 8 : EIGHT OF US



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: / / aú / óf / ç: / é / ßp

Teacher’s Module


/ / ßf/ / / / / /

TABLE 1bough dough ought wrought

nought trough tough bought

drought enough borough thought

Symbol Column A Column B

1. / éú / though

2. / u: / through

3. / ßf/ rough

4. / aú

/

plough

5. / óf / cough

6. / ç: / fought

7. / é / thorough

8. / ßp / hiccough

ACTIVITY 9: “CH, CH, CH”



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.

Teacher’s Module


Exercise 1

1. chart / ____å:t /

2. cholera / '____óléré /

3. chute / ____u:t /

4. chameleon / ____é'mi:líén /

5. chlorine / '____lç:ri:n /

6. champagne / ____æm'peín /

7. charge / ____å:tƒ /

8. brochure / 'bréú____é /

9. sachet / 'sæ____eí /

10. chemical / '____emíkél /

MARCH SLOT 3


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



Dictionary of Contemporary English, lap top

INSTRUCTIONS:

1. A teacher will be chosen to be the game master.

2. Work in groups.

Teacher’s Module


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



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


Materials Required : Song and lyrics (‘SWAY’ by Michael Buble & ‘WORDS’ by Boyzone),

Laptop / CD player

Teacher’s Module


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 meswayLike a lazy ocean hugs the __________ /ƒç: /Hold me close, sway me more

Like a flower bending in the __________ /bri:z/__________ / bend / with me, sway witheaseWhen we dance you have a way with meStay with me, sway with me

Other dancers may be on the floorDear, but my eyes will see only youOnly you have that magic __________ /tek'ni:k /When we sway I go __________ / wi:k /

I can hear the __________ / saúnds /of violinsLong before it beginsMake me thrill as only you know howSway me __________ / smu:ð /, sway menow

Other dancers may be on the __________/ flç: /Dear, but my eyes will see only youOnly you have that __________ /'mædëík / techniqueWhen we sway I go weak

I can hear the sounds of violins__________ / lóñ / before it beginsMake me __________ / Óríl / as only youknow howSway me smooth, sway me now

Repeat verses 1 and 2

WORDS

Smile, an everlasting smileA __________ / smaíl / can bring younear to meDon't ever let me find you __________ /gón /Cause that would bring a __________ /tíé / to meThis world has lost its glory

Teacher’s Module


Let’s start a __________ / brænd / newstoryNow my loveYou think that I don't even __________ /mi:n /A single word I say...

[CHORUS]It’s only wordsAnd words are all I haveTo take your __________ / hå:t / away

Talk, in everlasting wordsAnd __________ / 'dedíkeít / them all,to meAnd I will give you all my lifeI'm here if you should call to me

You __________ / Óíñk / that I don't evenmeana single word I say...[repeat CHORUS twice]

Da da da da da da daDa da da da da da da da (3x)

This world has lost its gloryLet's start a brand new storyNow, my loveYou think that I don't even meana __________ / 'síñgfl / word I say...[repeat CHORUS thrice]

MARCH 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



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.

Teacher’s Module


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


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

Teacher’s Module


ACTIVITY 3: TERMS AND MEANINGS



INSTRUCTIONS:


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 DESCRIPTION

1 intervalthe number of times an event or

value occurs in a set of data

2 decadea straight line drawn from side to

side through the centre of a circle

3 diametera space between two objects or

points

Teacher’s Module


4 knot

the direction following the

movement of the hands of a

conventional clock

5plane

a period of 100 years

6class

a flat surface

7cuboid

a period of ten years

8 centurya speed of one nautical mile per

hour

9 frequency

a solid which is made up of six

rectangular faces at right angles to

each other

10 clockwiseone of the groups in a set of

grouped data

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EXERCISE 2: Match correctly.

