Ems - Facilitator's Notes 2007

Facilitators Notes
ENGLISH FOR MATHEMATICS AND SCIENCE

(EMS)
_____________________________________
FACILITATORS NOTES
BAHAGIAN PENDIDIKAN GURU

KEMENTERIAN PELAJARAN MALAYSIA
EMS Module 2007
Facilitators Notes
FOREWORD
T
he Teacher Education Division, Ministry of Education Malaysia with the cooperation of all
State Education Departments, have embarked on the implementation of the Teaching of
Mathematics and Science in English (ETeMS) course since 2002. To date, a total of
98,000 Mathematics and Science teachers from primary and secondary schools have
been successfully trained by our own local trainers.
Although we are happy with this development, we will not be satisfied until all the
Mathematics and Science teachers are truly competent in the language. The Teacher
Education Division tries to find ways to assist the teachers concerned. Thus the idea of
writing a module was mooted by our division. It has been our mission to provide ongoing
training and support to ensure the success of this programme.
The main focus of this module is to develop teachers basic communicative skills and
build their confidence in using the English language. It is aimed to assist teachers to
manage classroom interaction as well as the teaching and learning processes. It will also
enhance teachers ability in using the accurate terminology and classroom language
so the students are able to follow the lessons taught effectively.
It is hoped that this module will be fully utilised and beneficial to all teachers to upgrade
their proficiency level to teach Science and Mathematics in English. Hence, once the
teachers face less problems where English language is concerned, they will be able to
deliver their lessons more successfully, thus moulding the students towards becoming
world class citizens. They will be able to contribute towards nation building and thus take
part in international events. This module is designed to help teachers to be more
independent, creative and innovative.
I would like to convey my sincere thanks and appreciation to those involved in producing
this module. I would also like to acknowledge their dedication and perseverance in
helping the Mathematics and Science teachers to cope with the change.
Thank you.
.
WAN MUSTAMA BIN WAN ABDUL HAYAT
DIRECTOR OF TEACHER EDUCATION DIVISION
MINISTRY OF EDUCATION, MALAYSIA
COORDINATOR
EMS Module 2007
Facilitators Notes
En. Romai Noor bin Rabbu

Teacher Education Division
Ministry of Education, Malaysia
MODULE PANELLISTS:
1.
Zarena Bi Binti Mohamed Sadique

SMK Tengku Aris Bendahara, Kluang, Johor
2.
Azlina Binti Abdul Kudus

SMK Seremban Jaya, Seremban,Negeri Sembilan
3.
Ahmad Ghazilan Bin Ngah

SMKA Falahiah, Kelantan
4. Shamsinar Hayati Binti Mohd Shith

SK Kampong Tunku, Petaling Jaya, Selangor
5.
Norazni Binti Abdullah

SMK Berangan, Tumpat, Kelantan
6.
Jamaludin Bin Ani

SMK Hamid Khan, Tapah, Perak
7.
Nur Zarina Toh Binti Abdullah

SMK Junjong, Kulim, Kedah
8.
Kalarani a/p Sivasubramaniam

SMK Sultan Abu Bakar, Kuantan, Pahang
9.
Siti Asmah Binti Ismail

SMK Mersing, Mersing, Johor
10. Saramma Abraham

SMK Tinggi Batu Pahat, Batu Pahat, Johor
11. Yau Sook Fun
SK Perempuan Methodist, Ipoh, Perak
12. Rajesvari Seeny
SMK Sri Tanjong, Melaka
13. Zahira Bt Abdullah
SMK Buyong Adil, Tapah, Perak
14. A. Wahab B Hj Hood
SMK Bandar Baru Uda, Johor Bharu, Johor
15. Rosita Bt Manas
SMK Majidi Baru, Johor Bharu, Johor
MODULE WRITERS
EMS Module 2007
Facilitators Notes
PUBLIC SPEAKING
1. Azlina Binti Abdul Kudus

SMK Seremban Jaya, Seremban, Negeri Sembilan
2. Taufeeq Bin Mohammed Amin

SMK Simpang Bekoh, Asahan, Melaka
3. Zaili Bin Yaacob
SMK Rahmat, Kuala Sungai Baru, Melaka
4. Ishak Bin Abdul Manaf
SMK Lubok China, Melaka
5. Rajesvari Seeny
SMK Sri Tanjong, Melaka
PRONUNCIATION / DICTIONARY SKILLS / TERMINOLOGY
1.
Saramma Abraham
SMK Tinggi Batu Pahat, Johor
2.
Yau Sook Fun

SK Perempuan Methodist, Ipoh, Perak
3.
Rashidah Binti Othman

SMK Klebang Besar, Melaka
4.
Saniza Binti Matt Lazim

SMK St Mark, Butterworth, Pulau Pinang
5.
Sabariah Binti Mohd Kasim

SMK Syed Mashor, Batang Kali, Selangor
INSTRUCTIONAL LANGUAGE
1.
Ahmad Ghazilan Bin Ngah

SMKA Falahiah, Kelantan
2.
Jamaludin Bin Ani

SMK Hamid Khan, Tapah, Perak
3.
Nur Zarina Toh Binti Abdullah

SMK Junjong, Kulim, Kedah
4.
Sathiavany a/p Madhavan

SMK St. Paul, Seremban, Negeri Sembilan
5.
Saad Bin Ahmad

SMK Telok Air Tawar, Butterworth, Pulau Pinang
COMMUNICATIVE SKILLS
EMS Module 2007
Facilitators Notes
1. Siti Asmah Binti Ismail

SMK Mersing, Mersing, Johor
2. Shamsinar Hayati Binti Mohd Shith
SK Kampong Tunku, Petaling Jaya, Selangor
3. Norazni Binti Abdullah
SMK Berangan, Tumpat, Kelantan
4. Mohd Zuki Bin Abu
SMK Sultan Badlisah, Kulim, Kedah
5. Bukhori Bin Md Desa
SK Paya Mak Insun, Pendang, Kedah
6. Rozita Binti Manas
SMK Majidi Baru, Johor Bharu, Johor
CLASSROOM LANGUAGE
1.
Kalarani a/p Sivasubramaniam

SMK Sultan Abu Bakar, Kuantan, Pahang
2.
Mohd Jalani Bin Hassan

SK Padang Midin, Kuala Terengganu, Terengganu
3.
Noordin Bin Buang

SMK Benut, Jalan Jaafar, Benut, Johor
4.
Suhaila Binti Mustaffa

SK Taman Tuanku Jaafar, Negeri Sembilan
5.
Wong Tok Ee
SMK Alor Akar, Kuantan, Pahang
GRAMMAR
EMS Module 2007
Facilitators Notes
1.
Badrul Hisham Bin Mohamed Yusof

Unit Kurikulum, Jabatan Pelajaran Wilayah Persekutuan, Kuala Lumpur
2.
Noorainun Binti Anuar

Jabatan Pelajaran Negeri, Melaka
3.
Maznah Binti Mahadi

Jabatan Pelajaran Negeri, Perak
4.
Nor Azizi Bin Sulaiman

Jabatan Pelajaran Negeri, Kelantan
5.
Zahira Binti Abdullah

SMK Buyong Adil, Tapah, Perak
6.
Yee Lee Ming

SMK Dato Sri Amar Diraja, Muar, Johor
7.
Thong Kum Lin

SMK Ayer Tawar, Perak
8.
Rosnizar Binti Kasim

SMK Kerling, Kuala Kubu Bharu, Selangor
9.
Hamdan Bin Shamsudin

SK AU Keramat, Kuala Lumpur
10.
Fatimah Binti Mustafa

SMK Bandar Maharani, Muar, Johor
11.
Cheah Yet Thang

SMK Tanjong Rambutan, Perak
12.
Adi Putra Bin Samsuri

SMK Menjalara, Kuala Lumpur
FACILITATOR:
1.
Zarena Bi Binti Mohamed Sadique

SMK Tengku Aris Bendahara, Kluang, Johor
write....write....write
EMS Module 2007
Facilitators Notes
COURSE OBJECTIVES
1. To develop basic communicative skills in English.

2. To develop teachers confidence in using English to deliver content, manage
classroom interaction and to manage teaching and learning in the classroom.
3. To enhance teachers knowledge in using the correct terminology and
classroom language.
A Brief Overview
This module contains 7 main sections: grammar, pronunciation, vocabulary,
classroom language, communicative skills, public speaking and instructional language. A
variety of interesting activities have been suggested to help teachers develop basic
communicative skills and to be able to use the language in the classroom. These
activities cover the 4 skills of Listening, Speaking, Reading and Writing.
The grammar slots cover grammar items like parts of speech, subject-verb
agreement, articles, conjunctions and tenses. Teachers not only learn these items in a
fun way, they get the chance to speak, listen to songs and a recorded passage as well
as write a story.
The pronunciation slots help to address several problems caused by mothertongue influence and silent letters besides other factors. Learning to use the dictionary
provides the course participants with a very convenient resource and reference.
One slot on terminology and vocabulary aims to help teachers be aware of the
correct pronunciation for many words used in Science and Mathematics. The slots on
classroom language, communicative skills, public speaking and instructional language
offer help in oral skills. In addition, there are passages for reading comprehension and
some writing practice.
EMS Module 2007
Facilitators Notes
EMS TIMETABLE
PHASE
DAY/
SLOT
SLOT 1
08.00 10.00
SLOT 2
10.30 12.30
SLOT 3
02.00 04.00
EMS Evaluation 1
Grammar
Grammar
Grammar
Grammar
Grammar
PHASE
ONE
Pronunciation / Dictionary Skills
4
5
PHASE
TWO
EMS Module 2007
Classroom Language
02.30 - 04.30
Classroom Language
Classroom Language
Communicative Skills
Communicative Skills
Public Speaking
Public Speaking
Terminology / Vocabulary
Instructional Language
02.30 04.30
EMS Evaluation 2
Facilitators Notes
NOTE:
A. EMS Evaluation 1
- 2 hours
B. Grammar
- 10 hours
C. Pronunciation / Dictionary
- 4 hours
D. Terminology / Vocabulary
- 2 hours
E. Classroom Language
- 12 hours
F. Communicative Skills
- 12 hours
G. Public Speaking
- 12 hours
H. Instructional Language
- 4 hours
I.
- 2 hours
EMS Evaluation 2
TOTAL TIME = 60 HOURS (10- DAY COURSE)
EMS Module 2007
Facilitators Notes
ENGLISH FOR MATHEMATICS AND SCIENCE

(EMS)
TIME
DAY 1
CONTENT
-
SLOT 1 EMS EVALUATION
SLOT 2 GRAMMAR PARTS OF SPEECH
SLOT 3 GRAMMAR SINGULAR PLURAL NOUNS

SUBJECT-VERB AGREEMENT
DAY 2
DAY 3
GRAMMAR
SLOT 1 ARTICLES, WH QUESTIONS, CONJUNCTIONS
SLOT 2 TENSES
SLOT 3 ACTIVE AND PASSIVE VOICE
SLOT 1 PRONUNCIATION
SLOT 2 DICTIONARY SKILLS
SLOT 3 TERMINOLOGY / VOCABULARY /

LISTENING COMPREHENSION
DAY 4
DAY 5
EMS Module 2007
CLASSROOM LANGUAGE
SLOT 1 BUILD AND CONSTRUCT
SLOT 2 INSTRUCTIONS
SLOT 3 READING COMPREHENSION
CLASSROOM LANGUAGE
SLOT 1 GIVING TALKS
SLOT 2 COUNSELLING SESSIONS
SLOT 3 WALK YOUR TALK
Facilitators Notes
TIME
DAY 6
DAY 7
DAY 8
DAY 9
DAY 10
EMS Module 2007
CONTENT
-
SLOT 1 CONVERSATIONS
SLOT 2 ASKING QUESTIONS
SLOT 3 REQUESTING FOR INFORMATION
SLOT 1 INFORMATION TRANSFER
SLOT 2 EXPRESSING VIEWS
SLOT 3 EXPRESSING IDEAS
PUBLIC SPEAKING
SLOT 1 INTRODUCTIONS
SLOT 2 GIVING OPINIONS
SLOT 3 TELLING TALES
PUBLIC SPEAKING
SLOT 1 PUBLIC SPEAKING
SLOT 2 A DEBATE
SLOT 3 MAKING EXCUSES
SLOT 1 INSTRUCTIONAL LANGUAGE (MATHS)
SLOT 2 INSTRUCTIONAL LANGUAGE (MATHS)
SLOT 1 INSTRUCTIONAL LANGUAGE (SCIENCE)
SLOT 2 INSTRUCTIONAL LANGUAGE (SCIENCE)
SLOT 3 EMS EVALUATION 2
10
Facilitators Notes
PHASE ONE
HAVING FUN
WITH ENGLISH
EMS Module 2007
11
Facilitators Notes
We are going to have a lot of fun.
DAY 1
TIME:
SLOT 1
2 Hours
EMS EVALUATION - A mechanism to identify the competency and proficiency level of

ETeMS teachers
OBJECTIVES
To upgrade teachers level of proficiency and promote their confidence in
teaching Mathematics and Science in English
To assist and guide ETeMS teachers in the teaching and learning processes
REQUIREMENT - Micro teaching is a compulsory component for EMS course
participants.
MICRO TEACHING - Teachers are required to conduct a micro teaching based on their
subjects.
DURATION - Teachers will be given 30 minutes to discuss and prepare a lesson plan in
groups of 2 and to present it for 15 minutes. Each teacher is to present 7 minutes of the
prepared lesson plan.
PROCEDURES ON EMS EVALUATION 1
EMS Module 2007
12
Facilitators Notes
PROFICIENCY TEST
CPs - bring along required materials
CALLING LETTER SENT BY

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

- brief on EMS Evaluation 1
CPs - prepare lesson plan
DISCUSSION & PLANNING
- divide allocation of areas for presentation

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

Fs
- evaluate
PRESENTATION
- keep time
- award marks and provide feedback
Fs - report CPs performance
FEEDBACK
PROCEDURES TO EMS EVALUATION 2

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

- brief on EMS Evaluation 2
CPs - prepare lesson plan
DISCUSSION & PLANNING
- divide allocation of areas for presentation

CPs - present for 15 minutes
EMS Module 2007
PRESENTATION
13
Facilitators Notes
- allocate equal time for each CP

Fs
- evaluate
PRESENTATION
- keep time
- award marks and provide feedback
Fs
- report CPs performance
FEEDBACK
NEXT COHORT
GRADUATION
CPs - teachers
Fs - facilitators
DURATION
GROUP DISCUSSION AND PLANNING
30 MINUTES
GROUP PRESENTATION
15 X 5 =
FACILITATORS FEEDBACK
75 MINUTES
15 MINUTES
TOTAL
2 HOURS
SUBJECT
PRESENTATION
GROUP MEMBERS DURATION (minutes)
ROOM 1
GROUP 1
15
SCIENCE
GROUP 2
15
GROUP 3
15
GROUP 4
15
GROUP 5
15
ROOM 2
GROUP 1
15
MATHS
GROUP 2
15
GROUP 3
15
GROUP 4
15
GROUP 5
15
TIME REMINDERS
EMS Module 2007
14
Facilitators Notes
For each teacher the bell will be rung once at the beginning of the lesson and
twice to mark the end of the lesson.
EVALUATION
AREAS OF LESSON
OBJECTIVE OF
LESSON
VALUES
SET INDUCTION
CONTENT
PEDAGOGICAL ASPECT
SKILLS
LEARNING OUTCOME
GROUP MEMBERS
LESSON
PLAN
MORAL / ETHICAL
INSTRUCTIONS
PRESENTATION
PRACTICE
LANGUAGE ASSESSMENT
TOTAL
20 %
MICRO
MICRO
TEACHING
TEACHING
CP 1
CP 2
40 %
40 %
40 %
40%
100 %
WEIGHTAGE OF THE EVALUATION

LESSON PLAN
20 %
MICRO TEACHING
40 %
LANGUAGE ASSESSMENT
40 %
TOTAL SCORE
100 %
BAND A - Excellent
90 - 100
BAND B - Good
70 - 89
BAND C - Satisfactory
50 - 69
BAND D - Weak
25 - 49
EMS Module 2007
15
Facilitators Notes
BAND E - Very Weak
0 - 24
LESSON SCRIPT
GROUP: 1 2 3 4 5
ROOM: 1 2
NAME: 1: ___________________________
SUBJECT: SCIENCE/MATHEMATICS
2: ____________________________
TOPIC:_________________________
YEAR/FORM: ______________________
LEARNING OUTCOME
SKILLS
VALUES
TEACHING
STRATEGIES
SET INDUCTION
TEACHING STEPS
INSTRUCTIONAL
MATERIALS USED/
LANGUAGE
COMMENTS
PRESENTATION
PRACTICE
EMS Module 2007
16
Facilitators Notes
CONCLUSION
SIGNATURE:___________________
CENTRE:______________________
EVALUATORS NAME: _____________________ DATE: __________________
EVALUATION FORM: MICRO-TEACHING ASSESSMENT

GROUP : 1 2 3 4 5
ROOM : 1 2
SUBJECT : _________________
NAME : 1: ___________________________
TOPIC : ____________________
2: ___________________________
RATING SCALE:
ITEM
LESSON SCRIPT:
(20%)
Topic
Objectives
Skills
Learning
outcomes
Steps /
Procedures
Instructional
language
SET INDUCTION /
PRESENTATION /
PRACTICE
(40%)
1. Very Weak
4. Good
ASPECTS
Comprehensibility
YEAR : _____________________
2. Weak
5. Excellent
CP 1
CP 2
3. Satisfactory
COMMENTS
Organization and
coherence
Correct use of
language
Practical and
achievable
Clear
presentation
Relevance
Effective
instructions
Coherence
Learning input
Interest
Interaction
Creativity
TOTAL
EMS Module 2007
17
Facilitators Notes
SIGNATURE: ___________________________________
EVALUATORS NAME: ____________________________
TRAINING CENTRE : _____________________________
DATE : ______________________________________
EVALUATION FORM : LANGUAGE ASSESSMENT
(40%)
GROUP : 1 2 3 4 5
ROOM : 1 2
NAME: 1: ____________________________________
2: ____________________________________
SUBJECT: ________________________
TOPIC
: _________________________
YEAR/FORM : ______________________
RATING SCALE:
1. Very weak
2. Weak
4. Good
5. Excellent
NO.
ITEM
1
Articulation and Pronunciation
2
Enunciation
Fluency
4
5
Ability to teach without resorting to L1

Questioning techniques
6
7
Ability to handle questions and

discussions
Language accuracy
Confidence
CP 1
3. Satisfactory
CP 2
COMMENTS
TOTAL
EMS Module 2007
18
Facilitators Notes
EVALUATORS NAME : _______________________

SIGNATURE
: _______________________
DATE
: _______________________
TRAINING CENTRE
: ________________________
PROGRESS CHART
TRAINING CENTRE : ________________________
ROOM
: 1 2
SUBJECT
: SCIENCE / MATHEMATICS
NO
NAME
SCHOOL
EMS
EMS EVALUATION COMMENTS:
EVALUATION 1
2
MARKS BAND MARKS BAND
01
02
03
04
05
06
07
08
09
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
BAND A - Excellent 90 - 100
BAND B - Good
70 BAND C 50 Satisfactory
BAND D - Weak
25 BAND E - Very weak 0 -
EMS Module 2007
89
69
49
24
19
Facilitators Notes
EVALUATORS NAME: ______________________

SIGNATURE: _____________________
DATE: __________________
FOR FACILITATORS TO PROJECT ON SCREEN
MANUAL FOR EMS PROGRAMME
LISTEN!
PAY ATTENTION!
RELAX AND ENJOY
WE ARE GOING TO CARRY OUT EVALUATION ONE

(MICRO TEACHING)
STEP ONE!
FIND A PARTNER TEACHING THE SAME SUBJECT
STEP TWO!
DISCUSS YOUR SELECTED LESSON PLAN ( 30 MINUTES)
AND FILL IN THE FORM
YOU ARE GOING TO CARRY OUT MICRO TEACHING FOR

15 MINUTES ONLY
STEP THREE!
DEVISE YOUR LESSON AND PREPARE SOME TEACHING AIDS
CREATIVELY
EMS Module 2007
20
Facilitators Notes
STEP FOUR!
YOU SHOULD SHARE EQUAL TIME (7:7) WITH YOUR PARTNER WHEN
PRESENTING THE LESSON
STEP FIVE!
TEACHER A SET INDUCTION / PRESENTATION (7 MINUTES)
TEACHER B - PRESENTATION/ PRACTICE (7 MINUTES)
WAIT FOR YOUR TURN AND GIVE YOUR BEST COOPERATION
NOW!
SCIENCE TEACHERS WILL ENTER ROOM 1
AND
MATHS TEACHERS WILL ENTER ROOM 2
EMS Module 2007
21
Facilitators Notes
DAY 1
SLOT 2
GRAMMAR
TOPIC: PARTS OF SPEECH
TIME:
2 Hours
OBJECTIVES:
To recognise the different parts of speech

To rearrange phrases to form sentences
To formulate simple sentences
ACTIVITY 1:
IDENTIFYING PARTS OF SPEECH
Time Required:
30 minutes
Materials Required:
OHP / LCD, Betty Schrampfer Azar Fundamentals of English

Grammar
SUGGESTED INSTRUCTIONS:
1. Elicit the various parts of speech from the teachers.
2. Facilitator gives a brief explanation of the different parts of speech.
3. Show the sample stimulus given on the screen.
4. Ask the teachers to identify the parts of speech of the words in the sentences.
5. Elicit answers orally.
6. Tell teachers to get into pairs.
7. Instruct them to identify the different parts of speech in the cartoon strips.
8. Discuss answers orally.
9. Give the teachers15 minutes to work individually on the exercises in the book/
photostated copies.
10. Facilitator may suggest teachers refer to Appendix 1 (notes on Parts of Speech).
11. Elicit oral answers from the teachers. (Suggestion: Encourage teachers to read
out the whole sentence and not just one-word answers.)
Sample stimulus
EMS Module 2007
22
Facilitators Notes
Baboons are big monkeys. They have large heads and sharp teeth. They react
aggressively when they are in danger.
SUGGESTED ANSWERS:
Word
Part of
Word
Part of
Word
Part of
Baboons
they
sharp
aggressively
Speech
noun
pronoun
adjective
adverb
big
large
teeth
feel
Speech
adjective
adjective
noun
verb
monkeys
heads
react
danger
Speech
noun
noun
verb
noun
Cartoon Strips
"For a mom, sometimes she's pretty cool."
EMS Module 2007
23
Facilitators Notes
PRACTICE
Betty Schrampfer Azar Fundamentals of English Grammar
1. Exercise 1 Page 67
APPENDIX 1
English has several kinds of words, which are called the parts of speech: nouns,
pronouns, verbs, adverbs, adjectives, articles, prepositions, conjunctions and
interjections.
NOUNS
A noun names a person, place, thing or idea. Examples of nouns are pupil, hospital,
magazine, colour, death and truth.
A noun that names a particular person, place or thing is a proper noun. Proper nouns
begin with capital letters. All other nouns are common or abstract nouns.
PRONOUNS
A pronoun replaces a noun or noun phrase. The replaced noun is called the antecedent.
John lost my bag when he took it.
VERBS
A verb expresses an action or names a state of existence.
Action State of existence
jump
be
laugh
seem
love
appear
ADJECTIVES
Adjectives modify (give more information about) nouns and pronouns. They answer the
questions Which one? How many? What kind?.
ARTICLES
An article is a special kind of adjective. There are two kinds of articles: definite and
indefinite. The only definite article is the. The two indefinite articles are a and an.
ADVERBS
Adverbs modify (give more information about) verbs, adjectives, and other adverbs.
They answer the questions How? When? Where? How often?.
PREPOSITIONS
Prepositions show relationships such as direction, time, location or ownership.
Most prepositions are one word (of, from, in, on) but some prepositions are two words
(next to, because of, according to) or even three words (in front of, in addition to).
EMS Module 2007
24
Facilitators Notes
CONJUNCTIONS
Conjunctions connect words and word groups and show the relationship between the
connected elements (e.g. and, next, therefore, then, however).
INTERJECTIONS
An interjection is a word or phrase that expresses surprise or emotion. Interjections can
be strong or weak (e.g. Gosh! Hurray! Wow!).
ACTIVITY 2: FIND A PARTNER
Time Required:
20 minutes
Materials Required:
The word list given on transparency or PowerPoint, Betty Azars

Fundamentals of Grammar
1. Write or flash a few examples of prepositions in front.
2. Elicit the term preposition from the teachers.
3. Get teachers to suggest the functions of prepositions.
4. If necessary refer them to the following pages in Betty Azars The Fundamentals
of Grammar:
Page 45 (Prepositions of time)
Page 316 (Prepositions in adjectival clauses)
Page A1 - Appendix 1 (List of preposition combinations)
5. Then divide teachers into four groups.
6. Tell them to look at the list of words in their modules.
7. In their groups, the teachers identify as many suitable prepositions as possible
for each word on the list within 10 minutes.
8. Flash the words from the list on the screen, one at a time.
9. For each word, elicit from teachers suitable prepositions that could be used with
it and tell them to put these in sentences.
10. Award 2 points for each suggestion.
11. For each preposition and sentence suggested by a group, the other groups are
allowed to *challenge* the word / sentence if they feel that it is incorrect.
EMS Module 2007
How to Challenge?
1. If you feel the preposition or sentence suggested by the
other group is incorrect, you may challenge the word /
sentence.
2. Raise your hand and call out challenge.
3. Then, you will be asked to suggest the correct answer.
4. If your challenge is accepted, you get 2 points and the
other group loses 1 point.
5. If there is a contentious word, your facilitator will make
the final decision.
25
Facilitators Notes
12. The group that has the most points is the winner.
13. Facilitator should then demonstrate the activity using the example below.
Examples:
Word
LOOK
MULTIPLY
Preposition
at
into
Sentence
Look at the picture carefully.
The discipline teacher will
for
look into the problem.

