L4.Technical English PDF

PENANG SKILLS DEVELOPMENT CENTRE
1,JALAN SULTAN AZLAN SHAH

BANDAR BAYAN BARU, BAYAN LEPAS
11909 PULAU PINANG
KERTAS PENERANGAN
( INFORMATION SHEET )
KOD DAN NAMA

PROGRAM / MC-050-4:2012
PROGRAM’S CODE & MANUFACTURING COORDINATION (CAD/CAM)
NAME
TAHAP / LEVEL TAHAP 4 (LEVEL 4)
NO. DAN TAJUK UNIT

KOMPETENSI / MC-050-4:2012-TCS02
TECHNICAL ENGLISH & COMMUNICATION
COMPETENCY UNIT NO.
AND TITLE
NO. DAN PENYATAAN 1. Grammar & Vocabulary

AKTIVITI KERJA / WORK 2. Comprehension
ACTIVITIES NO. AND
STATEMENT 3. Presentation Skills
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NO. KOD / CODE NUM. MC-050-4:2012/TCS02/P(1/2)
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NO. KOD / CODE NUM. MC-050-4:2012/TCS02/P&T(1/1)
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TAJUK / TITLE
TUJUAN / PURPOSE
The aim of this course is to give students the learning opportunities to improve key
grammatical areas and presentation skills. This course also assists students to use the
correct language in a specified technical requirement. Vocabulary is expanded and
pronunciation is highly emphasized.
At the end of the program, participants will be able to:
 Communicate using the appropriate grammar in various situations.

 Demonstrate the basic technical knowledge necessary to communicate
technical information correctly.
 Improve presentation skills.

 Extract relevant information from text and structure information correctly.
 Infer meaning from context.
RUJUKAN NO. KOD / REFERENCE CODE NO.:
NO. KOD / CODE NO. TAJUK / TITLE MUKA SURAT / PAGE

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ISI KANDUNGAN / CONTENTS:
1.0 ABSTRACT NOUNS………………………………………………………………..4
2.0 A BRIDGE / A TUNNEL…………………………………………………………….8
3.0 PREPOSITIONS…………………………………………………………………….13
4.0 PRESENT SIMPLE…………………………………………………………………20
5.0 PRESENT CONTINUOUS TENSE……………………………………………….25
6.0 DATA COMMUNICATIONS……………………………………………………….31
7.0 PRESENTATION SKILLS………………………………………………………….35
8.0 SIMPLE PAST………………………………………………………………………44
9.0 PAST CONTINUOUS………………………………………………………………49
10.0 PRESENT PERFECT VS SIMPLE PAST……………………………………....53
11.0 FUTURE TENSE…………………………………………………………………..57
12.0 ACTIVE & PASSIVE VOICE…………………………………….........................61
13.0 MICROCHIP MANUFACTURE………………………………………………….67
TUGASAN / ASSIGNMENT………………………………………………………………70
PENGETAHUAN DAN KEMAHIRAN YANG BERKAITAN / RELATED
KNOWLEDGE AND SKILLS……………………………………………………………..80
REFERENCE……………………………………………………………………………...80
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Module 1 ABSTRACT NOUN
DEFINITION
 An abstract noun is usually the name of a quality, action, or
state.
 How do we use an abstract noun? An abstract noun answers to
the question, “What?”
 Abstract Nouns are formed from adjectives, verbs and common
nouns.
 Suffixes such as -sion, -tion, -ance, -ence, -ness, -ity, etc can
be added to a word to form an abstract noun.
EXAMPLE
confidence, kindness, brightness, honesty,

Quality
bravery, greatness, trust, sensitivity.
Action movement, promotion, expansion, laughter,
judgment, operation, elevation.
State happiness, satisfaction, weakness, strength,
relaxation, disappointment, confusion.
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Worksheet 1 Form abstract nouns from the following words.
1. cautious 11. accurate
2. discuss 12. observe
3. stupid 13. form
4. refer 14. oppose
5. inspect 15. specify
6. try 16. deep
7. require 17. describe
8. resist 18. break
9. conduct 19. insulate
10. possible 20. occur

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Worksheet 2 Underline the Abstract Nous(s) in the sentences below.
1. It took a lot of dedication for Brandon to raise all that money for the
old folks’ home.
2. If students want their lecturer’s trust, they will have to earn it.
3. Luck can help, but success requires hard work too.
4. The presence of small carters on the tool results in gradual erosion

of the electrode.
5. One possibility is to continuously replace the tool-electrode during

a machining operation.
6. I’m hoping for some time for relaxation after I get home from
college.
7. For this writing project, I want you to use your creativity.
8. A good education is needed to survive the current economic

conditions.
9. Electrical Discharge Machining can be seen as a series of

breakdown and restoration of the liquid dielectric in-between the
electrodes.
10. Difficulties have been encountered in the definition of the
technological parameters that drive the process.
Worksheet 3 Form Abstract Nouns from the Adjectives below:
1. stable
2. intense
3. helpful
4. generous
5. complex
6. significant
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Worksheet 4 Form Abstract Nouns from the Verbs below:
1. erode
2. advance
3. propose
4. please
5. collide
6. avoid
Worksheet 5 Form Abstract Nouns from the Common Nouns below:
1. child
2. man
3. owner
4. thief
5. agent
6. champion
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Module 2 A Bridge or A Tunnel

Stating Specifications
PRESENTATION Good morning, ladies and gentlemen. We have received 5 plans for
the ‘Brunnel Project’ from both local and foreign companies. As you
will see from your diagrams the companies are split between 3
types of construction – a bridge link, a bridge/tunnel link, and a
tunnel link.
This morning I would like to describe each of the plans briefly. Then
we can have a fuller discussion about each proposal. You will then
have time to consider each plan in detail, and I suggest we meet for
further discussions 2 weeks from now. For reasons of
confidentiality, I will not give the names of the companies. Instead I
will simply call the plans number 1, number 2, number 3, number 4,
and number 5.
As you can see from your diagrams, plan number 1 is for a

construction 36 kilometers long at a height of 65 meters above sea
level.
You will remember that in our specifications we stated a height of

between 65 and 70 meters. It will consist of 48 spans and each
span will be 850 meters in length. It will carry passengers and goods
vehicles on its 4 motorway lanes, and will be 16 meters wide in total.
The company estimates that it can carry 6000 cars per hour.
The second plan is for a combined structure. Here the tunnel will be
at a depth of 50 meters below sea level. The bridge will be 8
kilometers long on each side with 8 spans.
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Each span will be 1 kilometer long. However, the total length of the
structure will be the same as plan 1. The motorway will consist of 4
lanes for passenger and goods vehicle, and will be 18 meters in
width. The construction company estimates that it will carry 3000
cars per hour in one direction.
Moving on to plan number 3. If you look at your diagrams, you will

see that the length of the planned structure is greater than the other
constructions. The reason for this is that the entry and exit points
will be approximately 6 kilometers inland on each side. However,
with an estimated capacity of 14000 vehicles per hour, it can carry
much more traffic than its competitors.
The fourth plan is again 36 kilometers long. It will have 6 motorway

lanes – 1 for slow-moving vehicles and the other 2 for overtaking –
and will carry an estimated 6000 vehicles per hour in one direction.
In contrast with plan number 1 the structure will consist of only 7
spans, each 5 kilometers long. As you can see from your plans it will
be built at a height of 70 meters above sea level.
Our final plan, number 5, is very similar to number 2. The main

differences are the width and the capacity. The advantage of this
structure is that the company estimates that the motorway, which
will be 26 meters wide, can carry a total of 8000 vehicles per hour.
That concludes my brief description of the 5 plans and I suggest
we …
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WORKSHEET 1: Number the plans below according to the number given by the
presenter.
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WORKSHEET 2: Look at the plan below for a pedestrian subway

(or underpass). Complete the sentences using the
specifications and appropriate expressions.
Plan number 1 is for a pedestrian underpass, (1)
6 meters below street level. The structure will consist of 25 steps on each side
for access, and a tunnel, which will be (2) in (3)
with overhead lighting. To provide enough space for the estimated maximum
capacity, the (4) of the tunnel will be 4 meters, and it will also be
(5) .
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WORKSHEET 3 The plan below is for a pedestrian bridge (or overpass).