TERM DESCRIPTION

1 edgehaving the same property, size or

value

2 equivalenta line segment that joins any two

adjacent vertices of a polygon

3 relationshipthe region of a circle bounded by

an arc and two radii

4 region

the relationship between one thing

to another in size, amount, etc. ,

also known as ratio

5sector a polygon with four sides

6segment

the direction or exact position

measured clockwise from the north

relative to a fixed point

7 substitutethe region of a circle bounded by

an arc and two radii

8bearing a part of a whole area

9 quadrilaterala region of a circle bounded by an

arc and a chord

10proportion to replace with another

Teacher’s Module


APRIL

TERMINOLOGY

Teacher’s Module


APRIL SLOT 1


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



INSTRUCTIONS:


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.

Teacher’s Module


(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



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.

Teacher’s Module


APRIL SLOT 2


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?



INSTRUCTIONS:


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 mouth

1 look, iris, cornea y

2 bridge, air, breathe e

3 lobes, sounds, ossicles a

4 nails, fingers, thumbs n

5 digest, acid, muscular bag t c

6 excrete, urine, bladder k y

7 oxygen, alveoli, capillaries g

8 valves, aorta, ventricle e t

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9 female, ova, reproduce v r

10 sweat, dermis, hair i

TABLE 2:

Write a word that has the same meaning for each of the phrases below.

1 a three-wheeled cycle r c

2 a period of a hundred years u

3 a person who has two wives a

4 a five-sided figure e o

5 a period of ten years c

6 a period of two weeks r i

7 a combat between two people l

8 two babies born at the same time i

9 an insect which is said to have 100 feet e p

10 three babies born at the same time r e

Teacher’s Module


ACTIVITY 7: SOUNDS FAMILIAR?


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 Column BPhonetic symbol

Column C Column DPhonetic symbol

plaice /pleís/ place /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



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.

Teacher’s Module


EXERCISE 6

WORD LIST:

observe heat moist change calculateguess look count avoid measureclarify wet replace prevent categoriseidentify curb watch describe sequenceclassify warm hot recognise substitutedamp explain predict speculate distinguish

Example:

1. moist

2. wet

3. damp

1. categorise

2.

3.

1. heat

2.

3.

1. replace

2.

3.

1. watch

2.

3.

1. prevent

2.

3.

1. distinguish

2.

3.

1. measure

2.

3.

1. describe

2.

3.

1. predict

2.

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.

Teacher’s Module


APRIL SLOT 3


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



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 Terminologies Scrambled Letters Terminologies

usefdif diffuse zontlarihro

mepeterir sytiden

uvernise teraltntea

xagnohe caavnt

rateacclee duimso

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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”



INSTRUCTIONS:


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.

Teacher’s Module


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 ).

Teacher’s Module


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



INSTRUCTIONS:


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)

Teacher’s Module


Answer:

ACTIVITY 2: NOW, WHAT SHOULD I SAY?



INSTRUCTIONS:


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.


CARTOON 1:

ANSWER:

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CARTOON 2:

ANSWER:

CARTOON 3:

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ANSWER:

CARTOON 4:

ANSWER:

CARTOON 5:

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ANSWER:

ACTIVITY 3: TALENT TIME


Materials Required : Lesson script (lessons recently taught in the classroom).

Encouragement Note

INSTRUCTIONS:


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.

Teacher’s Module


MAY

CLASSROOM

Teacher’s Module


LANGUAGE

MAY SLOT 1


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



INSTRUCTIONS:


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2. Read the two sample sentences given.

3. Write other forms of sentences based on the items depicted.


Where are yourexercise books?

Please arrangeyour booksneatly on thetable.

__________________________

3

4

5

__________________________

__________________________

1

2

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ANSWERS

3. _____________________________________________________________________

4. _____________________________________________________________________

5. _____________________________________________________________________

Please clean theblackboard.

Who punched ahole in theblackboard?

______________________________

34

5

______________________________

______________________________

1

2

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ANSWERS

3. _____________________________________________________________________

4. _____________________________________________________________________

5. _____________________________________________________________________

Do not play with the broom.

Have you swept thefloor?