The police are looking for
by
into
the robbers.
Multiply 4 by 2.
Some cells in our body are
able to multiply themselves
into thousands of new cells
within a short time.
EMS Module 2007
26
Facilitators Notes
LIST OF WORDS (POSSIBLE ANSWERS )
COMPARE
DIFFERENTIATE
DIVIDE
FOCUS
( with , to )
( between )
( by, into )
( on )
MEASURE
SHAKE
DIFFERENCES
RINSE
( with )
( until )
( between )
( off, out )
CARRY
COVER
CONNECT
PUSH
( out, on )
( with )
( to, up, with)
( over, under,
across )
SUCK
FILL
STIR
POUR
( up , in )
( up, in, with )
( with )
( into, out )
WASH
ROUND
BASED
REPLACE
( with , off )
( off , up, down, on,
( on, upon )
( with )
out )
COMMENT
CHANGE
IMPORTANCE
EFFECT
( on )
(for, with, into)
( of )
( of, on )
ROLE
DISTINGUISH
REPRESENTED
FUNCTION
( of, in )
( between, from)
( by, at, in )
( of )
MEANT
STICK
HOLD
PUT
( by )
( on, with, to )
( on, out, over,
( off, out, down,
down )
up)
EMS Module 2007
27
Facilitators Notes
ACTIVITY 3:
MAKE ME WHOLE
Time Required: 30 minutes

Materials Required: Photostated copy of the list of words given (Appendix 2), 4 or 5
caps or any suitable item.
1. Get teachers into groups of four.
2. Instruct each group to appoint a scribe ( a person who writes something).
3. Ask teachers to read the instructions in their modules.
4. Facilitator displays a photocopy of the list of words on facilitators table.
5. Give each group a cap.
6. Inform teachers that they have to put on the cap if they wish to come to the front
of the room.
7. Allow one member from each group to come forward to look at the list of words
on the table for 4 seconds at a time.
8. Do not allow them to write down the words.
9. Teacher then goes back to complete the sentences.
10. Check answers handed in by the groups before declaring the winning group.
11. Before ending the session, facilitator should go through the sentences with the
teachers and remind teachers of the functions of the parts of speech.
12. Facilitator can ask the teachers to read out the sentences to check pronunciation
and articulation.
EMS Module 2007
28
Facilitators Notes
PRACTICE EXERCISE ( answers)

1. There are 206 bones in your body!
2. The femur is the largest bone in your body.
3. The smallest bone is in your middle ear.
4.
The human neck has the same number of bones as the neck of a giraffe.
5. Thomas Edison, the inventor of the light bulb, was afraid of the dark!
6. Laugh and you will burn up three and a half calories.
7. Rubber bands last longer when we put them in the refrigerator.
8. The circumference of the Earth is 24,896 miles.
9. The human brain is 80% water.
10. A cows sweat glands are in its nose.
11. Like fingerprints, everyones tongue is different!
12. Your heart beats over 100,000 times a day!
13. A flys taste buds are on its feet.
14. Tarantula spiders can go without food for as long as 2 years.
15. To get rid of mosquito itch, apply soap on the affected area for instant relief.
EMS Module 2007
29
Facilitators Notes
Words to be displayed:
bones
the
Appendix 2
dark
for
sweat
buds
apply
ear
spiders
and
ACTIVITY 4:
EMS Module 2007
over
instant
them
get
longer
of
burn
everyones
is
human
your largest
has
bone
BOMB AWAY
30
Facilitators Notes
Time Required:
40 minutes
Materials Required:
None
1. Divide teachers into groups of four or five.
2. Facilitator explains rules of the game to teachers.
RULES OF THE GAME
i)
Each group identifies 3 Science or Mathematics related terms.
ii)
The groups take turns to shout out one of their chosen words.
iii)
The other groups try to formulate a sentence using the word

given. (The sentence must be related to classroom teaching.)
iv)
The first group to shout out a sentence will be awarded 2 points.
v)
If the sentence is incorrect, it will be open to the other groups for

correction. Each correction merits 5 points.
vi)
At the end of the game, the group with the most points will be
declared the winner. (Facilitator could prepare a small token.)
3. Facilitator gives some examples of words and sentences that can be used for the
game.
EXAMPLES:
R E S P I R A T I O N: The respiration process occurs in all living things.
S P E C I M E N: Examine the specimen under the microscope.
C I R C U M F E R E N C E: Calculate the circumference of the object in front of
you.
BONUS ACTIVITY:
Time Required:
EMS Module 2007
GOING GOING GONE
20 minutes
31
Facilitators Notes
Materials Required:
Auction sheet , one mallet or hammer or anything hard to knock

on the table
SUGGESTED INSTRUCTIONS / RULES:

1. Introduce necessary words like to bid, auctioneer, a bid, What am I bid?
mallet, Goinggoing.gone.
2. Give each pair an auction sheet.
3. Tell the teachers that some of the sentences on the sheet are correct and some
are incorrect.
4. Teachers are to read through the auction sheet and decide which sentences are
correct.
5. During the auction, teachers can bid for the sentences which they think are
correct.
6. Tell the teachers that each pair has RM5,000.00 for buying the correct
sentences.
7. Tell the teachers to note down in the Budget column of the auction sheet how
much they are willing to bid for the given sentence.
8. The winner of the auction is the pair with the most number of correct sentences
and the most money left.
9. Before starting the auction, ask teachers to work on the sentences and discuss
their budgeting in pairs.
10. DENY THE TEACHERS ALL LANGUAGE HELP IT IS UP TO THEM TO
TAKE RESPONSIBILITY FOR WHAT THEY THINK THEY KNOW.
11. Before starting the auction tell them that bids of less than RM100 will not be
accepted.
12. Teachers bid by putting up their hands and shouting out the amount they are
willing to bid for the given sentence.
13. Facilitator first simulates the scene at an auction by auctioning off some items
found on site to set the mood.
SIMULATION
Sample sentence: The Sun comes in the East and sets in the West
EMS Module 2007
32
Facilitators Notes
Materials Required: Marker pen, a scarf, a pen

Facilitator : What am I bid for this sentence/item ?
Teacher A : I bid 200 ringgit for the sentence/item.
Teacher B : I would like to bid 400 ringgit.
Teacher C : 800 ringgit for me.
Facilitator : Do I have any more bids?
Do not miss this once-in-a-lifetime chance to own this.
Any more bid before I bring the hammer down?
Going Once, Going Twice and Gone to .(that
gentleman or lady over there)
Sorry. The sentence is wrong.
START THE AUCTION
1. Read out all the sentences in a lively, persuasive way, even if it happens to be
wrong, and then ask for bids.
2. Keep the bidding moving fast to convey the excitement of an auction room.
3. When you come to the GOING GOINGGONE stage, be ready to accept last
minute bids.
4. When a sentence has been auctioned off, make sure teachers keep a note of the
buyer and the amount in their Bought column.
5. After each sale, tell the teachers if the sentence is correct or not.
6. Postpone the corrections until after the auction so as not to break the auction
mood.
7. Start the auction with the first sentence but then auction the rest of the sentences
in random order this heightens the feeling of expectancy.
8. At the end of the auction, facilitator can explain simple rules about the parts of
speech that were wrong in the sentences.
AUCTION SHEET / SUGGESTED ANSWERS:

No.
EMS Module 2007
Sentence
Correction
33
Facilitators Notes
With reference on the findings, state the
2.
type of reaction which occurs.

type of reaction which occurs.
Based on the observations in the table,
state one conclusion.

Explain briefly why the above results are
obtained.
What is a function of the part labelled F?
F?
Explain the difference over mass and Explain the difference between mass
weight.
Identify the symbols in the equation
above.
State one differences and one similarity State one difference and one similarity
between a hormone and an enzyme.

Describe the life cycle of a butterfly.
Give an outline of the process of
10
photosynthesis.
Define the term Rate of Growth.
11
Copy and complete the following table.
12
Factorize
complete
the
following
expression.
With reference to the findings, state the
What is the function of the part labelled
and weight.
between a hormone and an enzyme.
Factorize
completely
the
following
expression.
DAY 1 SLOT 3
GRAMMAR
TOPIC: SINGULAR AND PLURAL NOUNS
TIME: 2 Hours
EMS Module 2007
34
Facilitators Notes
OBJECTIVES:
To change singular nouns to plural nouns
To reinforce the rules of forming plural nouns
To reinforce that in a sentence, the subject and the verb must agree in
number
ACTIVITY 1:
Time Required:
SING-PLU HUNT
1 hour
Materials Required:
Task sheets
1. Inform teachers that there are four stations in the Sing-Plu hunt.
2. Instruct teachers to complete the task at each station before moving on to the
next.
3. Tell teachers to carry out the tasks individually.
STATION 1:
EMS Module 2007
DO AND READ
35
Facilitators Notes
Rules to observe:
To make most nouns plural, add s, e.g. beakers, test tubes, tripod stands.
Add es to nouns ending in sh, ch, ss and x, e.g. wishes, matches, glasses, foxes.
Materials Required:
Task sheets (Appendix 1)

(duplicate enough copies for all teachers)
1. Start by telling teachers that they need to observe the grammar rules before they
take on the task.
2. Inform teachers that they are to work individually.
3. Distribute the task sheets to teachers.
4. Tell teachers to complete the list by adding s or es to make the nouns plural.
5. Get teachers to read out the completed list to you.
6. Correct their pronunciation if there are mistakes.
7. Ensure that teachers have got the correct pronunciation before allowing them to
proceed to Station 2.
Appendix 1
STATION 1:
EMS Module 2007
DO AND READ
36
Facilitators Notes
Rules to observe:
1. To make most nouns plural, add s, e.g. beakers, test tubes, tripod stands.
2. Add es to nouns ending in sh, ch, ss and x, e.g. wishes, matches, glasses,
foxes.
INSTRUCTIONS:
1. Complete the list by adding s or es to change the nouns to the plural form.
No.
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
Singular
petri dish
ruler
torch
cylinder
glass
bunsen burner
angle
box
lip
eye
edge
potato
tax
match
class
Plural
2. Read out the completed list to the facilitator.

3. Then proceed to Station 2.
*Note: To be given to the teachers

STATION 2:
EMS Module 2007
CROSSWORD PUZZLE
37
Facilitators Notes
Rules to observe:
If a noun ends with y, change the y to i and add es,
e.g. ferry ferries ( y is preceded by a consonant ).
If y is preceded by a vowel, add only s, e.g. turkeys.
If a noun ends with fe or f, change the ending to ves, e.g. knives, loaves except beliefs,
chiefs, roofs, cuffs.
Materials Required:
Crossword puzzle (Appendix 2)

1. Distribute the crossword puzzle to teachers as they come to Station 2.
2. Get teachers to complete the task assigned.
3. Collect and check the completed puzzle.
4. Give immediate feedback.
5. Permit only teachers who have completed the puzzle to move on to
Station 3.
Appendix 2
STATION 2: CROSSWORD PUZZLE
EMS Module 2007
38
Facilitators Notes
Rules to observe:
If a noun ends with y, change the y to i and add es,
e.g. ferry ferries ( y is preceded by a consonant ).
If y is preceded by a vowel, add only s, e.g. turkeys.
If a noun ends with fe or f, change the ending to ves, e.g. knives, loaves except
beliefs, chiefs, roofs, cuffs.
INSTRUCTIONS:
1.
2.
3.
4.
Change the nouns given in the clues to the plural form.

Complete the crossword puzzle below.
Hand in the completed puzzle to the facilitator.
Move on to Station 3.
1
1
2
4
Clues to crossword:
Across
1. Boy
2. Key
3. Lorry
4. Wife
5. Shelf
6. Chief
1.
2.
3.
4.
Down
Monkey
Knife
Leaf
Wolf
Note: To be given to the teachers

STATION 3: SEARCH AND WRITE
Rules to observe:
1. Some nouns have irregular plural forms, e.g. mouse-mice, woman-women.
2. The
plural
EMS Module
2007
form of some nouns is the same as the singular form, e.g. sheep.
39
Facilitators Notes
Materials Required: Task sheets (Appendix 3)

Word list (Appendix 4)
Mahjong paper
SUGGESTED PREPARATION:
1. Duplicate enough copies of the task sheet for all teachers.
2. Write the word list (Appendix 4) on a piece of mahjong paper.
3. Put up the mahjong paper on the wall at Station 3.
1. Distribute the task sheets to teachers as they come to Station 3.
2. Inform them that they have to write the correct plural forms of the words.
3. Tell them that they can refer to the word list if they need help.
4. Collect and check the completed task sheet.
6. Then, tell them to proceed to Station 4.
Appendix 3
STATION 3:
EMS Module 2007
SEARCH AND WRITE
40
Facilitators Notes
Rules to observe:
Some nouns have irregular plural forms, e.g. mouse-mice, woman-women.
The plural form of some nouns is the same as the singular form, e.g. sheep.
INSTRUCTIONS:
1. Write the correct plural forms of the words in the word list below.
2. You may refer to the options given.
3. The options are written on the mahjong paper placed on the wall at this station.
4. Hand in the completed task sheet to the facilitator.
5. Continue your hunt in Station 4.
SINGULAR
PLURAL
child
species
tooth
fish
ox
deer
foot
louse
goose
Note : To be given to the teachers
Appendix 4
Word list
1. Prepare the word list on a piece of mahjong paper.
EMS Module 2007
41
Facilitators Notes
2. Put up the mahjong paper on the wall at Station 3.
child
fishes
ox
childs
species
oxes
children
specieses
oxen
childrens
tooth
deer
foot
tooths
deeres
foots
teeth
goose
feet
louses
gooses
fish
lice
geese
STATION 4:
WORD MAZE
Rules to observe:
Some nouns that the English language has borrowed from other languages have
foreign plurals, e.g. index-indices, axis-axes, vertex-vertices.
EMS Module 2007
42
Facilitators Notes
Materials Required:
Word maze (Appendix 5)

1. Distribute the word maze to teachers as they come to Station 4.
2. Tell them to look for and circle the correct plural forms of the given words.
3. Collect and check the completed word maze.
**For further exercises, please refer to the book, Fundamentals of English Grammar by
Betty Schrampfer Azar, pg. 69.
Appendix 5
STATION 4 : WORD MAZE
Rules to observe:
Some nouns that the English language has borrowed from other languages have
foreign plurals, e.g. index-indices, axis-axes, vertex-vertices.
EMS Module 2007
43
Facilitators Notes
INSTRUCTIONS:
1. Look for and circle the correct plural forms of the given words.
2. Hand in the completed word maze to the facilitator.
Words in singular form:
1.
2.
3.
4.
5.
6.
7.
8.
9.
locus
crisis
cactus
bacterium
phenomenon
formula
radius
syllabus
larva
* Note: To be given to the teachers
Appendix 6
ANSWERS TO ALL TASK SHEETS:
Station 1:
No.
EMS Module 2007
Singular
Plural
44
Facilitators Notes
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
petri dish
ruler
torch
cylinder
glass
bunsen burner
angle
box
lip
eye
edge
potato
tax
match
class
petri dishes
Rulers
Torches
Cylinders
Glasses
bunsen burners
Angles
Boxes
Lips
Eyes
Edges
Potatoes
Taxes
Matches
Classes
Station 2:
1
1
N
K
E
Y
S
W
O
L
6
V
E
L
E
A
V
E
5
S
R
2
K
N
I
V
E
S
V
M
O
Appendix 7
Station 3:
SINGULAR
child
EMS Module 2007
PLURAL
children
45
Facilitators Notes
species
tooth
fish
ox
deer
foot
louse
goose
species
teeth
fish / fishes
oxen
deer
feet
lice
geese
Station 4:
B
N
I
C
O
O
I
H
P
ACTIVITY 2:
V
R
S
S
TIME: 1 Hour
ACTIVITY 2A:
Time Required:
EMS Module 2007
RULES ARE RULES

20 minutes
46
Facilitators Notes
Grammar rules:
Singular subjects take singular verbs, e.g. he sings, she does, it has.
Plural subjects take plural verbs, e.g. they sing, we do, the children have.
Exceptions to the rules: the subjects, you and I take the plural verb,
e.g. you sing, I do.
Materials Required:
Word cards (Appendix 8)

Mahjong paper (Appendices 9 & 10)
Envelopes
1. Make enough copies of the word cards for all teachers.
2. Prepare at least 20 envelopes.
3. Cut out the word cards and put 6 word cards into each envelope.
4. Prepare the verb charts in Appendices 9 and 10 on mahjong paper.
1. Get teachers to work in groups of five.
2. Give 5 envelopes to each group. Each teacher gets one envelope.
3. Inform teachers that there are singular and plural word cards in the envelope.
4. Tell teachers to separate the singular nouns from the plural ones.
5. Distribute the Verb Charts to each group.
6. Get teachers to paste the word cards in the appropriate spaces on the charts.
Appendix 8
ACTIVITY 2A
1.
Prepare enough sets of word cards for teachers.
2.
Cut out the word cards below.
3.
Put 6 word cards into each envelope.
EMS Module 2007
47
Facilitators Notes
The boys
The children
I
You
We
They
The deer
The geese
Teachers
Policemen
Jim and his sister
The soldiers
James and Jane
The musicians
The astronauts
Ahmad Syam Ali

The headmaster
He
She
It
Mr Chan
Anna
Khim
The ox
The postman
The cook
The robber
Moses
Mr Bean
The scientist
Appendix 9
ACTIVITY 2A
Verb Charts
1. Prepare at least four verb charts on mahjong paper.
2. Below are samples you may follow.
EMS Module 2007
48
Facilitators Notes
3. Inform the teachers to paste the word cards in the appropriate spaces on the
verb charts.
Verb Chart 1
Paste the word cards in this column.
has
have
Verb Chart 2
is
are
Appendix 10
ACTIVITY 2A
Verb Chart 3
EMS Module 2007
49
Facilitators Notes
do
does
Verb Chart 4
go
goes
ACTIVITY 2B: EVERYONE MAKES MISTAKES

Time Required:
Materials Required:
EMS Module 2007
10 minutes
Sentence strips (Appendices 11 and 12)
50
Facilitators Notes
1. Cut the stories into sentence strips.
1. Give each teacher a sentence strip.
2. Inform them that there is an error which has been highlighted in each sentence.
3. Tell teachers to correct the error and rewrite the sentence in the space provided.
(Refer to Appendix 13 for answers)
Appendix 11
ACTIVITY 2B:
1. Cut the stories into sentence strips.
2. Give each teacher a sentence strip.
3. Remind the teachers to write the correct answers in the space provided.
EMS Module 2007
51
Facilitators Notes
Story A
Two boys is born on the same day.
They grows up looking alike.
One is a beggar, the other are a prince.
The boys meets by accident.
They decides to exchange clothes, just for fun.
Story B
Young Edison are friendly to Florence.
Florence want him to like her.
However, Edison are a hunter in search of white tigers.
Florence know where the white tigers den is.
Florence decide to protect the tigers and not make a new friend.
Appendix 12
ACTIVITY 2B:
Story C
Daniel, Aqil, Naresh and Ji-Min plans to go to Morib for a swim.
EMS Module 2007
52
Facilitators Notes
The four friends goes to Morib by bus.

On the way, it start to rain cats and dogs.
They has no chance to swim.
So, they does not enjoy themselves.
Story D
The frog see the Little Princess crying.
The Little Princess ask the frog to play with her.
The frog do not want to play with her today.
The Little Princess pat him on his head.
The frog change into a handsome young boy.
Appendix 13
ANSWERS TO ACTIVITY 2B AND 2C
Story A
1. Two boys are born on the same day.
EMS Module 2007
53
Facilitators Notes
2. They grow up looking alike.

3. One is a beggar, the other is a prince.
4. The boys meet by accident.
5. They decide to exchange clothes, just for fun.
Story B
1. Young Edison is friendly to Florence.
2. Florence wants him to like her.
3. However, Edison is a hunter in search of white tigers.
4. Florence knows where the white tigers den is.
5. Florence decides to protect the tigers and not make a new friend.
Story C
1. Daniel, Aqil, Naresh and Ji-Min plan to go to Morib for a swim.
2. The four friends go to Morib by bus.
3. On the way, it starts to rain cats and dogs.
4. They have no chance to swim.
5. So, they do not enjoy themselves.
Story D
1. The frog sees the Little Princess crying.
2. The Little Princess asks the frog to play with her.
3. The frog does not want to play with her today.
4. The Little Princess pats him on his head.
5. The frog changes into a handsome young boy.
ACTIVITY 2C:
SEARCH AND TELL
Time Required:
Material Required:
30 minutes
Sentence strips
1. Inform teachers that ACTIVITY 2C is a follow-up of ACTIVITY 2B.
EMS Module 2007
54
Facilitators Notes
2. Inform teachers that :
there are five teachers with sentences which will form a story.
they have to search for their counterparts.
as a group, they are to sequence the sentences to form the story. (Refer to
Appendix 13 for suggested sequence of story)
they have to write out the story on a mahjong paper for display.
3. Get a representative from each group to read the story to everyone.
DAY 2
SLOT 1
GRAMMAR
TOPICS:
ARTICLES: A, AN, THE;

WH-QUESTIONS
CONJUNCTIONS
EMS Module 2007
55
Facilitators Notes
TIME:
2 Hours
OBJECTIVES:
To use a, an and the correctly.

To reinforce the rules when using articles.
To form correct Wh-questions.
To use Wh-questions in order to elicit answers.
ACTIVITY 1:
ARTICLE ROLL CALL

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

Article Chart (Appendix 1), Mahjong paper
1. Write out the list of words in Appendix 1 on A4 paper with a black marker pen.
2. Cut out the individual word/phrases from the list to form word/phrase cards.
3. Prepare the Article Chart on mahjong paper. (Refer to Appendix 1.)
1. Give each teacher a word/phrase card.
2. Tell teachers to line up, those with words beginning with consonants to stand on
the right and those with words beginning with vowels on the left.
3. Request teachers with the words below to come out from the queue:
unicorn
honourable person
honest man
European
unit of measurement
4. Ask these teachers why they are out of the queue.
5. Use the Article Chart (Appendix 1) to explain why.
6. Ask teachers to add an article to the word that they are holding and to say it
aloud.
7. Consolidate the rules using the Article Chart.
Appendix 1
WORDS TO BE WRITTEN ON A4 PAPER:
1. unicorn
11. umbrella
2. estimation
12. decade
3. thermometer
13. pendulum bob
EMS Module 2007
56
Facilitators Notes
4. honourable person
14. catalyst
5. honest man
15. insulator
6. European
16. lever balance
7. unit of measurement
17. compound
8. analogue clock
18. number line
9. improper fraction
19. decimal point
10. operation
20. numerator
Article Chart:
Rules for a and an
Article a
Article an
A means one.
An also means one.
We use a for words that begin with

consonants.
We use an for words that begin with

vowels.
Exceptions to the rules:

1. A is used for words beginning with u and e that have the yu sound: uniform,
Eurasian
2. An is used for words that begin with the silent h: hour, heir
3. An is used before the letters a, e, f, h, i, l, m, n, o, r, s, x.
ACTIVITY 2:
STICK BY ME
Time Required:
20 minutes
Materials Required:
Teachers Module
EMS Module 2007
57
Facilitators Notes
1. Get teachers to read Dialogue 1.
2. Discuss the rules for the use of indefinite articles with teachers.
3. Read Dialogue 2. Discuss the rules for the use of the definite article with
teachers.
4. Get teachers to study the pictures in the Teachers Module.
5. Reinforce the rules for using the definite article the with teachers.
6. Ask teachers to attempt individually Exercise 1 in their module.
7. Discuss the answers with teachers. (Draw their attention to the rules.)
DIALOGUE 1
A fish makes a good pet.
I agree.
I saw a goldfish in Rajas

shop.
Rules:
1. We use a when making a general statement.
2. We also use a to represent one (singular countable noun).
DIALOGUE 2
EMS Module 2007
58
Facilitators Notes
I bought the goldfish.
Did you feed the goldfish?
I gave the goldfish some

fish pellets.
Rules:
1. We use the when referring to a specific thing.
2. We also use the when talking about the same thing again.
Pictures:
Earth
Soup
EMS Module 2007
Sun
Rain
59
Facilitators Notes
big
long
longer
bigger
longest
biggest
Rules:
1. We use the for things that are only one of its kind.
2. We use the for specific uncountable nouns.
3. We use the for superlatives.
Answers to Exercise 1
EMS Module 2007
60
Facilitators Notes
INSTRUCTIONS:
1.
Get teachers to read the pairs of sentences given below.
2.
Ask the teachers to tick (/) the correct sentence.
1a. A square has four equal sides. ( / )

1b. An square has four equal sides. (
2a. An acid is a compound which produces hydrogen ions when it dissolves in water.
( / )
2b. A acid is a compound which produces hydrogen ions when it dissolves in water.
(
3a. An uniform speed is a speed which is always constant. (

3b. A uniform speed is a speed which is always constant.
( / )
4a. A heart is the organ which pumps blood to every part of our body.
4b. The heart is the organ which pumps blood to every part of our body. ( / )
5a. Fill a beaker with distilled water. Place a beaker on the tripod stand.
5b. Fill a beaker with distilled water. Place the beaker on the tripod stand. ( / )
6a. The sun took about 10,000 years to take form. ( / )
6b. A sun took about 10,000 years to take form.
7a. Spread the powder evenly on the surface of the oil. ( / )

7b. Spread a powder evenly on the surface of the oil.
8a. Mount Everest is the highest mountain in the world. ( / )

8b. Mount Everest is a highest mountain in the world.
ACTIVITY 3:
EMS Module 2007
MY GRANDMOTHERS RECIPE
61
Facilitators Notes
Time Required:
25 minutes
Materials Required:
None
1. Get the teachers to think of a favourite dish that they have enjoyed since their
childhood days.
2. Inform them that they are to share the recipe with the others in groups of four by
telling one another how the dish is prepared.
3. Then, get one volunteer to come forward to share how the dish is prepared.
4.
Take note of all the conjunctions/sequence connectors used while the teacher is
presenting.
5. Use these sentences as the starting point to introduce conjunctions. Explain

other conjunctions/ sequence connectors that can be used to replace the
conjunctions/sequence connectors used by the teacher in his/her presentation.
6. Ask the teachers to study Table 1 in the Teachers Module and attempt Exercise
1.
7. If there is time, get the teachers to retell how the dish is prepared using more
conjunctions/sequence connectors.
Table 1
No
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Conjunctions/
Connectors
and, as well as
but, yet, however
or
so, therefore
as, because, since
eitheror
neithernor
bothand
although, though
unless
Examples
He is selling oranges and apples.
My teacher is thin but she can lift heavy things.
Please call Jed or Ted.
The room was dark, so I turned on the light.
They hurried home as it was going to rain soon.
Mr Wong will leave on either Monday or Tuesday.
Alan has neither a pen nor a pencil.
Joyce is both intelligent and hardworking.
We went out although it was raining.
You cant go in unless you are a member.
Exercise 1
EMS Module 2007
62
Facilitators Notes
Fill in the blanks with the conjunctions /connectors above.

1. Although he studied hard for the examination, he did not pass.
2. The room is very comfortable and it has a good view of the city.
3. I came home late today because I missed the bus.
4. We will definitely come for the practice unless it rains.
5. He knocked at the door very loudly but no one opened it.
6. We havent decided where to go this evening. We can either go to the cinema or
to the fair.
7. He will show us around himself or send someone else.
8. This machine is worth its price. It is both economical and useful.
9. The teacher told her to complete the essay and pass it up.
10. Neither the boys nor the girls were present at the meeting.
TOPIC:
WH-QUESTIONS
EMS Module 2007
63
Facilitators Notes
TIME: 1 Hour
ACTIVITY 1: QUAERERE
Time Required:
10 minutes
Materials Required:
A picture
1. Facilitator shows the stimulus below.
2. Ask teachers Wh-questions based on the stimulus.
Example:
What do you see?