Complete the sentences using the specifications and
appropriate expressions.
Plan number 2 is for an overpass (1) (2) above street
level. The construction will consist of a bridge supported by four pillars. Access
will be via steps on each side. The walkway will be 15 meters (3) and (4)
meters in (5) . As it will not be covered, the
(6) will, of course, be unlimited. The construction company
estimates that the whole structure (7) 300 pedestrians at one time.
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Module 3 PREPOSITIONS
DEFINITION A word that expresses the relationship between a noun

(or pronouns) and some other part of the same sentence, which
may be a verb, an adjective or another noun (or pronoun).
EXAMPLE
Verb + Noun
She lives near the factory.
Noun + Noun
She lives in a flat near the factory.
Adjective + Noun
He is full of ideas.
Some common examples of prepositions are: in, on, at, to with,

without, near, from, beneath, during, for, after, before, below,
beside, by, around, above, across, along, among, into.
 In / at / on
We use in/at with buildings or when we want to say that

someone is at an event. We normally use at when we want to say
where an event takes place.
EXAMPLE
All the technicians were present at the meeting.

We saw Julie at the trade fair yesterday.
We went for the dinner at the Shangri-La hotel.
Other examples are:
at the factory at the airport

at a party at home
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 We usually use in when we are thinking of the building itself.

We can use in with countries and towns.
EXAMPLE
 He has to stay in bed as he is not well.

 The living room in Jessica’s house is very spacious.
 Joseph’s parents live in San Diego.
 He will be arriving in Singapore tomorrow.
 We can use in or on with the word time.
EXAMPLE
 He didn’t get a ticket for the show because he didn’t

get there in time.
 The dinner they organized never starts on time.
 Prepositions at the end of clauses

There are times when prepositions come at the end of
clauses. When the questions begin with what, who, where, etc.
 What is she looking for?

 Who did she go with?
 Where did he buy it from?
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 There are certain prepositions that are always used with certain
words.
EXAMPLE
a) nouns with prepositions
ability at reason for
proof of the thought of
tendency to
b) adjectives with prepositions
different from interested in
compared with/to bad at
polite to
c) verbs with prepositions
agree with prevent from
insist on remind of
aim at
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Worksheet 1: Complete these sentences with in, at, with, or on.
1. We saw a parade the way to the airport.
2. The team is having a training session the field.
3. The manager came the consultant to inspect the factory.
4. The engineer is doing his work his cubicle.
5. The General Manager’s office is the first floor.
6. There is another entrance the back.
7. All the training rooms have a number the door.
8. You’ll find the answers the back page of the book.
9. the end of the road, take a right turn and you’ll see the
building you’re looking for your right.
10. I’ll meet you the canteen 10 o’clock.
11. Would you like some sugar your coffee?
12. I didn’t see you the function. Who did you come
?
13. He speaks Japanese quite well. He worked

Japan for 5 years.
14. Do call me tomorrow evening. I’ll be home.
15. What time do you expect to arrive Manila?

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Worksheet 2: Fill in the blanks with the prepositions below:
from of on about through
1. We have received several complaints your

attitude.
2. She became a well-known producer hard work

and determination.
3. They were scared that manager when he first came.
4. The workpiece is usually mounted an x-y table.
5. Each spark erodes a small amount of metal the

surface of both electrodes.
6. He bought a handful chocolates for her daughter.
7. The talk had a great effect Azmi.
8. They want to test public awareness their product.
9. The instructor gave examples prepositions.
10. They had a long discussion politics.
11. In order to gain the utmost efficiency, the ensemble

the process parameters has to be adjusted permanently.
12. Congratulations your new job.

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Worksheet 3: Choose the correct word below and insert it in the correct
place.
with for at to about
1. When I said those things, I wasn’t referring you.
2. The process control also gets the result of the arc sensor in
order judge the current process state.
3. We searched the notes all day and at last we found them in

between the files.
4. What is it that you are worried?
5. The Managing Director will officiate the opening of the

gymnasium.
6. Finally a case study will be presented that serves as an internal

benchmark the new arcing.
7. Laser beam machining is best suited for brittle materials low

conductivity.
8. Can you provide me the course curriculum and schedule?
9. The letters pertaining your claim is at the Human Resource

Office.
10. People have always been kind me.

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Worksheet 4: Match the verbs in column I with the expressions in column II.
COLUMN 1 COLUMN II
1. emphasize A talk about
2. enquire B go into
3. enter C grieve at
4. comprise D lay stress on
5. ignited E dive into
6. hail F consist of
7. tell G call to
8. remain H set fire to
9. plunge I come back
10. raise J ask for
11. imagine K talk to
12. discuss L left behind
13. regret M bring up
14. cope with N put up with
15. return O think about
Worksheet 5: Supply the correct prepositions
1. agree 11. explain

2. apologize 12. good
3. believe 13. laugh
4. depend 14. look
5. disappointed 15. paid
6. divided 16. shocked
7. dream 17. smile
8. answer 18. satisfied
9. submit 19. confident
10. weak 20. liable
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Module 4 PRESENT SIMPLE
DEFINITION
B. We use the present simple to talk about things in general.
 The present simple does not only imply that things are
happening now or that they were actually happening at the
time of speaking.
 We use it to talk about things which happen at any time, or

repeatedly or that something is true in general.
EXAMPLE
1. Lawyers speak for their clients in court.
2. Laser beam machining consumes a lot of energy.
3. He goes to Singapore about twice a year.
4. 3D printing refers to various processes used to

synthesize a three-dimensional object.
 For he/she/it, we need to add –s to the verb. For verbs

ending in s, -z, -x, -ch and –sh, we add -es.
Examples: misses, buzzes, touches, dashes.
 For verbs ending in consonant + y, we add -ies.
Examples: worries, hurries, buries.

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C. Do/Does are used to ask questions and make negative

sentences.
QUESTIONS NEGATIVE
Do I print? I don’t print
Do you print? You don’t print
Does he/she/it print? He/She/It doesn’t print
Do we print? We don’t print
Do they print? They don’t print.
 Excuse me, do you speak Japanese?
 ‘Would you like a cigarette?’

No, thanks. I don’t smoke.’
 How does this machine work?

(NOT: How this machine work?)
 She doesn’t like staying up late.
D. Take note that we say ‘Where do you come from?’

(NOT: Where are you coming from?)
E. When we want to make a suggestion, we can say:

“Why don’t you …….?”
For example:
“I’m hungry. Why don’t we eat now?”

