Professional Documents
Culture Documents
MODUL PEMBELAJARAN
TINGKATAN 3
2014
i
ii
MODUL PEMBELAJARAN
ENGLISH FOR
COMMUNICATION
TINGKATAN 3
iii
Copyright 2013 Bahagian Pembangunan Kurikulum
Kementerian Pendidikan Malaysia
Aras 4-8, Blok E9, Kompleks E,
Pusat Pentadbiran Kerajaan Persekutuan
62600 Putrajaya
Tidak dibenarkan mengeluarkan ulang mana-mana bahagian artikel, ilustrasi dan isi
kandungan buku ini dalam apa-apa juga bentuk dan dengan apa cara pun sama ada
secara elektronik, fotokopi, mekanik, rakaman, atau lain-lain sebelum mendapat
kebenaran bertulis daripada Pengarah, Bahagian Pembangunan Kurikulum,
Kementerian Pendidikan Malaysia, Aras 4-8, Blok E9, Kompleks E, Pusat Pentadbiran
Kerajaan Persekutuan, 62604 WP Putrajaya
iv
CONTENTS
1. NATIONAL PRINCIPLES vi
3. INTRODUCTION
a. Module Objective 1
b. Module Content 2
4. LEARNING MODULE
UNIT 1 : THINGS
UNIT 2 : PERSONAL EXPRESSION
UNIT 3 : SOCIAL INTERACTIONS
UNIT 4 : ENVIRONMENT
UNIT 5 : FINANCE
UNIT 6 : HEALTH CARE
UNIT 7 : SOCIAL RESPONSIBILITY
UNIT 8 : TECHNOLOGY ADVANCEMENT
v
NATIONAL PRINCIPLES
WHEREAS our country Malaysia supports the ambition to achieve closer unity among
the entire community; maintaining a democratic way of life; create a just society in
which prosperity can be enjoyed together in a fair and equitable manner; ensure a
liberal approach to the tradition-rich cultural tradition and diverse patterns; build a
progressive society that will use modern science and technology;
BELIEF IN GOD
RULE OF LAW
vi
NATIONAL EDUCATION PHILOSOPHY
vii
English For Communication Form 3
INTRODUCTION
This module is designed to expose students on the importance of learning English. The
module consists of suggested activities which incorporate listening, speaking, reading
and writing skills.
OBJECTIVES
This module will enable students to:
MODULE CONTENT
MODULE 1
UNIT 1: THINGS
Title : Modes of Transportation : Land
Learning Standards :
Listening and Speaking
1.2 Listen to and respond to topics related to things
Reading
Writing
3.3 Write short descriptions of objects.
Objectives :
By the end of week 1 and 2, students should be able to:
REFERENCES
INTRODUCTION
This unit on things focuses on modes of Land Transportation. The lessons are designed
to help students to learn vocabulary pertaining to things related to modes of Land
Transportation. The activities in this lesson would be able to aid students to enhance
their knowledge about modes of Land Transportation. The information on this topic can
be obtained from several resources.
Electronic Information
Internet
Printed Materials
Pictures
Worksheets
TEACHING AIDS
1. Pictures
2. Worksheets
3. CD Player
English For Communication Form 3
ACTIVITIES
Listening and Speaking
Activity 1
1. Teacher plays a recording of sounds made by a car and a motorcycle.
2. Teacher asks students to guess the type of vehicle that produces the sounds.
3. Teacher asks a few students to try to make the sounds of a train and a lorry.
4. Students are asked to guess the vehicles.
Activity 2
1. Teacher asks students some questions:
Activivty 3
1. Students are given Worksheet 1. They will have to colour the mode of
transport that they take to school.
2. Students take turns to go to the front of the class and show their mode of transport to
school.
3. Students tell the class about their mode of transport to school.
e.g. I come to school by car. The car is a Proton Saga. My mother drives me to
school every day.
English For Communication Form 3
Picture cards
Picture A Picture B
Picture C Picture D
Picture E Picture F
Picture G Picture H
English For Communication Form 3
Activity 4
1. ( Pair work ) Students take turns to ask questions and give answers about one of
Malacca. ( in my town )
A trishaw A taxi
English For Communication Form 3
Reading
Activity 1
A Journey by Car
Last month, Johans father bought a new car. Johan and his sister were very excited when their
father promised to take them to Malacca to visit their grandparents during the weekend.
It was a bright and breezy day. Johan and his family hopped into the brand new car and soon
they were heading out of Petaling Jaya towards the expressway. Johans mother sat in the front
passenger seat while his father drove. Johan sat behind with his younger sister.
As it was Saturday, the roads were busy and congested with cars, motorcycles and buses. Soon
we were on the highway. There were many trailers on the highway. Johans father is a careful
driver and he does not drive too fast. This proved to be good for there was a speed trap manned
by the police along the highway. Johan saw some cars stopped by the police. They had obviously
been speeding.
After a while, the drive along the highway soon became monotonous. Johan actually fell asleep
once we passed Seremban. When he awoke, they were already at the Ayer Keroh toll gate. His
father paid the toll and headed for Malacca Town. On the way they passed many interesting
sights. Johan told his father that he wished to take a ride in a trishaw. His father promised to stop
by on their way home. They had to visit their grandparents first.
They left Ayer Keroh and all its factories behind as they made their way into the town itself.
Like all towns, there were many cars and other vehicles. There were also many tourists. Some
were walking while others were riding on bicycles. Malacca has many places of historical
interest and thus this was not surprising.
Finally, they arrived at their grandparents house in Klebang Besar. The journey had taken about
two hours. Looking tired but happy, they stepped out of the car. Johans grandparents greeted the
family happily.
v. Why were the cars stopped by the police along the highway?
viii.What vehicles did Johan see along his journey from Petaling Jaya to Klebang Besar?
Activity 2
Read the following short paragraphs and identify the main idea in each paragraph by underlining
the main idea.
Paragraph 1
t
As it was Saturday, the roads were busy and congested with cars, motorcycles and buses. Soon
we were on the highway. There were many trailers on the highway. Johans father is a careful
driver and he does not drive too fast. This proved to be good for there was a speed-trap manned
by the police along the highway. Johan saw some cars stopped by the police. They had obviously
been speeding.
Paragraph 2
They left Ayer Keroh and all its factories behind as they made their way into the town itself.
Like all towns, there were many cars and other vehicles. There were also many tourists. Some
were walking while others were riding on bicycles. Melaka has many places of historical interest
and thus this was not surprising.
English For Communication Form 3
Writing
Activity 1
Passage 1
We arrived at the Kuala Lumpur Railway Station at 7.00 a.m. to catch the 7.30 express train to
Ipoh. After buying our tickets at the ticketing counter, we went to the platform. There, we waited
for the train. While waiting for the train, we quickly bought some magazines, sweets and
chocolates. The train finally arrived and we rushed into our coach to get to our seats. It was a
new train and the coach was clean and comfortable. At last, the guard blew the whistle and the
train moved slowly and pulled out of the station.
Dictation Exercise
We arrived at the Kuala Lumpur Railway Station at 7.00 a.m. to catch the 7.30 express train to
Ipoh. . There,
we waited for the train. While waiting for the train, we quickly bought some magazines, sweets
and chocolates. .
At last, the guard blew the whistle and the train moved slowly and pulled out of the station.
Enrichment Activity
1. Teacher gives out Car Parts Word Search Puzzle and Car Parts Vocabulary Word List to
students.
2. Teacher explains the meanings of the words and shows students the different parts of a
car.( with help of a drawing or a real car )
3. Students look for the names of car parts and circle the words in the puzzle.
English For Communication Form 3
Enrichment Activity
Instruction: Refer to the Car Parts Vocabulary Word List. Look for and circle the names of car
parts.