Who is singing the song?
Where is this taking place?
Why is the teacher angry?
How many boys are running out of the computer laboratory?
When can they return to the computer laboratory?
Note:
The facilitator can use any suitable picture for this activity.
ACTIVITY 2: KNOWING ME KNOWING YOU

EMS Module 2007
64
Facilitators Notes
Time Required:
20 minutes
Materials Required: None

1. Get teachers to form groups of five.
2. Ask one group to come forward.
3. Ask a member of the group to stand in the centre of the group.
4. Instruct the other four members to ask Wh-questions in order to get to know the
teacher better.
5. The teacher in the centre has to answer each question before the next one is
posed.
6. Give each group 3 minutes and the group that formulates the most number of
correct questions is the winner.
7. While one group is carrying out the activity, the others will be the panel of judges
to ensure that Wh-questions are used during the game.
ACTIVITY 3: THE OLDIES BUT THE GOODIES
EMS Module 2007
65
Facilitators Notes
Time Required:
30 minutes
Materials Required:
Songs with Wh-questions, CD player, worksheet/s
1. Choose suitable songs with Wh-questions. (Two songs are provided in the
Module.)
2. Prepare the worksheet/s. Delete all Wh-questions in the lyrics.
3. Prepare enough photocopies of the worksheet/s.
SUGGESTED INSTRUCTIONS: ( For songs )
1. Instruct teachers to complete the lyrics in the worksheet/s with Wh-questions.
2. Play songs with Wh-questions. (use any suitable songs)
3. Discuss answers with teachers.
WORKSHEET
A. Title of Song: How Can We Hang On To A Dream?
What can I say hes walking away from what weve seen?
What can I do, still loving you?
Its all a dream.
How can we hang on to a dream?
How can it really be the way it seems?
What can I do, when he says that we are through?
B. Title of Song: The End Of The World
Why does the sun go on shining?
Why does the sea rush to shore?
Dont they know its the end of the world?
Cause you dont love me anymore.
Why do the birds go on singing?
Why do the stars glow above?
Dont they know its the end of the world?
It ended when I lost your love.
C. Listening Text
EMS Module 2007
( Track 1 on CD )
66
Facilitators Notes
1. Instruct the teachers to listen to the recorded passage.

2. Ask teachers to read the questions in the worksheet.
3. Play the recorded passage again.
4. Ask teachers to answer the questions as they listen to the passage for the
second time.
5. Discuss the answers with the teachers.
Youll listen to a lecture on how to write essays. Listen carefully.

What makes a good essay? An analysis of the comments that teachers
make on students essays suggests that there are four qualities of a good
essay.
The first is relevance to the topic. The teacher expects your essay to
focus on the set topic and deal fully with its central concerns. Its important that
you interpret the topic and its key terms accurately. As you progress, check to
see that you have covered all the parts of the topic. Most topics will include a
number of sub-topics or sub-questions related to the main theme, so make sure
that you deal with all the related parts.
Another quality is that your essay should be the result of wide and critical
reading. Do not accept that something is true just because it is published. Youll
need to critically examine the opinions of the writer.
Another good feature is that your essay presents a reasoned argument.
The term argument is used in a special sense. It does not mean that you take
sides or present only one point of view. It means that you explore the topic
through a clear and consistent development of ideas, using adequate evidence.
Youll be expected to structure the material so that the main ideas are presented
logically and coherently.
Finally, it is expected that your essay will be well presented. This means
that youll have to edit your essay carefully for errors in grammar, spelling and
punctuation. If your past essays have been criticized for awkward expression, it
may help to read aloud your final draft. Some students find that they can hear
mistakes which they cannot pick up merely by looking at their essay. But this
practice may not be necessary if you do not have serious language problems.
You should also make a habit of consulting the dictionary or reference texts for
EMS Module 2007
67
Facilitators Notes
grammar and correct usage. Read the essay carefully one final time before you
hand it in or ask a reliable friend to proofread it for you.
I have touched on some of the major features of a good essay but I must
emphasize that these are only guidelines. There are no easy solutions to writing
problems but try to remember these guidelines when youre in the process of
writing an essay.
(Excel in MUET by Zuraidah Mohd Don, Chan Swee Heng, Zubaida S. A. Alsree,
Harriet Wong, Fajar Bakti Sdn. Bhd.)
WORKSHEET
Questions:
1. A good essay should ____________ on the set topic and deal fully with its
central concerns.
2. One feature of a good essay is that your essay presents a reasoned argument.
It means that you
A
organize material well
B
deal with all aspects of a topic
C
develop a systematic point of view based on evidence
D
take into account points of view that support your arguments
3. For correct usage of the language, one can consult the ____________.
4. The main message in the text you have just heard can be summed up in 5 words
and that is:
_________ ________ _________ _________ _________
Answer key:
1. focus
2. C
3. dictionary
4. What makes a good essay
DAY 2
SLOT 2
EMS Module 2007
68
Facilitators Notes
GRAMMAR
TOPIC: TENSES
TIME:
2 Hours
OBJECTIVES:
ACTIVITY 1:
To build sentences orally using the correct tense.

To identify correct tenses in sentences
TALKING ABOUT YOURSELF
(Simple Present Tense)

Materials Required:
The Teachers Module
1. Get the teachers to work in groups of four.
2. Ask the teachers to read the dialogue in their module and prepare for a
conversation.
3. Give them a time frame to complete the task. (suggested time - five minutes)
4. Get the groups to present their task to the class. (suggested time frame for the
presentation is five minutes for each group.)
5. Give your feedback to the class.
6. Introduce the Simple Present Tense. Get the teachers to refer to the notes given
in the Teachers Module.
ACTIVITY 2:
MIND YOUR S

Materials Required:
The Teachers Module
1. Get the teachers to work individually.

2. Instruct them to complete the exercise.
EXPECTED ANSWERS FOR EXERCISE:

1. walk
EMS Module 2007
69
Facilitators Notes
2. combs
3. sings
4. go
5. sell
6. is
7. speaks
8. comes
9. cook
10. think
ACTIVITY 3:
WHAT AM I DOING?

Materials Required: The Teachers Module
1. Instruct the teachers to remain in their groups.
2. Choose a group at a time and ask the teachers to translate a sentence each.
3. Correct any mistakes immediately.
4. Get the teachers to read the notes provided.
5. Explain the Present Continuous Tense.
6.
Get the teachers to complete the task.

(Estimated time for the activity two minutes for each group.)
SUGGESTED SENTENCES:
Saya sedang mencuci tabung uji.

(I am cleaning the test tube.)
Dia sedang menyediakan peralatan untuk satu eksperimen.

(He is preparing the apparatus for an experiment.)
Guru itu sedang memarahi pelajar-pelajarnya.

(The teacher is scolding his students.)
Mereka sedang bermain-main di dalam kelas.

(They are playing in the class.)
Ayah saya sedang menyapu lantai.

(My father is sweeping the floor.)
TASK
EMS Module 2007
70
Facilitators Notes
In your groups, perform any usual, common activity and describe aloud what you are
doing.
Example:
I am standing in front of a wall. I am opening a can of paint. I am taking a
paintbrush. .
ACTIVITY 4: DOUBLE OR QUIT?

(The Simple Past and Past Continuous Tense)
Time Required:
60 minutes
Materials Required:
(Stopwatch, sweets /chocolate /token)
1. Get the teachers to read the notes provided in the Teachers Module.
2. Elicit responses from the teachers about the Simple Past Tense.
3. Get the teachers to read both texts ( The Sky ).
4. Get the teachers to give their opinions about the differences between both texts.
5. Guide the teachers to the forms of the Simple Past Tense.
6. Get the teachers to sit in groups of four to play Double or Quit.
7. Explain the rules of the game to the teachers.
Text 1
EMS Module 2007
71
Facilitators Notes
The Sky
When I look at the sky I see millions of twinkling stars. Some are so bright and
some are dim. I am so amazed to see comets in the sky at night. Comets are large
pieces of ice and dust that orbit the sun. The sun is the biggest star in our galaxy.
There are four planets closest to the sun. Using a telescope we can view the planets
Mercury, Venus, Earth and Mars. If you love to watch them you can borrow a special
telescope from the school laboratory.
Text 2
The Sky
Last night, when I looked at the sky I saw millions of twinkling stars. Some were
so bright and some were dim. I was so amazed when I saw comets flying in the sky.
Comets are large pieces of ice and dust that orbit the sun. The sun is the biggest star
in our galaxy. There are four planets closest to the sun. I viewed them using a
special telescope which I borrowed from the school laboratory.
Suggested sentences for Double or Quit:

1. I walk to school everyday.
2. My father works as a mechanic.
3. The teacher marks his students work.
4. He plays football every weekend.
5. They pray together in the mosque.
6. She eats out every night.
7. They take part in the competition every year.
8. My mother sits on a chair.
9. He writes a great novel.
10. She drinks a lot of ginseng tea.
DOUBLE OR QUIT
EMS Module 2007
72
Facilitators Notes
Pick one group.
Read out a sentence ( in the present tense ).
The teachers need to change the sentence to the simple past tense in 15
seconds.
If they answer correctly, reward them with something ( sweets/ chocolate / coins
etc ).
Offer the same group a second question by asking Double or Quit?
If they say Double, read out another sentence.
If they answer correctly, double their reward. If their answer is inaccurate, forfeit
their previous reward.
If they say Quit, pick another group.
ACTIVITY 4.1: WHAT WAS I DOING?

(Past Continuous Tense)
1. Get the teachers to read the notes provided.
2. Explain the Past Continuous Tense and its form
{ was / were + verb + ing }.
3. Get the teachers to attempt the exercise.
4. Elicit answers from the teachers.
EXPECTED ANSWERS
a. was eating
b. were watching
c. was sleeping
d. were studying
e. was trying
EMS Module 2007
73
Facilitators Notes
DAY 2
SLOT 3
GRAMMAR
TOPIC: ACTIVE AND PASSIVE VOICE
TIME:
2 Hours
OBJECTIVES :
To differentiate between the active and passive voice

To use the right verb form for the active and passive form
ACTIVITY 1: SUBJECT FIRST

Time Required:
15 minutes
Materials Required : Teachers Module

1. Revise the topic on nouns. Introduce the terms subject and object and give
examples.
2. Ask teachers to work individually.
3. Tell teachers to look at the nouns given and complete Exercise 1.
4. Ask teachers to read out the sentences.
NOUNS
rat
ball
owl
teacher
players
solution
toilets
cupboard
carpenter
doctor
workers
stethoscope
EXERCISE 1
SUBJECT
1
2
3
4
5
6
The
The
The
The
The
The
OBJECT
eats
makes
stirs
uses
kick
clean
the
the
the
the
the
the
ACTIVITY 2: FAMILY REUNION

Time Required:
EMS Module 2007
30 minutes
74
Facilitators Notes
Materials Required:
Word cards, chart, Blu tack / cellophane tape,

Fundamentals of English Grammar, Teachers Module
1.
The facilitator prepares word cards and gives one to each teacher.
2.
Put up the chart below and explain the task to be carried out.
3.
Demonstrate using three word cards ( take, took, taken ).
4.
Tell teachers to find other teachers who are holding cards with verbs that belong to
the same verb family and paste the word cards in the correct columns on the chart .
5.
Instruct teachers to read the words aloud.
6.
Ask teachers to fill in the Past Participle column in Table 1.
7. Ask teachers to complete Practice 2 on page 222 of Fundamentals of English

Grammar.
( Homework : Practice 3-4 on pages 222 & 223 )
CHART TO BE PUT UP
Simple Present
Simple Past
Past Participle
take
took
taken
WORD CARDS TO BE CUT OUT

blow
EMS Module 2007
blew
blown
75
Facilitators Notes
choose
heat
cut
divide
filter
draw
chose
heated
cut
divided
filtered
drew
chosen
heated
cut
divided
filtered
drawn
Simple Present
take
blow
choose
heat
cut
divide
filter
draw
Simple Past
took
blew
chose
heated
cut
divided
filtered
drew
Past Participle
taken
blown
chosen
heated
cut
divided
filtered
drawn
CHART
TABLE 1
Simple Present
Simple Past
Past Participle
absorb
absorbed
absorbed
carry
carried
carried
decrease
decreased
decreased
measure
measured
measured
pour
poured
poured
find
found
found
keep
kept
kept
freeze
froze
frozen
put
put
put
set
set
set
ACTIVITY 3: CHANGE OVER

Time Required:
EMS Module 2007
15 minutes
76
Facilitators Notes
Materials Required:
Fundamentals of English Grammar, Teachers Module
1. Tell teachers to work individually.

2. Instruct teachers to study the example given in Exercise 2.
3. Tell teachers to complete Exercise 2 by writing similar sentences.
4. Check answers with teachers.
5. Explain the active voice and passive voice using the diagram on page 221 of
Fundamentals of English Grammar.
6. Tell teachers to complete PRACTICE 1 on page 221.
Verb to be
am, is, are, was , were
Past participle
ANSWERS
EXERCISE 2
EMS Module 2007
77
Facilitators Notes
1. (a) The owl eats the rat.

(b) The rat is eaten by the owl.
2. (a) The carpenter makes the cupboard.
(b)
The cupboard is made by the carpenter.
3. (a) The teacher stirs the solution.

(b)
4. (a)
(b)
5. (a)
(b)
6. (a)
(b)
The solution is stirred by the teacher.

The doctor uses the stethoscope.
The stethoscope is used by the doctor.
The players kick the ball.
The ball is kicked by the players.
The workers clean the toilets.
The toilets are cleaned by the workers.
ACTIVITY 4: ACTIVE CHALLENGE

Time Required:
EMS Module 2007
20 minutes
78
Facilitators Notes
Materials Required : None

1. Ask teachers to form two teams, Team A and Team B.
2. Ask each teacher to think of a sentence that has a verb in the active voice.
3. Explain the rules of the game:
A member from Team A puts forward his/her sentence to Team B.
A member from Team B converts the sentence into the passive form.
A point is awarded for each correct answer.
Each teacher can answer only once.
The team that provides a sentence which cannot be converted into the
passive form is penalised.
The team with the higher score wins.
ACTIVITY 5: SPIN A TALE
EMS Module 2007
79
Facilitators Notes
Time Required:
40 minutes
Materials Required:
Sets of words, A4 paper
1. Explain the Past Passive Voice with the help of the two examples given.
2. Ask teachers to form groups of four.
3. Give each group a set of verbs.
4. Tell teachers to make sentences with the verbs in the active or passive form to tell a
story.
5. Provide A4 paper for the teachers to write out the story.
6. Get the groups to tell their stories.
EXAMPLE 1:
weigh
buy
mix
bake
pour
Yesterday I wanted to bake a cake. I went to the shop and bought some
ingredients. First I weighed the flour and sugar. Next, I mixed the ingredients. The
mixture was poured into a cake tin. The cake was baked for 40 minutes in the oven.
Unfortunately, the cake was a disaster!
EXAMPLE 2:
go
want
hear
attack
save
One day, some boys went into the jungle. They wanted to catch butterflies. In
the jungle they heard a loud roar. Suddenly, a tiger appeared in front of them. They
were attacked by the tiger. They screamed and ran for their lives! Luckily they were
saved by a forest ranger.
SUGGESTED WORDS:
EMS Module 2007
80
Facilitators Notes
Set 1
demonstrate
explain
ask
carry out
record
Set 2
put
take
add
dissolve
heat
Set 3
teach
show
draw
measure
complete
Set 4
arrive
cry
scream
bite
send
Set 5
travel
meet
pretend
drug
rob
DAY 3
EMS Module 2007
SLOT 1
81
Facilitators Notes
PRONUNCIATION AND DICTIONARY SKILLS

TOPIC : CORRECT ENGLISH PRONUNCIATION AND WORD GROUPS
TIME : 2 Hours
OBJECTIVES :
To pronounce some commonly mispronounced words correctly

To compare the BM and BI sounds of the letters
To identify and differentiate different word groups
To pronounce words with silent letters correctly
ACTIVITY 1:
Time Required:
IMPORTANCE OF CORRECT PRONUNCIATION

10 minutes
Materials Required:
Whiteboard / handouts
1. Explain the importance of correct pronunciation.
2. Give some examples of incorrect pronunciation.
3. Get the teachers to recap the reasons why correct pronunciation is important.
SUGGESTED ANSWERS:
Possible reasons:
1. Mispronunciation may lead to offence
wrap
rape
cement
semen
important
impotent
2. Mispronunciation may cause misunderstanding
work
walk
food
foot
cake
kick
3. Mispronunciation may cause a breakdown in communication
flour
tired
cucumber
blood
ACTIVITY 2:
COMMONLY MISPRONOUNCED WORDS
EMS Module 2007
82
Facilitators Notes
Materials Required: Word list

1.
The facilitator displays a list of commonly mispronounced words.
2.
Instruct the teachers to pronounce the words in the list.
3.
Give the correct pronunciation of the words.
4.
Tell the teachers to work in groups of four.
5.
Ask them to list some reasons for mispronunciation.
6.
Ask teachers to present their findings.
SUGGESTED LIST:
receipt
vegetable
market
stomach
Wednesday
toothache
photographer
fishmonger
pizza
auto-run
SOME REASONS FOR WRONG PRONUNCIATION
ACTIVITY 3:
Time Required:
EMS Module 2007
Silent letters
Wrong stress
Foreign words
Poor articulation
Mother- tongue influence
Wrong syllable division
COMPARING THE BM AND BI SOUNDS

20 minutes
83
Facilitators Notes
Materials Required:
None
1. The facilitator presents two lists of words to compare the sounds of some letters in
Bahasa Melayu and English.
2. Facilitator elicits other examples from the teachers.
SUGGESTED LIST:
a
Bahasa Melayu
English
adu
arm
batu
add
hati
age
mata
agree
kasut
alter
o
Bahasa Melayu
English
orang
office
otak
open
bola
original
lorong
other
sotong
out
q
Bahasa Melayu
English
Quran
quality
qari
question
qariah
query
u
Bahasa Melayu
EMS Module 2007
English
84
Facilitators Notes
buku
understand, but
udang
urgent
garu
put
ular
unit
x
Bahasa Melayu
English
X-ray
explain
experience
box
six
xenon
c
Bahasa Melayu
English
cucu
candidate
centre
carta
current
circular
cermin
copy
cycle
g
Bahasa Melayu
English
gigi
glue
gym
gabus
government
giraffe
gosok
graduate
germinate
Note:
X does not have a beginning sound.
ACTIVITY 4: HOMONYMS, HOMOGRAPHS AND HOMOPHONES
Time Required:
50 minutes
Materials Required:
The Longman Dictionary (LDOCE)

Mahjong paper, marker pens, Science/ Mathematics textbooks
EMS Module 2007
85
Facilitators Notes
1.
Give teachers the definitions and some examples of homonyms, homographs and
homophones, especially words that are used in Mathematics and Science.
2.
Tell the teachers to form groups of four.
3.
Ask the teachers to compile other examples of homonyms, homographs and

homophones used in the teaching of Mathematics and Science.
4.
Get them to write the words down on mahjong paper and display them.
5.
Encourage teachers to pronounce all the words on display.
SUGGESTED ANSWERS:
Definition of homonyms:
Words which have the same spelling and pronunciation but different meanings.
Examples:
iron
dense
rule
matter
second
tissue
volume
report
light
waste
Definition of homographs:
Words which have the same spelling but different pronunciations and meanings.
Examples:
bow
sow
lead
wind
tear
live
desert
refuse
extract record
Definition of homophones:
Words which have the same pronunciation but different spellings and meanings.
Examples:
EMS Module 2007
86
Facilitators Notes
EMS Module 2007
air
heir
altar
alter
bare
bear
blew
blue
boy
buoy
brake
break
cell
sell
cent
scent
coarse
course
current
currant
flour
flower
mail
male
lead
led
steal
steel
waist
waste
wait
weight
87
Facilitators Notes
ACTIVITY 5: SILENT LETTERS

Materials Required: The Longman Dictionary (LDOCE)
1.
Tell teachers to form groups of four.
2.
Introduce a list of words with silent letters for the teachers to pronounce.
3.
Correct the teachers pronunciation if necessary.
4.
Elicit other examples.
SUGGESTED ANSWERS:
Silent t
ballet
bouquet
chalet
gourmet
parquet
debut
rapport
Silent h
hour
honest
honour
heir
cirrhosis
exhaust
piranha
Silent b
bomb
climb
debt
doubt
plumber
thumb
subtle
Silent p
coup
corps
cupboard
Silent l
alms
palm
half
could
Silent w
who
whole
whose
wrench
Silent k
know
knee
knife
Silent g
gnat
gnaw
Silent s
aisle
chassis
Silent c
corpuscle
EMS Module 2007
receipt
pneumonia
yolk
psychology
psychiatrist
almond
salmon
sword
flower
power
knock
knot
knuckles
sign
foreign
paradigm
debris
fracas
isle
islet
muscle
scissors
scene
scent
knowledge
phlegm diaphragm
island
88
Facilitators Notes
DAY 3
SLOT 2

TOPIC : DICTIONARY SKILLS
TIME : 2 Hours
OBJECTIVES :
To enable teachers to use the dictionary effectively

To identify headwords, definitions, derivatives, etc
To look up meanings of words
To pronounce words accurately
ACTIVITY 1:
WHEN I NEED YOU

Materials Required: The Longman Dictionary ( LDOCE ) / Worksheet
1.
Tell teachers to work individually.
2.
Instruct the teachers to turn to Page 5 of the LDOCE and identify the following:
Example
headword
absent-minded
definition
likely to forget things
derivative
absent-mindedly
entry
(the whole section for each headword)
grammar fact
[ only before noun] (as in absolute)
abbreviation
etc ( et cetera)
example of a sentence
Plants absorb nutrients from the soil.
phonemic transcription
/ bslu:t /
EMS Module 2007
( as in absolute )
89
Facilitators Notes
Note the following:

Code/Short form
Meaning
noun
( absentee )
verb
( absorb )
adj.
adjective
( absolute )
adv.
adverb
( absolutely )
[T]
transitive verb
( absorb )
[U]
uncountable noun
( absenteeism )
[C]
countable noun
( absentee )
signpost to the relevant meaning
[singular]
the word exists only in the singular form ( absolute zero )
[plural]
the word exists only in the plural form
LIQUID
( e.g. callipers )
3.
Instruct teachers to complete the worksheet with the help of the dictionary.
4.
Get the teachers to present their answers.
Additional Notes:
A dictionary is useful for:
1. checking the spelling of a word.
2. looking up the meaning of a word.
3. learning the correct usage of a word.
4. learning grammar.
5. learning the correct pronunciation of a word.
EMS Module 2007
90
Facilitators Notes
SUGGESTED ANSWERS
Worksheet
Part A
Complete the table below.
Noun
Verb
Adjective
destruction
destroy
destructive
necessity
necessitate
necessary
breakage
break
breakable
reaction
react
reactive
criticism
criticise
critical
Part B
Fill in the blanks with the correct derivative of the words given.
1. protect
a. Skunks protect themselves from their enemies by giving out a bad smell.
b. A tortoise has a hard shell for protection.
2. substitute
a. The football coach made two substitutions in the second half of the game.
b. Poultry has become a popular substitute for beef and mutton.
3. divide
a. Sabrina divides / divided the sweets among the children.
b. There are two types of cell division, mitosis and meiosis.
4. minimum
a. We should minimize the intake of sugar for health reasons.
b. A minimum deposit of RM100 is required to open an account with that bank.
5. classify
a. To classify organisms, scientists study a wide range of features.
b. The botanist won an award for his contribution to the classification of tropical
plants.
EMS Module 2007
91
Facilitators Notes
ACTIVITY 2:
SYNONYMS

Materials Required:
The Longman Dictionary ( LDOCE )
1.
Instruct teachers to work in pairs.
2.
Instruct them to do the exercise given.
3. Ask them to look for the synonyms of the underlined words in the dictionary.
4. Choose a few teachers to read out the synonyms.
EXERCISE
1. Please wear appropriate attire for the football game tomorrow.
2. It is risky to play by the roadside.
3. The centre of the basketball field was flooded and so the match had to be
postponed.
4. The figure below shows the set-up of the apparatus for the experiment on
osmosis.
5. The generous employer gives a substantial bonus to his employees every year.
6. Malaysia is a nation with many different races living together in harmony.
7. Her understanding of the concepts in Additional Mathematics is rather weak.
8. Aminah found that movie rather boring as there was hardly any humour in it.
9. The students were warned by their principal to avoid activities that may cause
them to end up in jail.
10. You cannot alter the results from the experiment.
SUGGESTED ANSWERS
1
2
3
4
5
EMS Module 2007
suitable, correct
dangerous
middle
diagram
large
6
7
8
9
10
country
knowledge
film, show
prison
change
92
Facilitators Notes
ACTIVITY 3: CLUSTERS
Materials Required: The Longman Dictionary (LDOCE) / Word lists
CLUSTER OUGH
1.
Display a list of words with ough and get the teachers to pronounce them.
2.
Correct their pronunciation when necessary.
3.
Next, divide the teachers into two teams.
4.
Give each team one word to pronounce.
5. A point is awarded for each correct pronunciation.

6. Each member can answer only once.
7. The team with the higher score wins.
Examples of the 8 sounds:
1. though
5. cough
2. through
6. fought
3. rough
7. thorough
4. plough
8. hiccough/hiccup
Examples of other words:

bough
bought
thought
dough
drought
nought
ought
enough
tough
wrought
borough
trough
CLUSTER CH
1. Introduce the three ch sounds.
2. Tell teachers to pronounce the words in the table below.
3. Instruct teachers to complete the table by categorising the words given in the box
below according to the different sounds of ch.
4. Ask teachers to say the words aloud.
EMS Module 2007
93
Facilitators Notes
chair
choir
chef
cheque
character
niche
change
technical
machine
charge
cholera
champagne
choose
chemical
brochure
chart
chameleon
sachet
charcoal
chlorine
chute
EMS Module 2007
chart
chameleon
champagne
chute
sachet
choose
chlorine
chemical
brochure
charge
cholera
charcoal
94
Facilitators Notes
DAY 3
SLOT 3

TOPIC : VOCABULARY AND TERMINOLOGY
TIME : 2 Hours
OBJECTIVES :
To pronounce words with irregular sounds

To use the correct words in sentences
To pronounce mathematical and scientific terms correctly
To listen to recorded texts
ACTIVITY 1:
CONFUSING WORDS

Materials Required: The Longman Dictionary ( LDOCE ) / Worksheet
1.
Tell teachers to work individually.
2.
Instruct them to complete the exercises on Confusing Words and Multiple

Meanings.
3.
Discuss the answers with the teachers.
4.
Correct the answers where necessary.
EXERCISE 1
CONFUSING WORDS
Underline the correct answers.
1. What is the mass / mess of the beaker?
2. The rock will sink / sing in the water.
3. Explain the working principle of a boy / buoy.
4. The liver / lever is an organ in our body.
5. Plants get energy from the son / sun.
6. Ammonia gas has a strong odour / order.
7. The bronchioles end in clusters of fine air sacs / sacks called alveoli.
8. Rotate the coarse / course focus knob until the image is clear.
9. Test the gas with a damp / damn litmus paper.
10. Iron fillings / filings can be separated from sulphur powder by using a magnet.
EMS Module 2007
95
Facilitators Notes
EXERCISE 2
Multiple Meanings
With the help of a dictionary, give two meanings for each of the following words.
1
second
after the first
balance
strip
the amount of something

that remains
remove a layer
cell
a small room in a prison
volume
state
the amount of sound

produced
a country
matter
situation
organ
a musical instrument
form
an official document
10
iron
11
compound
something used to make

clothes smooth
an area surrounded by a
wall of fence
12
tissue
EMS Module 2007
a piece of soft thin paper
unit for measuring time

(1/60 minute)
an instrument for weighing
a piece of paper, cloth etc.
the smallest part of a living
thing
the amount of space that a
substance fills
condition
material (solids ,liquid,
gases)
a part of the body such as
the heart
a shape
a common hard metal
a substance containing
atoms from two or more
elements
a group of specialised cells
96
Facilitators Notes
ACTIVITY 2(A):
CLICK, LISTEN AND SAY

Materials Required: The Longman Dictionary ( LDOCE ) CD-ROM
2.
Instruct teachers to start their laptops, insert the CD-ROM and follow the
instructions.
3. Supervise the teachers as they explore the different sections and listen to the
pronunciation of the words in the table below.
4. Offer help where needed.
5. Ask the teachers to say these words aloud.
abdomen
11
fungi
acetate
12
kilometre
acetic acid
13
perimeter
algae
14
procedure
aqueous
15
rectangle
breadth
16
trachea
camouflage
17
triangle
chromosomes
18
viscous
diameter
19
vitamin
10
fauna
20
zygote
EMS Module 2007
97
Facilitators Notes
ACTIVITY 2(B): SEARCH AND SAY

Materials Required: Mathematics and Science textbooks
2. Ask teachers to look for words in their textbooks which they find difficult to
pronounce.
3 Tell teachers to exchange their lists with each other.
4. Call on several teachers to read out their friends list.
5. Correct the pronunciation when necessary.
EXAMPLES OF TERMS TEACHERS MAY FIND DIFFICULT TO PRONOUNCE:

1
alkali
11
cirrhosis
21 gene
31
pipette
aluminium
12
cytoplasm
22 germination
32
pituitary
amoeba
13
defecation
23 herbaceous
33
pollen
anchovy
14
demonstration
24 legume
34
precipitate
astigmatism
15
diarrhoea
25 measurement
35
predator
audio
16
echo
26 metamorphosis
36
pressure
biology
17
electrolysis
27 oasis
37
reflex
bronchus
18
enzyme
28 odour
38
saliva
camouflage
19
flour
29 parallel
39
science
20
foetus
30 phloem
40
zymase
10 circuit
Note:
1. The facilitator may use a pronouncing dictionary or refer to the phonetic symbols in
the dictionary.
2. The facilitator may use the Glossary of Scientific Terms CD-ROM.
EMS Module 2007
98
Facilitators Notes
ACTIVITY 3:
LEND ME YOUR EARS PLEASE.