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Worksheet 1 : Fill in the blanks with the correct form of the verb.
1. Every day she (leave) the house at 7.30 a.m.
and (return) at seven in the evening.
2. What other tasks (he handle) besides

teaching?
3. Please (help) me to find my pencil.
4. It often (rain) at this time of the year. Sometimes our

area (get) flooded.
5. As glass (cool), it (shrink) and

(solidify).
6. Computer systems (collect) fault information and

trace it to the mould that produced the container.
7. Surface grinding (use) a rotating abrasive wheel to

remove material, creating a flat surface.
8. The network protector (not protect) the

secondary network cable from overload.
9. He usually (speak) English but sometimes

he (try) to speak French.
10. Most cylindrical machines (include) a swivel to

allow for the forming of tapered pieces.
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Worksheet 2: Supply the correct form of the verb
1. The library (open) at 11.00 a.m. and

(close) at 10.00 p.m. every day.
2. What time (the museums /close) in

Singapore?
3. Glass containers typically (receive) two surface

coatings.
4. How many units (you/test) a day?
5. The milling process (remove) material by

performing many separate, small cuts.
6. In peripheral milling, the cutting action (occur)

primarily along the circumference of the cutter.
7. A lathe is a machine tool that (rotate) the

workpiece on its axis to perform various operations.
8. I don’t understand the word ‘adept’. What

(adept/mean)?
9. Glass production (involve) two main methods.
10. He (pack) the boxes and (take) them

to the store.
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Worksheet 3: Make questions with the sentences below. Begin the question
with the word(s) in brackets.
1. Thomas plays squash twice a week. (How often?)
2. The cutting surfaces of a milling cutter are generally made of a

hard and temperature-resistant material. (What?)
3. Punches are usually attached to the ram of the machine by

clamps. (What?)
4. Aloysius works in the Maintenance department at Osram.

(Which?)
5. They keep the boxes in the store. (Where?)
6. The machine breaks down once in a while. (How often?)
7. I attend English class once a week. (How often?)
8. I usually watch television at about 8:30 at night. (What

time/usually?)
9. She leaves her keys under the doormat. (Where?)
10. The students have to attend the computer course every Friday
because it’s compulsory. (Why?)
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Module 5 PRESENT CONTINUOUS
DEFINITION
 We use the present continuous to talk about an action that is
happening now or around the time of speaking.
EXAMPLE
 ‘The phone is ringing. Can you take the call, please?’
 ‘Listen to the instructor carefully. He is explaining the

final part of the process.’
 ‘Where is James? ‘He is looking for some books in

the library.’
 We often use the present continuous to talk about the future.

EXAMPLE
 What are you doing tomorrow evening?

 Are you playing tennis tomorrow?
 What time is she leaving tomorrow?
 We can also use the present continuous for a temporary

situation.
Example:
 I’m using her table until they deliver mine.
 That machine isn’t working. It broke down
yesterday.
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 There are verbs that can only be used in simple tenses.

 For example, you can say I remember but you cannot say I’m
remembering.
 Below is a list of verbs that are not normally used in the
continuous tenses.
believe like
belong love
forget hate
know hear
suppose mean
realize see
prefer need
remember understand
want seem
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Worksheet 1: Decide whether the verbs in the sentences below are right or
wrong. Correct those that are incorrect.
1. I can’t hear him. He is talking too softly.
2. It rains very heavily now. Let’s run for shelter.
3. ‘What do you talk about? I don’t understand a word you say.’
4. Are you believing in what he just said?
5. I’m realizing that it would be a good idea for him to join our
group.
6. I’m usually discussing my problems with him.
7. He is thinking that he is very good looking.
8. Why you stand here alone?
9. Please closes the window. The rain is coming in.
10. Can you see what I hold in my hand?

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Worksheet 2: Fill in the blanks with the Present Continuous or the Present
Simple tense of the verbs in brackets.
1. Please listen. I (talk) to you.
2. He seldom (work) hard, but he (work)

hard now.
3. Kumar (wait) for the train. He often
(go) to Kuala Lumpur by train.
3. CNC mills (use) computer controls to cut different

materials.
4. Workbenches (vary) in size from tiny jewelers

benches to huge benches used by staircase makers.
5. Listen! Who (shout) over there?
6. He (not/repair) the machine now.
7. He (not/belong) to our team.
8. You can use my computer. I (not/need) it at the

moment.
9. Adam says he’s the highest paid machinist in his company but
I (not/believe) him.
10. James is in Kuala Lumpur at the moment. He (stay)

at the Hilton Hotel.
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11. We (organize) a trip to Pulau Pangkor next

month. Would you like to (join) us?
12. What time (the next train/leave)?
13. I (work) tomorrow morning. We can arrange to

meet the salesman.
14. How long (you stay) in Manila?
15. I’m afraid I have no time to help you now. I (write)

a report.
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Worksheet 3: Fill the blanks with the Simple Present or Present Continuous
tense of the verbs in brackets.
1. We always (go) to the park for a jog. We

(go) now.
2. She (not read) that manual now.
3. CNC tools (follow) the machining code provided

and it’s up to an operator to detect if a crash (occur).
4. I (think) he’s busy at the moment. He

(have) a meeting with the vendors.
5. Do not (clean) any part of the machine tool

while it is in operation.
6. He usually (go) home at 6.00 p.m. but this
evening he (work) late.
7. I (like) going to the gym. I

(go) there now.
8. We cannot (go) out because it

(rain) now.
9. We (know) that salesman. He

(sell) computers.
10. The trouble with these casings is they (not fit) the
phone properly.
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Module 6 DATA COMMUNICATIONS

Present/Present Continuous
Administrative Manager: So you think we should change the system?
Communications Engineer: Yes, I do. We’re having a lot of problems with the existing
configuration.
Administrative Manager: So, what do you suggest?
Communications Engineer: Well, at the moment, we’re using a modem linked up direct
to our microcomputer and the telephone line. Very simple,
in theory we send files from our computer direct to our
clients’ computers using a software package called
‘communicate’.
Administrative Manager: OK. Well, sounds fine. What’s the problem?
Communications Engineer: Well, the weak line is the line.
Communications Engineer: As you know, a lot of our clients are overseas and we’re
having problems with the lines. The files are being
transmitted, but they’re not arriving in the same form. The
data is being corrupted.
Administrative Manager: What does that mean?
Communications Engineer: Well, say we send a 10 page contract to a client in France.

We make the connection, start transmitting and then
there’s a fault on the line and they receive the contract with
some parts missing, or parts they can’t understand.
Administrative Manager: That sounds bad.

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Communications Engineer: Yes, it is. Even more serious is that it’s costing us a lot of
money in call charge. Call charges on international lines
are high and each time we send a report or contract – let’s
say 10 pages long – it takes up to 5 minutes to transmit –
longer if we have problems with the line.
Administrative Manager: Yes, that is serious. So, what do you suggest?
Communications Engineer: Well, I think we should use an electronic mailbox.
Administrative Manager: How does that work?
Communications Engineer: Very simple really. We subscribe to a service called

DIALCOM. We send our files to a central computer. The
files are stored there and our clients can get the files out
when they want. We use our existing equipment and so
we only have to pay for the subscription and the call
charges.
Administrative Manager: How expensive is it?
Communications Engineer: It’s cheaper, but more important – the system – DIALCOM
– uses a data network not the normal telephone lines; so
transmission is faster and more reliable there’s less
chance of the data being corrupted.
Administrative Manager: Right, I think we should go ahead.