________________________________

3

4

5

________________________________

________________________________

1

2

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ANSWERS

3. _____________________________________________________________________

4. _____________________________________________________________________

5. _____________________________________________________________________

ACTIVITY 5A: FIGURE ME OUT



INSTRUCTIONS:

1. Work in pairs.

2. Read the extract given.

3. Complete the dialogue.


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

Teacher : Go and ____________ (4) it from Encik Ariffin, the school gardener.Munirah, your job is to______________ (5) the windows until they are

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.


Teacher’s Module


ANSWERS:

1.___________________________________________

2.___________________________________________

3.___________________________________________

4.___________________________________________

5.___________________________________________

ACTIVITY 6: EXAM IS JUST AROUND THE CORNER.



INSTRUCTIONS:


2. Study the picture carefully.

3. Talk about the picture based on the cues given.

4. Write sentences by expanding the notes.

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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Don’ts

1.

2.

3.

MAY SLOT 2


TOPIC : CORRECT ME, PLEASE!

TIME : 1 hour

OBJECTIVES:

To enable teachers to identify errors

To enable teachers to write in correct English

Teacher’s Module


ACTIVITY 7: THE AUTHOR



INSTRUCTIONS:


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


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.

Teacher’s Module


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


Materials Required : Small pieces of paper

INSTRUCTIONS:


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,

Teacher’s Module


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


TOPIC : HOLLYWOOD BASH

TIME : 1 hour

OBJECTIVES:

To enable teachers to handle everyday classroom language

To improve teachers’ ability to use classroom language correctly

Teacher’s Module


To boost teachers’ confidence in speaking English

ACTIVITY 10: I AM SORRY


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

situations

INSTRUCTIONS:


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


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.


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


Materials Required : A small box, 4 strips of paper containing different classroomsituations

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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EMS Module 2 / 2009 100


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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EMS Module 2 / 2009 101

To enable teachers to express opinions and state preferences

ACTIVITY 1: DESPERATE HOUSEWIVES


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

Part 1


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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EMS Module 2 / 2009 102

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

Pn Safiah :

Pn Asmah :

Pn Safiah :

Pn Asmah :

and then to the cinema? Kids enjoy that.

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?

Well, we are going to the Art Gallery. You know how Abang Din and

Safuan love art exhibitions!

Do enjoy yourselves.

Thanks, we will. You too.

Part 2


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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EMS Module 2 / 2009 103

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


Materials Required : Cues to dialogue (EXTRACT C)

INSTRUCTIONS:

1. Work in pairs.

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EMS Module 2 / 2009 104

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


EXTRACT C

Holidays

Benji had just come back from a holiday trip and was discussing it with his friend, Isma.

Benji

Isma

EXTRACT C ( continued )

Hi, Isma. I’ve just returned from a holidaytrip to Cameron Highlands.

For how long?

With whom?

Like it? Why / Whynot?

Lodging?

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EMS Module 2 / 2009 105

.

Benji

Isma

Sightseeing/Sports/Food?

Going again?

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EMS Module 2 / 2009 106

JUNE

COMMUNICATIVE

SKILLS

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EMS Module 2 / 2009 107

JUNE SLOT 1


TOPIC : THE HEALING TOUCH

TIME : 1 hour

OBJECTIVE:

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

ACTIVITY 3: SPA ‘E’


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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EMS Module 2 / 2009 108

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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EMS Module 2 / 2009 109

ACTIVITY 4: GUESS ME!


INSTRUCTIONS:


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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EMS Module 2 / 2009 110

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 : 30 minutesMaterials required : 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 SCRAMBLERTime Required : 30 minutes

Materials Required : Scrambled words (based on Mathematics and Science terms)

INSTRUCTIONS:


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

words

Answers Suggested Sentences

nroitgen nit_____________

seerhtopma atm_____________

sateyhrobrcda car_____________

teitrfdanfeie dif______________

irmeprtee per______________

baoncr

odeiidx

car______________

dio______________

mielacd dec_____________

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yargivt gra______________

trafcos fac______________

hoollpcyrhl chlo_____________

JUNE SLOT 3


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


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 !!!