Car Parts Word Search Puzzle
S E L E E HWG N I R E E T S
A T B E S L T S S R EWE R E
I N V E E N R T O E T D I N T
MB R A K E S T E R E O H E L
A I T E P E A I G HM T E E N
T H R I O I U N D R O E D S B
E UWR D L E I H S D N I WS
N T T A O H E YWE E R E T F
I I R RMR H S T G E O A F F
G E R E E C S G A S P E D A L
N D A S T A N S K O S P A T I
E O N U E F T C O R N L EWC
A R L B R A O B H S A D S I N
T C H E N L L A T R E F O R T
I E S K N U R T MU F F L E R
English For Communication Form 3
Enrichment Activity
ALARM ODOMETER
BRAKES RADIATOR
CLUTCH SEATS
DASHBOARD SPEEDOMETER
LOCKS TRUCK
MIRRORS WINDSHIELD
MUFFLER WIPERS
English For Communication Form 3
ANSWERS
Activity 2
Activity 1 /Exercise 1
Activity 2
Paragraph 1 : the roads were busy
Paragraph 2 : they made their way into town itself
Writing
We arrived at the Kuala Lumpur Railway Station at 7.00 a.m. to catch the 7.30 express train to
Ipoh. After buying our tickets at the ticketing counter, we went to the platform. There, we waited
for the train. While waiting for the train, we quickly bought some magazines, sweets and
chocolates. The train finally arrived and we rushed into our coach to get to our seats. It was a
new train and the coach was clean and comfortable. At last, the guard blew the whistle and the
train moved slowly and pulled out of the station.
English For Communication
MODULE 2
UNIT 1 : THINGS
Title: Things - Transportation Air and Water
Learning Standards:
1.2 Listen and respond to topics related to things
1.3 Ask for and give information on a variety of topics
Reading
2.1 Read and understand meanings of words
2.3 Read and identify main ideas and supporting details in simple texts
Writing
3.1 Construct simple sentences
Objectives:
By the end of week 3 and 4, students should be able to:
1.2.1 Listen to and talk about things related to transportation
2.3.1 Read and identify main ideas and supporting details in simple text by
i. completing graphic organisers
REFERENCES
INTRODUCTION
This unit on transportation is a relevant and important topic for all the form 3 Basic Vocational
Education (BVE) students. In this unit, students would be exposed to the different modes of
transportation. Students would learn the correct sentence structures used with specific modes of
transportation. The information on this topic can be obtained from various resources.
Electronic Information
Internet
Google image result for
http://www.enchantedlearning.com/dictionarysubjects/bathroom.shtml
GUIDELINE
TEACHING AIDS
1. Pictures
2. Worksheets
ACTIVITIES
Listening and Speaking
Activity 1
1. Teacher shows two maps of Malaysia and asks simple questions.(Appendix 1)
Example:
a. Where do you live? How do you come to school?
b. What public transportation would you use if you want to go to Kuala Lumpur?
c. How can you go to Penang?
d. What transportation would you use to go to Sabah?
2. Teacher flashes some pictures of types of transportation on power point.
3. Students name the transportation.
4. Students classify the transportation according to land, water and air transportation.
5. Teacher gets students to name other forms of air and water transportation.
Activity 2
1. Teacher shows a power point presentation.
2. Students identify the places in the pictures.
3. Teacher flashes the words and students repeat after the teacher.
4. Students are divided into groups of 5.
5. Teacher flashes each picture.
6. The group first to name the picture correctly gets two points.
7. The group with the highest score gets a present.
Activity 3
1. Teacher introduces simple structures used with different forms of transportation.
Sentence
Example:
Question Answer
a. How do you come to school? I come to school by car / bus / van / boat.
I walk to school.
2..
2..
2.
Lim: Tan, why dont we take the plane to Penang instead of going by bus? It will take a
longer time to travel by bus.
Tan: How long will it take to go to Penang from Kuala Lumpur by plane?
Lim: It will take only around forty-five minutes.
Tan: But, we can enjoy the beautiful scenery along the way if we travel by bus.
Lim: Yeah, but dont forget, we have to be at the hotel by 10.00 a.m. to attend Tims
wedding.
Tan: You are right. Furthermore, well be exhausted if we travel for five hours by bus.
Lim: Yes, we will also have more time to visit some well-known places in Penang; such
as the Kek Lok Si temple and the Penang Snake Temple.
Tan: Can we visit some historical places like Fort Cornwallis and Penang Hill.
Lim: Of course, we will have enough time to visit all these places. We can even do some
shopping.
Tan: Okay then, lets take the plane to Penang. What time is the flight?
Lim: There is only one flight. It is at 6.00 a.m.
Tan: Good. Then, please book two plane tickets to Penang for 27 May, 2013.
a. travel i. be present at
Lim: Tan, why dont we take the plane to Penang instead of going by bus? It will take a
longer time to travel by bus.
Tan: How long will it take to go to Penang from Kuala Lumpur by plane?
Lim: It will take only around forty-five minutes.
Tan: But, we can enjoy the beautiful scenery along the way if we travel by bus.
Lim: Yeah, but dont forget, we have to be at the hotel by 10.00 a.m. to attend Tims
wedding.
Tan: You are right. Furthermore, well be exhausted if we travel for five hours by bus.
Lim: Yes, we will also have more time to visit some well-known places in Penang; such
as the Kek Lok Si temple and the Penang Snake Temple.
Tan: Can we visit some historical places like Fort Cornwallis and Penang Hill.
Lim: Of course, we will have enough time to visit all these places. We can even do some
shopping.
Tan: Okay then, lets take the plane to Penang. What time is the flight?
Lim: There is only one flight. It is at 6.00 a.m.
Tan: Good. Then, please book two plane tickets to Penang for 27 May, 2013.
Worksheet 3
Bus or Aeroplane?
6. Flight time:
2. Time taken to
travel by bus:
4.Places Tan and Lim .
want to visit:
a.
b.
c. .
3.Time taken to travel by 5.Tan and Lim are
plane: d. going for
..
Writing
1. Teacher reinforces students with the language structures learnt.
2. Teacher flashes pictures of transportation with a few words.
3. Students take turns to write the sentences on the board.
4. Other students try to correct the sentences if there are mistakes.
5. Teacher guides students and gives feedback.
Example:
Ali - bus - school - every day
................................................................................................
..............................................................................................
2.
we - went - Johor - car - last holidays
.............................................................................................
3.
I - travelled - Sabah - aeroplane
...........................................................................................
4.
Maliga - went - Penang - ferry
............................................................................................
5.
Mr. Lee - sent - things - lorry
...............................................................................................
APPENDIX 1
MAP OF MALAYSIA
APPENDIX 2
TRANSPORT
MODULE 2
UNIT 1 : THINGS
Title: Things - Transportation Air and Water
Learning Standards:
1.2 Listen and respond to topics related to things
1.3 Ask for and give information on a variety of topics
Reading
2.1 Read and understand meanings of words
2.3 Read and identify main ideas and supporting details in simple texts
Writing
3.1 Write simple sentences
Objectives:
By the end of week 3 and 4, students should be able to:
1.2.1 Listen to and talk about things related to
i. transportation
2.3.1 Read and identify main ideas and supporting details in simple text by
ii. completing graphic organisers
INTRODUCTION
This unit on transportation is a relevant and important topic for all the form 3 Basic
Vocational Education (BVE) students. In this unit students would be exposed to the
different modes of transportation. Students learn the correct structures used with
transportation. The information on this topic can be obtained from several resources.
Electronic Information
Internet
Google image Result for
http://www.enchantedlearning.com/dictionarysubjects/bathroom.shtml
TEACHING AIDS
1. Pictures
2. Worksheets
ACTIVITIES
Listening and Speaking
Activity 1
1. Teacher shows two maps of Malaysia and asks simple questions.(Appendix 1)
Example:
a. Where do you live? How do you come to school?
b. What public transportation would you use if you want to go to Kuala Lumpur?
c. How can you go to Penang?
d. What transportation would you use to go to Sabah?
2. Teacher shows some pictures on modes of transportation on power point.
3. Students name the transportation.
4. Students classify the transportation according to land, water and air
transportation.