Materials Required: Listening Passages on CD (Tracks 2 and 3 )
1. Instruct the teachers to listen to the recorded passage.
2. Ask teachers to read the questions in the worksheet.
3. Play the recorded passage again.
4. Ask teachers to answer the questions as they listen to the passage for the
second time.
Passage 1 ( Track 2 )
Listen to this. This is a talk on how to use electrical appliances. Listen carefully.
You will now hear four tips on how to use electrical appliances. While listening
you may take notes. Then, paraphrase the tips from your notes.
First, buy a new electric water heater. It may cost more initially but the energy
saving will continue during the lifetime of the appliance. You need to consider the longterm benefits of your decision.
The second is to set computers, monitors, printers, copiers and other business
equipment to operate on energy-saving mode. Remember to turn them off at the end of
the day.
The third is to use outdoor lights with a photocell unit or a timer so they will turn
off during the day. Try it and see how much you will end up saving on your electricity bill.
And fourthly, cover liquids and wrap food stored in the refrigerator. Uncovered
food releases moisture and makes the compressor work harder. This will also cause
your refrigerator to overheat.
EMS Module 2007
99
Facilitators Notes
Questions - Passage 1 ( Track 2 )

1. This passage contains _________ tips on how to use electrical appliances.
2. Buying a new electric water heater may benefit you in the ____________ run.
3. Business equipment which can operate on energy-saving mode include the
following except
A
computers
printers
refrigerator
copiers
4. Uncovered food releases moisture that will_________ _________ _________

________ __________. So make sure food stored in the fridge is covered.
Answer key:
1. four
2. long
3. C
4. make the compressor work harder
Passage 2
Listen to this. This is a talk on healthy ways to manage your anger. Listen
carefully.
About 20% of us have angry personalities, 20% are fairly easy-going, and the
rest of us fall somewhere in the middle. How do you know if youre a walking pressure
cooker the type who experiences frequent outbursts of temper? According to Redford
Williams, director of the Behavioural Medicine Research Centre in Durham, North
Carolina, those who get angry very frequently have certain common characteristics
they display negative feelings, aggressiveness and a general distrust of other people.
Williams suggests that we keep a daily hostility log to record angry feelings, aggressive
actions and negative thoughts. If we make three or more entries daily, our level of anger
of hostility may be at an unhealthy level. But according to Williams, the precise point at
which anger becomes dangerous is not known.
EMS Module 2007
100
Facilitators Notes
Therefore, to play it safe, there is a need for all of us to learn to deal with anger.
We need to learn to manage our emotions so that we neither hide them nor do we give
in to them. A recent study of 5700 men and women aged between 15 and 64 in
Stockholm, Sweden, found that workers who dealt openly with unfair treatment by
protesting directly of speaking up later when they were calmer, were less likely to have
high blood pressure than those who directed anger at themselves.
New techniques have been discovered to help you deal with your anger at an
intellectual level rather than at an emotional level, that is with your head and not your
heart. First, ask yourself some questions whenever you are angry: Is this important?, Is
it necessary for me to get angry?. Questions like these help you evaluate the situation.
This helps you to convert your anger into rational thought.
Another method you could employ is that whenever you get angry, you should
examine the alternatives you have and their consequences. For example, your boss
interrupts you while you are speaking and this upsets you. Instead of confronting him in
anger, you should imagine several scenarios: Should I ask a colleague how he would
deal with the situation? Or Do I want to involve the human resource department? When
you ask yourself these questions, you will calm down because it will take your attention
away from your anger and allow you to look at the problem differently.
You could also express the anger you feel through the process of writing. This
process forces you to organise your thoughts and to think clearly. If your anger was
triggered off by an incident at work, writing about it helps you to develop a businesslike
way to handle the issue.
Finally, you need to ask yourself this question: Is getting angry going to benefit
me in any way? If the answer to this question is negative, you may have to let the
situation remain as it is. This does not mean that you are suppressing your anger but
rather it means that you have made an intelligent choice about how you will behave.
In conclusion, we can see that anger management is necessary in our stressful
lives. If we do not learn to manage our anger, we will harm ourselves physically. It has
been reported that people who are constantly angry are twice as likely to have a heart
attack than those who have learnt to manage their anger. So the next time you get angry
and upset, try out one of the ways that have been suggested, and you will save yourself
a lot of pain and ill health.
(A Strategic Approach to MUET by Cynthia Richards, Bhajan Kaur, Parwathy Ratnam,
Thevy Rajaretnam Longmans)
EMS Module 2007
101
Facilitators Notes
Questions - Passage 2 ( Track 3 )

1. How many percent of the people fall somewhere in between the angry
personalities and the easy going ones? ____________________
2. If you are a walking pressure cooker, you are the type who
A
gets angry easily
has negative feelings
displays a distrust of other people
3. We can keep a daily hostility log in an attempt to _____________ our level of

anger.
4. How many ways have been suggested by the speaker to manage anger?
A
two
three
four
five
5. In our highly stressful lives, we have to ________
________
_______
________ _________ in order not to harm ourselves physically.
Answer key:
1. 60%
2. A
3. measure
4. C
5. learn to manage our anger
EMS Module 2007
102
Facilitators Notes
DAY 4 SLOT 1
CLASSROOM LANGUAGE
TIME:
2 Hours
SET INDUCTION:
1. The facilitator encourages teachers to talk about the speech bubbles in the given
cartoon strips.
2. The facilitator emphasises the definition of classroom language as given in the
Teachers Module.
EMS Module 2007
103
Facilitators Notes
TOPIC : BUILD AND CONSTRUCT

OBJECTIVES:
To make short and correct sentences

To give instructions in the classroom using simple sentences
To understand instructions
ACTIVITY 1A: COMEDY OF ERRORS

Time Required: 10 Minutes
Getting ready ..
EMS Module 2007
104
Facilitators Notes
1.
Ask the teachers to study the cartoon strips.
2.
Ask the teachers to identify the errors in the conversation.
3.
Ask the teachers to give suggestions to correct the errors.
4.
Ask the teachers to give examples of other common errors made.
EMS Module 2007
105
Facilitators Notes
SUGGESTED ANSWERS:
1. For picture 1 :
a. First, stir the water well.
b. Secondly, pour the water little by little into the beaker.
2. For picture 2 :
a. Teacher, when hydrogen dioxide is used up, carbon dioxide will be
released.
b. I have to tell you softly because the class will laugh at me if they hear my
grammar.
Other examples of errors:
1. Are you do the work?
corrected to : Did you do the work?
2. Send me the book.
corrected to : Hand me the book.
3. Key the door.
corrected to : Lock the door.
EMS Module 2007
106
Facilitators Notes
ACTIVITY 1B:
CORRECT THE ERRORS
Time Required:
20 Minutes

1.
Get the teachers to work in pairs.
2.
Ask them to study the sentences given in the Teachers Module.
3.
Let them discuss ways to correct the errors.
4.
Ask the teachers to present the corrected version.
SUGGESTED ANSWERS:
1. Silence please! OR Class, be silent!
2. Have you finished?
3. Switch on the fan.
4. Do you understand?
5. Circle the correct answer.
6. Observe the pendulum swing.
7. Turn on the tap.
8. Calculate the density OR What is the density of this object ?
9. What happens when I add iodine to the potato?
10. When the lime water turns chalky, it shows (proves) that carbon dioxide is released.
11. Put the stone into the beaker.
12. Dont forget to turn off the Bunsen burner.
13. Tuck in your shirt.
14. Please pour the chemical into the beaker.
15. Turn to page 12 of your text book.
16. Pay attention, please.
17. Your hair is long.
18. Look at the blackboard.
19. Yesterday you did not sweep the classroom.
20. He helped me to move the table.
EMS Module 2007
107
Facilitators Notes
ACTIVITY
2:
Time Required:
WORD BUILDER
20 minutes
Materials Required:
Mahjong paper, masking tape and marker pens
1. Get the teachers to work in groups of three.
2. The facilitator gives one or two examples of command, motivational and disciplinary
words.
3. Each group is required to come out with 15 short phrases based on:
i.
Command words
ii.
Motivational words
iii.
Disciplinary words
4. Tell the teachers that each phrase should not be more than four words.
5. Ask the teachers to take turns to come forward and present five phrases each.
6. Get the groups to display their work on mahjong paper under the different headings.
SUGGESTED ANSWERS:
Command Words
Sit down.
Stand up.
Clean the board.
ACTIVITY 3:
EMS Module 2007
Motivational Words
Excellent!
Good!
Well done!
Disciplinary Words
Keep quiet!
Be silent!
Calm down!
SENTENCE BUILDER
108
Facilitators Notes

Materials Required: Writing materials, mahjong paper, marker pens
1. Ask the teachers to work individually.
2. Each teacher will use two sets of instructional phrases from Activity 2 to construct a
longer sentence.
3. The teachers are required to construct five sentences.
4. Get the teachers to present their sentences.
SUGGESTED ANSWERS:
Please sit down and keep quiet.
Please stand up and do your work.
ACTIVITY 4: FOLLOW MY ORDERS

Materials Required: A4 paper, pen, pencil
1. Ask two teachers to come to the front.
2. The facilitator shows them a geometrical design. (Refer to the geometrical
designs).
3. The teachers then take turns to give instructions to the rest of the class.
4. The class has to draw the geometrical design according to the verbal instructions.
5. Facilitators show the correct geometrical design on the LCD or mahjong paper.
GEOMETRICAL DESIGNS:
EMS Module 2007
109
Facilitators Notes
1)
2)
3)
4)
EMS Module 2007
110
Facilitators Notes
1. Draw a big circle.
2. Draw a line below the big circle.
3. Draw a square on the right side of the circle.
The square should be smaller than the
circle.
DAY 4
SLOT 2
EMS Module 2007
111
Facilitators Notes
CLASSROOM LANGUAGE
TIME:
2 Hours
OBJECTIVES:
To give clear instructions

To follow given instructions
To use language in the laboratory effectively
To communicate effectively
ACTIVITY 1: LEAD ME, GUIDE ME

Time Required:
60 minutes
Materials Required:
Scarf, chairs and tables
1. Ask the teachers to form groups of four.
2. Ask one group to select a representative who will then leave the room and later
be blind-folded.
3. The others in the room will rearrange the furniture to form obstacles that prevent
free movement.
4. Get the members of the first group to stand at the end of the obstructed path.
5. The blind-folded person from this group is then led back into the room.
6. The other three members of this group will take turns to give instructions to guide
the blind-folded person to where they are.
7. The blind-folded person will try to reach his group members without knocking into
any obstacles.
8. Repeat the activity with the other groups, making sure the furniture is rearranged
after each group.
EXAMPLES OF INSTRUCTIONS:
Move forward three steps.
Turn to your right and move another two steps forward.
Turn 90 degrees to your left and walk straight. Stop!
ACTIVITY 2: LANGUAGE USED IN THE LABORATORY

EMS Module 2007
112
Facilitators Notes
Materials Required:
Stick-on papers/ self-adhesive strips, 3 pieces of mahjong paper,

marker pens
SITUATION:
You are taking your 4 Science 1 students to the physics / chemistry / biology / science
laboratory for the first time. You are going to explain to them the rules and regulations to
be observed in the laboratory.
2. The teachers will have to think of any three laboratory rules or regulations.
3. Ask the teachers to write them down on self-adhesive strips.
4. Put up on the wall three pieces of mahjong paper with the headings, BEFORE
THE EXPERIMENT, DURING THE EXPERIMENT, AFTER THE EXPERIMENT.
5. Get the whole group to gather in front of the mahjong papers.
6. The first person in the group will read aloud his/her first sentence and then stick it
on the appropriate mahjong paper. The procedure is repeated for the other two
sentences.
7.
The first person then calls on the next person to carry out the same activity.
8. When all the self-adhesive strips are on the mahjong papers, the group
members will read all the sentences and discuss if they have been placed
correctly.
9. After the discussion, the teachers get into three groups ; namely BEFORE THE
EXPERIMENT, DURING THE EXPERIMENT, AFTER THE EXPERIMENT.
10. Each group will discuss and write down other rules and regulations left out below
their given headings and then stick them on the appropriate mahjong paper.
11. The facilitator rounds up the session.
SUGGESTED ANSWERS:
EMS Module 2007
113
Facilitators Notes
BEFORE THE EXPERIMENT:

1. Listen carefully to the instructions given.
2. Do not enter the lab without permission from the teacher.
3. Leave all your bags and unnecessary items outside the lab.
4. Queue up before entering the lab.
DURING THE EXPERIMENT:
1. Do not eat and drink in the lab.
2. Do not run around in the lab.
3. Do not taste anything in the lab.
4. Report all accidents to your teacher.
AFTER THE EXPERIMENT:
1. Wash all the apparatus which you have used.
2. Keep all your apparatus in the correct place.
3. Clean your table at the end of the experiment.
4. Do not dispose of any chemical in the sink.
ACTIVITY 3: TOLD AND RETOLD

EMS Module 2007
114
Facilitators Notes
Materials Required: Mahjong paper, marker pens

2. Give one of the members in each group a short written message. Ask him/her to
read the message.
3. Take back the paper. Tell the person who has read the message to whisper it to
the next member in his group making sure the others do not hear it.
4. The message is passed on to the third member and finally to the last member of
the group.
5. The last member of each group will come forward and write down his version of
the message on a piece of mahjong paper. Write the original message below it.
6. The final version is compared with the original.
7. Decide which message has been conveyed most accurately.
Note:
The facilitator prepares these messages before the activity begins.
Message 1
EMS Module 2007
115
Facilitators Notes
Next Saturday we are going to have a Jogathon at the beach. We want to raise funds to
buy science apparatus. Please wear appropriate clothing and bring some drinking water.
Take a proper breakfast before the run which starts at 8 am.
Message 2
Your friend Pamela is not able to come to school for 4 weeks. She was coming back
from school on her motor-bike at 2 pm yesterday when she met with an accident and
fractured her arm. Please pray for her quick recovery.
Message 3
Your class teacher Puan Zubaidah will be on leave for 2 months. She has just safely
delivered a baby girl. If you wish to pay her a visit, she will be at her house in Taman
Orkid. You may take along a bouquet of flowers or a box of chocolates for her.
Message 4
There will be a blood donation campaign organised by the schools St.Johns Ambulance
Brigade. It will be held at Berjaya Megamall in Kuantan this Sunday. Please tell your
friends and parents to come and donate blood from 10.00am to 5.00pm.
Message 5
Tenaga Nasional Berhad is upgrading its services in this area. There will be a power
interruption starting from 8.00 am to 6.00 pm tomorrow. Please do not enter the
laboratory because we cannot carry out the experiment. I will come to your classroom.
DAY 4
SLOT 3
EMS Module 2007
116
Facilitators Notes
CLASSROOM LANGUAGE
TOPIC:
MESSAGES
TIME: 2 Hours
OBJECTIVES:
To write a short message

To deliver a short message
ACTIVITY 1A:
BACK TO THE FUTURE
Time Required:
Material Required:
60 minutes
Text 1
1. Ask teachers to read Text 1 a day before.
2. In class, tell teachers to read Text 1 again.
3. Then get them into groups of five.
4. Tell teachers that the writer is supposed to send a message back home to a
group of time travellers. Write the message for him.
5. Get each group to read their message aloud.
6. Then get the teachers to answer the questions provided in their module
individually.
7. Discuss the answers with them.
TEXT 1
As I sat resting on the hill, it struck me that there were no small houses around,
only palace-like buildings. Had the single cottage, and maybe the family too,
disappeared?
Looking back at the half-dozen little figures who were following me, I realized
there were still other ways in which things were different from our time.
These people all had the same girlishly rounded limbs and hairless faces, and
they all wore the same silky-soft type of tunic. Looking at them now, I couldnt distinguish
the men from the women. Whats more, the children seemed like slightly smaller
versions of their parents.
I began to puzzle out how this similarity of the sexes had come about. It had to
be because they lived a life of security and ease.
Its only in an age of physical force, I told myself, that men must be strong
fighters and women, soft homebodies. But when there is no violence, there is no need
EMS Module 2007
117
Facilitators Notes
for the family unit, so the special roles of males and females in caring for childrens
needs have disappeared.
These ideas sounded convincing, but before long, I was to discover how very
wrong my fine-sounding conclusions were.
I pushed on towards the crest of the hill, passing something that looked like a
well with a cupola, or dome top, covering it. My, my! I remember marvelling to myself.
So that old-fashioned way of getting water has survived this long into the future.
At the top of the hill, I had an excellent view. As my eyes travelled over the land, I
saw great palaces, some in ruins and some that looked lived-in, dotting the assorted
greenery. Here and there were huge white or silver statues. But there were no private
homes, no hedges or fences to mark off property, and absolutely no signs of farming.
The earth had become one huge, wild garden. And again I found myself wondering.
What has happened to mankind since my day? It certainly looked like it is dying out.
I reasoned that evidently man had reached some kind of peak in his
accomplishments. He had managed to wipe out disease, and he had perfected plants to
nourish himself easily, for I saw no weeds or bugs around.
Theres a mystery here, I told myself. How come the little people are so well
dressed, and yet I never see anybody at work? And there are no transportation vehicles
or traffic, either. What about the shops and businesses and factories that had played
such important parts in everyday life in my time?
While I was in this curious mood, one question led to another. How did the
people on my planet get so soft and empty-headed?
I could only guess at the answer. Ill bet that not having to work has ruined
humanity. Man needs to struggle, to face hardships in order to be strong, energetic, and
intelligent.
Then how do I explain these little people? With no wars, animals or diseases to
fight, the weak people survived better than the strong, because they werent as restless,
and they lived a life of contented idleness.
It seemed to me that even mans artistic spirit was gone. I had seen no evidence
of great new paintings, murals or sculptures. I had heard no melodious musical
instruments nor ringing choruses of human voices. All that remained in the arts was seen
in the little peoples decorating themselves with flowers and singing and dancing in the
sunlight.
What a simple explanation, and so believable too! There was only one thing the
matter with it. It was completely wrong. Yes, I was soon to learn the surprising and
terrible truth!
The Time Machine, H.G. Wells, N.Y: Playmore
Answer the following questions:
EMS Module 2007
118
Facilitators Notes
1. The writer finds the absence of small cottages and the presence of palace-like
buildings (line 2) odd because
A
there do not seem to be enough people to live in such large palaces
B
families should live together in their own cottages
C
the family, as a unit, might no longer exist
D
families should have their own houses
2. things were different from our time. (line 4) Based on this expression, the
following are true except
A
the men could not be distinguished from the women
B
the people all wore the same silky-soft type of tunic
C
the children looked exactly like their parents
D
the people had melodious musical instruments
3. After studying the little people, the writer concludes that
A
men must be strong fighters
B
women should have soft bodies
C
there was no need for the family unit
D
family roles had disappeared
4. The writer realizes that his convincing ideas (line 15) and fine-sounding
conclusions (line 16) were
A
puzzling but true
B
a reflection of his ignorance
C
a reflection of his arrogance
D
persuasive and impressive
5. When the writer says that the earth had become one huge, wild garden (lines 23
24) he means that
A
there were no fences to mark off property
B
he could not see any cultivated land
C
gardening had been perfected because there were no bugs around
D
the land had become one large playground
6. According to the writer, a life of contented idleness (line 39)
A
allows people to sing and dance
B
enables people to rest and relax
C
kills mans creativity
D
breeds curiosity
7. The picture of mankind painted by the writer is one of
A
civilized order
B
idyllic contentment
C
soulless existence
D
colourless uniformity
SUGGESTED ANSWERS
EMS Module 2007
119
Facilitators Notes
A. Sample Message
There are no wars, animals and diseases to fight here. The people seem friendly.
It is safe for you to come.
B.
1.
2.
3.
4.
5.
6.
7.
MCQ answers
C
D
C
B
B
C
B
ACTIVITY 1B:
Materials Required: Text 2
1. Tell the teachers to read Text 2 and answer the questions provided individually.
2. Then, instruct them to get into groups of five.
3. Tell them to use Text 2 as a model to write a guideline for new teachers on how
to deliver a message to their students.
4. Then, the teachers present the guideline on a mahjong paper.
Text 2
Many people find that one of the most unpopular aspects of using the telephone is
having to leave a message on an answering machine. Why is it unpopular? Many people
do not like to talk to machines. Some people would hang up rather than talk to a
machine. They prefer to talk to a human being since it is more personal. Some feel
awkward, even foolish, talking to something that cannot give them the response that
they need. There is also the problem of no instant feedback from the person they are
calling. Some callers may not know how to begin or how to end the message. In some
cases, the caller may be caught unaware, leaving him speechless. Nevertheless, once
they discover that they have a framework which they can follow, leaving a message on
an answering machine may not be so bad after all. In fact, it is quite a simple process.
Some tips for leaving a message on an answering machine
To leave a message on an answering machine, the following information should be
included:
Tip No 1:
State the time and date of the message. Sometimes messages are not
retrieved promptly or on the same day. For instance, the people you called might have
EMS Module 2007
120
Facilitators Notes
gone out of town for a few days. It would be useful for the receiver to know when the
message was left. Furthermore, even if a message is retrieved on the same day, giving
the time of your call may have a bearing on the message itself. For instance, a message
may state, I should be back in an hours time. Could you call me then please? If the
time is not given, the message loses its point of reference and means nothing to the
receiver.
Tip No 2:
Identify yourself. You should not take for granted that the receiver would
recognize your voice even though you may be a regular caller. A familiar voice can
sound quite different in a recording, however good the answering machine is. There is
also a possibility that the message is retrieved by someone who has never heard you
before or know you at all. Anyway, it is always polite to state your name when making a
telephone call. To facilitate a response, always leave a telephone number where you can
be contacted.
Tip No 3:
Keep it short and simple. Your message should be brief, clear and
accurate. A long-winded message with many details is more difficult to understand and
to remember. Of course what you say has to be accurate in content since the receiver
does not have the benefit of immediate feedback to clarify what you have said. Avoid the
usual speech mannerisms which can be annoying to others, like yknow, um, I see, as
these interfere in the understanding of the message. At the end of your message, state
the action or decision that you want your receiver to take, for example, Please call me
after lunch hour, or Can you meet me tomorrow morning? or I wont be around next
week, so please call me before I leave.
Tip No 4:
End the call. Say what you have to say, and stop. As mentioned
earlier, ending your call is one of the awkward parts of leaving a message on an
answering machine. You could conclude your message and stop; or you could end by
saying Thank you. Do not go overboard with sentimental and prolonged farewells.
Tip No 5:
Prepare your message. Finally, if you do not like to sound confused,
prepare your message before you actually make the call. If you are caught unaware,
hang up, prepare your message, and ring again. However, if you happen to be one of
those people who are not comfortable about talking to a machine, then by all means,
hang up and call back some other time when the other party is available to talk to you.
(Excel in MUET, Second Edition)
Answer the following questions:

1. One of the following does not explain why callers do not like to leave messages
on an answering machine.
A
B
C
D
The caller prefers to call back.

The caller finds this mode rather impersonal.
The caller is uncertain of the response to his message.
The caller is at a loss for words.
2. In this context, a framework (line 8) is the same as
EMS Module 2007
121
Facilitators Notes
A
B
C
D
advice
benefits
techniques
guidelines
3. According to the first tip, leaving the time and date of your call may be significant
to
A
B
C
D
the receiver and the caller

the receiver and the message
the caller and the message
the receiver, the caller and the message
4. A caller should leave his name and telephone number because of all the
following except
A
B
C
D
the answering machine is not in a good condition

his voice may not be familiar to the receiver
it is polite to do so
the machine cannot do it
5. The examples cited in Tip No. 3 illustrate

A
B
C
D
the need for clarity

the significance of punctuality
the outcome of being decisive
the importance of buying a quality phone
6. Ending the call is one of the awkward parts of leaving a message because
A
B
C
D
the caller is sentimental

the caller is not confident
the caller is not sure how to end
the callers voice might be unrecognizable
7. For people who do not like talking to answering machines, the writer advocates
A
B
C
D
calling again to talk to the person

callers should build up their confidence
learning to use the answering machine
messages should always be prepared beforehand
SUGGESTED ANSWERS:
1.A
2. D
3.B
4.A
5.C
6.A
7.A
ACTIVITY 2: DELIVERING A SHORT MESSAGE
EMS Module 2007
122
Facilitators Notes

Materials Required:
A4 paper
2. Ask the teachers to prepare a message to be delivered to the class monitor.
3. Tell them to include in his/her message the following aspects:
the reasons for his/her absence
activities or worksheets for his/her class
duties to be completed before they leave the classroom
4. Provide an example for the teachers.