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


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 atime……..

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JULY

INSTRUCTIONAL

LANGUAGE

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JULY SLOT 1


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


Materials Required : Questionnaire (EXTRACT K)

INSTRUCTIONS:


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

MS Module 2 / 2009 119

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

Fishing Paradise

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ACTIVITY 11: TOWNS FOR SALE


Materials Required : Cue Cards (EXTRACT L)

INSTRUCTIONS:


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 actor process of teaching a particular subject or skill. Giving instructions is just onecomponent 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 ofa 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


Materials Required : Coloured A4 papers

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OBJECTIVES:

To enable teachers to follow given instructions correctly.

INSTRUCTIONS:


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


Materials Required : Coloured A4 paper, pen, pencil

OBJECTIVE:

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

INSTRUCTIONS:


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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A

1

3

MS Module 2 / 2009 125

butterfly origami

. 2.square - paper fold - triangle - then - smaller triangle

. 4.fold - flap - first wing – open – paper – butterfly - done

TASK SHEET A

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EMS

fold - second wing

5. 6.

press down – body - wings - flap decorate

.

ACTIVITY 3: DRAW ME! DRAW YOU!


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.

Module 2 / 2009 126

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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


TOPIC : ERROR IDENTIFICATION

TIME : 1 hour

ACTIVITY 4: A THOUSAND APOLOGIES


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 AIdentify and correct the 8 errors made by the student in the conversation below.

MS Module 2 / 2009 128

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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EM

WORKSHEET A (MATHEMATICS)

S Module 2 / 2009 130

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

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

Teacher’s Module

ACTIVITY 5B: FIND ME DEAR (SCIENCE)


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

EMS Module 2 / 2009 131

Dear Hadi,

I received your letter yesterday. I am happy to know that you want to carry out theexperiment to test for the present of starch in a leaf. Don’t worry, I will help you with theprocedures.

First, immerse the fresh leaf in a beaker off boiling water for two minute. Use theforceps to transfer the leaf from the beaker to a boiling tube fill with alcohol. Next, palace theboiling tube in a beaker of hot water to several minutes until the leaf is no longer green in

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JULY SLOT 4


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



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.

Teacher’s Module

- 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 thanonce.

labelled record marbles fewer observations fill

solid aim than apparatus observe arrangement

EMS Module 2 / 2009 134

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

three space right movement material gas

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EMS Module 2 / 2009 135

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?



INSTRUCTIONS:


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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EMS Module 2 / 2009 136

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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___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

AUGUST

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INSTRUCTIONAL

LANGUAGE

AUGUST SLOT 1


TOPIC : NOTE EXPANSION

TIME : 1 hour

OBJECTIVES:

To develop teachers’ confidence in using the language

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EMS Module 2 / 2009 139

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!


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



OBJECTIVE:

To enable teachers to construct grammatically correct instructions

INSTRUCTIONS:


2. Read Worksheet A (Science) or Worksheet B (Mathematics).

3. Construct sentences using the notes given in the brackets.


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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EMS Module 2 / 2009 140

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

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



OBJECTIVE:

To enable teachers to construct grammatically correct instructions

INSTRUCTIONS:

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EMS Module 2 / 2009 141


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.


Construct problem-solving rubrics using the words given.

Example:

Key words

FaizahRM50.00Spend RM12.25 + RM18.65Money 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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EMS Module 2 / 2009 142

Storeroom 48 long benches

1 long bench 1m 26cm

Arranged equally 8 rows

Length of each row of benches?

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EMS Module 2 / 2009

ater

2.Contents – glass rod

3.pour – into - filter

vaporating

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

water

2.Contents – glass rod

3.pour – into - filter

-water

PICTURE OF AN EXPERIMENT

FLOW CHART B (SCIENCE)

4.pour – filtrate – e4.pour – filtrate –

1.pour –into-w1.pour-into-1.pour-into

11

evaporating dish

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AUGUST SLOT 2


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?


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 SENTENCE

1. method

2. division

3. calculation

4. addition

5. in sequence

6. even numbers

7. common multiple

8. improper fraction

9. numerator and denominator

10. ascending and descending

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WORKSHEET B (SCIENCE)

Make sentences using the words and phrases given.

No WORD / PHRASE SENTENCE

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

10. conduct an experiment

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ACTIVITY 12: MORE THAN WORDS


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 spaceprovided.

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

__________________________

__________________________

_____________________________

- percentage – 100__________________________

__________________________

- percentages -fractions

__________________________

__________________________

_____________________________

Divide - percentage -100__________________________

__________________________

Change fraction__________________

__________________________

__________________________

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

ACTIVITYEXPERIMENT/

ACTIONOBSERVATION

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

___________________________________________

___________________________________________

___________________________________________

The hand - warm

____________________

____________________

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

___________________________________________

___________________________________________

___________________________________________

hand -warm

____________________

____________________

C- your palms – rapidly - record -observation

___________________________________________

___________________________________________

___________________________________________

The - feel warm

______________

____________________

Dplace your hand - of your mouth -breathe - your observation

___________________________________________

___________________________________________

___________________________________________

The air feels -

______________

____________________

Burningcandle

Lightedbulb

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EMS Module 2 / 2009

E- some - pellets - tube - water – record

___________________________________________

___________________________________________

___________________________________________

The sodiumhydroxide pellets -in water, a lot ofbubbles, and thetest tube feels -

_______________________

_______________________

_______________________

_______________________

_______________________

F- make - windmill and hang it - burningcandle - shown - record

_________________________________________________

_________________________________________________

_________________________________________________

_________________________________________________

The paperwindmill starts to -

_______________________

_______________________

Sodiumhydroxidepellets

water

can

Paper

_______________________windmill

Burning

149

dle

Teacher’s Module

EMS Module 2 / 2009 150

ACTIVITY 13: A PICTURE SPEAKS A THOUSAND WORDS


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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Read the questions. Write the steps on how to solve them.

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

Solu

tion

2 En. Zaki bought 210 mangosteens. He gave7

2of the mangosteens to his

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

Solu

tion

3 Sayang Hotel has 350 rooms and Shanglala Hotel has 450 rooms. Given that5

3of

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

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

Solu

tion

Teacher’s Module

EMS Module 2 / 2009

Worksheet B (Science)

Study the experiment below and describe how it is conducted.

Boiling water

Leaf

Alcohol

Boiling water

Hot water

Leaf

Dropper

White tile

2min - transfer leaf usingforceps - into boiling tube

removeleaf –dip inWhat is the colour

of the leaf?

FlameFlame

Iodine solution

152

water

spread leaf –drop iodine

Teacher’s Module

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AUGUST SLOT 3


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


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



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


TOPIC : SHARE YOUR THOUGHTS

TIME : 1 hour

OBJECTIVE:

To encourage teachers to give opinions in English

ACTIVITY 3: HEAR YE!


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


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 SLOT 3

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TOPIC : SPILL YOUR GUTS

TIME : 1 hour

OBJECTIVE:


ACTIVITY 5: SPEAK YOUR MIND


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


TOPIC : SING SANG SUNG

TIME : 1 hour

OBJECTIVES:


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

ACTIVITY 6A: SONG TWISTER


Materials Required : Audio File : Kau di Hatiku – Zainal Abidin

Lyrics : Kau di Hatiku – Zainal Abidin

INSTRUCTIONS:


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 TWISTERTime Required : 30 minutes


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


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


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.


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

FAMOUS PERSONALITIES

8

21 43

5 6 7

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OCTOBER SLOT 2


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


Materials Required : Paper strips containing a string of words

INSTRUCTIONS:


2. Pick a paper strip from the box and construct a sentence.

3. Take 1 minute to construct the sentence before saying it aloud.

109 11 12

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ACTIVITY 9: A WRITER’S TALE


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


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!


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

EMS

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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

http://www.aresearchguide.com/index.html

http://www.origamiforkids.com/

ems 2 teacher's module etems 2009

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