5. Students name other forms of air and water transportation.
Activity 2
1. Teacher presents a power point presentation.
2. Students identify the places in the pictures.
3. Teacher flashes the words and students repeat after the teacher.
4. Students are divided into groups of 5.
5. Teacher flashes each picture.
6. The group first to name the picture correctly gets two points.
7. The group with the highest score gets a present.
Activity 3
1. Teacher introduces simple structures used with different forms of transportation.
Sentence
a. How do you come to school? I come to school by car / bus / van / boat.
I walk to school.
b. How did you go to Ipoh? I went to Ipoh by train.
2..
Lim: Tan, why dont we take the plane to Penang instead of going by bus? It will take a
longer time to travel by bus.
Tan: How long will it take to go to Penang from Kuala Lumpur by plane?
Lim: It will take only around forty-five minutes.
Tan: But we can enjoy the beautiful scenery along the way if we travel by bus.
Lim: Yeah, but dont forget, we have to be at the hotel by 10.00 a.m. to attend Tims
wedding.
Tan: You are right. Furthermore, well be exhausted if we travel for five hours by bus.
Lim: Yes, we will also have more time to visit some well-known places in Penang; such
as the Kek Lok Si temple and the Penang Snake Temple.
Tan: Can we visit some historical places like Fort Cornwallis and Penang Hill.
Lim: Of course, we will have enough time to visit all these places. We can even do some
shopping.
Tan: Okay then, lets take the plane to Penang. What time is the flight?
Lim: There is only one flight. It is at 6.00 a.m.
Tan: Good. Then, please book two plane tickets to Penang for 27 May, 2013.
a. travel i. be present at
Lim: Tan, why dont we take the plane to Penang instead of going by bus? It will take a
longer time to travel by bus.
Tan: How long will it take to go to Penang from Kuala Lumpur by plane?
Lim: It will take only around forty-five minutes.
Tan: But we can enjoy the beautiful scenery along the way if we travel by bus.
Lim: Yeah, but dont forget, we have to be at the hotel by 10.00 a.m. to attend Tims
wedding.
Tan: You are right. Furthermore, well be exhausted if we travel for five hours by bus.
Lim: Yes, we will also have more time to visit some well-known places in Penang; such
as the Kek Lok Si temple and the Penang Snake Temple.
Tan: Can we visit some historical places like Fort Cornwallis and Penang Hill.
Lim: Of course, we will have enough time to visit all these places. We can even do some
shopping.
Tan: Okay then, lets take the plane to Penang. What time is the flight?
Lim: There is only one flight. It is at 6.00 a.m.
Tan: Good. Then, please book two plane tickets to Penang for 27 May, 2013.
Worksheet 3
Bus or Aeroplane?
7.Flight date:
1.Tan and Lim are going
to ..
6. Flight time:
2. Time taken to
travel by bus:
4.Places Tan and Lim .
want to visit:
a.
b.
c. .
3.Time taken to travel by 5.Tan and Lim are
plane: d. going for
..
Writing
1. Teacher reinforces students with the structures learnt.
2. Teacher flashes pictures of transportation with a few words.
3. Students take turns to write the sentences on the board.
4. Other students try to correct the sentences if there are mistakes.
5. Teacher guides students and gives feedback.
Example:
Ali - bus - school - every day
........................................................................................
........................................................................................
.............................................................................................
.
2.
we - went - Johor - car - last holidays
.............................................................................................
3.
I - travelled - Sabah - aeroplane
...........................................................................................
4.
Maliga - went - Penang - ferry
............................................................................................
5.
Mr. Lee - sent - things - lorry
.............................................................................................
..
APPENDIX 1
MAP OF MALAYSIA
APPENDIX 2
TRANSPORT
MODULE : 3
UNIT 1 : THINGS
Title : Sports Equipment ( Indoor )
Learning Standards :
Reading
2.2 Read and understand simple texts or stories
Writing
3.3 Write short descriptions of
a. objects
Objectives :
By the end of week 1 and 2, students should be able to:
ii. sports
1.3.1 ask for and give information based on the following stimulus
i. pictures
v. advertisements
REFERENCES
INTRODUCTION
This unit on things is a simple topic that all Basic Vocational Education (BVE) students can
understand. An easy start will encourage the BVE students to participate in the lesson. To
begin with, the students learn about things namely indoor sports equipment around their
schools. These are the things they often see and use. The information on this topic can be
obtained from several resources.
Electronic Information
Internet
https://en.wikipedia.org/wiki
Printed Materials
Worksheets
Handouts for activities
Picture and cue cards
archery
fencing
gymnastics
rounders
bruises
punches
cone
hollow
polyster
English For Communication
GUIDELINE
TEACHING AIDS
1. Pictures
2. Advertisements
3. Worksheets
ACTIVITIES
Listening and Speaking
Worksheet 1
Worksheet 2
b c
a
d e f
h
g i
Oral Activity
Instruction : Study the pictures on the worksheet.
Questions : i. What indoor sports are these pictures associated with?
ii. What are these sports equipment called?
3. Teacher distributes the advertisement to the students.
on selected items:
badminton rackets
Oral Activity
Instruction: Work in pairs. Each student is given a picture card and cue card. Take turns to
ask one another questions and give information based on the advertisement.
Picture cards
Cue card
Student A : What indoor sport do you like ?
Student B: I like to play badminton.
Student A : What sport equipment do you wish to buy at the shop?
Student B: I wish to buy a badminton racket.
Oral Practice
Student A : What indoor sport do you like ?
Student B: I like to
Student A : What sport equipment do you wish to buy at the shop?
Student B: I wish to buy
Reading
1. Teacher writes out a list of words on the board and reads each word aloud.
4. Teacher gives out Worksheet 3 to the students. Students read short texts and match
the texts to the appropriate headings.
appropriate headings.
Dictation
Worksheet 2
i. a. table tennis/ ping pong b. bowling c. squash d. sepak takraw e. badminton
f. gymnastics g. boxing h swimming i. basketball
ii, a. table tennis bat b. bowling ball c squash racquet d. sepak takraw ball
e. badminton racket f. vault g. boxing gloves h. swim cap i. basketball
Worksheet 3
i. c ii. a iii. B
Worksheet 4
MODULE :4
UNIT 1 : THINGS
Title : Sports Equipment (Outdoor)
Learning Standards :
Reading
2.2 Read and understand simple texts or stories
Writing
3.3 Write short descriptions of
a. objects
Objectives :
By the end of week 7 and 8, students should be able to:
1.1.1 Listen and respond to situations in school by
i. answering WH-questions orally
ii. giving opinions
REFERENCES
INTRODUCTION
This unit on things is a simple topic that all Basic Vocational Education (BVE) students can
understand. An easy start will encourage the BVE students to participate in the lesson. To
begin with, the students learn about things namely outdoor sports equipment around their own
schools. These are the things they often see and use. The information on this topic can be
obtained from several resources.
1. Electronic Information
Internet
Google image Result for sports equipment
2. Printed Materials
Worksheets
Handouts
Pictures
GUIDELINE
TEACHING AIDS
1. Pictures
2. Worksheets
ACTIVITIES
Listening and Speaking
Activity 2 (Game)
1 Students form groups of four to five members.
2. As a stimulus is presented to them, they note down the sports equipment.
3. Teacher reveals the answers and students learn the names of the equipment.
(The group with the most correct answers wins the game)
The following are some stimulus that a teacher may choose to use for this activity.
Stimulus A : Pictures
ANSWERS
Wall Climbing Rock Climbing Scuba Diving Swimming
Harry is a good and helpful boy. He likes to help his Physical Education teacher, Mr.
Jamal every Friday. He arranges the sports equipment neatly in the sports storeroom. Harry
knows the exact place to put the basketballs, volleyballs, footballs and netballs He also
knows where Mr. Jamal will keep all the hockey sticks, shoulder pads, elbow pads and shin
pads as well as the hockey helmets. They are all neatly placed in a cupboard with a label
named HOCKEY.
There are many sports equipment which are dangerous in the sports storeroom. These
equipment are kept in a cupboard which is locked. Inside the cupboard are equipment like shot
putts, bows and arrows and javelins
Harry is fascinated with the different types of rackets in the storeroom. He puts the
badminton, tennis, squash and table tennis rackets neatly on some shelves in the room.
STIMULUS C: Video presentation
Type Urban outdoor sports In a Berlin Minute (week 57)
Activity 3
1. Teacher distributes a worksheet to students. Teacher asks students to name the outdoor
sport activities associated with the sports equipment.
2. Teacher asks questions to get students to give their opinions and talk about the sports
Equipment.
Why is it necessary for swimmers to wear swimming suit?
What is the use of a goggle? Continue to ask for the other equipment
Why is it important for the hockey goal keeper to wear helmet, jockstrap, gloves and pads?
Where should a netball game be played? Continue to ask the same questions for other
sports.
Can the football players run on their bare feet? Why?
3. Encourage students to talk about sports equipment.
(Allow students to talk about the sports equipment without correcting them)
After the brainstorming session, the teacher points out to students some of the sports
equipment and their uses.
For example:
Some hockey players wear the following equipment.
Football
Football is a very demanding sport. As all football fields are large, the
players must have energy to run after the ball. Besides that, they must have
strength to kick the ball into the goal post. Players must wear a good pair of
football boots if they want to run faster and kick better than their opponents.
Netball
This is a ball sport for two teams of seven players, mainly played by women.
Games are played on a rectangular court with a raised goal at each end. The
object of the game is for the two teams to score goals, by passing a ball and
shooting it into their team's goal ring.
Hockey
Hockey is a very fun sport, but can be dangerous without the proper equipment.
Some equipment is more mandatory than other pieces. The goal keeper wears
a helmet to protect his head from injury. Other equipment that are equally
important are the shin pads, shoulder and elbow pads, gloves, socks, shoes
and jockstrap or jill strap which protects the area between his or her legs.
Swimming
Swimming is a healthy and low-cost activity that you and I can continue
throughout our lives. To get started on this sport , we need swimming suits.
Some people prefer to swim with goggles because they do not like water getting
into their eyes. Others may like to use swimming flippers as the equipment give
them a sense of confidence in the water. Beginners may need a swimming
float.
Wall Climbing / Rock climbing
This is a popular sport among young people. To take part in this sport, one needs
to be brave and have no fear for heights. For safety, the participants wear
helmets and proper climbing shoes. They use ropes and harness to help them
climb up the rocky mountains.
Construct Sentences
MODULE : 5
UNIT 2 : PEOPLE
Title : Neighbours
Learning Standards :
Reading
2.2 Read and understand simple texts or stories
Writing
3.2 Write short messages
3.3 Write short descriptions of
c. people
OBJECTIVES :
By the end of week 1 and 2, students should be able to:
1.2.2 listen to and talk about people
i. within their neighbourhood
REFERENCES
INTRODUCTION
This unit on people is a simple topic that all Basic Vocational Education (BVE) students can
understand. An easy start will encourage the BVE students to participate in the lesson. To begin
with, the students learn about neighbours. These are the people who live in their neighbourhood.
The information on this topic can be obtained from several resources.
Electronic Information
Internet
www.youtube.com/watch?v=Y-f08_5HxY0
Printed Materials
Worksheets
Handouts
GUIDELINE
TEACHING AIDS
1. Video clip
2. Pictures
3. Handouts
4. Worksheets
ACTIVITIES
Listening and Speaking
2. Class discussion
Teacher asks students some questions related to the video clip.
a. What is the new neighbours name?
b. Where does he come from?
c. What is his occupation?
d. What do they think of him?
3. Pair work
Teacher distributes activity cards to students.
Students take turns to ask for and give information about their neighbours.
1. Teacher gives out worksheets to students. Students read the passage and answer
true/false questions.
Worksheet 1
Read the following passage .
My Neighbours
Occasionally, my mother visits the neighbours next door and I go along with
her to look up my friends. It is good to have neighbours for they can help us if an
emergency arises and keep us company when we are lonely.
Once, when our house was being robbed, the neighbours alerted the police and
the robbers were caught. Their dogs always watch out for strangers and guard the
neighbourhood well by scaring away thieves. I am lucky to have friendly, helpful
and kind neighbours.
Worksheet 2
a.
b.
c.
d.
e.
Answer key
Reading Comprehension
a. False b. False c. True d. True e. False f. False g. False h. True
Writing
accident, hospital well
English For Communication
Module 6
UNIT 2: PEOPLE
TITLE: Ambitions
LEARNING STANDARDS:
Reading
2.2 Read and understand simple texts or stories
Writing
3.3 Write short descriptions of people
OBJECTIVES:
By the end of week 11 and 12, students should be able to:
1.2.2 Listen to and talk about people and their occupations
REFERENCES
Introduction
This lesson on Ambitions is an extension of what students learnt in Form 2. Students are
further enriched with vocabulary pertaining to the vast choices of occupations that they can
choose when they grow up. With the exposure to the jobs, it is hoped that the students are
able to know the occupations that they can choose and make them their ambition. The
information on this topic can be obtained from several resources.
Electronic Information
Internet : http://www.placesofwork.com
Printed Materials
Magazines
Handouts for activities
Worksheets
Vocabulary
- pilot
- soldier
- policeman / policewoman
- secretary
- lawyer
- pharmacist
- dentist
- optician
- engineer
English For Communication
GUIDELINE
Activities
Listening and Speaking
Activity 1
Example:
Whats my job?
You are a teacher / Teacher
2. Teacher mimes the actions of some occupations and students identify the
occupations.
Example:
Teacher acts put the action of cutting hair.
Teacher asks Whats my job?
Students answer You are a hairdresser / barber. OR Hairdresser. / Barber.
Masculine Feminine
policeman police woman
waiter waitress
actor actress
10. Students identify the occupations based on the descriptions given by the teacher.
(Handout 2)
Whats my occupation?
. . .
. . .
. . .
Activity 2
Question Answer
Yes, I am / Yes
Are you a / an .?
No, I am not / No
Yes, he is / Yes
Is he a / an ..?
No, he is not (isnt) / No
Activity 1
Activity 2
Match the occupation with the description and paste the strips in the boxes provided
He says that he loves his occupation because he can travel to many countries .
She will stop working at the restaurant next month because she
1. Write the name of the occupation based on the description. Match them to the people in the story.
My brother likes
My mother
My sister works .
Worksheet 4
What do you want to be when you grow up? Write and draw a picture!
I want to be a
I want to be a .
because .
..
She ...
b. My father is a ..
He ..
c. My is a
...
d. My is a
..
English For Communication
MODULE : 7
UNIT 2 : PEOPLE
Title : Famous People
Learning Standards
Reading
Writing
3.3 Write short descriptions of: people
Objectives :
INTRODUCTION
This unit on family is a simple topic that all Basic Vocational Education (BVE) students
are associated with famous people. An easy start will encourage the BVE students to
participate in the lesson. Students learn about people from the very first day they
communicate as they grow. These are the people they interact with all the time, thus it
is acquired knowledge. Information on this topic can be obtained from several
resources.
Electronic Information
Internet
Printed Materials
Pictures
Worksheets
Dictionary
personality
celebrity
popular
public figure
star
icon
idol
ACTIVITIES
1. 1. 1.
2. 2. 2.
3. 3. 3.
4. 4. 4.
5. 5. 5.
Activity 2: 20-Questions Game
1. Am I a male? 1. Am I single?
2. Am I a female? 2. Am I a politician?
3. Am I alive? 3. Am I good at baking cakes?
4. Am I young? 4. Am I good at dancing?
5. Am I old? 5. Am I popular?
6. Am I dead? 6. Am I funny?
7. Am I beautiful? 7. Do I run a country?
8. Am I good looking? 8. Do I live in Malaysia?
9. Am I good in sports? 9. Am I a character in a movie?
10. Am I married? 10. Do I love eating?
Reading & Speaking
Study the film advertisements and answer the questions that follow.
Vocabulary: Dictionary Skills: Find meaning of these words from dictionary
1. swan:
2. extraordinary:..
3. vengeance:.
4. intoxicating:
5. justice:.
1. Pre Writing
Teacher asks students what kind of movie they like to watch.
Teacher elicits answers by asking questions.
ie Who is their favourite actor?
2. Writing
Teacher pastes scenes from a horror movie Possession on the board.
Groupwork.
Teacher distributes strips of sentences and a mahjong paper to each group.
Each group would have to rearrange the sentences according to the scenes
on the board.
Write the sentences clearly on the mahjong paper.
3. Post Writing
Watch the movie in AV Room.
Movie Scene Cards
Strips of Sentences
Clyde and Tzadok joined the rest of the family at the hospital
and attempted to save Em.
U C I T B E S M T A Y Z W A X T
D L O C T X M K C G W W N Y P N
R E N S E P A K T V K O Q E E E
O R A T X E L T H G I L L F W R
D F A M G N L H O T O Z A S N E
P L N T Q S G X R R W S X E Z F
U R O C W I R F S N Q I R F S F
U F V M D V R U D A R K K X K I
C H E A P E O H K O R P N K O D
S D N E Q I B G W V T N E D L H
B M S N R S O I W O S X Y X D U
W S U E P E Y H S O E Q D T P G
Z J S Y L R A E P S L I G I B L
P R E T T Y A T Q K W G F Q G B
MODULE :8
UNIT 2 : PEOPLE
Title : Idol
Learning Standards :
Listening and Speaking
1.2 Listen and respond to topics related to
b. people
Reading
2.3 Read and identify main ideas and supporting details in simple text
2.6 Prepare a group project
Writing
3.1 Write simple words , phrases or sentences
Objectives :
By the end of week 15 and 16, students should be able to:
1.2.2 Listen to and talk about people
iv.whom they idolise
1.3.1 Ask for and give information based on the following stimulus :
i. pictures
2.3.1 Read and identify main ideas and supporting details in simple texts by
i. underlining
REFERENCES
INTRODUCTION
This unit on people highlights to students that there are some outstanding people from Malaysia
as well as from other countries whom many people idolise. Idols receive attention and
admiration because they have qualities that others admire very much. The information on this
topic can be obtained from several resources.
1. Electronic Information
Internet
YouTube (Type Malaysian Idol, then look for Daniel Lee, then click
Daniel Lee on Aerosmith)
2. Printed Materials
Worksheets
Handouts
Pictures
GUIDELINE
TEACHING AIDS
1. Internet
2. Pictures
3. Worksheets
ACTIVITIES
Listening and Speaking
2. Teacher explains to students that many people have their own idols. Some admire
dancers, others singers. People who are handsome and beautiful are often chosen
as their idols. Idols have qualities that made others adore them very much. Besides
beauty, other qualities that attract people include those who are famous, rich, talented,
great in sports and not forgetting, successful.
Activity 2
1. Teacher shows pictures of idols and talks about them.
Tan Sri Michael Yeoh Datuk Lee Chong Wei Datuk Nicole David Richard Clayderman
Handsome Beautiful Rich Famous
3. Teacher guides students to ask for and give information by using the three questions
above Drill:
Do you have an idol? Yes, I do. No, I dont.
Who is your idol? is my idol.
Why do you choose as your idol?
He/ She is my idol because he/she is .
4. After the short drill, students ask for and give information pertaining to idols.
This activity can be conducted in many ways:
a. Group competition
b. Game
Reading
Activity 1: Read the following passages.
1. Students are given a handout of a reading text.
2. Guide students to read the paragraphs.
3 .Teach students to identify main ideas and supporting details by pointing out to them
which is the main idea and which are the details.
Explanation:
a.The main idea sentence of a paragraph tells what the paragraph is about. The
other sentences are details.
b. Normally, it is the first sentence of the paragraph. (Sometimes it is not)
c. Supporting details are sentences in the paragraph that tell us more about the
main idea.
d. Students underline the main ideas in the paragraphs.
Activity 2
1. Students collect pictures of idols for the class noticeboard.
Writing
1. Conduct a spelling drill with the students. Help students to learn and remember
target words from the reading texts.
2. Students take dictation of a text read.
English For Communication
MODULE :9
UNIT 3 : SOCIAL INTERACTIONS
Title : Introduce oneself and others
Learning Standards :
Listening and Speaking
1.2 Listen and respond to topics related to social interactions
Reading
2.1 Read and understand meanings of words, phrases and simple sentences
Writing
3.1 Construct simple sentences
OBJECTIVES :
By the end of week 17 and 18, students should be able to:
1.2.3 Listen to and participate in social interactions by
i. introducing oneself and others
1.3.1 Ask for and give information based on the following stimulus :
ii. time table
REFERENCES
INTRODUCTION
This unit on social interaction is a lesson on how one introduces oneself and others.
PAV students are teenagers and hence they are at the age whereby they want to have
many friends. This module on introducing oneself and others will be useful to them as it
teaches them how to introduce themselves. The information on this topic can be
obtained from several sources.
1. Electronic Information
Internet
2. Printed Materials
Handouts
Pictures
GUIDELINE
TEACHING AIDS
1. Internet
2. Pictures
3. Worksheets
ACTIVITIES
Listening and Speaking
Activity 1 (Lead In)
1. Let students watch a few video clips from the YouTube
Suggestion: Just type introducing oneself and others
Then look for
Self Introduction Simple Skits by MapleLeaf Hashima
Unit 6 Learn English 3 Introducing oneself and others by Thanh Ngo Duc
Introducing yourself in English By NeoEnglish System
Spoken English Introduce yourself by Carolerji
Social skills introduction and making friends
Activity 2
1. Students play a game named What's Everyone's Name?
For this activity, have students stand in a circle and introduce themselves.
For example, he or she says aloud My name is . Then ask a
student to stand in the centre of the circle. The student throws a ball to any of the
other students. While holding the ball, he must say aloud. My name is .
On my right is and on my left is . If he fails to name the people
standing beside him, he is out of the game.
Activity 3
1. Students learn to sing a song pertaining to the topic
Note: Teacher may type English songs on introducing friends After that look for
"Let me introduce my friends to you " song - Elementary School textbook - 6th Grade
Students should try to memorize the words. Make it fun by adding gestures, dance
moves, etc.
LYRICS:
Let me introduce my friends to you (oh o)
Let me introduce my friends to you (babe)
Let me introduce my (2x)
Let me introduce my friends to you
Handout 1
Uniform Society Red Crescent Boy Scout Police Cadet Fire Brigade
2. Teach students to introduce themselves and others using the information in the
table.
E.g Hello, I am Mariam. I am thirteen years old. I live in Taman Sea. My hobby is
reading.
Or
Hi everyone, this is my friend , Mariam. She is thirteen years old and she lives
in Taman Sea. Her favourite colour is blue and she loves to eat fried chicken.
READING
Activity 1
1. Let students read the following ( handout 2)
Introducing yourself:
My name is ...
I'm ....
Nice to meet you; I'm ...
Pleased to meet you; I'm ...
Let me introduce myself; I'm ...
I'd like to introduce myself; I'm ...
Introducing others:
Alex is talking to the new manager and his assistant. Notice how they introduce
themselves:
Things to remember:
When introducing yourself or other people in a formal situation use full names.
("I'm Alex Litterman.")
"How do you do?" isn't really a question, it just means "Hello"
Activity 2
i. Take students to the ICT lab for this lesson or provide a list of meanings.
ii.Discuss in groups of five to decide on the most appropriate meanings for the word
taken from all the activities above.