5. Get each teacher to write out the message.
6. Every teacher is to present his/her message to the others.
EXAMPLE:
Monitor, I have an urgent meeting during the last period. I will not be able to enter
your class.
Please tell the class to take out their Mathematics textbook and do the exercises
on pages 5, 6 and 7. I want you to collect their exercise books when the bell rings and
leave them on my table.
Before you leave the class, make sure that you empty the waste paper basket,
switch off the fans and shut the windows.
EMS Module 2007
123
Facilitators Notes
DAY 5
SLOT 1
CLASSROOM LANGUAGE
TIME:
2 Hours
TOPIC: A LONG TALK

OBJECTIVES:
To deliver a talk on evacuation during a fire drill

To deliver a talk on examination format
To give instructions to carry out simple procedures
ACTIVITY 1: A TALK ON FIRE DRILL

Time Required:
30 minutes
Materials Required:
None
SITUATION:
Next week your school is conducting a fire drill. You want to prepare your students for it.
1. Get the teachers to work in pairs.
2. Ask the teachers to discuss the rules and regulations that the students should
observe during a fire drill.
3. Each pair will be required to present a talk on the fire drill to the others.
SUGGESTED ANSWERS:
Next week we are going to have a fire drill.
There are certain rules that you should observe during the fire drill.
First of all you will hear a long siren, that is the signal for you to evacuate your class.
Do not look for your bag or books because in case of a fire, you dont have enough time
to evacuate your classroom.
The most important thing is not to push one another in the attempt to move out fast.
You might accidentally cause your friend to fall and this will make things worse.
Everyone will follow the escape route given and assemble in the school field.
EMS Module 2007
124
Facilitators Notes
ACTIVITY 2:
A TALK ON EXAMINATION FORMAT
Time Required:
30 minutes
Materials Required:
Past year examination papers
2. Ask the teachers to choose a subject taught for either UPSR, PMR or SPM.
3. Instruct the teachers to practice explaining orally the examination format for one
of the papers for the subject chosen.
4. The teachers take turns to present their explanation to the others.
5. Encourage the other teachers to ask questions.
SUGGESTED ANSWERS:
Sample 1: (UPSR - Mathematics Paper 2)
This question paper consists of 20 subjective questions.
The marks allocated for this paper is 40.
Questions 1 to 6 merit 1 mark each, questions 7 to 14 merit 2 marks each and finally the
last 6 questions merit 3 marks each.
For questions 7 to 14 , the correct answers will be allocated 1 mark and the correct
operations will be allocated another 1 mark .
For questions 15 to 20, the correct answers will be allocated 1 mark and the correct
operations will be allocated 2 marks .
EMS Module 2007
125
Facilitators Notes
ACTIVITY 3: A SIMPLE PROCEDURE

Time Required:
60 minutes
Instruct the teachers to choose either Activity A or Activity B
ACTIVITY A:
Materials Required:
protractors , compasses , metre rules or any other suitable

apparatus.

2. Give each pair of teachers two mathematical instruments.
3. Tell the pairs to discuss the techniques of using these two instruments.
4. Then instruct each teacher to choose one instrument.
5. Get each teacher to explain step by step to the others the techniques of using the
chosen instrument.
6. Tell them to include any safety rules that they think are appropriate when using the
instrument.
SUGGESTED ANSWERS:
Using the compass:
Please handle the compass carefully.
Do not hurt yourself or anyone else with it.
Put the pencil in the correct arm and tighten it by turning the screw.
Open up the arms to the required length.
Place the pointed end of the compass on the paper.
Using the pencil arm, draw a circle.
EMS Module 2007
126
Facilitators Notes
ACTIVITY B
Materials Required: Jugs, measuring cylinders, water
.
2. Give one jug and a measuring cylinder to each pair.
3. Ask them to discuss how they will explain to their students the steps they will
take to measure accurately the volume of water in the jug.
4. Remind them to include any safety procedures, where appropriate.
5. Get the pairs to present their work to the others.
6. Get feedback from the others about the presentations.
SUGGESTED ANSWERS:
First, pour some water into the jug .
Make sure you do not spill the water.
Then pour the water from the jug into the measuring cylinder .
Make sure your eyes are at the same level as the water in the cylinder.
Take the reading at the meniscus.
This is the volume of water in the jug.
EMS Module 2007
127
Facilitators Notes
DAY 5
SLOT 2
CLASSROOM LANGUAGE
TOPIC : TALK AND TALK
TIME:
2 Hours
OBJECTIVES:
To use modals in giving advice, reprimands and motivation

To conduct a counseling session
To give a talk on classroom control and management
To give a motivational talk
ACTIVITY 1: INTRODUCTION TO MODALS

1. Ask the teachers to read the situation and the dialogue given.
2. Ask the teachers to work in groups of three.
3. Get the teachers to take turns and act out their roles in front of the others.
4. Tell the teachers to identify the modals in the dialogue and guess the
functions of the forms used.
5. Explain to the teachers about the use of modals.
6. The teachers can refer to the list of modals given.
SITUATION
Role A ( Edwin )
You and your friends have just finished
your exams and are going out to
celebrate. You are almost 18 years old
and you feel that you are old enough to
stay out late at night. You dont plan to
be home until after midnight.
EMS Module 2007
Role B ( Dad / Mum )

Your son has just finished his exam and is
planning to go out and celebrate with his
friends. He is almost 18 years old and is
your only child, so you are worried that
something might happen to him if he
stays out late at night.
128
Facilitators Notes
Edwin:
Mum, Dad. Im going out tonight and wont be back until very late.
Dad:
Well son, Im not going to stop you butyou should not stay out late.
You must be home by 10.30 p.m.
Edwin:
But Dad, I would like to be with my friends a little bit longer. You see, we
are done with our exams and its time to enjoy ourselves. After all, Im not
a little boy anymore. Im almost 18 now!
Mum:
Hmm I guess you dont know how we feel. You see, we are worried
that something bad might happen to you if you stay out late. Havent you
read the newspapers or watched television about all the accidents,
snatch-thefts, robberies and many other crimes that can happen to us?
Remember when you were nearly taken away from me at the mall?
Edwin:
Ooh Mum, that was twelve years ago when I was six years old! Im old
enough to stay out and I can take care of myself now.
Dad:
You could do that if you have completed your studies and have got a job.
Then only can you talk about taking care of yourself. I would like to see
you excel in your exam first. For now, just come back by 10.30 p.m.
Edwin:
Oh Dad! Mum, could you please tell Dad Ill be fine?
Mum:
Your Dad is right, Edwin. Please come back early so that we will not be
worried about you and thats final.
Edwin:
All right Mum, Dad.
_____________________________________________________________________
EMS Module 2007
129
Facilitators Notes
APPENDIX A
Facilitators may use the notes below to explain the use of modals.
MODALS
Modals or auxiliary verbs are verbs which are used with another verb (not a modal)
to express possibility, permission, obligation, et cetera. Examples of modals are
can, could, may, might, must, ought to, shall, should, will, would, dare, need, used to
and have to.
Examples:
1. Can I go out, please? (to request for permission to do something)
2. Could we use your phone? (to ask permission)
3. Myra and her sister could stay home if they are tired. (to make suggestions)
4. Lyna may not be able to perform tonight. (to show possibility)
5. The factory might start making clothes again. (to show possibility)
6. You ought to take care of your health. (to advise or recommend)
7. Shall we wipe the dishes? (to suggest)
8. Should I accept the offer to read law in England? (to ask for advice or
recommendation).
EXAMPLES OF MODALS
can
will
shall
may
must
had to
ought to
need to
had better
EMS Module 2007
could
would
should
might
must not
have to
have got to
need not have
used to
130
Facilitators Notes
1. THE FORM OF MODAL AUXILIARIES

The verbs in the list below are called modal auxiliaries. They are helping verbs that
express a wide range of meaning (ability, permission, possibility, necessity, etc).
Most of the modals have more than one meaning.
Auxiliary + the Simple Form Of A Verb
can
could
may
might
should
had better
must
will
would
a)
b)
c)
d)
e)
f)
g)
h)
i)
I can speak English.

He couldnt come to school.
It may rain tomorrow.
It might rain tomorrow.
Mary should study harder.
I had better study tonight.
Joe must see a doctor today.
I will be in class tomorrow
Would you please close the
door?
Can, could, may, might, should, had

better, must, will and would are
followed by the simple form of a verb.
They are not followed by to:
INCORRECT: I can to speak English.
CORRECT: I can speak English.
The main verb never has a final s:
INCORRECT: He can speaks English.
CORRECT: He can speak English.
Auxiliary + To + The Simple Form Of A Verb

have to
j) I have to study tonight.
have got to k) I have got to study tonight.
ought to
l) Kate ought to study harder.
Have, have got and ought are followed

by an infinitive (to + the simple form of
a verb).
2. EXPRESSING ABILITY: CAN AND COULD

a) Bob can play the piano.
b) You can buy a screwdriver at a hardware
store.
Can expresses the ability in the present

or future.
cant
c) I
cannot
sentence.
The negative form of can may be

written:
cant, cannot.
understand that
d) Our son could talk when he was two

years old.
The past form of can is could.
e) They
The negative of could:

couldnt or could not.
couldnt
could not
EMS Module 2007
come to class.
131
Facilitators Notes
3. EXPRESSING POSSIBILITY: MAY AND MIGHT

EXPRESSING PERMISSION: MAY AND CAN
a) It may rain tomorrow.
b) It might rain tomorrow.
c) A: Why isnt John in the class?
B: I dont know. He may be sick
today.
May and might express possibility in the

present or future.
They have the same meaning.
There is no difference in meaning between
(a) and (b).
d) It may not rain tomorrow.

e) It might not rain tomorrow.
Negative: may not and might not.

(Do not contract may and might with not.)
f) Maybe it will rain tomorrow.

g) Maybe John is sick.
h) John may be sick.
Maybe (spelled as one word) is an adverb

meaning perhaps. Notice (f) and (g).
May be (spelled as two words) is a verb
form as in (h): the auxiliary verb may + the
main verb be.
i) Yes, children, you may have a cookie

after dinner.
j) Okay, children, you can have a
cookie after dinner.
May is also used to give permission.
k) You may not have a cookie.

You cant have a cookie.
May not and cannot (cant) are used to

deny permission (i.e., to say no)
Often can is used to give permission, too.

(i) and (j) have the same meaning, but may
is more formal than can.
ACTIVITY 2: TO ADVISE
EMS Module 2007
132
Facilitators Notes

1.
Ask the teachers to work in pairs.
2.
One of the pair will be a teacher and the other, a student. The student is facing
a problem. He/she talks to the teacher about the problem. The teacher gives
him/her suitable advice.
3.
Ask the teachers to role play the situation.
4. Ask the teachers to take turns to present in front of the others.

SUGGESTED ANSWER:
SITUATION:
A Form 4 student comes to you with her problems. She tells you that she feels like
giving up Additional Mathematics. She says that she cannot practise her mathematics at
home because her two little brothers always disturb her. They create a lot of noise
playing around in their small house.
Student:
Sir, I would like to give up Additional Maths.
Teacher:
What is your reason?
Student:
I just cant do the exercises at home because my little brothers disturb

me. They are very noisy and I cannot concentrate.
Teacher:
I understand your problem. I suggest that you do your work in the

school library.
Student:
I have tried, Sir, but the library closes too early. The lessons end at 2.30
pm and the library closes at 3.00 pm.
Teacher:
Do you have any classmates staying near you?
Student:
Yes sir. Siti lives near my house.
Teacher:
Maybe you can study in Sitis house. Talk to your parents and get their
permission. You and your friend can help one another to solve the
maths problems.
Student:
That is a good idea. I think my parents will agree. Thank you, sir.
Teacher:
You are welcome.
ACTIVITY 3: TO REPRIMAND
EMS Module 2007
133
Facilitators Notes
Time Required:
30 minutes

2. Ask them to discuss the classroom language that they would use to discipline and
control the class in the situation given.
SITUATION:
When you enter the class , your students are making a lot of noise and fooling
around. What classroom language are you going to use to bring order in the
classroom before you start your lesson?
3. Each pair is required to present the instructions used to reprimand the class.
SUGGESTED ANSWERS:
Class, keep quiet! I want all of you to sit down right now.
It does not mean that if I am late you can create havoc in the class.
Monitor and prefects, what have you been doing? Why are you joining in the fun?
I expect you to lead by example.
Do not repeat this behaviour.
ACTIVITY 4: TO MOTIVATE
EMS Module 2007
134
Facilitators Notes

Materials Required: Writing materials
2. Ask them to prepare a motivational talk based on the situation given above. They
should include the following aspects:
Prepare a time table to study at home
Ways to relax and be calm
How to maintain good health
3. Each teacher will present different aspects of the talk to the others.
SUGGESTED ANSWERS:
You should have a personal time-table right from the beginning of the year.
Plan your activities carefully. Allocate time for your homework.
Do your revision daily. Revise at least two subjects per day.
Spend at least two hours on your revision.
But make sure that you get enough sleep, at least 6 hours.
You can listen to some soothing music while you are studying.
During the weekends you could go to the cinema with your friends.
Have well-balanced meals and drink plenty of water.
It is important to exercise.
You can play some games in the evenings.
A healthy body ensures a healthy mind.
You can do it if you are disciplined.
You must have a target to achieve and work towards it.
Do not give up easily.
DAY 5
SLOT 3
EMS Module 2007
135
Facilitators Notes
CLASSROOM LANGUAGE
TOPIC: WALK YOUR TALK
TIME : 2 Hours
OBJECTIVE:
To give explanations and instructions in the classroom
ACTIVITY 1: TALK AND SHOW

2. Tell the teachers to choose a diagram, a table or a graph based on any subject.
3. He / She is required to draw the diagram and at the same time explain each
step.
4. Get the teachers to take turns to go up to the front of the class to present.
SUGGESTED ANSWER :
Draw a straight line from the top to the bottom.
EMS Module 2007
136
Facilitators Notes
This line represents the vertical axis called the y-axis.

Y
From the end of this vertical line, draw another straight line from left to right.
Y
X
This is called the horizontal axis or the x-axis.
Study the data in the given table :
Distance (m)
Time (s)
Then mark both the axes with the correct scale and label.
Y
Distance
(m)
_
_
_
_
_
_
l
l l
Time ( s )
The points are plotted using the data.

Y
EMS Module 2007
137
Facilitators Notes
Distance (m)
_
_
_
_
_
_
_
x
x
x
x
l l l
l l
Time (s)
Then using a pencil, join the points to form a line or smooth curve.
Y
Distance (m)
_
_
_
_
_
_
x
x
x
x
l l
l l
Time (s)
Give a title for your graph.
Graph Showing Velocity
Y
Distance (m)
6_
5_
4_
3_
2_
1_
x
x
x
l
x
l
l l
Time (s)
ACTIVITY 2: CLASSROOM MANAGEMENT

Time Required:
EMS Module 2007
40 minutes
138
Facilitators Notes
Materials Required:
Writing materials
2. Each group will discuss the situation below.
SITUATION:
It is the beginning of the year. You are a class teacher. You wish to conduct a fifteenminute session with your class. At this session you want to tell them about classroom
matters. You will base your talk on the following aspects:
Welcoming address to your new class
Appointment of the class committee
Duty roster
Any other related matters.
3. One group will be chosen to conduct the classroom management session. The others
will play the role of the students in 4 Science 1.
4. All four members of the chosen group will each present one of the aspects above.
SUGGESTED ANSWERS:
Good morning, class.
EMS Module 2007
139
Facilitators Notes
I am your class teacher for this year.

My name is Encik Nordin.
I hope you are happy to be back in school.
I am sure we can work together.
I would like to get to know all of you.
Introduce yourselves, please. We will start with the young man here.
Now that you know each other, we shall elect the class committee.
Whom would you like to nominate as the monitor?
Any other nominations for monitor?
We will close the nominations now.
Will the two nominees please leave the class?
Now, raise your hands for .
( Finishes counting number of hands)
Since .. has the higher number of votes, he will be the class monitor.
Now we are going to elect the other committee members.
(Repeat nomination procedure.)
Now I would like the monitor and his committee to draw up a duty roster for the class.
Include sweeping the floor, emptying the waste paper basket, cleaning the board,
arranging the tables and chairs and organizing the notice board.
ACTIVITY 3: SHOW YOUR TALENT

Materials Required: A4 paper
EMS Module 2007
140
Facilitators Notes
1. Get the teachers to work in groups of three.
2. Instruct each group to create a poem, song, short story or jazz chant.
3. Instruct teachers to write their product on the A4 paper provided.
4. The groups are required to present their work in front of the class.
SUGGESTED ANSWERS:
EXAMPLE :
Poem : Challenge to Excel
Stand up, sit down,
Keep quiet, open your textbook,
Read silently,
Thats all I hear everyday.
Repeat after me,
Read loudly,
Read individually,
Reading seems like fun.
Write on the board,
Solve the problem,
Copy into your exercise book,
Hoping that I will understand.
Good boy, excellent work,
Well done, nice try
Be patient, dont give up,
Motivates me to learn more!
By : Mohd. Jalani Hasan
TEACHERS
Jack and Jane of all trades
Come in all guises
Able and willing
Capable of anything
Impossible is nothing
By : Zarena Bi
EMS Module 2007
141
Facilitators Notes
PHASE TWO
BECOMING THE
EXPERT
EMS Module 2007
142
Facilitators Notes
DAY 6
SLOT 1
TIME:
2 Hours
DEFINITION:
COMMUNICATIVE
adj
1. talkative: inclined or ready to talk
2. of communication: relating to communication or to systems for communication
3. stressing practical communication: in foreign language teaching, stressing the
importance of language as a tool for communicating information and ideas
Microsoft Encarta Reference Library 2003. 1993-2002 Microsoft Corporation. All rights reserved.
SKILL
skill [skil] n
1. ability to do something well: the ability to do something well, usually gained
through experience and training
2. something requiring training to do well: something such as an art or trade that
requires training and experience to do well
Communication is the process of sharing ideas, information and messages with others in
a particular time and place. Communication includes writing and talking, as well as
nonverbal communication (such as facial expressions, body language or gestures), visual
communication (the use of images or pictures, such as painting, photography, video or
film), and electronic communication (telephone calls, electronic mail, cable television or
satellite broadcasts). Communication is a vital part of personal life and is also important in
business, education and any other situations where people encounter each other.
EMS Module 2007
143
Facilitators Notes
OBJECTIVE:
To enable teachers to practise social expressions in everyday conversation
ACTIVITY 1:
TELEPHONE CONVERSATION
Time Required:
1 Hour
Materials Required:
Sample Dialogue, Hotel Brochure, Train Schedule, Science

Centre Brochure
Part 1
1.
Ask the teachers to find a partner.
2.
Get the teachers to practise reading aloud the telephone conversation with
their partners.
3.
Ask them to exchange roles as receptionist and customer.
4.
Select one or two pairs to act out the telephone conversation.

(Refer to the Telephone Conversation In A Restaurant)
In A Restaurant
Receptionist
Hello, Good afternoon. Marriot Restaurant. Can I help you?
Customer
Hello, I would like to reserve a table for two.
Receptionist
May I have your name, please?
Customer
Oh...Im (Your name).
Receptionist
(Your name), may I know when you are coming?
Customer
Tonight, at about 7.30.
Receptionist
One moment, please. Let me check our guest list to see if we

have any more tables for tonight.
(slight pause)
Oh yes...... we do have one more table for tonight.
Customer
Oh....thats great!
Receptionist
So, its a table for two for ( Your name ) at 7.30 tonight.
Customer
Yes, thats right. Thank you.
Receptionist
You are most welcome.
EMS Module 2007
144
Facilitators Notes
Part 2
1.
Ask the teachers to work with the same partners. The teachers may choose
one of the situations given below.
2.
One teacher will be Teacher A, and the other, Teacher B.
3.
For each situation, give Teacher B the extract which is relevant to the
situation. (See Extract 1, Extract 2, Extract 3)
4.
Each telephone conversation must last for at least 5 minutes.
5.
Allow 10 minutes preparation time.
6.
Ask every pair to act out their telephone conversations.
EXTRACT 1
Situation 1 Booking A Room At A Hotel
KINGS HOTEL
Wales
Tel: (0873 921215)
Overlooking the beach

Central heating and air-conditioning
Large swimming pool area
2 restaurants (western and eastern cuisines)
Private car park
Karaoke lounge
Spa and gymnasium
ROOM CHARGES
Single Room
Double room
Family suite
Extra bed (each)
EMS Module 2007
60.50
80.50
100.50
20.00
145
Facilitators Notes
EXTRACT 2
Situation 2 Booking A Train Ticket
TRAIN SCHEDULE
PARIS MADRID / MADRID PARIS
Paris Madrid
Day
Weekdays
Weekends
EMS Module 2007
Madrid Paris
Departure
8.00 am
10.00 am
1.00 pm
4.00 pm
8.00 pm
9.00 am
11.00am
Arrival
11.30 am
1.30 pm
4.30 pm
7.30 pm
11.30 pm
12.30 pm
2.30 pm
Departure
9.30 am
11.30 am
2.00 pm
5.30 pm
8.00 pm
8.00 am
10.00
Arrival
1.00 pm
3.00 pm
5.30 pm
9.00 pm
11.30 pm
11.30 am
1.30 pm
3.00 pm
6.30 pm
2.30 pm
6.00 pm
6.00 pm
9.30 pm
5.00 pm
8.30 pm
Fare
55.50
65.50
146
Situation 3 - Booking Entry tickets to PETROSAINS
EXTRACT 3
Facilitators Notes
Operating Hours
Saturday, Sunday and Public Holidays: 9.30 am - 6.30 pm (Last admission is at 5.00 pm)
Tuesday, Wednesday and
Thursday : 9.30 am - 5.30
Admission Rates
pm (Last admission is at
General Visits
Rate
4.00pm)
Adult
RM 12.00
Friday: 1.30 pm - 5.30 pm
(Last admission is at 4.00 pm)
Youth (13 - 17 Years)
RM 7.00
Monday: CLOSED
Children (5 - 12 Years)
RM 4.00
Children (below 5 Years)
Free of charge
We are open on all public holidays with
Senior Citizen (Above 55 Years)
RM 6.00
the exception of Hari Raya Puasa and

Hari Raya Haji
Students
Rate
For a meaningful and educational visit, we
University/College Student (With Student Card)
RM 10.20
recommend that you spare at least 2
University/College Student (Above 20 pax)
RM 9.60
hours at PETROSAINS.
Youth Student with uniform
RM 5.90
Youth Student Group with uniform (Above 20 pax,

weekdays)
RM 4.90
Child Student with uniform
RM 3.40
Children Student Group with uniform (Above 20 pax, RM 2.80

weekdays)
EMS Module 2007
147
Facilitators Notes
JOURNEY MAP
LOBBY AREA WATER
SCULPTURE
GEOLIMA
DIORAMA
DARK RIDE IN
ARIF STATION
PETROJAYA
TENAGA
SOUVENIR
SHOPS
ACTIVITY 2: DIALOGUE
Time Required:
1 Hour
Materials Required:
Extract A, Extract B
Part 1
1.
Ask teachers to work in pairs.
2.
Distribute the extracts below. Each pair gets Extract A and Extract B
3.
Ask teachers to take up the roles of Sam and Karen as in the extracts.
4.
Ask teachers to practise reading aloud their conversation.
EXTRACT
A teachers to exchange roles for extra practice.
5.
Ask
Sam is at KLIA waiting for his cousins arrival from Tokyo. At the waiting hall, he sees
someone who looks rather familiar. He decides to approach her.
Sam
Excuse me, pardon me for asking. Are you Karen?
Karen :
................................................................................
Sam
Thats right. How are you Karen?
Karen :
................................................................................
Sam
Oh .........just great! So, where do you live?
Karen :
...............................................................................
Sam
I am. Im working in a law firm in Ampang.
Karen :
...............................................................................
Sam
You too. You dont look a year older since I last saw you.
Karen :
Sam 2007
:
EMS Module
Karen :
.....................................................................................
Of course. Heres my number. See you again.
....................................................................................
148
Facilitators Notes
EXTRACT B
Karen has just arrived at KLIA after boarding a flight from Ipoh. At the waiting hall, a
man approaches her . He looks like an old friend at the university where she studied,
7 years ago.
Sam
.......................................................................................
Karen :
Yes. I am Karen. Good heavens! You are Sam, arent

you?
Sam
.....................................................................................
Karen :
Im fine. Thank you. How about you?
Sam
......................................................................................
Karen :
In Ipoh. I work there. Im in Kuala Lumpur for a

company meeting. Are you working in Kuala
Lumpur?
Sam
.....................................................................................
Karen :
You havent changed much since our university days,

Sam.
Sam
......................................................................................
Karen :
Oh dear! I have to go now or Ill be late for my

meeting. We must meet again some time.
Sam
.....................................................................................
Karen :
EMS Module 2007
See you again, Sam. Do keep in touch.

149
Facilitators Notes
Part 2
1. Ask the teachers to work in pairs.
2. Ask each pair to choose one of the situations given below.
3. Ask the teachers to discuss the conversation with their partners.
4. Ask the teachers to act out the conversation in front of the class.
Situation 1
Teacher A
You are due to get married next month. Last Saturday, you met someone else and fell in
love with him/her at first sight. As a result, you no longer feel you can go through the
wedding with your fianc / fiancee. You decide to see him/her to explain in a nice way
why you want to call off the wedding.
Teacher B
You are due to get married next month and are really excited about it. Your fianc /
fiancee wants to see you to discuss the wedding. You are glad to meet him/her as you
wish to discuss with him/her the guest list for the wedding.
Situation 2
Teacher A
EMS Module 2007
150
Facilitators Notes
You have been very upset with your neighbours cat. It often enters your garden and
destroys your flower beds. You cannot stand it any longer and have decided to talk
nicely to your neighbour about it.
Teacher B
You are very fond of your pet cat and think highly of it. You are in a hurry to go to work
one morning, when your neighbour comes to see you.
Situation 3
Teacher A
You have been to a concert in town fifteen kilometres away from your home.
Unfortunately, you have missed the last bus home. You do not have enough money to
take a taxi either. However, you remember the name and address of your brothers friend
who happens to live nearby. You decide to go to his / her house to ask for his/her help.
You arrive at his/her house and knock at the door.
Teacher B
It is 12.15 at night and you have just gone to bed. Suddenly, there is a knock at the door.
You are a bit annoyed to be disturbed at this time of the night. You get out of bed and
open the front door. A stranger is standing at the doorstep.
EMS Module 2007
151
Facilitators Notes
DAY 6
SLOT 2
TIME:
2 Hours
OBJECTIVES:
To ask simple questions

To make a conclusion based on an opinion poll
ACTIVITY :
MY SURVEY OH, ROTI CANAI! OH, NASI LEMAK!
Time Required:
2 Hours
Materials Required:
MY SURVEY Cards
SUGGESTED INSTRUCTIONS
1. Ask the teachers to work in groups of five. (Main Group)
2.
Assign a letter from A to E to every member of each group (Main Group). See
note below.
3. Assign one topic from MY SURVEY cards to each group.

4. Ask the teachers to follow the suggestions on the cards.
5. Tell the teachers to agree upon three questions based on the topic given. The
teachers are given 10 minutes to do so.
6. Ask every member of each group to prepare an interview sheet (Example 1).
7. Next, ask members from the different main groups with the same letter to regroup
themselves into Groups A, B, C, D and E. The new group will consist of one
member from each main group.
8. Ask each member of the new group to get the answers to his / her questions from
all the other members of the group. The teachers have to talk to everyone in the
group.
EMS Module 2007
152
Facilitators Notes
9. Ask the teachers to get back to their original main groups after gathering the
information needed.
10. Ask the teachers to discuss their findings.
11. Ask the teachers to organize their data. They may use tables, lists or any other
forms of presentation.
12. Ask each main group to present their findings.
Note:
If the number of teachers is large, then the number of main groups can be
increased.
Interview Sheet
EXAMPLE 1
Breakfast
1. Do you take your breakfast regularly?
2. What do you usually have for breakfast?
3. What type of drinks do you have for breakfast?
Name
Breakfast
Food
Drink
Roti Canai
Nescafe O
Yes / No
Hassan
EMS Module 2007
Yes
153
Facilitators Notes
Aisyah
No
No
No
MY SURVEY CARDS
Breakfast
Drinks
You have to find out what the other
You have to find out which drinks the
teachers in your class usually have for
people in your class like and dislike.
breakfast.
(Each member of the group prepares an
interview card.)
interview card.)
Eating out
Favourite Meals
You have to find out whether the teachers
You have to find out the favourite meals
in your class ever eat out.
(including main course and dessert) of the
If they eat out, where do they go?
other teachers in your class.
If they dont , why dont they do so?

interview card.)
interview card.)
Dieting / Weight watching
Cooking
You want to find out if the other teachers in
You have to find out which meals or drinks
your class think they are too fat, too thin or
the other teachers in your class can
just right. Find out how they maintain their prepare themselves.
EMS Module 2007
154
Facilitators Notes
weight.
interview card.)
interview card.)
Least Favourite Food

You have to find out what kind of food other teachers in your class dislike.
(Each member of the group prepares an interview card.)
DAY 6
SLOT 3
TIME:
2 Hours
OBJECTIVE:
ACTIVITY :
To enable teachers to request for and give information.