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Worksheet 1: Put the verbs in the right tense:
1. When we (send) a file, it (cost)

us $2.00 a minute.
2. At the moment, it (cost) us too much.
3. I can’t send the file now. The system

(not work).
4. In principle, the client (access) the file when

he (want).
5. Can you come and help? I (have) a lot of

problems with this program.
6. For example, we (transmit) a file in the

morning. The client (get) the file out of the
mailbox in the afternoon.
7. Currently we (spend) too much time

transmitting files.
8. Breakdowns on the line (not happen) very

often.
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Worksheet 2 : Correct these sentences, if necessary.
1. The Dialcom Service is operating from a large computer center

in London.
2. When you subscribe to the service, all your terminals can be

connected to the mailbox.
3. You are controlling the password which is giving the user access
to his private electronic office.
4. The Data Network is providing access at many centers around

the United Kingdom.
5. At the moment, Dialcom rapidly expands its international

network.
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Module 7 PRESENTATION SKILLS
You'll probably have a number of opportunities to make oral presentations at college.

These can take place in informal seminars or be more formal and sometimes
assessed. You will usually start with short, informal presentations and gradually build
up. Look on each presentation positively as an opportunity to enhance your technique
and confidence. You'll find that both develop a great deal through practice, and
presentation skills will benefit you later on as they are becoming an essential part of
working life.
THE PRESENTATION PROCESS
Choosing the
Setting your aims Preparing your
structure of your
and objectives scripts
presentation
Delivering the
presentation Rehearsing the Preparing visual
Handling presentation aids
questions
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SETTING YOUR AIMS AND OBJECTIVES
What is the purpose of your presentation? What are you hoping to achieve with your
presentation? Is the presentation to inform, train, persuade, entertain, or demonstrate?
Being clear about its purpose helps you decide what to include or omit, and what
approach to use. For example:
 If the presentation is to inform or explain, it helps to have a logical order and to

use examples and analogies.
 If the presentation is to persuade it helps to be convincing, use evidence and
show enthusiasm.
You must set your aims and objectives before you begin to prepare any presentation
and you must also consider your audience's objectives - why do they want to listen to
your presentation? What are they hoping to gain from listening to you?
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THE PRESENTATION STRUCTURE:

THE START
A presentation sounds best when you deliver it like a conversation but should be a
much more disciplined matter than a conversation - there shouldn't be many
interruptions and it should stick closely to the subject.
The audience should go away with a clear understanding of what has been said
and not be overburdened with minute details that overwhelm the main message.
This is one of the reasons why presentations need to be structured carefully.
 Tell them what the presentation is about (it helps to have a title slide at this
point).
 Tell them what your objectives are.
 Tell them who you are (perhaps put your details on the title slide).
 Tell them why you are giving this presentation (gives you some credibility).
 Tell them what's in it for them (benefits).
 Grab their attention.
 Set their expectations (when you'll finish, whether there will be time for questions
afterwards, whether there will be handouts, coffee etc.)
The start of a presentation is arguably the most important part of the whole
procedure. A bad start influences the audience's view of the presenter's
credibility, and it is very hard to recover lost ground. If this sounds as if it all
takes a very long time, this is not so. It need only take a few minutes.
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THE MIDDLE
The middle part of a presentation should back up all the claims you made at the
start and should clarify your message and develop your arguments. Try to link each
of the points you are making so that your presentation moves smoothly from one
point to the next. If you feel that some of the points you are making are difficult to
understand in words alone, use visual aids to clarify them; this also breaks up the
presentation and allows the audience to concentrate on something other than the
speaker.
 Tell them about your subject in detail.

 Tell them logically
 Tell them in a language they understand
 Tell them about your subject in detail
The middle part of a presentation should back up all the claims you made at the
start and should clarify your message and develop your arguments. Try to link each
of the points you are making so that your presentation moves smoothly from one
point to the next. If you feel that some of the points you are making are difficult to
understand in words alone, use visual aids to clarify them; this also breaks up the
presentation and allows the audience to concentrate on something other than the
speaker.
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THE END
As you come to the end of your presentation, a great feeling of relief often
sweeps over you and there is a tendency to rush the last words and then stop too
suddenly, leaving the audience slightly surprised that you have ended. Try and
finish on a "high" - but avoid finishing with the words "That's it!”
 Summarize - briefly tell them what the most important points of your
presentation were.
 Tell them the benefits that your solution, options, conclusions etc. will bring to
them.
 Tell them what you want them to do next (if appropriate).
 Ask for questions.
 Answer questions where appropriate.
 Tell them how to get in touch with you if they need to.
 Close the presentation.

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DELIVERING THE RESENTATION
Research has shown that people make up their minds what they think about you within
the first minute, so if you inadvertently give the wrong impression at first you will have to
work really hard to overcome this. Much rests on image, body language, dressing, tone
of voice and initial impact rather than the words you speak.
Stance - when we are nervous we tend to "guard" ourselves, keeping our upper arms
tight against our chest, or hunching our shoulders; this is a perfectly natural thing to do,
but it makes us look apologetic. Straighten your back, look the world in the eye, and
think tall.
Expression - start with a smile but there's no need to smile all the time. A nod or a
thoughtful expression will pay far greater dividends than an ever-ready smile.
Eye contact - this is one of the most significant indicators of status and competence.
Try to keep your eye contact up - people will trust you more, believe you more and know
that you are interested in them. But don't stare!
Speed - if you want to be taken seriously, don't hurry. If you go too fast you'll look as if
you're hurrying to catch up, rather than as though you're doing the job competently. If
you slow yourself down, you will also give yourself time to think, always useful when
time is short.
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Space - the way you handle your personal space tells people a great deal about how
you feel about yourself. Feelings of self-consciousness or shyness are shown by small,
inward-moving gestures - usually with the palms of the hands hidden. Self-confidence
and well-being are characterized by an outgoing body image with expansive, outward-
moving, open-handed gestures.
Gestures - the best way to make a good presentation is to be yourself; if you are not a
person who makes a lot of gestures then it is unwise suddenly to start making them in a
presentation. Most people are nervous at the start of a presentation, but it is almost
guaranteed that after you have been speaking for a few minutes, you will loosen up and
look more natural.
Presenter mannerisms that irritate most people in an audience include:
 lack of eye contact.
 turning your back on the audience.
 pointing or stabbing a pointer at an audience.
 hiding behind the flip chart or screen.
 fidgeting with a presentation pointer.
 not being able to find the right slides.
 standing perfectly still looking only at a script or prompt cards, not at the audience.
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THE PRESENTATION CHECKLIST
Item:
Identify aims
Identify audience characteristics
Identify time allowance for the presentation
Check out the room
Get material together
Decide on a format and structure
For group presentations, divide up roles and tasks for preparation.
Make speaker’s notes

Prepare visual aids
Prepare the delivery: the beginning, the middle, the end
Prepare for the question session
Cope with nerves
Be organized on the day

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HANDLING QUESTIONS
This is a crucial session in any presentation. If you handle questions badly you, risk
undoing all the good that you have done. Remember:
Share the question (where appropriate) with the rest of the audience who
won't have heard it because they were all too busy thinking about the
questions they wanted to ask.
Think about how you are going to answer the question.
Only answer the question - don't get side-tracked and don't go into too much
detail.
Politely check that your answer was okay.
If you don't know the answer to a question, don't worry. In this situation you can either
offer a partial answer to the audience and hope this will create a discussion, or you can
admit that you don't know - but offer to follow it up and find out if appropriate.
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Module 8 SIMPLE PAST
DEFINITION
 The Simple Past is used to indicate an action completed in the
past.
 It often occurs with adverbs or adverb phrases of past time.
 This tense is also used for past habits
EXAMPLE
1. I received this letter a week ago.