Instruction:
Find meanings of the words below using thesaurus and write the answer in
the space provided.
v. Favourite
Writing
1. Students copy the lyrics of the song learnt.
2. Repetition of words learnt from the lyrics
3. Students take dictation of the lyrics.
4. Students write sentences to introduce themselves.
This activity can be done as a class activity. Encourage students
to come to the board to fill in the blanks with appropriate answers
Mariam:
Jack :
Mariam:
Jack :
Mariam :
Jack :
Mariam:
MODULE 10
Learning Standards :
c. social interactions
Reading
2.1 Read and understand meanings of words, phrases and simple sentences.
Writing
OBJECTIVES :
INTRODUCTION
Electronic Information
Internet
Printed Materials
Pictures
Obituaries
Notices
Dictionary / Thesaurus
TEACHING AIDS
1. Pictures
2. Worksheets
Activity 1
1. Teacher shows pictures (related pictures) of happy and sad events and asks
students what they are about.
2. Teacher then shows words related to the pictures and asks students to read
them aloud after the teacher.
3. Teacher asks students what they will say to their friends and loved ones in
relation to the events shown.
4. Teacher gives a few examples of expressions to express congratulations and
condolences
5. Students to match expressions with the events/occasion.
Examples of expressions:
Congratulations on your
1.
2.
3.
4.
5.
Activity 3
1. Your best friend Amin has been selected as the class monitor. What do you say to
him?
2. Siti has scored all As in the PMR Trial examination. You wish her.......
A. My condolences to you.
B. Wow! Congratulations.
----------------------------------------------------------------------------------------------------------------
Activity 4
Read the dialogue and fill in the blanks with suitable words.
Muthu: ...................................................................................
Abu: Yes. What happened to you? I saw many cars in front of your house
last week.
Abu: .....................................................................................
Activity 5
Teacher divides class into groups of 4. Each group will produce two cards. One to
express congratulations and another on condolences.
Example:
Activity 5.
1. NRTICETN
N R T
2. O C T ONTCENE
3. ONWTEKR
T 0 K
4. NNOEIL
N I E
5. YKPSE K P
6. MALEI M L
7. A B K AKCFOEOB
8. STEIBWE B S E
9. O W R ERROSBW
10. ITTWTRE T T T
Activity 6
Assignment:
Related Pictures
MODULE 11
Learning Standards :
Reading
Writing
Objectives :
By the end of week 21 and 22, students should be able to:
1.2.9 Carry out role play on given situations based on the following topic:
iii) social interactions.
INTRODUCTION
This unit on Social Interaction focuses on simple communicative skills. The lessons
are designed to help students to learn expressions of agreement and disagreement.
The activities in this lesson would be able to aid students to enhance their
communicative skills by expanding their vocabulary on agreement and
disagreement. The activities would also expose students towards, phrases and
sentence patterns related to the topic. These would further assist students in
expressing opinion and writing sentences. The information on this topic can be
obtained from several resources.
Electronic Information
Internet
Printed Materials
Simple dialogues
Phrase strips
TEACHING AIDS
1. Dialogue chart
2. Worksheets
3. Phrase strips
Activity 1
1. Teacher introduces phrases to express agreement.
2. Students repeat after the teacher.
3. Teacher asks simple questions;
We have a big school. Do you agree?
Yes, I do
Fill in the bubbles with suitable phrases to show agreement and disagreement.
Activity 4
Suzy and Amin are returning from Extra classes at school. Read through the
conversation and fill in the blanks with appropriate responses.
Read the dialogue below chorally and in groups. Students can role play in pairs.
Lina : Hello, how are you Suzy? The weather is really hot today.
Lina : I brought mine too but I think that I left it in the classroom.
Suzy : No, Im not so sure about that, but you can check. If you are lucky, it
will be there.
Lina : Thats so true. Hope I am lucky today. A red umbrella should be easy
to find.
Suzy : I was just going to say that but you must make it fast. I will follow you
there.
Suzy and Amin are returning from Extra classes at school. Read through the
conversation and fill in the blanks with appropriate responses.
No, I'm not so sure about that. You are absolutely right
I agree with you Thats so true. Hope I am lucky
today.
No doubt about it I was jus going to say that
Oh.. really? Mine is ..
red.. but you can check . If
I hope that it is still you are lucky, it will
there. be there.
. but
A red umbrella should you must make it fast.I
be easy to find. will follow you there.
Let go.
Activity 6
SITUATION 1
Dear ,
English For Communication
MODULE : 12
UNIT 4 : ENVIRONMENT
Learning Standards :
Reading:
2.2 Read and understand simple texts or stories
Writing:
3.1 Write simple words, phrases and sentences
Objectives:
By the end of week 23 and 24, students should be able to:
.
REFERENCES
INTRODUCTION
This unit on environment is a relevant and important topic for all the form 3 Basic
Vocational Education (BVE) students. Man has damaged the environment when they
burn fuels to generate electricity, do open burning, throw rubbish haphazardly, and cut
down trees indiscriminately. Malaysians must learn to use their energy more efficiently.
We should also learn how to conserve energy - how to make thoughtful choices about
ways we can use less. We should learn how important it is to not waste energy, so there
is enough for everyone. The information on this topic can be obtained from several
resources.
Electronic Information
Internet
Printed Materials
Pictures
Magazines
earth day
fluorescent light
turn off
mother earth
resources
planet
ecology
reuse
reduce
GUIDELINE
TEACHING AIDS
1. Pictures
2. Worksheets
ACTIVITIES
Listening and Speaking
Listening: Sing Green Song
Worksheet 1
Earth Day is on April 22nd every year. Earth Day is a day to remember to take
care of our planet, Earth. We can take care of our planet by keeping it clean.
We can keep Earth clean by following the rule of reduce, reuse, recycle. Reduce means
use less. We can reduce our use of resources like water or gasoline. Reuse means use
again, rather than throw things away. We can reuse many things, such as jars, plastic
bags, and boxes. Recycle means to make something new from something old. We can
keep Earth clean by recycling materials such as aluminum, paper, and plastic. If we take
these materials to a recycling center, they can be used again in a different way.
On Earth Day, we remind ourselves and everyone on Earth that we must do these
things. We must do these things every day, not just on Earth Day. We must all do our
part, and we can make a difference. On April 22nd, remind everyone you know that every
a. to entertain
b. to inform
a. February
b. March
c. April
d. May
a. recycle paper
b. recycle cans
c. reuse materials
4. Why does the writer think that Earth Day should be every day?
something else
6.Do you think we should save energy? Give reasons why we must take care of our
environment.
1. Teacher explains what is energy saving. Energy saving simply means using less
energy. For example, turning off the tap water when you are brushing your teeth
3. Have each student choose a piece of paper from the bag. Each piece of paper
4. Have the students mill around the room looking for the person who has their
saving activity.)
5. Once the students have found their matches, have them discuss, in pairs, how
6. Turn this into a class game by having the pair read the activity that wasted
task.
7. Later, the teacher collects the cards and start the dictation task using the
Take a shower,
Take a bath
instead of a bath
MODULE : 13
UNIT 3 : FINANCIAL AWARENESS
Title : Entrepreneurship
Learning Standards :
Listening and Speaking
1.2 Listen and respond to topics related to financial awareness
Reading
2.2 Read and understand simple texts or stories
Writing
3.4 Write simple descriptions of processes and procedures
Objectives :
By the end of week 25 and 26, students should be able to:
1.2.5 Listen to and talk about financial awareness with emphasis on entrepreneurship
REFERENCES
INTRODUCTION
This unit on financial awareness helps students to know more about entrepreneurship.
Through some school programmes like Canteen day and Coop Day, students have the
opportunity to participate in small business ventures. Without realising it, they have
become entrepreneurs as they have organized and operated a business venture.
The information on this topic can be obtained from several sources.
1. Electronic Information
Internet
2. Printed Materials
Handouts
Pictures
GUIDELINE
TEACHING AIDS
1. Internet
2. Pictures
3. Worksheets
ACTIVITIES
Listening and Speaking
Activity 1 (Lead In)
1. Teacher shows some pictures of students selling food and drinks.
2. Students talk about the pictures. Teacher guides by asking questions like:
a. What are the students doing?
.. selling food, drinks, things.. operating a stall, running a small business
b. Where are the students?
They are outside the classroom./ They are at the canteen./ They are at the
field./ They are at some stalls.
c. When do students take part in such activities?
When theres a special programme being carried out in school like
during Cooperative day or Canteen day.
d. Have you taken part in those activities before? What role did you play?
Were you a customer? Or Were you the food seller / stall keeper?
i. If you are the food seller or stall keeper, what do you do before you
begin selling.
You must be brave. Be willing to take risk. You must not be afraid of making a loss.
You must be willing to learn everything You must be determined. You must never
about your business. give up easily.
Where is the best place to sell burgers?
(this word can be replaced with other words.)
You must plan before you start any You must talk to other people in the same
business. business venture. Learn from them.
You must learn from mistakes. You must be careful of bad people.
What must I do to get many customers?
6. Teacher shouts out a number. Students with the number will run to the front.
7. The student with the red card will ask a question pertaining to any business venture.
8. If she or he cant ask the question, the other group members can help, first by putting
up their hands. Student with the red card will choose one student to help him.
9. Points are awarded for each correct question and answer.
10. The group with the most points wins the game.
Reading
1. Students read aloud after teacher the simple texts from activity 1 and 2.
(Reading drill to make sure that students are able to read with correct pronunciation.)
2. Students find meanings of new or difficult words using a dictionary.
Write the words and their meanings in the vocabulary exercise book.
a. capital
b. customers
c. entrepreneur
d. business venture
e. profit
f. loss
3. Students read the texts aloud, first in groups, then in pairs, finally individually.
in front of the class.
4. This is followed by a short discussion about the attitudes or qualities that an
entrepreneur should have.
5. Students answer True-false questions based on the text given in Activity 2 and 3.
Writing.
1. Describe the procedures of what one must do before starting a business venture by
filling in the blanks from the options given.
Answer Key
1. customers 2. business 3. sell
English For Communication
MODULE : 14
UNIT 6 : HEALTH
Title : Say NO to Smoking
Learning Standards :
Listening and Speaking:
1.2 Listen and respond to topics related to health care
Reading:
2.1 Read and understand meanings of words, phrases and simple sentences
2.2 Read and understand simple texts
Writing:
3.2 Write short messages
Objectives :
By the end of week 23 and 24, students should be able to:
1.2.6 Listen to and talk about health care on negative effects of smoking
2.1.1 Find meanings of words using dictionary
2.2.2 Read and answer True or False
3.2.1 Write short messages of care and concern
.
REFERENCES
INTRODUCTION
This unit on environment is a relevant and significant topic for all the form 3 Basic
Vocational Education (BVE) students. This topic is designed to make sure the students
aware of the risks of smoking. This topic also provides information about the risk of
smoking and establishing clear reasons can help them prevent this unhealthy habit.
Electronic Information
Internet
Printed Materials
Articles
cigarette
smoking
cigar
tobacco
health risks
curious
heart disease
bad breath
yellow teeth
expensive
lungs
non-smoker
TEACHING AIDS
1. Pictures
2. Worksheets
LISTENING
Smoking is one of the worst things kids or adults can do to their bodies. Yet
every single day about 3,900 kids between the ages 12 and 17 start smoking.
But why do those who smoke ever begin?
There's more than just one answer. Some kids may start smoking just because
they're curious. Others may like the idea of doing something dangerous
something grownups don't want them to do. Still others might know lots of
people who smoke and they might think it's a way to act or look like an adult.
Fortunately, fewer people are starting smoking than a few years ago. Maybe
that's because more and more people have learned that smoking and tobacco
use can cause cancer and heart disease.
But sometimes kids can't really think that far into the future to worry about an
illness they might not get for many years.
So let's talk about the problems that might affect kids more quickly:
bad breath
yellow teeth
smelly clothes
more colds and coughs
difficulty keeping up with friends when playing sports
empty wallet cigarettes and tobacco products are very expensive!
4. Students must fill in the blanks while the teacher reads out the text. They can use
the words given to help them.
Smoking is one of the worst things kids or adults can do to their bodies. Yet
every single day about 3,900 kids between the ages 12 and 17 start smoking.
But why do those who smoke ever begin?
There's more than just one answer. Some kids may smoking just
because they're . Others may like the idea of doing something
dangerous something grownups don't want them to do. Still others might
know lots of people who smoke and they might think it's a way to act or look
like an adult.
Fortunately, fewer people are starting smoking than a few years ago. Maybe
that's because more and more people that smoking and tobacco
use can cause cancer and .
But sometimes kids can't really think that far into the future to worry about an
illness they might not get for many years.
So let's talk about the problems that might kids more quickly:
yellow teeth
clothes
more colds and coughs
difficulty keeping up with friends when playing sports
wallet cigarettes and tobacco products are very
expensive!
"Today we're going to talk about smoking and why we shouldn't smoke."
2. Next, tell your students some alarming facts about the harmful effects of
smoking on health:
Tobacco use causes more than 40,000 deaths every year. That's a lot of
people!
Second-hand smoke (the smoke that comes off the end of a cigarette and
the smoke a smoker breathes out) is really dangerous for children because
children have smaller lungs.
Having smaller lungs means kids need to breathe in and out more often, so
kids get more smoke in their lungs.
Once you start smoking it's really hard to stop. Smoking is addictive. You
might know some grownups (parents, family members) who smoke and find it
really hard to quit. So it's better not to start smoking in the first place."
1) Say "No":
"No thanks."
"I'm not interested."
"Being athletic is too important to me."
"I'm allergic."
"Smoking stinks, and it makes you stink too."
"Smoking makes your teeth yellow."
4) Use humour
"I can't smoke. I'd never make it past my mom's smoke detector: her nose!"
5) Give a reason:
7) Tell a story:
"No thanks, my brother got really sick on that stuff once. It was disgusting."
"My grandma died from smoking. I don't want that to happen to me or you!"
READING:
1. Dictionary Skill:
Students are given a word list and a Malay-English-Malay dictionary
A word list:
1. poison:
2. non-smoker:
3. pollute:
4. addictive:
5. smelly:
6. stink:
7. quit:
8. inhale:
9. cough:
10. nicotine:
Have you ever been in a restaurant or a hotel and seen a sign that
says No Smoking? Have you ever been in public and had someone
blow cigarette smoke into your face? Where would you rather be? If
you want to stay healthy, choose to stay away from cigarette smoke.
Thats because smoking pollutes the body. People who smoke pour
poison into their bodies and also into the bodies of people close by.
Cigarette smoking is the most common type of smoking.
People who smoke cigarettes inhale the smoke from burning tobacco
leaves. Tobacco contains nicotine, a strong, addictive poison that
speeds up the nervous system. One tablespoon of pure nicotine can
cause death. Nicotine shrinks blood vessels, causing the heart to
work harder than it should. Because of this, people who smoke are
more likely to have heart disease than those who do not smoke. Also,
the gases in cigarette smoke take the place of oxygen. Without
oxygen, the cells of the body cannot function properly.
2. Students cut them and write messages in the template using colored pencils.
Smoking Kills
Thank you for not smoking
Smoking is not cool
I can stop!
You are on school property. No smoking
MODULE 15
Learning Standards :
f) Health care
Reading
Writing
Objectives :
By the end of week 29 and 30, students should be able to:
INTRODUCTION
This unit on Health care focuses on ill effects of smoking and drugs. The lessons are designed to
help students to learn vocabulary pertaining to Health care particularly smoking and drug abuse.
The activities in this lesson would be able to aid students to enhance their knowledge on negative
effects of smoking and drug abuse. The activities would also expose students towards, phrases
and sentence patterns related to the topic. These would further assist students in expressing
opinion and writing sentences.. The information on this topic can be obtained from several
resources.