I NEED TO KNOW
Time Required:
2 hours
Materials Required:
Information cards for Extracts 1, 2, 3, 4 and 5.
1. Ask teachers to work in pairs.
2. Assign one extract to each pair.
3. Distribute the information cards to each pair.
4. Ask each pair to discuss the situation based on the extract in five minutes.
5. Ask the teachers to act out the situation.
6. Ask the teachers to exchange roles.
Extract 1
In A Restaurant
You are in a restaurant. You need to know the menu and the prices of the food in
the restaurant. Ask the waiter about them.
EMS Module 2007
155
Facilitators Notes
1.
Information card for Extract 1
ZIMIES PLACE ala carte

Menu
Price
Drinks
Iced melon
Milo
Tea
Frizzy- coke, sprite
RM 4.00
RM 2.00
RM 2.00
RM 6.00
Food
Chicken Chop Gunung Tahan
Madu Tiga Maori Lamb Chops
Nasi Goreng Kampong Tengku
Penghulu Longevity Noodles
Various Soups - Tom Yam, Sup Ekor, Mushroom Soup
Crispy Salad
RM 17.00
RM 17.00
RM 10.50
RM 9.50
RM 4.00
RM 4.50
Dessert
Bubur Cha Cha Dara Pingitan
Sago Gula Melaka

Cendol Kampung Merdeka
EMS
2007
Ice Module
Kacang
Tanah Melayu
RM 4.00
RM 4.00
RM 4.00
RM 4.00
156
Facilitators Notes
Extract 2
At the market
You are at the market. You want to buy meat, fish, vegetables and fruits. You need
to bargain with the fishmonger, butcher and the greengrocer to get the best price.

Meat
Local lamb
Whole chicken
Meat
Price
RM 17.00 ( 1kg)
RM 6.50 ( 1kg)
RM 17.00 (1kg)
Fish
Pomfret
Grouper
Mackerel
Seabass
Snapper
Herring
Scad
Tuna
Shrimp
Prawn
Squid
Cuttlefish
Tollyshed
RM 11.00 (1kg)
RM 10.00 (1kg)
RM 8.00 (1kg)
RM 6.50 (1kg)
RM 7.00 (1kg)
RM 6.00 (1kg)
RM 6.00 (1kg)
RM 5.00 (1kg)
RM 5.00 (1kg)
RM 10.00 (1kg)
RM 8.50 (1kg)
RM 8.50 (1kg)
RM 10.00 (1kg)
Vegetables
Cauliflower
Long bean
Lettuce
Tomatoes
Cucumber
Brinjal
Ladies fingers
Chillies
Cabbage
Ginger
Turmeric
Onion
Garlic
Lemongrass
Galangal
RM 5.00 (1kg)
RM 4.00 (1kg)
RM 4.00 (1kg)
RM 3.50 ( 1kg)
RM 3.00 ( 1kg)
RM 2.50 (1kg)
RM 3.00 (1kg)
RM 4.00 (1kg)
RM 4.00 ( 1kg)
RM 2.00 (1kg)
RM 2.50 (1kg)
RM 6.00 (1kg)
RM 3.00 (1kg)
RM 1.00 (5 stalks)
RM 2.00 (1kg)
Fruits
Apple
EMS Module 2007
Pear
Mangosteen
Banana
RM 5.00 (per bag)

RM 5.00 (per bag)
RM 5.00 (1 kg)
RM 2.00 (per comb)
157
Water melon
RM 3.00
Facilitators Notes
Extract 3
In A Stationery Shop
On the way home from school, you stop by a stationery shop to buy a few things. Ask
the salesgirl at the stationery shop the price of each item that you wish to buy.

Stationery
Price
Stationery
Price
Stapler
RM 4.00 per unit
2B Pencil
RM 3.00 per box
Red pen
RM 4.50 per pack
Ink
RM 3.50 per box
Blue pen
RM 4.50 per pack
File
RM 3.50
Eraser
RM 3.00 per box
Glue
RM 1.00
Exercise book
RM 2.00
Manila Card
RM 1.00
Greeting card
RM 3.50
Coloured pencils RM 3.50
Gift Wrapper
RM 1.50
Scissors
RM 2.00
Pencil box
RM 3.50
Ribbon
RM 2.50
Paper Clips (per box)
RM 2.00
A4 paper
RM 7.00 per ream
A4 Coloured Paper
RM 8.00 per ream
Sugar paper
RM 1.50
EMS Module 2007
158
Facilitators Notes
Extract 4
Places of interest in the Klang Valley

You are waiting for a friend at the KLIA. A tourist from overseas approaches you.
He/she wants some information regarding interesting places in the Klang Valley.
Give him/her the information he /she needs.
Merdeka Square
Merdeka Square has a special place in the hearts of all Malaysians as it was here
that the Union Jack was lowered for the last time at the stroke of midnight on Aug
31,1957. Here is the tallest flagpole in the world, standing at 100 metres.
Surrounding the area are historical structures like the Sultan Abdul Samad building
and Old City Hall.
Kuala Lumpur Bird Park
Also known as The Worlds Largest Walk-in Free Flight Aviary, the Kuala Lumpur
Bird Park is a haven for birds. The 8.4ha bird park is located at the scenic Lake
Gardens. Here, more than 3,000 birds from over 100 species may be found in a
natural landscaped environment.
Chinatown @ Petaling Street
This quaint cluster of makeshift stalls in the middle of town bustles with life and
resounds with bargains from noon until night.
Kuala Lumpur Deer Park
The authorities have dedicated a spot known as the Kuala Lumpur Deer Park to
these gentle, intelligent creatures. A well-chosen peaceful area at the Lake Garden
thatModule
covers
more
EMS
2007
deer.
than two hectares has been turned into a suitable habitat for the159
Facilitators Notes
National Monument- Tugu Negara

The immense bronze structure was built as a memorial to the soldiers who gave
their lives for their beloved country. The sculpture depicts seven soldiers holding the
Malaysian flag, each symbolizing one of seven qualities- unity, strength, leadership,
sacrifice, courage, suffering and vigilance.
Masjid India
A thriving neighbourhood with numerous wholesale and retail Indian traders, who
sell everything from saris and perfume to spices and incenses.
( News Straits Times : Tuesday, 6 June 2006 )
Masjid Jamek
Located at the convergence of the Klang and Gombak rivers, it is one of the oldest
mosques in the city since its construction in 1909. Inspired by the Mogul mosques
in North India, this buildings notable features are three elegant domes which
dominated the city skyline long before the skyscrapers emerged.
Kuala Lumpur City Centre
Located strategically within the Golden Triangle of Kuala Lumpur, KLCC houses a
multitude of offices, an assortment of shops and an art gallery, besides being home
to the Malaysian Philharmonic Orchestra.
With the Petronas Twin Towers above dominating the citys skyline, it is an ideal
place to visit for sightseeing, shopping or picnic at the park.
Kuala Lumpur Tower
This formidable landmark is one of the tallest concrete towers in the world at 421
metres.
Aside from being a telecommunications tower, it also houses an observation deck
and a revolving restaurant which offers an array of local and continental cuisine.
Bukit Bintang
This is a bustling commercial and shopping haven that is a hub of activity come day
or night as some of the citys best shops and restaurants are located here. They
offer
the finest, from designer clothes and art pieces to high class cuisine.
EMS some
Module of
2007
160
Facilitators Notes
( New Straits Times : Tuesday, 6 June 2006 )
Extract 5
Language Courses offered by Putra College
You are a secretary at Putra College. Student A wants to take up a language course
in your college. He / she comes and asks for information about the courses being
offered by the college. Give him/her all the necessary information he/she needs.
Solid Language Foundation
At Putra College, we understand that language learning can be a major challenge. It
is for this reason that we have dedicated ourselves to making your language learning
experience an enjoyable one. Through a combination of Putra exclusive participative
learning methods, top quality international teaching materials and a team of qualified
and caring teaching staff, Putra College will help you to gain the skills you need for
success. Come to Putra College near you to find out how you can get a jump start to
your future.
We offer
Mandarin, Japanese, English
Young learners
Teen learners
Adult learners
Corporate training
Please call : Ampang (03-40553215),
Rawang
EMS Module 2007
(03-60972341)
161
Facilitators Notes
DAY 7
SLOT 1
TIME:
2 Hours
OBJECTIVES:
To enable teachers to transfer information from a linear text to a non-linear text

To enable teachers to give information from a non-linear text
To enable teachers to relate personal experiences
ACTIVITY 1:
VENOM ALERT

Materials Required:
None
2. Ask the teachers to read the text carefully.
3. Get the teachers to answer the four questions.
4. Elicit answers from the teachers and get others to comment on the answers.
5. Get the teachers to relate personal experiences with snakes or other animals.
TREATING A SNAKEBITE
Prevention is always better than cure. This saying applies best to situations
where one has to be treated for a snake bite. When trekking through the jungle or other
areas inhabited by snakes, it is wise to wear thick boots and long trousers. Keeping to
well-trodden paths wherever possible and avoiding thick undergrowth are other sure
ways of not disturbing snakes.
EMS Module 2007
162
Facilitators Notes
If you do come across a snake, back away slowly and give it a wide berth.
Snakes can strike at a distance of about half their lengths. The easiest way to avoid
getting bitten in the first place is to leave snakes well alone.
If a snake bites you or someone who is with you, it is best to do the following to
provide the best means of recovery. First, wash the bite with soap and water as soon as
possible. Do not place ice or any cooling substance on the bite. Immobilise the area
and keep it at a lower level than the heart, as this will slow the spread of venom. Dont
ever attempt to suck out the venom as you can transfer some of the venom into your
own bloodstream via your mouth. Wrap a bandage about 4 inches above the bitten area
to slow the spread of venom. Do not wrap the bandage too tightly ,as a tourniquet can
sometimes cut off blood supply and damage a limb. Ensure the bandage is loose
enough to slip a finger through. Get the victim to the hospital as quickly as possible
where an anti-venom injection can be given.
ANSWER THE FOLLOWING QUESTIONS.
PREVENTION AND TREATMENT
OF SNAKEBITES
EMS Module 2007
163
Facilitators Notes
(1)
WHEN BITTEN
BY A SNAKE
- Jungle
- Thick undergrowth
- Wash bite
- Immobilise area
( 4)
- Get victims to a
PRECAUTIONS
- Use thick boots
FACE TO
FACE WITH A
SNAKE
hospital quickly
(3)
______(2)______
- Wear long
trousers
1.
2.
3.
TREATMENT
PREVENTION
SNAKE BITES
SNAKE HABITAT
Avoid Jungle
Cut the bushes
Clear the undergrowth
Avoid thick undergrowth
run away quickly
walk away slowly
EMS Module 2007
- Leave the
snake alone
164
Facilitators Notes
4.
walk backwards slowly
walk backwards quickly
A.
Wrap bandage above bite
B.
Do not tighten bandage
C.
Ensure bandage is fairly loose
D.
Slow down the spread of venom
ANSWERS
Question
Answer
1
D
2
D
3
C
4
A
ACTIVITY 2: DONT LET THEM GET AWAY!

Time Required:
30 minutes.
Materials Required:
Map of a Town
OBJECTIVE:
To enable teachers to give information from a non-linear text
1.
Ask the teachers to work in pairs.
2.
Instruct the teachers to read the given situation and task.
3.
Ask the teachers to study the town map given.
EMS Module 2007
165
Facilitators Notes
4.
Select a few teachers to share their information of the robbers

whereabouts to the police.
5.
Ask teachers to take turns to present to the whole class.
Situation:
You are in Town X. You are passing by the bank on your motorcycle.
Suddenly you see three masked and armed men rushing out from the bank
carrying white sacks which you assume contain money robbed from the
bank. They get into a waiting car. You act promptly by alerting the police.
You also gather courage to follow the robbers on your vehicle so that you
can inform the police of their whereabouts.
Task :
Use the town map to help you give instructions to guide the police to the
robbers whereabouts.
TOWN MAP
EMS Module 2007
166
Facilitators Notes
R e s ta u ra n t
a ry
l
im
Pr hoo
Sc
EAST STREET
ON
MO
S t. P
e te r'
s
Chu
rc h
D ru g s to re
P o s t O ffic e
ST
E
RE
T
CHU
RCH
ROA
D
D e p a rtm e n t S to re
H IG H S T R E E T
e
ffe
Co op
Sh
C lo c k T o w e r
op
TOW ER STREET
M useum
F ir e S ta tio n
B o u tiq u e
W EST STREET
B ookshop
Bank
S T A T IO N R O A D
Taxi
S ta tio n
H ig h S c h o o l
P o lic e S ta tio n
EET
STR
KET
M AR
NOR
TH S
TRE
ET
T o w n H a ll
al
tic
op
Sh
SO UTH STREET
G ra n d
H o te l
M a rk e t
Pet Shop
B u s S ta tio n
Encourage teachers to use the following phrases to help them give

information to the police.
EMS Module 2007
167
Facilitators Notes
going straight towards

(the museum,
The robbers
are
(They are)
going into
Tower
Street,
Clock Tower)
turning left / right into
turning into
passing
going round
SUGGESTED ANSWERS
Hello 994, I have just witnessed a robbery in Bank X on West Street. I am following
the robbers now. They are turning right at North Street and going straight
towards the Clock Tower. They are passing the tower and Grand Hotel. Please be
quick. They are now turning right into High Street. They are going into Moon Street.
Now, they are speeding towards East Street and turning into the road. Wait a
minute! They are slowing down. Oh no! They are stopping in front of the Department
store and they are getting into another car.
ACTIVITY 3:
EMS Module 2007
THE ALIEN IS COMING
168
Facilitators Notes
Time Required :
1 Hour
Materials Required :
The Alien Is Coming witness cards
OBJECTIVES:
To deliver information accurately

To ask questions to clarify information
2. Distribute the witness cards and the question sheets to all the teachers.
3. Ask them to read the card and understand the role assigned to them.
4. Tell the teachers to study the cards and practise delivering the information in their
own words.
5. Ask the teachers to take turns to stand in front and tell other teachers what they
have witnessed.
6. Tell the other teachers to ask questions if they cannot understand.
7. Instruct the teachers to fill in the question sheet. The teachers are to write the
first letter of each answer in the box.
8. Ask the teachers to unscramble the letters to find out where the aliens came
from.
9. The first person to answer is the winner.
Note :
If there are more than 16 teachers, make extra copies of the witness cards for
distribution.
THE ALIEN IS COMING WITNESS CARDS

EMS Module 2007
169
Facilitators Notes
You were washing up when you saw a red
You were in the field, taking the cat for a
light in the sky behind the trees at one end
walk, when suddenly he became very
of the garden. It was moving and flashing
frightened and started shrieking. You heard
on and off.
a humming noise and suddenly the sky

was filled with a red light.
(1)
(2)
You were gardening in the back garden
It was nine oclock in the morning. You
when a saucer-shaped object flew over
know because you were listening to the
your head. It seemed to come in to land in
news. You heard a humming noise and the
the garden of the house at the end of the
whole house shook. You ran out into the
road. You were so shocked you didnt
garden to see what was happening and
know what to do.
saw a large saucer-shaped object flying

low overhead. You ran back indoors to
telephone the police.
(3)
(4)
You were washing up in the kitchen when
You saw everything from an upstairs
you heard a loud humming noise and saw window. You were cleaning your bedroom
a red light in the sky. You ran outside and
EMS Module 2007
windows when you heard a loud humming
170
Facilitators Notes
saw a large saucer-shaped spaceship that
noise and a saucer-shaped spaceship
had landed in your back garden. Three came whizzing past the window. It landed
figures got out. They had six arms and
in the next-door garden. Three figures got
three heads and wore a kind of uniform. out. They had six arms and three heads
One of them saw you and pointed a gun at
and were dressed in uniforms. Your
you. There was a flash. You fell down, and neighbour came running out of his house
when you woke up, the spaceship had
and one of the men pointed a gun at him
gone. Perhaps it was a dream.
and shot him. Two figures went into the

house and one stayed by the spaceship.
He wandered round the garden, smelling
the flowers. He plucked an apple off the
tree and took a bite, but spat it out at once.
(5)
(6)
You were upstairs playing a game called
You are a policeman. You were driving
Alien Invader on your home computer
along your usual route in your police car
when suddenly two strange figures came when a call over the radio told you to go to
into the house. They had three heads and
Westerns Road where some mad women
six arms. You were at a very exciting part
thought they had seen a UFO.
of the game. You had just fired a rocket to

destroy a spaceship but one of the figures
picked you up and held you fast while the
other sat down at your computer. He typed
in some commands on the keyboard. Then
the other one released you and they both
left. When you looked at your screen you
found that your rocket attack had been
diverted.
(7)
You
came
home
from
doing
(8)
some You were playing in your bedroom, when
shopping to find your husband in a state of
your brother came in shouting something
panic. He said that a UFO landed in your
about UFOs, rocket attacks and his
garden where there were some apple trees computer game. You think hes being silly -
EMS Module 2007
171
Facilitators Notes
and then an alien shot him. Your son said
obsessed
with
that two aliens came into the bedroom and
computer games.
science-fiction
and
interfered with his computer game. You

think they were teasing you.
(9)
( 10 )
You were hanging out the washing, when You were out for a morning walk. You
you saw a red light in the sky behind the
heard a humming noise and suddenly the
apple trees at the far end of the garden. It
sky was filled with a red light.
was moving and flashing on and off.
( 11 )
( 12 )
You were in the back garden when a
It was nine oclock in the morning. You
saucer-shaped object flew over your head.
knew because you were listening to the
It seemed to come in to land in the garden
news. You heard a humming noise, and the
of the house at the end of the road. You whole house shook. You ran out into the
were so shocked you didnt know what to
do.

low overhead. Now you didnt know
whether you had dreamt it or not.
( 13 )
( 14 )
You were having breakfast in the back You heard a humming noise, and the
garden when a saucer-shaped object flew whole house shook. You ran out into the
over your head. It seemed to come in to
land in the garden of the house at the end
of the road. You were so shocked you
low overhead. You ran back indoors to
EMS Module 2007
172
Facilitators Notes
didnt know what to do.
telephone the fire brigade.

( 15 )
( 16 )
I REMEMBER
Write the first letter of each answer in the box. Then rearrange the letters to find where
the aliens came from.
1. What was the colour of the lights of the spaceship?
2. How many heads did the aliens have?
3. What were they wearing?
4. What was the shape of the spaceship?
5. What fruit trees can you find in the garden?
N
6. What time was it?
The aliens came from SATURN.
DAY 7 SLOT 2
COMMUNICATIVE SKILL
TIME:
2 Hours
PART 1
OBJECTIVES:
EMS Module 2007
173
Facilitators Notes
To enable teachers to express their ideas in a group

To enable teachers to come to an agreement after discussing in a group
ACTIVITY 1:
PUZZLE ME, PUZZLE YOU
Time Required:
40 minutes
Materials Required: PUZZLE ME PUZZLE YOU Cards, mahjong paper, marker pens
1. Ask teachers to work in groups of four or five.
2. Assign a number to each group.
3. Ask each group to answer the Puzzle Me Puzzle You cards of the same
number.
4. By using the clues given, each group forms a new word from the first letters of
the words they have found by answering 4-5 questions. This word is the answer
to the clue given (Step 1).
5. Each group has to write down the word they have formed on the blackboard/
mahjong paper (Step 2).
6. Using the first letters of the words from the groups, each group tries to solve the
final stage of the puzzle. Ask them to write out the word (Step 3).
Step 1
Complete each sentence and find the word using the clues given.
GROUP 1
EMS Module 2007
174
Facilitators Notes
Find these words:

1. You .. when you are tired.
( yawn )
2. You cannot .. milk or tea, but you can . apples, bread,

cake and chocolate.
( eat )
3. You .. on horses and bicycles.
( ride )
4. When two cars crash into each other, they have an. .
( accident )
Make a word from the first letter of these words.

Clue:
A period of time ( YEAR )
GROUP 2
Find these words:
1. A big animal with grey skin and a trunk.
2. He delivers letters.
( elephant )
( postman )
3. A kind of fruit, not an apple.
( pear )
4. If you do not dislike something, you .. it.

5. The time from noon till evening.
( like )
( afternoon )

Clue:
A kind of fruit. ( APPLE )
GROUP 3
Find these words:
1. Twinkle- twinkle Little Star, Old MacDonald and Clementine are .. ( songs )
2. You need a fork, .. and spoon for eating.
EMS Module 2007
( knife )
175
Facilitators Notes
3. The first word in a letter.
( dear )
4. The number between ten and twelve.
( eleven )

Clue:
A piece of furniture ( DESK )
GROUP 4
Find these words:
1. Not young but ..
( old )
2. A drink that comes in sachets. Coffee or .

3. They were in North America before the Europeans came.
4. You are called by it.
( tea )
( Indians )
( name )

Clue:
A preposition ( INTO )
GROUP 5
Find these words:
1. When you ask a question you usually get an
EMS Module 2007
( answer )
176
Facilitators Notes
2. In the sky at night, big and bright.

3. You write with it.
( moon )
( pen )
4. Last word in a letter to a good friend.
( love )

Clue:
It gives you light. ( LAMP )
GROUP 6
Find these words:
1. A fruit and a colour.
2. Between two mountains.
( orange )
( valley )
3. If you have lots of money, you are
( rich )
4. Everything has a beginning and an ..
( ending )

Clue:
A preposition ( OVER )
GROUP 7
Find these words:
1. Something that is not easy is ..
EMS Module 2007
( difficult )
177
Facilitators Notes
2. Something that is not old is
( new )
3. Kangaroos and koalas live there.
( Australia )
4. If it was your birthday today, people would say .. birthday to you. ( Happy )
Clue:
A part of the body ( HAND )
Step 2
Solving the puzzle:
1. A period of time
______________ (YEAR )
2. A kind of fruit
______________ ( APPLE )
3. A piece of furniture
______________ ( DESK )
4. A preposition
______________ ( INTO )
5. It gives you light
______________ ( LAMP )
6. A preposition
______________ ( OVER )
7. A part of the body
______________ ( HAND )
Step 3
a) Fill in the boxes with the first letter of the words in Step 2.
EMS Module 2007
178
Facilitators Notes
b) Now rearrange the letters to find the answer to the puzzle.

The answer is
HOLIDAY
PART 2
ACTIVITY 1: VOLCANIC ERUPTION
Time Required:
40 minutes
Materials Required:
EMS Module 2007
Mahjong paper and marker pens
179
Facilitators Notes
OBJECTIVES:
To enable the teachers to express their opinions and come to an agreement in a

small group
To enable the teachers to express their opinions effectively to a larger group
1. Ask teachers to work in groups of four.
2. Let them read the scenario given.
3. Get the teachers to study the list of items given.
4. Ask the teachers to decide which 10 items they would take along to the
evacuation centre.
5. Ask each group to write the items on mahjong paper and present their work.
They must give reasons for their choice.
SCENARIO
Mount Juara in Kampung Tualang Tiga will erupt in about 10 hours. A government
officer was sent to Kampung Tualang Tiga to help organize the evacuation of the
villagers with the help of Pak Malau, the village head.
Pak Malau has elected some group leaders and asked each group to take along 10
important items to the evacuation area in Berangan.
The evacuation area is about 30 km away and the types of transport available to the
villagers are bicycles, motorcycles and lorries. Upon arrival at the centre, each group
leader is asked to state the 10 items they have brought along and give reasons for
their choice.
List of items:
1. rice
11. canned sardines
2. salt
12. matches
3. sugar
13. handset and charger
EMS Module 2007
180
Facilitators Notes
4. water
14. torchlight
5. mosquito net/coil
15. birth certificates
6. blanket
16. desk top/ lap top
7. knife
17. cup and saucer
8. stove
18. motorcycle
9. tent
19. water container/ pail
10. clothes
20. soap / shampoo
ITEMS
REASONS / USES
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
ACTIVITY 2: OVERLOAD (Optional , if time permits)

Material Required:
None
OBJECTIVES:
To enable teachers to express their views verbally
To enable teachers to give reasons to convince others
1. Ask the teachers to work in groups of ten.
2. Ask the groups to select their own group leaders.
EMS Module 2007
181
Facilitators Notes
3. Write on strips of paper the occupations given for the teachers to draw lots.
4. Get the teachers to read and discuss the scenario in their groups.
5. Ask each teacher to give reasons why he / she should not be the one to jump
out of the boat. The time given is 2-3 minutes.
6. When every member of each group has presented his / her view, each group
will vote to decide who should jump out of the boat.
7. Ask the leader of each group to explain their decision.
The Scenario
During the journey to Pulau Impian Hairan, your boat is hit by a gigantic wave and is
in danger of sinking. In order to keep the boat afloat, the load in the boat has to be
reduced. This means that two of the passengers would have to jump into the rough
seas and swim to the nearby island on their own. Fortunately, everybody in the boat
can swim. Unfortunately on certain days, there are sharks in that area. Give reasons
why you should not be the one who has to jump out of the boat.
OCCUPATIONS OF PEOPLE IN THE BOAT

1. A doctor
2. A teacher
3. A chef
4. A police officer
5. A scientist
6. A ferry operator
7. A farmer
8. A Pak Imam
EMS Module 2007
182
Facilitators Notes
9. A businessman
10. A mechanic
DAY 7
SLOT 3
TIME:
2 Hours
OBJECTIVES:
To express ideas and opinions

To practise expressing ideas and opinions in a forum
ACTIVITY 1:
MY SAY
Time Required: 1 hour

Materials Required: Topics for individual presentation
1. Ask teachers to get into groups of four.
EMS Module 2007
183
Facilitators Notes
2. Tell the teachers that each group will be given a topic. Each of them will be given
2 minutes to prepare and another 2 minutes to present in their groups.
3. Instruct each group to select a leader and a timekeeper.
4. Cut out the topics and ask the group leaders to draw lots to pick the topic.
5. Instruct the leaders to read out the topics to the group.
6. You are to time the teachers and stop precisely at two minutes.
7. Remind the teachers to prepare in point form only.
8. Encourage the teachers to use the given phrases.
9. Allow the teachers to present in their groups as you facilitate them.
10. Ask the timekeeper in each group to keep the time.
11. Remind the group timekeeper to abide by the time frame.
12. Each teacher is to present in front of the whole group.
SUGGESTED TOPICS
1. Shopping at the Pasar Malam is better than shopping in the hypermarket.
2. Marrying a Malaysian is better than marrying a foreigner.
3. Women make better teachers than men.
4. Keeping pets is better than keeping plants.
5. Hand phones should be allowed in school.
HELPFUL PHRASES:
In my opinion
I feel that
On the other hand
Besides
I maintain that
Im sure that
As far as I am concerned
I would say that
I guess
I think that
In conclusion
EMS Module 2007
184
Facilitators Notes
To conclude
To summarise
In a nutshell
ACTIVITY 2:
I THINK, I SAY, I SHARE

Materials Required: Topics for forum
1. Ask teachers to get in groups of five.
2. Assign a topic to every group for a forum.
3. Ask the teachers to delegate the roles to every member in their group.
4. Make sure every group will take turns to act out the role assigned to them.
5. When one group is presenting the forum, ask the other groups to listen
carefully.
6. During/after the forum, ask teachers from the other groups to ask at least
three questions based on the topic.
GROUP ONE
Topic :
Students Achievement How to improve Students Achievement in
Mathematics and Science In English

Situation:
The Teaching and Learning of Mathematics and Science in English has been
implemented in schools since the year 2002. The decline in students achievement is
causing many people to worry.
Panellists (roles):
EMS Module 2007
185
Facilitators Notes
i.
Chairperson
ii.
Headmaster / Principal
iii.
Teacher
iv.
Parent ( Parent-Teacher Association )
v.
Counsellor
GROUP TWO
Topic : Health Issue Discuss the effects of drug abuse, alcohol and smoking
Situation:
Many students are involved in taking drugs, drinking alcohol and smoking cigarettes.
They need to be exposed to the effects of their bad habits.
Panellists (roles):
i. Chairperson
ii. Doctor
iii. Teacher
iv. Parent ( Parent- Teacher Association )
v. Health Officer
GROUP THREE
Topic : Road Safety How to reduce the number of road accidents
Situation:
Road accidents occur daily. The number increases during festivals and holidays. What
can be done to reduce the number of accidents?
Panellists (roles):
i. Chairperson
ii. Police
iii. Driving school instructor
EMS Module 2007
186
Facilitators Notes
iv. Road user

v. Lecturer
Two cars in crash on NSE raced for 20 km
KUALA LUMPUR: The two cars involved in a fiery crash on the North-South Expressway
on Sunday, which claimed three lives, had been racing for more than 20 km.
Witnesses said the cars, both Proton Wiras, were racing from Sungai Buloh towards the
city, weaving through traffic in a dangerous and reckless manner.
A senior investigating officer with the city traffic police confirmed that this was the initial
finding from the investigation.
( New Straits Times : Tuesday, 6 June 2006 )
GROUP FOUR
Topic : Pollution Effects of air, water and noise pollution
Situation:
Science and Technology makes our lives better and more comfortable. However it
causes a lot of pollution. Discuss the types of pollution and their effects.
Panellists (roles):
i.
Chairperson
ii
Doctor
iii.
Factory Owner
EMS Module 2007
187
Facilitators Notes
iv.
Environmentalist
v.
Minister of Health and Environment
GROUP FIVE
Topic : Disciplinary Problems in Schools
Situation:
Disciplinary problems are increasing. Why are students behaving badly and how can we
help them?
Panellists (roles):
i.
Chairperson
ii
Headmaster / Principal
vi.
Counsellor
vii.
Parent
viii.
Police
DAY 8
SLOT 1
PUBLIC SPEAKING
TIME:
2 Hours
OBJECTIVES:
To present ideas promptly and creatively

To develop teachers confidence in using English to deliver ideas
To raise teachers awareness on the importance of public speaking skills
ACTIVITY 1: ON YOUR MARK! GET SET! GO!