2. CNC machining centers evolved from milling machines.
3. He used plain mills to shape flat surfaces.
4. The Acurad system employed a patented double shot
piston design.
 We use the verb to do did to ask questions and make

negative sentences.
EXAMPLE
QUESTION NEGATIVE
Did I check my grades? I did not check my grades.
Did you check? You did not check.
Did he/she/it check? He/She/It did not check.
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 We can also use a past tense to ask when something happens.
EXAMPLE
What time did he leave?

(NOT: Have they left?)
When was he born?

(NOT: Has he been born?)
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Worksheet 1: Complete the sentences with the simple present or Simple

Past of the verbs given.
say accept wonder increase
send leave agree request
break contain realize prepare
1. The managers to introduce a technical

training program for their technicians.
2. I if you were free yesterday evening.
3. The resistance of a semiconductor as

the temperature decreases.
4. The instructor that the N-type and P-type

semiconductors have a much higher conductivity than
pure semiconductor.
5. Holes in the semiconductor readily electrons

from other atoms.
6. When an electron away from a covalent

bond, a hole is created.
7. Intrinsic semiconductors (not) impurities.
8. She the report to her supervisor yesterday morning.
9. Her manager for the airport an hour ago.
10. Rachel her assignment last week.

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Worksheet 2 Make questions using the words given.
For example:
Where / stay? Service / good
Where did he stay? Was the service good?
1. When / arrive?
2. Talk / boring?
3. Match / exciting?
4. How / repair machine?
5. Meeting / finish?
6. Exam / difficult?
7. Why / not wear / gloves?
8. How / injure / her knee?

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Worksheet 3: In which of the sentences is there a verb in the past tense.
1. An emergency stop button provides a rapid means to

disconnect the energy source of the device to protect workers.
2. She hasn’t attended the training yet.
3. When did she send the letter?
4. As time progressed, metal objects became more common and

more complex.
5. The participants waited for a month to get their results.
6. He walked past the warehouse and stopped at the laboratory.
7. Our company disposed all chemical waste properly.
8. The energy delivered by the laser changes the surface of the

material under the focal point.
9. In the laboratory, rules exist to minimize the individual’s risk.
10. Your personal laboratory safety depends mostly on you.

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Module 9 PAST CONTINUOUS
DEFINITION
 We use the Past Continuous to show a continuous action at a
certain time in the past.
 The time of the action may or may not be indicated.
EXAMPLE
1. What were you doing at 9 o’clock last night?

2. I was watching television last night.
3. They were installing the new machines all
yesterday.
 We can use the Past Continuous and the Simple Past together
to show two actions that went on at the same time.
EXAMPLE
1. While I was doing my assignment, the phone

rang.
2. We were discussing when our lecturer walked
in.
3. The light went out while I was reading.
 We can use the verb-to-be (was, were) to ask questions and to

form negative sentences.
EXAMPLE
QUESTION NEGATIVE
Was I/he/she/it I/he/she/it wasn’t
working? working
Were you/we/they You/we/they weren’t

working? working
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Worksheet 1: Use the words given to form sentences.
1. (Carol/summarize/the passage in her office)
2. (They/try/determine/the total voltage)
3. (She/talk/to the representative/yesterday)
4. (They/knock/the walls of the old building)
5. (Thomas/draw/posters for the convention)
6. (She/prepare/the foils for the seminar)
7. (The tour buses/travel/at great speed)
8. (Andy and Michael/repair/the roof/last week)

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Worksheet 2 Make sentences from the words in the brackets. Use the
Simple Past or Past Continuous.
1. (While I/have my bath/the lights go out)
2. (We walk/home/when/we meet/Alice)
3. (He fall/when/he run down/the stairs)
4. (We talk/to her/when/the manager/come)
5. (It rain/when /I leave/my house)
6. (They write/when/we enter/the room)
7. (The phone ring/when/I prepare/to leave the office)
8. (She break/a plate/while/she eat/dinner)

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Worksheet 3 Fill in the blanks with the simple past or the past continuous
tense of the verbs in brackets.
1. I (find) your pencil when I

(look) for mine.
2. While the boy (climb) up the tree, he
(slip) and (fall).
3. Angela (do) her work while her friends
(watch) television.
4. When I (see) Nick, he (wear) a blue

shirt.
5. You (not / listen) while

(Sally/talk) to your group just now.
6. they (paint) the house all last Sunday.
7. What you (do) when
the postman (arrive)?
8. We (do) our project when Harry (come )

into the room.
9. She (lose) her handbag while she

(shop) yesterday afternoon.
10. She (get) into the car when
I (call) her.
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Module 10 PRESENT PERFECT vs

SIMPLE PAST
DEFINITION
 The Present Perfect is used to denote an action beginning at
some time in the past and continuing up to the present moment.
 It is also used to express past actions whose time is not given
and not definite
 NOTE: We use the Simple Past to talk about past events.
EXAMPLE
David has lost his spectacles. (Present Perfect)

This means that he hasn’t got his spectacles now.
David lost his spectacle yesterday. (Simple Past)
In this sentence, the only thing we know is that he

lost some time in the past.
He lost (Simple Past) his spectacles but now he

has found (Present Perfect) it.
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 We don’t use the Present Perfect when we are talking about a

finished time in the Past.
EXAMPLE
He broke the window yesterday.
(NOT: has broken)
Did you watch the late night movie last night?

(NOT: have you watched)
 We use a Past tense to ask when something happened.
EXAMPLE
What time did he leave yesterday?

(NOT: have they left)
When was he born?

(NOT: has he been born)
 We use the Present Perfect to talk about an action which

happened in the past and continued in the present.
I have lived here since 2010.

I have known him for ten years.
How long has he worked here?
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Worksheet 1: Give the correct form, Present Perfect or Simple Past for
the verbs in brackets.
1. He (hang) the posters on the wall.
2. When the rain (come), I (shut) the

windows.
3. The secretary (send) your letter.
4. Last night he (leave) the factory at 9 o’clock.

Then he (take) a bath before he (go) to bed.
5. Where (you/buy) those cabinets?
6. Why (Jamie/not/join) us last night?
7. While you were at the meeting, I (answer) your

calls.
8. The group (win) the competition again.
9. He (leave) these books for you.
10. Your table isn’t here anymore. They (remove) it.
11. Your car looks very clean. (you/wash) it?
12. I (not/finish) the project yet.
13. The plane (fly) in from Los Angeles last night.
14. It (begin) to rain after we (decide) to

go for a show.
15. you (throw) the plastic bags

yesterday?
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Worksheet 2: Make sentences or ask questions using the words given.
1. (He/visit London/twice so far this year)
2. (She/not attend/the meeting this week)
3. (How many times/be/you/on leave last year)
4. (How many projects/the group/finish last year?)
5. (How many projects/the group/finish/so far this year?)
6. (I/edit/the article/last week)
7. (I/not see/that engineer/since last Friday)
8. (I/work/in this factory/since 2007)

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Module 11 FUTURE TENSE
DEFINITION
 The Future Tense is used for an action that has still to take
place.
 This tense generally expresses a colorless future.
 When the future is colored with intention, the ‘going to’ form is
used.
1. Shall / will
 We use shall with I and we. Will is used with other nouns or
pronouns.
 The negative of shall is shan’t and the negative of will is won’t.
EXAMPLE
1. I shall speak to her tomorrow.
2. We shall meet you there tonight.
3. He will finish his work next Friday.
4. The buses will leave at 10 o’clock tonight.