Electronic Information
Internet
Printed Materials
Pictures
Newspaper Cuttings
Advertisements
TEACHING AIDS
1. Pictures
2. Worksheets
ACTIVITIES
Listening and Speaking
Activity 1
3. Teacher shows a picture of the same healthy man/ woman/ teenager ( Pic.2 )
Showing after effects of drug abuse. Teacher continues to show more pictures of
4. Teacher asks questions on what could have possibly happened or what turned the beautiful,
handsome , healthy people into ugly, sick looking people.
5. Teacher listens to their responses and shows the word card , Drugs
6. Teacher introduces the Topic for the day, Stay away from drugs
Activity 2
Drugs
Drugs have affected many people. People use drugs as
medicine when they are sick. Drugs help them to recover. Some
people use drugs to be more productive. Too much drugs is
harmful to ones health. Taking drugs more than you should
causes addiction. You will become addicted to the drugs you take
without control.
Drugs come in the form of tablets, capsules, liquid or powder .
Addiction to drugs changes your lifestyle. Your health worsens. It is
important to stay away from drugs to lead a healthy lifestyle.
Taking good food, exercising and being disciplined can prevent
drug abuse. Children need to be told about drugs so that harmful
effects can be prevented.
State True or False by writing (T) oe (F) at the end of the sentencs.
Activity 3
GROUP PROJECT
4. Upon completion, each group will be awarded a STAR each for their achievement and they
are to talk about the contents of the scrapbook to the others in the class.
5. Students may gather information from the internet, newspapers, magazines and brochures.
(Teacher may also give specific headings to each group, such as What are Drugs? , Effects
of drug abuse, Before and After Drugs, How drugs are taken?, Say No to drugs or just
Drugs.)
Activity 4
DICTATION
2. Teacher may take part of the text or the whole text, depending on the students level.
( Pic . 1) (Pic . 2 )
( Pic 1 )
( Pic 2 )
All these individuals looked good and healthy before taking drugs.
All of them look old, ugly and sickly after taking drugs.
DRUGS MEDICINES
SYRINGE
Conclusion
Teacher asks students , what they would do if someone asks them to try drugs, or what they
would advise someone who is involved in drugs.
RELATED PICTURES
(Pic 4)
(Pic 5)
English For Communication
MODULE : 16
UNIT 7 : SOCIAL RESPONSIBILITY
Title : Caring for the poor and disabled
Learning Standards :
Reading
2.2 Read and understand simple texts or stories
Writing
3.1 Construct simple words, phrases sentences
3.2 Write short messages
Objectives :
By the end of week 31 and 32, students should be able to:
1.2.7 Listen to and talk about ones social responsibility towards
1.3.1 ask for and give information based on the following stimulus
i. pictures
REFERENCES
INTRODUCTION
This unit on people is a simple topic that all Basic Vocational Education (BVE) students
can understand. An easy start will encourage the BVE students to participate in the
lesson. To begin with, the students learn about their social responsibility towards the
community, especially the poor and the disabled. These are the people who need help
and attention from society. The information on this topic can be obtained from several
resources.
Electronic Information
Internet
http://www.youtube.com/watch?v=g-7qCG2_aaA
Printed Materials
Pictures
Worksheets
Handouts
GUIDELINE
TEACHING AIDS
1. Video clip
2. Pictures
3. Handouts
4. Worksheets
ACTIVITIES
Listening and Speaking
1. Teacher shows a video clip on a song Reach Out and Touch Somebodys Hand.
2. Students listen to the song and complete the first stanza of the song.
3. Students sing the first stanza aloud.
4. Class discussion
Teacher asks students some questions related to the song..
a. What does the title of the song mean?
b. Who can we help?
c. How can we help them?
d. Why do you think we should help them?
5. Group discussion
Teacher distributes picture cards to students.
Questions
a. Who are the people in the pictures?
b. What are they doing?
c. Suggest ways you can help the poor and the disabled.
Reading Comprehension
1. Teacher gives out worksheets to students. Students read the passage and
answer WH- questions.
Worksheet 1
Read the following passage .
It was recess. The weather was hot and everyone was lining up at the crowded
food-stalls to buy some food. The pupils were hungry. The smell of food in the
canteen made their mouths water.
Nora was lining up in a long queue at a food-stall when she saw one of her
schoolmates, Siva, in the same queue in front of her. Although it was his turn to
order, Nora noticed that he had suddenly turned around and left the queue. He
walked away without buying any food. Nora was surprised. She decided to talk to
Siva to find out what was wrong.
Nora left the queue and followed Siva. She asked him why he did not order his
food when it came to his turn. Siva told her that he did not have enough pocket
money for the day to buy a plate of rice. Nora immediately took out her purse to
hand some money over to Siva. "There, now you'll have enough money for lunch
as well," she exclaimed excitedly.
"What about yourself, Nora ? Now you don't have enough money to buy yourself
food," Siva said . Nora smiled. She told him not to worry about her. She was not
that hungry anyway. Siva was touched by what Nora had done for him. He
thanked her for her help.
Nora went home that day and told her parents what she had done. Her parents
were proud of her. They told her she had done a very good deed.
Answer the following questions
Writing
1. Spelling exercise
Teacher conducts a spelling test on these words.
3. Write a short message to congratulate a friend who has done a good deed.
Answer key
Reading Comprehension
a. At/ In the school canteen
b. Lining up to buy food
c. The smell of the food
d. Siva
e. He left the queue without buying any food
f. He did not have enough pocket money
g. She gave him some money
h. He was touched / grateful
i. She told her parents
j. They were proud of her
Writing
2 a. We should help the poor.
b. We can visit the home for the disabled.
c. We can collect donations for the poor.
d. We will organize a concert to raise money.
e. We should cook for the orphans.
Dear Karen,
Nancy
MODULE 18
Learning Standards :
h) Technology Advancement
Reading
2.1 Read and understand meanings of words, phrases and simple sentences.
Writing
Objectives :
i. Social network
ii. Thesaurus or
iii. dictionary
INTRODUCTION
This unit on Technology advancement focuses on social network. The lessons are
designed to help students to learn vocabulary pertaining to Technology
advancement particularly social network. The activities in this lesson would be able
to aid students to enhance their knowledge on social network through which they
may get or keep in touch with people they know. The activities would also expose
students to, phrases and sentence patterns related to the topic. These would further
assist students in expressing opinion and writing sentences. The information on this
topic can be obtained from several resources.
Electronic Information
Internet
Printed Materials
Pictures
Newspaper Cuttings
Advertisements
Dictionary / Thesaurus
TEACHING AIDS
1. Pictures
2. Worksheets
Activity 1
Activity 4
a)
b)
Activity 5
1. NRTICETN
N R T
O C T
2. ONTCENE
3. ONWTEKR
T 0 K
4. NNOEIL
N I E
5. YKPSE K P
6. MALEI M L
7. A B K AKCFOEOB
8. STEIBWE B S E
9. ERROSBW
O W R
10. ITTWTRE T T T
Activity 6
Activity 7
Assignment:
Name
25
Energy wasting cards
Name
Electricity, energy and heat are being wasted in the Energy Wasters house
on the poster. Can you match the cards below to the poster?
26
Energy saving cards
Name
Everybody even you - can help to save the environment by not wasting energy, heat
and electricity. Match the energy saving cards below to the people that you think
should do them by drawing a line between the people and the energy saving card.
Charlie says: If you think something can be turned off to save electricity, turn it off.
Always ask an adult for help.
27
Home Energy Survey
Look at how your family can save electricity at home. Ask a grown-up to help
you answer the questions and bring the top half back to school to make a graph.
Yes Sometimes No
Lights
We switch off the lights when we go out.
We use energy-saving light bulbs.
Heat
We close the windows when the heating is on.
We have loft insulation.
Parents / carers: Please note that the data is collected without identifying children or families.
Parents / carers: For additional information on energy efficiency measures and grants that may be available in
your area, contact the npower Energy Efficiency Helpline on 0800 02 22 20 and we will be happy to help.
Keyush says: Did you know that the most environmentally friendly energy is the energy we dont use?
28