EMS Module 2007
188
Facilitators Notes
1. Get the teachers to form a big circle.

2. The first one to start will give the teacher on his left a name. e.g. Youre Saiful
Apek. Saiful Apek will in turn tell the one on his left who he is, e.g. Youre Mak
Enon. This will continue until everyone has been given a name.
3. This process is repeated in the opposite direction, from left to right instead. This
time, each person tells the one on his right where he is. e.g. a) Youre in a toilet.
b) Youre standing on a stage, etc.
4. Get the teachers to change their position.
5. Each teacher will tell the one on the left what he is doing. e.g. (a) You are having
a bath
(b) You are giving a speech etc.
6. Each teacher will tell the one on the right what he is wearing. e.g. (a) You are
wearing pyjamas
(b) You are wearing a batik shirt etc.
7. Everyone is required to remember what they hear about themselves.

8. In the end everyone will have four things to say about themselves.
9. The teachers will then take turns to introduce themselves.
e.g. I am Saiful Apek and I am wearing a Superman outfit
I am in a toilet, cooking Maggie mee.
ACTIVITY 2: SEE IT, SAY IT

Materials Required: Picture cards / Cartoon strips
1. Choose one picture for discussion, e.g. Picture 1
2. Ask questions and talk about the picture.
a. What can you see in the picture?
b. What do you think happened to the mother shark?
c. Why do you think the baby shark is giving a present to the mother?
3. Get the teachers to work in groups of five.
4. Distribute a picture to each group. You may use the suggested pictures given.
5. Get the teachers to study their pictures for 10 minutes.
EMS Module 2007
189
Facilitators Notes
6. Instruct the teachers to construct at least 5 sentences to describe the picture.

7. Ask each group to come forward to describe and talk about the picture.
SUGGESTED PICTURES:
1.
2.
3.
EMS Module 2007
190
Facilitators Notes
4.
5.
EMS Module 2007
191
Facilitators Notes
SUGGESTED ANSWERS:
Based on picture 1
The mother shark has a missing fin. Earlier she was caught by a fisherman. Her
fin was cut off and sold to a restaurant. The mother shark looked odd without the fin.
On Mothers Day the sharks son found an artificial shark fin, made in Taiwan and
presented it to his mother. The mother shark was so touched by her sons concern. At
least she could now look like the other sharks although her fin was a fake.
ACTIVITY 3:
THE APPRENTICE

1. Get the teachers into groups of three.
2. Ask the teachers in each group to think of an item to sell.
3. Ask the teachers to discuss an amusing sales pitch.
4. Get the teachers to present their sales pitch as a group.
EXAMPLES OF ITEMS:
1. Stinking shoes
2. Old socks
EMS Module 2007
192
Facilitators Notes
3. Torn t-shirt
4. Cheap pen
Note:
Facilitators should prompt teachers so that they will choose something that is
a. funny
b. unique
c. amusing
EXAMPLE:
Stinking shoes.
This pair of stinking shoes has many uses. It is a life saver. It can ward off wild
animals within a 50-metre radius. It can also be used as a smelling salt. It is guaranteed
to wake up anyone who has fainted. When mixed with water, the liquid can be used to
poison enemies.
DAY 8
TIME:
SLOT 2
2 Hours
ACTIVITY 1:
THE RICH AND FAMOUS

Materials Required: Cards with names of celebrities
2. Ask the teachers to choose their favourite celebrity from the list given.
3. Ask one of the group members to role-play the celebrity. The other members will
be the Public Relations Officers.
EMS Module 2007
193
Facilitators Notes
4. Each group conducts a 10-minute press conference during which teachers from
other groups can ask questions relating to the life of the chosen celebrity.
5. Facilitate the press conference. The PR Officers can help the celebrity to answer
the questions.
SUGGESTED CELEBRITIES:
Mawi, Siti Nurhaliza, Michael Jackson, Britney Spears, Madonna, Saiful Apek, David
Beckham, Zinedine Zidane, Bill Gates, Aristotle, Isaac Newton
EXAMPLES OF QUESTIONS:
Why are you always late for training?
Are you having a relationship with Dina Rafflesia?
Is it true that you cannot be far apart from your mom? Why?
ACTIVITY 2: ALADDINS LAMP

1.
Ask the teachers to get into groups of five.
2.
Give a different situation to each group.
3.
Allow the teachers 10 minutes for discussion. Facilitate their
answers and
reasons for the particular situation.
4.
Get each group to come out to present. All members of the group
will have to
give their answers and the reasons for their answers.
SUGGESTED SITUATIONS:
EMS Module 2007
194
Facilitators Notes
If you could change a part of your body, which part would you change?
2. If you have 1 million ringgit, what will you do with the money?
3.
If you could change your profession and not be a teacher, what would you be?
4.
If you are given a chance to meet someone you have not met before in your life,
who would you like to meet?
5.
If you could choose one characteristic for your unborn child, what
characteristic would you choose?
6.
If you could choose any car, which car would you choose?
7.
If you could give orders to George Bush, what would you order hiIm to do?
SUGGESTED ANSWERS:
1. I would change my curly hair to long, straight hair so that I can toss my hair over
my shoulders.
2. I would change the shape of my lips to look like Angelina Jolies lips because I
really wish to attract Brad Pitt.
3. I would like to meet my father. My father passed away before I was born. I really
miss him even though I never had a chance to see him smiling at me.
DAY 8
SLOT 3
TIME: 2 hours
ACTIVITY 1: GOTCHA!!
Materials Required: Cards with one-word topics in a box, suitable music
1. Ask the teachers to sit in a circle.
2. Use newspaper to make a parcel.
3. Prepare a box and place cards with topics in the box.
4. Start the music and ask the teachers to pass the parcel around.
EMS Module 2007
195
Facilitators Notes
5. Stop the music. Get the teacher holding the parcel to pick a topic from the box
and say three sentences related to the topic.
6. If the teacher is able to do it, he is out of the game. If the teacher is unable to do
it, he will have to continue to play the game.
7. Start the music again and get the teachers to continue the game until everybody
is out.
SUGGESTED TOPICS:
Rain
Pizza
Coffee
Toilet
Toys
Pets
Rainbows
1. Rain falls in Malaysia.
2. Rain is good.
3. It is raining heavily.
ACTIVITY 2: BLAH BLAH BLAH.

Materials Required: A watch
1. Get the teachers to form two groups.
2. Give the first group a word and get the members of the group to construct
sentences using the word given. They have to keep on constructing sentences
continuously to stay in the game.
3. When there is a pause, the group is out. Take note of the time taken by each
group.
EMS Module 2007
196
Facilitators Notes
4. Repeat steps 2-3 with the other group.

5. The group that goes on longer wins.
6. Allow the teachers to play as many rounds as time permits.
SUGGESTED WORDS:
1. Cats
2. Man
3. Football
4. School
5. Record book
6. English
1. Cats
I have a cat. Cats are purple. Cats have 3 tails. Cats eat pizza. Cats love dogs.
Cats sleep all day. I hate cats. Cats can sing.
ACTIVITY 3:
Time Required:
I SAY IT MY WAY
1 hour
Materials Required:
1. Audio Video Material i) Colours of the wind from Pocahontas Vanessa
Williams
ii) Beauty and the Beast Celine Dion & Peabo Bryson
iii) Reflection from Mulan Christina Aguilera
2. Lyrics of the songs with blanks. (Refer to lyrics of the songs on the next page)
EMS Module 2007
197
Facilitators Notes
1. Play the song once.

2. Ask the teachers to listen to the song carefully
3. Ask the teachers to refer to the lyrics with blanks.
4. Play the song again while the teachers are completing the lyrics.
5. Get the teachers to sing along.
6. This can also be done with the music on and lyrics displayed but without the
vocal. Teachers will be able to sing with the music.
7. Get the teachers to form groups of five to discuss what they feel and understand
about the song.
8. A representative from each group will then present what they have discussed.
Lyrics of the song:

Colours Of The Wind from Pocahontas - Vanessa Williams
You think you own whatever land you land on
The earth is just a dead thing you can claim
But I know every rock and tree and creature
Has a life, has a spirit, has a name
You think the only people who are people
Are the people who look and think like you
But if you walk the footsteps of a stranger
You learn things you never knew
You never knew
Have you ever heard the wolf cry to the blue corn moon
EMS Module 2007
198
Facilitators Notes
Or ask the grinning bobcat why he grinned

Can you sing with all the voices of the mountains
Can you paint with all the colours of the wind?
Come run the hidden pine trails of the forest
Come taste the sun-sweet berries of the earth
Come roll in all the riches all around you
And for once never wonder what they're worth
The rainstorm and the rivers are my brothers
And the heron and the otter are my friends
And we are all connected to each other
In a circle in a hoop that never ends
Have you ever heard the wolf cry to the blue corn moon
Or let the eagle tell you where hes been?
Can you sing with all the voices of the mountains
How high does the sycamore grow
If you cut it down, then you'll never know
And you'll never hear the wolf cry
To the blue corn moon
For whether we are white or copper-skinned
We need to sing with all the voices of the mountains
We need to paint with all the colours of the wind
You can own the Earth and still all you'll own is earth
Until you can paint with all the colours of the wind
Lyrics of the song.

Beauty and the Beast Celine Dion & Peabo Bryson
Tale as old as time
True as it can be
Barely even friends
Then somebody bends
Unexpectedly
Just a little change
Small, to say the least
EMS Module 2007
199
Facilitators Notes
Both a little scared

Neither are prepared
Beauty and the beast
Ever just the same
Ever a surprise
Ever as before
Ever just as sure
2X
As the sun will rise

Tale as old as time
Tune as old as song
Bittersweet and strange
Finding you can change
Learning you were wrong
Certain as the sun
Rising in the east
Tale as old as time
Song as old as rhyme
Beauty and the beast
2X
Lyrics of the song.

Reflection from Mulan Christina Aguilera
Look at me
You may think you see
Who I really am
But youll never know me
Everyday
Its as if I play a part
Now I see
If I wear a mask
I can fool the world
But I cannot fool my heart
EMS Module 2007
200
Facilitators Notes
Who is that girl I see

Staring straight back at me
When will my reflection show
Who I am inside?
I am now in the world where I
Have to hide my heart
And what I believe in
But somehow I will show the world
Whats inside my heart
And be loved for who I am
Who is that girl I see
Staring straight back at me
Why is my reflection
Someone I dont know?
Must I pretend that Im
Someone else for all time?
Who I am inside?
Theres a heart
That must be free to fly
That burns with a need
To know the reason why
Why must we all conceal
What we think?
How we feel?
Must there be a secret me
Im forced to hide?
I wont pretend that Im
Someone else for all time
Who I am inside?
2X
PREPARATION FOR ACT IT OUT (DAY 9, SLOT 2, Activity 2)

REMINDER FOR FACILITATORS:
1. Instruct the teachers to work in groups of 5 for the activity Act It Out which they
will have to present the next day (SLOT 2 ACTIVITY 2)
2. Assign a different situation to each group so that they can prepare at their
convenience.
3. Tell them that their sketches should last about 10 minutes.
SUGGESTED SITUATION:
A girl tells her family that she wants to join the army.
EMS Module 2007
201
Facilitators Notes
A 70-year old widow wants to marry an 18-year old boy.
A student tells her teacher she intends to run away from home.
A family discovers that the father has lost his job.
A family discovers that the daughter is smoking.
A wife accuses her maid of stealing her clothes.
SUGGESTED SCRIPT:
A girl tells her family that she wants to join the army.
Girl:
Dad:
Brother:
Mom:
Girl:
Mom:
Girl:
Grandmother/
Mom/ Dad :
Brother:
Mom:
Girl:
Grandmother:
Brother:
Girl:
Dad:
Girl:
Dad:
DAY 9
Dad, I went for an interview today.

Oh, thats fantastic. I always knew you would succeed,
unlike your brother here.
Mom, Dads always picking on me. Hes never satisfied
with anything I do.
Dad, dont do that. Nora, is the job here in our hometown?
Oh.. no, Mom. If I get the job I will probably have to go to
Port Dickson for training.
Training? Training for what?
You have to be trained before you can become a soldier.
What??? A soldier?!!
Hah.. hah.. you become a soldier?
Are you out of your mind, Nora?
Whats wrong, mom?
You will be in the jungle among the wild animals.
And shes afraid of cockroaches.
Shut up!!
Nora, you are not taking that job even if its offered to you.
But Dad
No, means no. End of discussion! No daughter of mine is
going to become a soldier!
SLOT 1
TIME: 2 hours
ACTIVITY 1: THE GOLDEN RULES
1. Get teachers to work individually.
2. Request teachers to read aloud The Golden Rules of Public Speaking.
EMS Module 2007
202
Facilitators Notes
3. Assist the teachers with vocabulary and understanding.

Do
Establish a clear objective

Talk about what your audience expects you to talk about
Organise the information
Use notes or key words to assist
Have a strong opening and close
Make it interesting
Use your voice for effect
Keep it simple
Use visuals which improve impact and clarity
Handle equipment professionally
Speak with sufficient volume and intonation
Use summaries to link the parts
Think about the cultural environment
Dress for the occasion
Prepare and practice beforehand
Be confident and relaxed
Balance spontaneity against preparation
Handle questions positively
Dont
Make assumptions about the venue and facilities - check
Present information which is too complex for the audience
Talk for too long
Tell irrelevant anecdotes or inappropriate jokes
Speak too quickly
Use too many visuals
Project text that is too small to read
Read from scripted texts or visuals
Block your audiences view of visuals
Talk with your back to the audience
Use distracting mannerisms
Forget to summarize at the end
ACTIVITY 2: TEACHER ON DUTY
Time Required: 1 Hour 45 Minutes
Materials Required: Sample template
1. Get teachers into groups of four.
2. Go through the sample assembly speech template.
EMS Module 2007
203
Facilitators Notes
3. Ask teachers to discuss and prepare the content for the weekly assembly speech
in 30 minutes.
4. Give examples of content items and comments which can be used in the speech.
Example:
5.
Canteen cleanliness
Class cleanliness
School compound cleanliness
Discipline
Examination
Motivation
Upcoming events
Past events
Choose at least 3 issues.
6. Ask teachers to pick a representative to deliver a 10-minute speech.

7. Ask teachers to refer to TIPS ON PUBLIC SPEAKING.
Sample Template
Good morning to our respected Principal/Headmaster/Headmistress, Mr / Mrs /
Madam.,
Senior Assistant, Mr /Mrs / Madam,
Senior Assistant for Students Affairs, Mr / Mrs / Madam,
Senior Assistant for Co-Curricular Affairs, Mr / Mrs / Madam,
EMS Module 2007
204
Facilitators Notes
Heads of Department,
Teachers and beloved students.
There are a few matters which I would like to address today. Please give me your full
attention.
CONTENT OF SPEECH TO BE DISCUSSED BY TEACHERS..
1.
2.
3.
I hope that everyone has taken note of the things I have mentioned.
Thank you.
TIPS ON PUBLIC SPEAKING

Know the needs of your audience and match your contents to their needs. Know your
material thoroughly. Put what you have to say in a logical sequence. Ensure your speech
will be captivating to your audience as well as worth their time and attention. Practice
and rehearse your speech at home or where you can be at ease and comfortable, in
front of a mirror, your family, friends or colleagues. Use a tape-recorder and listen to
yourself. Videotape your presentation and analyze it. Know what your strong and weak
points are. Emphasize your strong points during your presentation.
EMS Module 2007
205
Facilitators Notes
When you are presenting in front of an audience, you are performing as an actor on
stage. How you are being perceived is very important. Dress appropriately for the
occasion. Be solemn if your topic is serious. Present the desired image to your
audience. Look pleasant, enthusiastic, confident, proud, but not arrogant. Remain calm.
Appear relaxed, even if you feel nervous. Speak slowly, enunciate clearly, and show
appropriate emotion and feeling relating to your topic. Establish rapport with your
audience. Speak to the person farthest away from you to ensure your voice is loud
enough to project to the back of the room. Vary the tone of your voice and dramatize if
necessary. If a microphone is available, adjust and adapt your voice accordingly.
Body language is important. Standing, walking or moving about with appropriate hand
gesture or facial expression is preferred to sitting down or standing still with head down
and reading from a prepared speech. Use audio-visual aids or props for enhancement if
appropriate and necessary. Master the use of presentation software such as PowerPoint
well before your presentation. Do not over-dazzle your audience with excessive use of
animation, sound clips, or gaudy colors which are inappropriate for your topic. Do not
torture your audience by putting a lengthy document in tiny print on an overhead and
reading it out to them.
Speak with conviction as if you really believe in what you are saying. Persuade your
audience effectively. The material you present orally should have the same ingredients
as that which are required for a written research paper, i.e. a logical progression from
INTRODUCTION (Thesis statement) to BODY (strong supporting arguments, accurate
and up-to-date information) to CONCLUSION (re-state thesis, summary, and logical
conclusion).
Do not read from notes for any extended length of time although it is quite acceptable
to glance at your notes infrequently. Speak loudly and clearly. Sound confident. Do not
mumble. If you made an error, correct it, and continue. No need to make excuses or
apologize profusely.
Maintain sincere eye contact with your audience. Use the 3-second method, e.g. look
straight into the eyes of a person in the audience for 3 seconds at a time. Have direct
eye contact with a number of people in the audience, and every now and then glance at
the whole audience while speaking. Use your eye contact to make everyone in your
audience feel involved.
Speak to your audience, listen to their questions, respond to their reactions, adjust
and adapt. If what you have prepared is obviously not getting across to your audience,
change your strategy mid-stream if you are well prepared to do so. Remember that
communication is the key to a successful presentation. If you are short of time, know
what can be safely left out. If you have extra time, know what could be effectively added.
Always be prepared for the unexpected.
EMS Module 2007
206
Facilitators Notes
Pause. Allow yourself and your audience a little time to reflect and think. Don't race
through your presentation and leave your audience, as well as yourself, feeling out of
breath.
Add humor whenever appropriate and possible. Keep audience interested throughout
your entire presentation. Remember that an interesting speech makes time fly, but a
boring speech is always too long to endure even if the presentation time is the same.
When using audio-visual aids to enhance your presentation, be sure all necessary
equipment is set up and in good working order prior to the presentation. If possible, have
an emergency backup system readily available. Check out the location ahead of time to
ensure seating arrangements for audience, whiteboard, blackboard, lighting, location of
projection screen, sound system, etc. are suitable for your presentation.
Have handouts ready and give them out at the appropriate time. Tell audience ahead of
time that you will be giving out an outline of your presentation so that they will not waste
time taking unnecessary notes during your presentation.
Know when to STOP talking. Use a timer or the microwave oven clock to time your
presentation when preparing it at home. Just as you don't use unnecessary words in
your written paper, you don't bore your audience with repetitious or unnecessary words
in your oral presentation. To end your presentation, summarize your main points in the
same way as you normally do in the CONCLUSION of a written paper. Remember,
however, that there is a difference between spoken words appropriate for the ear and
formally written words intended for reading. Terminate your presentation with an
interesting remark or an appropriate punch line. Leave your listeners with a positive
impression and a sense of completion. Do not belabor your closing remarks. Thank your
audience and sit down.
DAY 9 SLOT 2
TIME: 2 hours
OBJECTIVES:
To enable teachers to express their ideas in a group

To form an opinion based on a discussion
EMS Module 2007
207
Facilitators Notes
ACTIVITY 1:
HEART TO HEART
Time Required:
1 Hour
Materials Required:
None
Part A
1. Tell the teachers to read the text given.
2. Then, ask them to answer the questions that follow.
3. Discuss the answers with them.
Part B
1. Instruct the teachers to get into two groups.
2. Tell them to study the statement below:
Workplace romance begins with the woman.
3. Tell one group to prepare a list of arguments in support of the statement above.
4. The other group will prepare a list of arguments against the statement above.
5. Then the groups take turns to present their arguments.
TEXT
With survey results showing that about 70% of workplaces have at least one romance, it
does appear that workplace romance is a rather widespread occurrence. While romantic
partners often share similarities in their attitudes, likes and dislikes, it often happens that
the male partner has a higher status, a higher educational level and is also older.
Researchers quote three reasons why people get romantically involved at work. The first
is love motivation where the partners yearning for romance is genuine with intention of
eventual marriage. Some people, however, are ego-motivated. These people view the
romance as a merely physical attraction and a temporarily channel for excitement. Then
there are those who are job-motivated, hoping to reap benefits like career
advancements, power and security from the romantic liaison.
Workplace romance, however, is usually viewed negatively for its adverse effects on
organization as such romances usually lead to a spate of gossips and feelings of
jealousy. If an office manager is romantically involved, he loses the respect of his
subordinates. The question also arises as to how he can objectively appraise the work of
the object of his desire. There have been reports that those who are romantically
involved often arrive late for work, leave early and are often absent from work.
However, some researchers have reported that female employees who are lovemotivated do show an improvement in their work, translating the increased excitement in
their lives into greater enthusiasm for their work.
EMS Module 2007
208
Facilitators Notes
State whether the statements below are True (T) or False (F).
1. We can infer that female partners in a workplace romance are usually
attracted to men who are good looking.
2. A person who is ego-motivated is uncommitted.
3. A person who is job-motivated is only interested in career advancement.

(
4. We can infer that people generally are jealous of those who have romance
with managers.
5. Workplace romance blurs peoples objectivity.
SUGGESTED ANSWERS:
1. F
2. T
3. F
4. T
5. T
ACTIVITY 2: ACT IT OUT!

SUGGESTED INSTRUCTION:
1. Get the groups to take turns to present the sketches they have prepared based
on the situations given the day before.
2. Every member of the group must be involved in the sketch.
3. Allow about 10 minutes for each sketch.
4. Decide on the winning group and announce the winner.
ACTIVITY 3:
Time Required:
THE STORY CONTINUES

30 minutes

EMS Module 2007
209
Facilitators Notes
1. Divide the teachers into two groups.

2. Start a story using any of the suggested phrases given.
3. Ask a member from the first group to continue the story by adding a word, a
phrase or a sentence.
4. Ask a member from the second group to add another word, phrase or sentence
to the story.
5. Alternate between the groups until somebody is unable to continue the story. The
group that is unable to continue loses. Award the other team a point
6. Now start the game again with another word, phrase or sentence.
7. At the end of the activity, total up the points and announce the winner.
SUGGESTED PHRASES:
1. I went to the market early that morning
2. As I was walking along the beach
3. It was raining heavily that night
4. My wife called me from her mothers house
5. My husband did not come back last night
DAY 9
TIME:
SLOT 3
2 hours
ACTIVITY 1: LIAR!! LIAR!!!