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2. Going to
 We use the ‘going to’ form to show that we have already

decided to do the action.
 In other words, it is used to show that something is certain to
happen.
EXAMPLE
1a. I have borrowed a lap top.

1b. I am going to type my report.
2a. The sky is dark.
2b. It is going to rain
3a. It’s my birthday tomorrow.
3b. My mother is going to buy me a present.
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Worksheet 1: Give the correct form of the verb in brackets using ‘will’
or ‘going to’.
1. Shirley: I have decided to visit my friend in London.

Joanne: Oh, have you?
When (you/visit)
her?
2. A: Did you bring my book?

B: Oh, I’m sorry. I completely forgot.
I (bring) it tomorrow.
3. A: I need some bolts.

B: Do you? I (give) you some.
4. Jacintha: Rahim, can you give me a lift home? I have

sent my car for repair.
Rahim: Sure, I (give) you a lift

home.
5. Aslida: Jacintha, do you want a lift home?

Jacintha: No thanks, Aslida. Rahim
(send) me home.
6. Danny: I (buy) some fruits.

Do you want anything from the canteen?
Mohan: Yes, can you get me two pieces of cake?
Danny: Okay, I (get) them for you.

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7. A: It’s Father’s Day tomorrow.
B: That’s right. We (take) dad out for

dinner.
8. A: I don’t know how to do that sum.
B: It’s not difficult. I (show)

you.
9. A: Where are you going? Are you going to the
library?
B: Yes, I (borrow) some
books.
10. A: The air-conditioner is not working.
B: I (call) the technician

to repair it.
Worksheet 2 Choose the correct form of the verb.
1. I shall join / am going to join my sister for the late night movie
tomorrow. Would you like to join me?
2. A: Have you decided which car to buy?
B: Yes, I shall buy / am going to buy the Madza CX5.
3. He cannot attend class this Friday. He will

attend / is going to attend a conference in Kuala Lumpur.
4. A: I hope I won’t be late.
B: Don’t worry. The plane will arrive / is going to

arrive on time.
5. A: I don’t know how to repair the machine. Can you help

me?
B: Sure, I’ll help / am going to help you.

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Module 12 ACTIVE & PASSIVE VOICE
DEFINITION
 A verb is in the Active voice when its form shows that the
person or thing denoted by the Subject does something.
 A verb is in the Passive voice when its form shows that

something is done to the person or thing denoted by the
Subject.
EXAMPLE
1a. The operator removes the material from both

electrodes.
1b. The material is removed from both electrodes.
2a. You need proper eye protection and face shields during
plasma cutting.
2b. Proper eye protection and face shields are needed to
prevent eye damage during plasma cutting.
 Both sentences have the same meaning but there is a slight

difference of emphasis.
 In the first sentence, the emphasis is placed on the subject,
the operator.
 In the second sentence, the emphasis is on the material
which is the subject of the sentence.
 When the subject of the verb, does the action described in
the verb, the verb is in the active voice.
 When the subject of the verb receives the action of the verb,
the verb is in the passive voice.
 Sometimes the passive voice is used when the subject of the
verb in the active voice is unknown.
Example:
The machine cover was broken.

(We do not know who broke the cover)
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 When we want to mention about whom or what cause the

action, we use by.
EXAMPLE:
 The graphics were done by that engineer.

 The memo was sent out by the manager’s
secretary.
 The passive infinitive be + present perfect

 We can use the infinitive after modal verbs. (can, must, will,
ought to)
EXAMPLE
1. Lighter filters may be used when the arc is hidden by

the workpiece.
2. Plasma cutting can be used on a variety of materials.
3. The new plant will be opened next year.
 In passive sentences, we use the different tense of be

(is, are, was, were) + present perfect.
1. Simple present : am/is/are + pp
Active: Somebody also uses a CNC Plasma

Cutter to create decorative metalwork.
Passive: A CNC Plasma Cutter is also used to
create decorative metalwork.
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2. Present continuous : am/is/are being + pp
Active: Somebody is painting the roof.

Passive: The roof is being painted now.
3. Simple past: was/were + pp
Active: He didn’t invite her to the party.

Passive: She wasn’t invited to the party.
4. Past continuous: was/were being + pp
Active: Somebody was playing the piano

when we left.
Passive: The piano was being played when
we left.
5. Present perfect: has/have been + pp
Active: Somebody has informed him.

Passive: He has been informed.
6. Past perfect: has been + pp
Active: Somebody had chosen him.

Passive: He had been chosen.
7. Future: will be + pp
Active: They will solve the problem.

Passive: The problem will be solved.
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Worksheet 1: Pick out the verbs in the Passive voice and state their
subjects.
1. Surface grinding is used to produce a smooth finish on flat

surfaces.
2. Grinding uses an abrasive process to remove material from the

workpiece.
3. The grinding wheel rotates in the spindle head and it is also

adjustable for height.
4. In ferromagnetic materials, if the temperature of the surface is

raised beyond the Curie temperature then it may lose some
magnetic properties.
5. The cylindrical grinder can work on a variety of shapes, however

the object must have a central axis of rotation.
6. Typical workpiece materials include cast iron and mild steel.
7. A wire brush wheel can be interchanged with the grinding

wheels in order to clean or polish work-pieces.
8. A milling bit must also be changed as needed in order to prevent

damage to the material.
9. The chuck holds the material in place while it is being worked

on.
10. Metalworking generally is divided into the following categories:

forming, cutting and joining.
11. In the past, grinders were used for finishing operations only
because of limitations of tooling.
12. 3D models may be created automatically or manually.

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Worksheet 2 : Complete these sentences with the correct form of the

verbs given.
send pack post make

delay throw repair translate
tell speak
1. Has the technician of the problem?
2. English all over the world.
3. Your letter is still on the desk. It yet.
4. The train for an hour yesterday.
5. Parcels can by air or by sea.
6. That manual into the Malay language.
7. It’s an old watch. It several times already
8. Corrections must after every lesson.
9. The units every morning and sent to the

store.
10. The boxes away last week.

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Worksheet 3: Change these sentences into the Passive forms.
1. Somebody built 3D models as textured polygonal models.
2. Someone has locked the door from the inside.
3. No one has won the prize yet.
4. People use 3D models in a wide variety of fields.
5. They will bring the materials next Friday.
6. They are amending the first proposal.
7. They have proved CAD to be useful to engineers as well.
8. She cancelled her flight to Singapore yesterday.

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Module 13 MICROCHIP MANUFACTURE
PRESENTATION Before going round the factory, let’s have a look at this flow
diagram. It should give you an idea of the main stages of the
manufacturing process. You can see that we start with silicon rods
… these are from 4 to 6 inches in diameter. First these rods are cut
into thin slices … we call these slices wafers … and then the faces
of the wafers are polished.
Next the faces are covered with something we call photoresist - this
is a sort of plastic which is sensitive to light. So the faces or wafers
are covered with photoresist before entering the photographic part
of the process. Then, at the next stage the wafer is exposed to the
image from a mask plate - the plate is really a printed diagram of
the circuit and you can see the set-up with a light, some lenses and
then the mask.
Once the image is on the wafer, it is developed photographically -

this means the exposed photoresist hardens and the unexposed
photoresist is removed. Now, we come on to the next part of the
photographic process … having removed the unexposed
photoresist, chemicals are applied to process the wafer through the
photoresist image.
Finally, the photoresists is removed and then it starts all over again
… the process is repeated many times for other images before
sending the wafers for testing and mounting. Anyway, let’s go and
look in the factory ….
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Worksheet 1: Improve these sentences by changing them into the passive

voice.
1. We cut the rods into thin slices.
2. A machine polishes the faces of the wafer.
3. We cover the faces with photoresist.
4. We expose the wafer to the image of a mask plate.
5. We develop the image.
6. A solvent removes the unexposed photoresist.
7. We apply chemicals to process the wafer.
8. We remove the photoresist.

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PENANG SKILLS DEVELOPMENT CENTRE

1,JALAN SULTAN AZLAN SHAH
BANDAR BAYAN BARU, BAYAN LEPAS
11909 PULAU PINANG
KERTAS TUGASAN
( ASSIGNMENT SHEET )
KOD DAN NAMA

PROGRAM / MC-050-4:2012
PROGRAM’S CODE & MANUFACTURING COORDINATION (CAD/CAM)
NAME
TAHAP / LEVEL TAHAP 4 (LEVEL 4)
NO. DAN TAJUK UNIT

KOMPETENSI / MC-050-4:2012-TCS02
COMPETENCY UNIT NO.
AND TITLE
NO. DAN PENYATAAN

AKTIVITI KERJA / WORK
1. Grammar & Vocabulary
ACTIVITIES NO. AND
STATEMENT
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NO. KOD / CODE NUM. MC-050-4:2012/TCS02/T(1/1)
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TUGASAN / ASSIGNMENT :
SOALAN / QUESTION :
WORD PARTNERSHIPS – 1
Match the verb on the left with a noun on the right. Use each word once only. Write your
answers in the box.
Set 1
1. climb a. a helicopter
2. drive b. a joke
3. fly c. a ladder 1
4. grow d. some medicine 2
3
5. obey e. some money
4
6. prescribe f. an order 5
7. repay g. a suit 6
7
8. sail h. some tomatoes 8
9. tell i. a vehicle 9
10
10. wear j. a yacht
Set 2
Now do the same with these words.
1. bake a. a beard
2. cash b. a cake
3. fail c. a cheque 1
2
4. grow d. a drink
3
5. hum e. an exam 4
6. re-wind f. a horse 5
6
7. ride g. a lie 7
8. shine h. a tape 8
9
9. spill i. a torch
10
10. tell j. a tune
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OPPOSITES – ADJECTIVES
Find the opposites of the words on the left. Choose from the ones on the right.
ADJECTIVE OPPOSITE
lazy
1. harmless
broad-minded
2. generous
timid
3. permanent
sudden
4. industrious
unfortunate
5. gigantic
mean
6. friendly
wonderful
7. dull
hostile
8. daring
temporary
9. dear
uninterested
10. narrow-minded
exciting
11. real
cheap
12. horrible
imaginary
13. gradual
harmful
14. keen
minute
15. fortunate
Muka / Page : 72
Drpd/of : 80
WORD PARTNERSHIPS – 2
Match each adjective on the left with a noun on the right. Use each word once only.
Write your answers in the boxes.
Set 1
1. bald a. accent
2. complete b. atmosphere
1
3. crowded c. failure 2
4. irresponsible d. food 3
4
5. fatal e. hair. 5
6. relaxed f. head 6
7
7. spicy g behavior 8
8. strong h. injury 9
9. wavy i. train 10
10. woolen j. sweater
Set 2
1. anonymous a. advantage
2. balanced b. bread
1
3. busy c. breeze 2
4. electric d. cooker 3
4
5. enthusiastic e. dictionary
5
6. flat f. diet 6
7. gentle g. tyre 7
8
8. monolingual h. letter 9
9. sliced i. office 10
10. unfair j. welcome
Muka / Page : 73
Drpd/of : 80
CONFUSING WORDS
Choose the correct word for each sentence.
1. The others can’t come so you’ll have to go alone / lonely.
2. She’s sitting over there among / between those two boys.
3. He was very asleep / sleepy so he went to bed early.
4. Can I borrow / lend RM20? I’ll pay you back tomorrow.
5. They were delighted / delightful that she had won.
6. She’s been away for / since two days now.
7. I was very interested / interesting in what he said.
8. I’m looking for a job / work with a higher salary.
9. He laid / lay down on the sand and went to sleep.
10. Don’t wear green. It doesn’t match / suit you.
11. He put up a big note / notice advertising the concert.
12. It’s quiet / quite difficult to understand what he says.
13. This weather remembers / reminds me of home.
14. They robbed / stole him of all his money.
15. That’s the man whose / who’s dog bit me.

Muka / Page : 74
Drpd/of : 80
WORD BUILDING
The word in capital at the end of each of the following sentences can be used to form a
word that fits suitably in the blank space. Fill in each blank this way.
1. My uncle’s got a very interesting . OCCUPY

He’s a television announcer.
2. I don’t think guns are toys for SUIT

young children.
3. I sometimes wonder whether the world would have been INVENT

a better place without the of television.
4. It is almost for young people POSSIBLE

leaving school today to get a job.
5. Many people still refuse to believe that smoking is HARM

.
6. Maria Sharapova is probably the most SUCCESS

tennis player of all time.
7. I was kept last night by the noise from WAKE

a party in the flat above.
8. Elizabeth Taylor won an Oscar for her PERFORM

in “Who’s afraid of Virginia Woolf?”
9. Many people think it is very whether DOUBT

a cure will be found for cancer before the year 2010.
10. My wife is of spiders. TERROR
11. Although the painting looked like a genuine Picasso, the SIGN
was definitely a fake.
Muka / Page : 75
Drpd/of : 80
12. When I.B.M. advertised for a new Production Manager, APPLY

they received over fifty for the job.
13. He’s so nice. It’s a working PLEASE

for him.
14. You shouldn’t have mentioned death. You know how SENSE
Kelvin is about that sort of thing.
15. It is becoming difficult to find INCREASE

a job nowadays.
16. I understand your problem, Miss Baker, and don’t think SYMPATHY
I’m not , but we really can’t allow
you to phone up your boyfriend in America using the office phone.
17. Nowadays, violence seems to be a DAY

occurrence.
18. While money can’t exactly buy you HAPPY

at least it helps you suffer in comfort.
19. Patrick’s a nice person – he’s kind, generous, sympathetic. ATTRACT

But I couldn’t go out with him – he’s just so
to look at.
20. But how could you do it? Really, Alicia, I feel quite SHAME
of you!
Muka / Page : 76
Drpd/of : 80
CLASSIFICATIONS
Write one name for each of the following groups. Before starting, look at the example.
1. New York, Paris, London, Oslo C I T I E S
2. whale, bear, hedgehog, chimpanzee M L
3. beautiful, exciting, fat, heavy D E I
4. poker, chess, dominoes, Mah-jong A
5. Australia, Asia, Africa, Europe N N
6. cellar, kitchen, lounge, parlour O
P L
7. chicken, turkey, duck, goose
T O Y
8. biro, writing paper, ink, pencil
N R
9. slip, panties, petticoat, bra
A E -
10. lipstick, mascara, eye-liner, rouge
U A
11. duffel bag, haversack, suitcase, briefcase
E S
12. Atlantic, Pacific, Arctic, Indian
I
13. oil tanker, schooner, liner, trawler
R
14. azure, violet, indigo, orange
E
15. F, P, R, W
I U N
16. microscope, compass, sextant, spectroscope
R S N
17. law, medicine, teaching, the church
C T
18. glider, airliner, helicopter, balloon
C
19. Polynesian, Papuan, Indian, Nordic
R
20. penicillin, morphine, quinine, codeine
Muka / Page : 77
Drpd/of : 80
OPPOSITES
Complete each sentence with the opposite of the words in brackets. Choose from one of
the following words. Use each word once only.
alcoholic light public smooth

cool permanent sensible strong
generous present shallow thick
high professional sharp tight
1. The student you mentioned is today. (ABSENT)
2. The match was between two teams. (AMATEUR)
3. He separated the knives from the others. (BLUNT)
4. The water is quite around here. (DEEP)
5. I got a very welcome when I finally arrived.

(ENTHUSIASTIC)
6. He had a meal before he went out. (HEAVY)
7. Are you sure your belt isn’t too ? (LOOSE)
8. The risk of fire is in this season. (LOW)
9. The millionaire was very with his tips. (MEAN)
10. They told me this was a footpath. (PRIVATE)
11. They don’t serve drinks in this cafeteria. (SOFT)
12. Some of them asked very questions. (STUPID)
13. I’m looking for job. (TEMPORARY)
14. He cut himself a slice of bread. (THIN)
15. She always drinks tea. (WEAK)

Muka / Page : 78
Drpd/of : 80
SYNONYMS – ADJECTIVES
Give a synonym for each of the words in brackets in the following sentences. Choose
from the ones below.
odd bashful attractive authentic

cheeky enjoyable unbelievable obstinate
enormous ample big-headed appalling
hilarious vital keen
1. He was one of the most (good-looking) men she had ever

seen.
2. We had a really (pleasant) time in Ipoh last week.
3. Christopher is always telling people how good he is at everything. He’s so

(conceited) .
4. The play last night was (terrible) . At least half the audience
walked out in the middle of it.
5. There’s something very (peculiar) about Mr Brown’s

behavior. Haven’t you noticed?
6. Have you seen Brandon and Rebecca’s new house? It’s really (huge)
.
7. He won’t take my advice. He’s so (stubborn) .
8. I was always very (shy) as a child and hated going to parties

or meeting new people.
9. My son loves school. In fact, in some ways he’s too (enthusiastic)

I mean, it’s the only thing he ever talks about.
10. It looked like a (genuine) an Picasso, but in fact it was only a

copy.
Muka / Page : 79
Drpd/of : 80
11. I think Cecilia is going to have a lot of problems with her children. They’re so (rude)
to everyone.
12. You should have done it by now. You’ve had (sufficient) time.
13. You must read this story – it’s quite (incredible) .
14. Hard work and ambition are (essential) if you want to get on in life.
15. You must go and see the new “Mr Bean’s Holidays” film – it’s (very funny)
Muka / Page : 80
Drpd/of : 80
PENGETAHUAN DAN KEMAHIRAN YANG BERKAITAN / RELATED KNOWLEDGE

AND SKILLS:
Related Knowledge Related Skills
1. Abstract Nouns  Form new words and improve

vocabulary.
2. Stating Specifications  Infer meanings from context and
skimming skills.
 Describe position, location and time.
3. Prepositions
 Differentiate the usage of different
forms of verbs.
4. Tenses  Improve delivery skills, structure
contents appropriately and handle
5. Presentation Skills questions effectively.
 Change active into passive voice
correctly.
6. Active and Passive
 Use the passive correctly in sentences
and descriptions.
7. Technical Description  Structure information correctly using the
correct voice.
8. Vocabulary  Create a technical description outline.
 Build vocabulary.
RUJUKAN / REFERENCE:
1. Course contents for this module is prepared by Trissets Consultancy for

PSDC Rev. 2, April 2016.

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PENANG SKILLS DEVELOPMENT CENTRE

1,JALAN SULTAN AZLAN SHAH

KOD DAN NAMA

TAHAP / LEVEL TAHAP 4 (LEVEL 4)

NO. DAN TAJUK UNIT

NO. DAN PENYATAAN 1. Grammar & Vocabulary

At the end of the program, participants will be able to:

 Communicate using the appropriate grammar in various situations.

 Improve presentation skills.

RUJUKAN NO. KOD / REFERENCE CODE NO.:

NO. KOD / CODE NO. TAJUK / TITLE MUKA SURAT / PAGE

ISI KANDUNGAN / CONTENTS:

1.0 ABSTRACT NOUNS………………………………………………………………..4

2.0 A BRIDGE / A TUNNEL…………………………………………………………….8

4.0 PRESENT SIMPLE…………………………………………………………………20

5.0 PRESENT CONTINUOUS TENSE……………………………………………….25

6.0 DATA COMMUNICATIONS……………………………………………………….31

7.0 PRESENTATION SKILLS………………………………………………………….35

8.0 SIMPLE PAST………………………………………………………………………44

9.0 PAST CONTINUOUS………………………………………………………………49

10.0 PRESENT PERFECT VS SIMPLE PAST……………………………………....53

11.0 FUTURE TENSE…………………………………………………………………..57

12.0 ACTIVE & PASSIVE VOICE…………………………………….........................61

13.0 MICROCHIP MANUFACTURE………………………………………………….67

PENGETAHUAN DAN KEMAHIRAN YANG BERKAITAN / RELATED

KNOWLEDGE AND SKILLS……………………………………………………………..80

Module 1 ABSTRACT NOUN

confidence, kindness, brightness, honesty,

Worksheet 1 Form abstract nouns from the following words.

1. cautious 11. accurate

2. discuss 12. observe

3. stupid 13. form

4. refer 14. oppose

5. inspect 15. specify

6. try 16. deep

7. require 17. describe

8. resist 18. break

9. conduct 19. insulate

10. possible 20. occur

Worksheet 2 Underline the Abstract Nous(s) in the sentences below.

3. Luck can help, but success requires hard work too.

4. The presence of small carters on the tool results in gradual erosion

5. One possibility is to continuously replace the tool-electrode during

7. For this writing project, I want you to use your creativity.

8. A good education is needed to survive the current economic

9. Electrical Discharge Machining can be seen as a series of

Worksheet 3 Form Abstract Nouns from the Adjectives below:

Worksheet 4 Form Abstract Nouns from the Verbs below:

Worksheet 5 Form Abstract Nouns from the Common Nouns below:

Module 2 A Bridge or A Tunnel

As you can see from your diagrams, plan number 1 is for a

You will remember that in our specifications we stated a height of

Moving on to plan number 3. If you look at your diagrams, you will

The fourth plan is again 36 kilometers long. It will have 6 motorway

Our final plan, number 5, is very similar to number 2. The main

WORKSHEET 2: Look at the plan below for a pedestrian subway

Plan number 1 is for a pedestrian underpass, (1)

for access, and a tunnel, which will be (2) in (3)

WORKSHEET 3 The plan below is for a pedestrian bridge (or overpass).

Plan number 2 is for an overpass (1) (2) above street

meters in (5) . As it will not be covered, the

(6) will, of course, be unlimited. The construction company

DEFINITION A word that expresses the relationship between a noun