Materials Required: Handouts with a list of situations
EMS Module 2007
210
Facilitators Notes
1. Get the teachers into groups of 5.
2. Give a situation and ask the group to come up with funny, impossible,
unbelievable excuses/reasons.
3. Provide them with an example. (Refer to the suggested example).
4. Give the teachers a few minutes to prepare.
5. Get a representative from each group to present his/her excuse.
6. The group with the best excuse wins.
7. Repeat the same activity with other situations.
SUGGESTED SITUATIONS:
1. You reach school at 8.00 am. Your principal wants to know why you are late.
2. You did not complete your weekly lesson plan in your record book. Your Head of
Department wants to know why.
3. Tell your students why you have not completed marking their exam papers.
4. You did not attend an important meeting. Give your principal your excuse.
5. You are teaching Mathematics in Bahasa Melayu. Your students want to know
why you are not using English.
SUGGESTED EXCUSES FOR SITUATION 1:
a. My cat went into labour as I was about to leave the house. I had to help in the
delivery because my cat gave birth to a goat.
b. I was abducted by an alien on the way to school.
c. It was snowing in my area and I couldnt drive out as my car does not have snow
tyres.
d. My wife made me cook lunch before she allowed me to leave.
ACTIVITY 2: MPS SLUG IT OUT!!!
EMS Module 2007
211
Facilitators Notes
1. Get the teachers to form 2 groups, one representing the government and the
other the opposition.
2. State the topic for debate.
3. Allow the teachers to prepare for about 15 minutes
4. Get the government group to argue for the topic and the opposition to argue
against the topic.
5. Tell the opposition members to say Meow and the government members to say
Ouack for permission to speak. Any member who speaks without the cue word
will be penalised.
6. Decide on and announce the winner at the end of the debate.
SUGGESTED TOPICS:
1. Malaysian students should not be given a free dress code for school.
2. Men should be allowed to divorce their wives through SMS.
3. Alcohol should be banned.
4. Children should be allowed to start early education at 3.
5. Other relevant topics.
SAMPLE ARGUMENTS FOR THE GOVERNMENT ( Topic 1 )
This will lead to moral degradation.
Parents have to spend more on clothes.
This will lead to comparison between students.
SAMPLE ARGUMENTS FOR THE OPPOSITION ( Topic 1 )
We should not limit their creativity.
We should trust our students with good judgement.
Students can dress to suit their own comfort levels.
DAY 10
SLOT 1
INSTRUCTIONAL LANGUAGE (MATHEMATICS)

TIME: 2 Hours
EMS Module 2007
212
Facilitators Notes
As teachers, we use instructional language most of the time. It involves the whole
act or process of teaching a particular subject or skill. Giving instructions is just
one component of instructional language.
ACTIVITY 1:
ACTION! TAKE ONE!

Materials required:
Text A, Table A
1. Get the teachers into pairs.
2. Get them to read and understand the notes given below. (Text A)
3. Instruct the teachers to study the sentences given and pick out instructional
language. (Table A)
4. Instruct the teachers to indicate instructional language with a tick in the box.
5. Get the teachers to share their ideas with others.
Text A
What do you understand by the word instruction?
Instruction :
the printed information that tells you how to use a piece of equipment.
a statement telling someone what he /she must do.
formal teaching that you are given in a particular skill or subject.
detailed information on how to do or use something
(formal) the act of teaching something to somebody
Language :
A system of communication by writing or spoken words, which is used by the people of
a particular country or area.
Instructional language is used to :

1. Help students with vocabulary
Draw students attention to new words, as they arise.

Explain the word, illustrate it with examples, write it on the board, ask
EMS Module 2007
213
Facilitators Notes
students to show examples

Translate if necessary.
2. Give instructions and explanations
Clear and concise

Use short and simple sentences
Step-by-step
Systematic
Logical sequence
Repeat when necessary
Write major points
At the right pace (not too slow/fast-sufficient time for students to digest)
Can be heard (not too soft/loud ).
3. Ask questions
Table A
No
Sentences
Tick
1.
A term is a product of a number and an unknown.
2.
You must complete your homework.
3.
A line graph shows how an amount changes over time.
4.
A rhombus is a parallelogram with four equal sides.
5.
The mean is the sum of the data divided by the number of data items.
6.
Next month, the Mathematics Society is going on a study trip.
7.
Perpendicular lines are lines that intersect to form right angles.
8.
A rate is a ratio that compares two quantities measured in different units.
9.
Mr. Rao, our principal, will be retiring next week.
10.
A polygon is a closed shape formed by line segments that do not cross.
11.
Measure the length of the table.
12.
Ali has been absent for more than three days.
13.
Circumference is the distance around a circle.
14.
A multiple of a number is the product of that number and a nonzero whole

number.
15.
Get into groups of five and select a leader.
16. A pattern that can be folded to cover a solid is called a net for that solid.
ACTIVITY 2: INSTRUCTIONAL LANGUAGE TO EXPLAIN CONCEPTS

Materials Required: Diagrams of solids
EMS Module 2007
214
Facilitators Notes
1. Based on the following situation, discuss with the teachers how to explain the
relevant mathematical concept.
SITUATION:
You have to explain the concept of the volume of solids (cube, cuboid, prism, cone,
cylinder, pyramid, sphere).
Example :
SUGGESTED ANSWER:
Teacher
Class, today we are going to learn about the volume of solids.

Can you give me some examples of solids?
Student(s)
Cube, cuboid, pyramid, cone, prism
Teacher:Here, I have a cube with sides of 1 cm.

What is the length, breadth and height?
Student(s):1 cm
Teacher:Good. This is called a cubic centimetre (1
cm3).
This is a cuboid. Can you tell me what the length,
Teacher:How
do we of
find
the
volume
breadth and height
the
cuboid
is?of this cuboid?.
Student(s):The length is 8 cm, the breadth is 5 cm
First,
arrange
theisbottom
and the
height
3 cm. layer with 1 cm cubes.
a cubic centimetre ( 1 cm3)

1 cm
1 cm
1 cm
How many cubes do you need to fill the first row?

Student(s):8 cubes
Teacher:How many rows are there ?
Student(s):5 rows
Teacher:What is the total number of cubes in the
bottom layer?
Student(s):8 5 = 40 cubes
Teacher:What does the bottom layer represent?
Student(s)
:
The area of the base.
EMS Module 2007
215
Facilitators Notes
Teacher:How many layers do you need to fill the

cuboid?
Student(s):3 layers
Teacher:What is the total number of cubes needed to
fill the cuboid?
Student(s):3 40 = 120 cubes
Teacher:Hence, what is the volume of the cuboid?
Student(s):120 cm3
Teacher
Then, how do we calculate the volume of a cuboid?
Student(s)
The volume of the cuboid is equal to the base area multiplied by the
height
EMS Module 2007
216
Facilitators Notes
Teacher
Write this in the form of a mathematical equation.
Student(s)
V = base area height
= name
length
breadth
Teacher:What is the
of this
solid? height
Student(s):Cuboid
Teacher:What is the other name of this solid?
Student(s):Rectangular prism
Let Us Practise!
Teacher:Good. Besides cuboid, this solid is called a rectangular
prism.
SUGGESTED
INSTRUCTIONS:
Do you 1.
know
why iton
is the
called
a rectangular
prism?
Based
above
example, the
teachers need to explain the concept of
Student(s):No.
the volume of a cuboid.
Teacher
2. The teachers may use the instructional language given in the above
Student(s): example to explain the mathematical concept.
:What is3.theOne
shape
of thewill
base?
teacher
be elected to carry out the explanation, the others will play
the role of students.
Rectangle
Teacher
:Since the base is a
rectangle this shows that the cross
SITUATION 1 :
section is a rectangle.
This is the reason why it is called a rectangular prism.
Teacher
: Class, today we are going to learn about the volume of solids.
Can you give me some examples of solids?
Student(s)
Cube, cuboid, pyramid, cone, prism.
Teacher:Here, I have a cube with sides of 1 cm.

Teacher
:Canlength,
you breadth
tell me and
whatheight?
the length, breadth and
What is the
Student(s):1
a cubic centimetre ( 1 cm3)
height
of thiscm
cuboid is?
Teacher:Good.
This is is
called
cubic
centimetre
(1 and the
Student(s)
:The length
4 cm,athe
breadth
is 5 cm
3
cm
).
height is 7 cm.
1 cm
Teacher :How do we find the volume of this cuboid?
1 cm
1 cm
First, arrange the bottom layer with
1 cm cubes.
How many cubes do you need to fill the first row ?
Student(s) : 4 cubes
EMS Module 2007
217
Facilitators Notes
Teacher
How many rows are there ?
Student(s)
5 rows
EMS Module 2007
218
Facilitators Notes
Teacher
What is the total number of cubes in the bottom layer ?
Student(s)
4 5 = 20 cubes
Teacher
What does the bottom layer represent?
Student(s)
The area of the base.
Teacher
How many layers do you need to fill the

cuboid ?
Student(s)
7 layers
Teacher
What is the total number of cubes needed to

fill the cuboid ?
Student(s)
20 7 = 140 cubes
Teacher
Hence, what is the volume of the cuboid?
Student(s)
140 cm3
Teacher
Then, how do we calculate the volume of a

cuboid?
Student(s)
The volume of the cuboid is equal to the base

area multiplied by the height .
Teacher
Write this in the form of a mathematical
1.
Instruct the teachers

equation.to explain the concept
of the volume of a cylinder based on the example
given.
Student(s) : V = base area height
2. The teachers may use the instructional
= length breadth height
language given to explain the mathematical
concept.
height = h
SITUATION
2 :teacher to carry out the explanation, the
3. Elect one
others will play the role of students.
4.
The teachers may use the following words :

base, area, radius, height, base area, cross
section, fill, space, inside the figure, etc
EMS Module 2007
r
219
Facilitators Notes
ACTIVITY 3: EXPLORING CONCEPTS

Materials Required: Mahjong paper, marker pens, sentence strips
1.
2.
Instruct one person to pick a strip from a box. The strip of paper will have
a mathematical statement / question written on it.
3.
Instruct them to discuss the instructional language that they would use to
explain the mathematical concepts involved.
4.
Ask them to write out on the mahjong paper the instructional language
that they would use to explain to their students during the teaching
process.
5.
Get them to display the mahjong paper on the wall and take turns to
present.
Sentence Strips For :

1.
2.
EMS Module 2007
Activity 3 (Slot 1)
Activity 1 (Slot 2)
220
Facilitators Notes
1.
Calculate the value of 8 12 3 .
2.
Work out 7 40 5 .
3.
Calculate the value of 90 2(7 4 5) .
4.
Calculate the value of 4(8.1 16.2) .
5.
Find the value of
6.
1 3
and express your answer in its lowest term.
4 5
3 2
Find the value of
4 3
7.
Write 18.643 correct to 2 decimal places.
8.
Write 0.083471 correct to 3 decimal places.
9.
Calculate the value of 15 23 .
10.
A delivery van contains 14 sacks of potatoes. Each sack has a mass of 25 kg.
Find the total mass of the potatoes.
11.
Work out 6.74 8.3 .
12. Calculate the value of
19 24
.
16
13. Calculate the value of (5.6 3.2) 11.2 .
15.6 3.2
.
5.3
14.1 2
15. Find the value of
.
18 4
14. Work out
16. Find the mean (average) of 15, 16, 18, 17.2 and 20.
17. Convert the following to percentages : (a) 0.74
(b)
7
25
2
of 80 (b) 65% of 20 kg.
5
5 1
19. Find the value of
12 4
6 3
20. Find the value of and express your answer in its lowest term.
7 4
18. Find : (a)
21. Describe the properties of a cylinder.
EMS Module 2007
221
Facilitators Notes
22. Describe the properties of a pyramid.

23. Describe the properties of a cone.
24. Describe the properties of a prism (cross section is a triangle).
25. Arrange 10 , 4 , 2 , 6 , 5 , 3 in ascending order.
26.
1 3 4
, ,
in descending order.
3 4 5
Arrange
27.
Construct a bar chart to represent all the information in Table 1.
Grades
Frequency
12
10
TABLE 1
Construct a pictograph to represent all the information in Table 2.
28.
Food
Chicken
Tuna
Crab
Steak
Frequency
12
10
TABLE 2
29. Represent 0.25 , 0.75 , 1.2 , 1.8 on a number line.
30. Represent
1 3 1
, , 1 on the number line.
2 4 3
31.
Find the value of the unknown angle marked in each diagram :
(a)
(b)
40
39
32. Find the length of the side marked x .
8 cm
6 cm
EMS Module 2007
222
Facilitators Notes
33.
Find the length of the side marked y .
y
5 cm
13 cm
34. Calculate the value of 32 23 .
35. Write 48 637 correct to 3 significant figures.
36. Calculate the value of
4
.
12 24
37. Explain how to introduce the concept of pi () to your students.

Find the HCF (Highest Common Factor) of 8 and 12 by :
38. (a) listing all the factors
(b) using algorithm
39. a) What are prime numbers?
b) List all the prime numbers less than 50.
a) What are mixed numbers? Give two examples.
40. b) Change the mixed numbers into improper fractions.
Calculate the value of :
41. a) 10 (7)
b) 7 + (8)
c) 3 + (4)
42. If 35% of an amount is 21, find the total amount.
43. Find the size of each angle in a triangle, given that they are in the ratio 2 : 3 : 4.
Find the value of x :
44. a) 2 : 3 = x : 150
b)
45.
x
40
20
5
Explain how to convert positive numbers into the standard form when the
numbers are :
EMS Module 2007
223
Facilitators Notes
a) greater than or equal to 10

b) less than 1
Express the following in algebraic expression / equation :
46. (a) The volume of a cube is the cube of its length.
(b) The area of a square is the square of its side.
47. Explain the types of angles.
[ acute angle, obtuse angle, right angle, reflex angle ]
Explain the concept of the following angles :
48. (a) complementary angle
(b) supplementary angle
Explain the concept of the following angles :
49. (a) adjacent angle
(b) vertically opposite angle
50. Explain the types of quadrilaterals.
[ square, rectangle, rhombus, parallelogram, trapezium ]
Explain the concept of lines and angles :
51. (a) transversal
(b) corresponding angles
(c) alternate angles
52. Explain how to determine the centre of a circle.
Explain how to construct :
53. (a) bisector of an angle
(b) angle of 60 and 120
Explain the concept of common multiples and the Lowest Common Multiples
54.
(LCM).
55. Describe the properties of a circle.
56. Explain the Pythagoras Theorem.
57. Explain the concept of translation.
58. Explain the concept of reflection.
59. Explain the concept of rotation.
60. Explain the concept of enlargement.
61. Explain the concept of similarities.
62. Explain the concept of congruency.
EMS Module 2007
224
Facilitators Notes
63. Explain the concept of sine of an acute angle.

64. Explain the concept of cosine of an acute angle.
65. Explain the concept of tangent of an acute angle.
66. Explain the concept of number base 2.
69. Explain the concept of squares and square roots.
70. Explain the concept of cubes and cube roots.
Explain the concept of :
71. (a) algebraic term
(b) algebraic expression
Explain the concept of :
72. (a) quadratic expression
(b) quadratic equation
NOTES :
1. Primary school teachers may use sentence strips 1 30.
2. Facilitator(s) for Primary Mathematics may add in some other situations
if the given situations are not sufficient.
.
DAY 10
SLOT 2
INSTRUCTIONAL LANGUAGE (MATHEMATICS)

TIME: 2 Hours
ACTIVITY 1: TIME TO PREPARE
Materials Required:
Sentence strips
EMS Module 2007
225
Facilitators Notes
1.
2.
Instruct them to pick a strip from a box. The strip of paper will have a
mathematical statement / question written on it.
3.
Get the teachers to discuss the instructional language that they would use
to explain the mathematical concepts involved.
NOTE: :
1.
You may use the sentence strips provided in Slot 1, Activity 3
2.
Make sure that the teachers do not get the same mathematical
statement / question as in Slot 1, Activity 3.
ACTIVITY 2: THE FLOOR IS MINE

Time Required: 1 hour 30 minutes
Materials Required: Course participants own materials.
1.
2.
Inform them to use the ideas they have discussed in Activity 1.
3.
Instruct the teachers to take turns to explain and give instructions to all the
course participants who will play the role of students.
4.
Inform the teachers that they are not allowed to refer to the mahjong
paper or read notes.
DAY 10 SLOT 1
INSTRUCTIONAL LANGUAGE (SCIENCE)
TIME: 2 Hours
As teachers, we use instructional language most of the time. It involves the whole act or
process of teaching a particular subject or skill. Giving instructions is just one component
of instructional language.
ACTIVITY 1: ACTION ! TAKE ONE !
Time Required:
EMS Module 2007
30 minutes
226
Facilitators Notes
Materials Required: Text A, Table A

1.
Instruct teachers to get into pairs.
2.
They have to read and understand the notes given below. (Text A)
3.
Then, they have to study the sentences given and pick out instructional
language. (Table A)
4.
They have to indicate instructional language with a tick in the box.
5.
Ask teachers to share their ideas at the end of the session.
TEXT A
What do you understand by the word instruction?
Instruction:
the printed information that tells you how to use a piece of equipment.
a statement telling someone what he/she must do.
formal teaching that you are given in a particular skill or subject..
detailed information on how to do or use something
(formal) the act of teaching something to somebody
Language:
A system of communication by writing or spoken words, which is used by the people of a
particular country or area.
INSTRUCTIONAL LANGUAGE IS USED TO:

1. Help students with vocabulary
Draw students attention to new words, as they arise.
Explain the word, illustrate it with examples, write it on the board, ask students to
show examples
Translate if necessary.
EMS Module 2007
227
Facilitators Notes
2. Give instructions and explanations

Clear and concise
Use short and simple sentences
Step-by-step
Systematic
Logical sequence
Repeat when necessary
Write major points
At the right pace (not too slow/fast - sufficient time for students to digest)
Can be heard (not too soft/loud )
3. Ask questions
TABLE A
Answers:
No
1.
Sentences
The salt is added to the solution.
2.
3.
Hold the boiling tube away from you as a precaution.

You must complete your homework.
_/
General/
4.
5.
6.
7.
Please be careful when handling the equipment.

Observe the changes taking place.
Now, you have to carry out an experiment on distillation.
The classroom is very clean today.
Instructional
_/
_/
_/
General
EMS Module 2007
Tick
_/
228
Facilitators Notes
8.
9.
10
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
The moon revolves around the earth.

Animals can be classified as vertebrates and invertebrates.
Next month, the Science Society is going on a study trip.
An acid is a substance that reacts with an alkali to produce salt and
water.
Mr.Lee, our principal, will be retiring next week.
Why do you have to identify the variables?
Measure the length of the table.
_/
_/
General
_/
Paul has been absent for more than three days.

Chemicals can be reactive, non-reactive or inactive.
When you have completed the experiment, write your report
immediately.
Get into groups of five and select a leader.
Put the object to be measured between the jaws of the vernier
calipers.
This is a thermometer used to measure temperature.
General
_/
_/
General
_/
_/
_/
_/
_/
ACTIVITY 2A: TEACHERS IN ACTION

Time Required:
20 minutes
Materials Required: Teachers Module

1. Instruct teachers to work with the same partner.
2. Tell them to read the text below and fill in the blanks with suitable words from
the box.
3. Each word from the box can be used only once.
4. Get them to present their answers to the class.
need
fill
EMS Module 2007
place
heat
remain
am
will
229
Facilitators Notes
with
the
evaporates
is
fix
pour
use
flow
into
stir
take
going
Procedure:
First, I (am going) to show you the apparatus and materials we will
(use) in this experiment. This is (a) tripod stand and this is ( a ) retort
stand. We will also (need) a crucible, two beakers, a filter funnel and filter paper.
A mixture of sand and salt ( is ) provided in the blue basin.
How (will ) you conduct the experiment? First, ( take ) half a beaker of sand
and salt mixture. ( Fill ) the beaker with water and ( stir ) with a glass rod.
Next, line the filter-funnel ( with ) filter paper. ( Fix ) the filter funnel to the retort
stand. ( Place ) another beaker below ( the ) filter funnel. ( Pour ) the mixture of sand
and salt from the first beaker into the filter funnel. The filtrate will ( flow ) into the beaker
below. Now, pour the filtrate ( into ) a crucible and place the crucible over a tripod stand.
(Heat) the filtrate slowly until all the water ( evaporates ) and only salt crystals
( remain ) .
ACTIVITY 2B:
Time Required:
TEACHERS IN ACTION
30 minutes
Materials Required: Teachers Module

1. Continue to work in pairs.
2. Instruct teachers to read the sample below on the use of instructional
language by a teacher.
3. Direct the teachers to take on the role of a teacher giving instructions and
explanations for a simple activity / experiment to their partners.
4. Tell them to use these words in their instructions and explanations : aim,
inference, hypotheses, apparatus, methods, procedure and result.
5. Teachers complete Table B.
EMS Module 2007
230
Facilitators Notes
Sample:
Observe what I am doing now. Class, I have two measuring cylinders half-filled
with water. Now, I am going to put a stone into the first measuring cylinder and a
matchbox into the second measuring cylinder. Watch what happens in both measuring
cylinders. What do you see? Do you see any changes? What are the differences?
Now, one person from each group has to go to the back of the lab and take 2
measuring cylinders, a stone, a matchbox and a triple-beam balance.
Think of an activity / experiment and plan. You must use all the materials
provided to find out why the stone sinks and why the matchbox floats.
[ Students plan and carry out an activity ]
What are your findings?
What can you conclude from this activity?
How do you measure the volume of regular and irregular shapes?
How do you calculate the density of the stone and the matchbox?
SAMPLE ANSWERS:
TABLE B
No
Word
Instructional language
What is the aim of this experiment?
Aim
Write the aim of this experiment.

Observe carefully to help you make an inference.
Inference
Your inference is wrong.

When you write a hypothesis you must show a
Hypothesis
connection between the two variables.

There are three types of variables.
Variables
Write down the manipulative variable first.

Set up the apparatus according to the diagram.
Apparatus
Make sure you use the correct apparatus.

Dont forget to list/write down the materials used.
Materials
The materials provided are sufficient.
EMS Module 2007
231
Facilitators Notes
Write down the procedure step by step.

7
Procedure
Your procedure is incorrect.

Record the results of your experiment.
Result
The result proves that the hypothesis is acceptable.
ACTIVITY 3: INSTRUCTIONS TO DRAW

Time Required:
40 minutes
Materials Required: Writing materials

1. Get teachers to work with new partners.
2. Give each group one topic. Ensure topics are not repeated.
3. Tell the teachers to plan how they will instruct their students to set up and
draw the set up of an experiment on one of following items / topics.
Oscillations (Pendulum bob)
Properties of matter (Boiling water)
Basic needs of plants
Basic needs of animals
Acid and alkali
Rusting
Food tests
Friction
EMS Module 2007
232
Facilitators Notes
Measuring instruments
Microscope
4. They are given ten minutes to plan.
5. The other teachers will play the role of students. The teacher will have to
explain what he/she wants them to draw.
6. The teachers can ask questions to clarify their doubts.
DAY 10 SLOT 2
INSTRUCTIONAL LANGUAGE (SCIENCE)
TIME:
2 Hours
ACTIVITY 1: TIME TO EXPERIMENT

Materials Required: Mahjong paper and marker pens.
1.
Get teachers to work in pairs.
2.
Instruct them to choose a topic or sub-topic from the syllabus.
3.
Tell them to think of an experiment they want their students to carry out ( Advise
them to select an experiment that has not been discussed during this course.)
4.
Get them to write out on the mahjong paper exactly what they will say to their
students before, during and after the experiment.
EMS Module 2007
233
Facilitators Notes
5.
The instructions must include topic, aim, inference, hypothesis, apparatus,

materials, procedure, result, analysis and conclusion.
6.
Display the mahjong paper at the back of the class.
ACTIVITY 2: THE FLOOR IS MINE.

Time Required: 1 hour 30 minutes
Materials Required: Course participants own materials.
1. Remind teachers to continue to work with the same partner.
2. Tell the teachers to use the ideas they have discussed earlier in ACTIVITY 1.
3. Do not allow teachers to refer to the mahjong paper or read notes.
4. Get the teachers to take turns to explain and give instructions to all the course
participants who will play the role of students.
DAY 10 SLOT 3
EMS
EMS Module 2007
234
Facilitators Notes
EVALUATION 2
REFERENCES
1. Azar, B.S. (1992). Fundamentals of English Grammar. (2nd ed.). Prentice-Hall

Regents
2. Azar, B.S. , Azar, D.A. (1999). Fundamentals of English Grammar Workbook.
Prentice-Hall, Inc.
3. Hadfield, J. (1990). Intermediate Communication Games. Longman.
4. Klippel, F. (1990). Keep Talking. Cambridge.
5. Levy, M. (1997). Presentation Tips and Techniques. (3rd Printing advantage).
Quest Publications
6. Minda Pelajar. Berita Harian. Bil. 634.
7. Pendidikan Kelas A. Utusan Malaysia. Dated 4-7-06.
8. Thornbury, S. (2005). How to Teach Speaking. Longman.
9. Watcyn, J.P. (1981). Pair Work Student A. Penguin Books.
10. Watcyn, J.P. (1981). Pair Work Student B. Penguin Books.
EMS Module 2007
235
Facilitators Notes
11. Zuraidah, M.D. , Chan, S.H. , Zubaidah S. A. A. , Wong, H. (2002). Excel in

MUET. (2nd ed.). Shah Alam: Fajar Bakti Sdn. Bhd.
12. Microsoft Encarta 2006. 1993 2005 Microsoft Corporation.
13. http://www.aresearchguide.com/index.html
EMS Module 2007
236

Ems - Facilitator&#39;s Notes 2007

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Ems - Facilitator&#39;s Notes 2007

Uploaded by

Copyright:

Available Formats

Facilitators Notes

ENGLISH FOR MATHEMATICS AND SCIENCE

BAHAGIAN PENDIDIKAN GURU

EMS Module 2007

EMS Module 2007

En. Romai Noor bin Rabbu

Zarena Bi Binti Mohamed Sadique

Azlina Binti Abdul Kudus

Ahmad Ghazilan Bin Ngah

4. Shamsinar Hayati Binti Mohd Shith

Norazni Binti Abdullah

Jamaludin Bin Ani

Nur Zarina Toh Binti Abdullah

Kalarani a/p Sivasubramaniam

Siti Asmah Binti Ismail

10. Saramma Abraham

EMS Module 2007

1. Azlina Binti Abdul Kudus

2. Taufeeq Bin Mohammed Amin

Yau Sook Fun

Rashidah Binti Othman

Saniza Binti Matt Lazim

Sabariah Binti Mohd Kasim

Ahmad Ghazilan Bin Ngah

Jamaludin Bin Ani

Nur Zarina Toh Binti Abdullah

Sathiavany a/p Madhavan

Saad Bin Ahmad

EMS Module 2007

1. Siti Asmah Binti Ismail

Kalarani a/p Sivasubramaniam

Mohd Jalani Bin Hassan

Noordin Bin Buang

Suhaila Binti Mustaffa

Badrul Hisham Bin Mohamed Yusof

Noorainun Binti Anuar

Maznah Binti Mahadi

Nor Azizi Bin Sulaiman

Zahira Binti Abdullah

Yee Lee Ming

Thong Kum Lin

Rosnizar Binti Kasim

Hamdan Bin Shamsudin

Fatimah Binti Mustafa

Cheah Yet Thang

Adi Putra Bin Samsuri

Zarena Bi Binti Mohamed Sadique

EMS Module 2007

1. To develop basic communicative skills in English.

EMS Module 2007

Pronunciation / Dictionary Skills

EMS Module 2007

TOTAL TIME = 60 HOURS (10- DAY COURSE)

EMS Module 2007

ENGLISH FOR MATHEMATICS AND SCIENCE

SLOT 1 EMS EVALUATION

SLOT 2 GRAMMAR PARTS OF SPEECH

SLOT 3 GRAMMAR SINGULAR PLURAL NOUNS

SLOT 1 ARTICLES, WH QUESTIONS, CONJUNCTIONS

SLOT 3 ACTIVE AND PASSIVE VOICE

SLOT 2 DICTIONARY SKILLS

SLOT 3 TERMINOLOGY / VOCABULARY /

EMS Module 2007

SLOT 1 BUILD AND CONSTRUCT

Ems - Facilitator's Notes 2007

Ems - Facilitator's Notes 2007

EVALUATORS NAME: ___ DATE: