Module EFC Form 3 (Students)

PENDIDIKAN ASAS VOKASIONAL
MODUL PEMBELAJARAN
TINGKATAN 3
ENGLISH FOR COMMUNICATION
2014
i
ii
MODUL PEMBELAJARAN
PENDIDIKAN ASAS VOKASIONAL

(PAV)
MODUL JATI DIRI
ENGLISH FOR
COMMUNICATION
TINGKATAN 3
BAHAGIAN PEMBANGUNAN KURIKULUM
iii
Copyright 2013 Bahagian Pembangunan Kurikulum
Kementerian Pendidikan Malaysia
Aras 4-8, Blok E9, Kompleks E,
Pusat Pentadbiran Kerajaan Persekutuan
62600 Putrajaya
Cetakan Pertama 2013
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
2. NATIONAL EDUCATION PHILOSOPHY vii
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;
NOW THEREFORE, WE, the people of Malaysia, pledge to concentrate the

whole of our energy and efforts to achieve these ambitions based on the
following principles:
BELIEF IN GOD
LOYALTY TO THE KING AND COUNTRY
SUPREMACY OF THE CONSTITUTION
RULE OF LAW
COURTESY AND MORALITY
vi
NATIONAL EDUCATION PHILOSOPHY
Education in Malaysia is an on-going effort towards further developing the potential of

individuals in a holistic and integrated manner, so as to produce individuals who are
intellectually, spiritually, emotionally and physically balanced and harmonic, based on a
firm belief in and devotion to God. Such an effort is designed to produce Malaysian
citizens who are knowledgeable and competent, who possess high moral standards and
who are responsible and capable of achieving high level of personal well-being as well as
being able to contribute to the harmony and betterment of the family, the society and the
nation at large.
vii
English For Communication Form 3
English For Communication
MODULE ENGLISH FOR COMMUNICATION
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:
1. demonstrate the understanding of English Language for specific instructions and

information.
2. listen to and respond to spoken English on a variety of social topics.
3. converse meaningfully in conversations in order to purchase things and to ask for
information and help.
4. express their thoughts and feelings in spoken language.
5. read informative texts to widen their experiences in daily lives.
6. read stories which meet their interests.
7. acquire vocabulary for specific purposes, spell words correctly and construct
simple sentences.
8. write simple instructions using appropriate language.
9. appreciate and demonstrate understanding by listening to songs and digital
sources.
10. comprehend listening and written information.
11. extract information from spoken and written texts.
12. write short messages and take dictations on descriptions of people and objects .
MODULE CONTENT
This module contains 8 units.
UNIT 1 : THINGS ( FOUR TOPICS)

In Unit 1 of Module 1 and 2, students will be exposed to words related to different
modes of transportation (land, water and air). In Unit 1 of Module 3 and 4, students will
learn about different sports equipment for indoor and outdoor sports. The four main
language skills will be used in this unit.
UNIT 2 : PEOPLE (FOUR TOPICS)

In Unit 2, students will be able to use language to introduce and talk about their
neighbours, people and their occupations, famous people and idols. Students will also
read and write simple structures pertaining to people.
UNIT 3 : SOCIAL INTERACTIONS (THREE TOPICS)

In Unit 3, students are exposed to language functions and will be given the opportunity
to use the language. Students will learn to read and write simple structures to introduce
oneself and others, express congratulations and convey condolences and express
agreement and disagreement.
UNIT 4 : ENVIRONMENT (ONE TOPIC)

In Unit 4, students are exposed to words and phrases related to save energy. Students
will read and write words, phrases and sentences related to this topic.
UNIT 5 : FINANCE (ONE TOPIC)

In Unit 5, students will acquire words, phrases and sentences on finance. Students will
learn to read and write on this topic related to entrepreneurship.
UNIT 6 : HEALTH CARE (TWO TOPICS)

In Unit 6, students will learn to use words, phrases and sentences related to `Say No to
Smoking and drugs. Students will be able to construct simple sentences related to the
topics.
UNIT 7 : SOCIAL RESPONSIBILITY (TWO TOPICS)

In Unit 7, students will acquire words, phrases and sentences related to caring for the
poor and disabled and animals. Students will demonstrate word recognition by reading
texts and constructing simple sentences.
UNIT 8 : TECHNOLOGY ADVANCEMENT (ONE TOPIC)

In Unit 8, students will be introduced to words, phrases and sentences related to the
social network. Students will be able to read and write simple sentences.
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
1.3 Ask for and give information on a variety of topics
Reading
2.2 Read and understand simple texts or stories.

2.3 Read and identify main ideas and supporting details in simple texts.
Writing
3.3 Write short descriptions of objects.
Objectives :
By the end of week 1 and 2, students should be able to:
1.2.1 Listen to and talk about things related to transportation

1.3.1 Ask for and give information based on the pictures
2.2.2 Read and answer WH-questions
2.3.1 Read and identify main ideas and supporting details in simple texts by
underlining
3.3.1 Take dictation on short descriptions of objects.
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
Vocabulary/ Word list

car expressway
bus congested
bicycle highway
motorcycle trailers
truck speed trap
lorry monotonous
taxi ticketing counter
van platform
commuter train coach
trishaw
TEACHING AIDS
1. Pictures
2. Worksheets
3. CD Player
ACTIVITIES
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:
- How do you come to school each day?

- Can you tell me what land transportation is?
- Can you name the different modes of land transportation?
2. Teacher shows some pictures of different modes of land transportation.
3. Teacher elicits information based on the pictures.

eg. a. What do you see in this picture?
4. Teacher reinforces by stating the names of the things in the pictures.
5. Students repeat after the teacher.
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.
Picture cards
Picture A Picture B
Picture C Picture D
Picture E Picture F
Picture G Picture H
Worksheet 1: Colour the mode of transport you take to school

Activity 4
1. ( Pair work ) Students take turns to ask questions and give answers about one of
the modes of transportation below.
Example : Question: What is this ?
Answer : This is a trishaw. Question:
Where can you see this? Answer: In
Malacca. ( in my town )
Question: Have you taken a ride in a trishaw?
Answer: Yes, I have./ No, I havent.
A bicycle A commuter train
A trishaw A taxi
Reading
Activity 1
Read the following passage carefully.
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.
Exercise 1. Answer the questions below.
i. What did Johans father buy last month?
ii.. Where do Johans grandparents live?

iii. When did Johan and his family go to Malacca ?
iv. How did Johan and his family go to Malacca?
v. Why were the cars stopped by the police along the highway?
vi. How long was the journey to Klebang Besar?
vii. Who greeted the family happily?
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.
Writing
Activity 1
1. Teacher distributes the following passage ( Passage 1 ) to students.

2. Teacher reads out the short passage aloud and explains the meanings of difficult words.
3. Students are given ten minutes to go through the passage on theirown and prepare for a
dictation exercise.
4. Teacher hands out an incomplete text to students.
5. Teacher reads out the text aloud.
6. Students listen and complete the text.
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
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.
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
Enrichment Activity
CAR PARTS VOCABULARY WORD LIST
ALARM ODOMETER
BRAKES RADIATOR
CLUTCH SEATS
DASHBOARD SPEEDOMETER
ENGINE STEERING WHEEL
GAS PEDAL STEREO
GAS TANK TIRES
LOCKS TRUCK
MIRRORS WINDSHIELD
MUFFLER WIPERS
ANSWERS
Activity 2
Picture A a car Picture B a trailer Picture C a motorcycle Picture D- a bicycle

Picture E a trishaw Picture F a commuter train Picture G- a van Picture H a taxi
Reading
Activity 1 /Exercise 1
i. He bought a car last month.

ii. They live in Klebang Besar/in Malacca.
iii. They went to Malacca on Saturday.
iv. They went to Malacca by car.
v. The cars were speeding.
vi. The journey was about two hours.
vii. Johans grandparents greeted the family happily.
viii.He saw cars, motorcycles, buses, trailers and bicycles.
Activity 2
Paragraph 1 : the roads were busy
Paragraph 2 : they made their way into town itself
Writing
Activity 1/ Dictation Exercise
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.
MODULE 2
UNIT 1 : THINGS
Title: Things - Transportation Air and Water
Learning Standards:
1.2 Listen and respond to topics related to things
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:
1.2.1 Listen to and talk about things related to transportation
1.3.1 Ask for and give information based on

i. pictures
2.1.1 Find meanings of words using

i. contextual clues
ii. dictionary
2.3.1 Read and identify main ideas and supporting details in simple text by
i. completing graphic organisers
3.1.3 Construct simple sentences

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.
Internet
Google image result for
http://www.enchantedlearning.com/dictionarysubjects/bathroom.shtml
Vocabulary / Word List

1. public transportation
2. bus --- bus stop
3. car --- parking
4. van
5. motorcycle
6. bicycle
7. train --- train station
8. aeroplane / plane --- airport
9. ferry --- ferry dock
10. cruise ship --- harbour
11. helicopter --- landing pad (helipad)
12. yacht --- harbour
GUIDELINE
TEACHING AIDS
1. Pictures
2. Worksheets
ACTIVITIES
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
She goes to school by bicycle every day.

Sheila goes to the market every Sunday by bus.
My father goes to work by car.
by + form of transportation
I went to Ipoh by train.
We travelled to Singapore by plane.
Deena went to Langkawi by ferry.
Mr. Khalid went to Cameron Highlands by helicopter.
We went to Labuan by boat.
I travelled to Penang last holiday by ship.
*Exception - walk go on foot I walk to school. - I go to school on foot.
2. Students practices on the structures.

3. Teacher facilitates students on asking and answering questions.
Example:
Question Answer
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.
c. How did you travel to Singapore? I travelled to Singapore by plane.
d. Have you travelled on a plane before? Yes, I have.

No, I havent
4. Students carry out an activity to practise the structures learnt:

- Each student is given a worksheet. (Worksheet 1)
- Students are required to find information.
- They have to complete the grid with the information.
5. The first student to complete the grid has to justify the information before he / she can
win a prize.
6. Teacher goes around and makes sure that students practice the structures learnt.
Worksheet 1
Complete the table below.
Practise using the structures you have learnt.
Example: 1. How do you come to school?

I come ..
1. Have you travelled by ..?

Yes, / No, .
Find out the names of Names of my friends
a. two friends who walk to school 1.
2..
b. two friends who come to school by bus 1.
2..
c. two friends who come to school by car 1.
2.
d. a friend who has travelled by ferry 1..
e. a friend who has travelled by train 1
f. a friend who has travelled on a plane. 1

Reading
Activity 1
1. Teacher asks simple questions.
Example:
a. Have you travelled by car / bus / train / plane to Penang?
b. What is the longest journey you have ever taken? How long was it?
c. Do you think going by aeroplane is exciting or boring? Why?
2. Students read a dialogue on their own.
3. Teacher reads the dialogue and students listen.
4. Teacher prompts students to guess the meaning of unfamiliar words using contextual
clues.
5. Students use the dictionary to find the meaning of the words.
6. Students do a task.(Worksheet 2)
7. Students role play the dialogue.
Worksheet 2
Dialogue: Bus or Aeroplane?
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.
Match the words to their meaning
Word Answer Meaning
a. travel i. be present at
b. scenery ii. famous
c. wedding iii. something of the past
d. attend iv. marriage
e. exhausted v. to go from one place to another
f. well-known vi. very tired
g. historical vii. surrounding

Activity 2
1. Students read the dialogue again.
2. Teacher elicits information based on the dialogue.
Example:
a. Where are both the people going to?
b. What time is the wedding?
c. Who wants to take the bus?
d. What time is the flight?
e. How long is the journey by bus?
f. How long does it take to travel by plane?
3. Students read and identify information in the dialogue and complete a table
(Worksheet 3).
Tan: But, we can enjoy the beautiful scenery along the way if we travel by bus.
wedding.
shopping.
Worksheet 3
Bus or Aeroplane?
1.Tan and Lim are going 7.Flight date:

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 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
................................................................................................
6. Students complete the given task. (Worksheet 4)

Worksheet 4
Write correct sentences
1.
my father - goes - work - bicycle
..............................................................................................
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 PENINSULAR MALAYSIA
MAP OF MALAYSIA
APPENDIX 2
TRANSPORT
van car cruise ship
motorcycle ferry bicycle
helicopter aeroplane bus
boat lorry yacht

airport
dock
landing pad
ferry dock
harbour
van
motorcycle
helicopter
boat
car
ferry
aeroplane
lorry
cruise ship
bicycle
bus
yacht
MODULE 2
UNIT 1 : THINGS
Title: Things - Transportation Air and Water
Learning Standards:
Reading
2.3 Read and identify main ideas and supporting details in simple texts
Writing
3.1 Write simple sentences
Objectives:
1.2.1 Listen to and talk about things related to
i. transportation
1.3.1 Ask for and give information based on pictures

i. contextual clues
ii. dictionary
2.3.1 Read and identify main ideas and supporting details in simple text by
ii. 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 learn the correct structures used with
transportation. The information on this topic can be obtained from several resources.
Internet
Google image Result for
http://www.enchantedlearning.com/dictionarysubjects/bathroom.shtml

1. public transportation
2. bus --- bus stop
3. car --- parking
4. van
5. motorcycle
6. bicycle
7. train --- train station
8. aeroplane / plane --- airport
9. ferry --- ferry dock
10. ship --- harbour
11. helicopter --- landing pad (helipad)
12. yacht --- harbour
GUIDELINE
TEACHING AIDS
1. Pictures
2. Worksheets
ACTIVITIES
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
She goes to school by bicycle every day.

Sheila goes to the market every Sunday by bus.
by + form of transportation My father goes to work by car.
I went to Ipoh by train.
We travelled to Singapore by plane.
Deena went to Langkawi by ferry.
Mr. Khalid went to Cameron Highlands by
helicopter.
We went to Labuan by boat.
I travelled to Penang last holiday by ship.
*Exception - walk go on foot I walk to school. - I go to school on foot.
2. Students repeat these structures.

3. Teacher asks questions to elicit students responses.
Example:
Question Answer
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.
c. How did you travel to Singapore? I travelled to Singapore by plane.
d. Have you travelled on a plane Yes, I have.

before? No, I havent
4. Students carry out an activity to practise the structures learnt:

- Each student is given a worksheet. (Worksheet 1)
- Students are required to find information.
- They have to complete the grid with the information.
5. The first student to complete the grid has to justify the information before he / she
can win a reward.
6. Teacher goes around and makes sure that students practice the structures
learnt.
Worksheet 1
Complete the table below.
Practise using the structures you have learnt.
Example: 1. How do you come to school?

I come ..
1. Have you travelled by ..?

Yes, / No, .
Find out the names of Names of my friends
a. two friends who walk to school 1.
2..
b. two friends who come to school by 1.

bus
2..
c. two friends who come to school by 1.

car
2.
d. a friend who has travelled by ferry 1..
e. a friend who has travelled by train 1
f. a friend who has travelled on a plane. 1

Reading
Activity 1
1. Teacher asks simple questions.
Example:
a. Have you travelled by car / bus / train / plane to Penang?
b. What is the longest journey you have ever taken? How long was it?
c. Do you think going by aeroplane is exciting or boring? Why?
2. Students read a dialogue on their own.
3. Teacher reads the dialogue and students listen.
4. Teacher gets the pupils to guess the meaning of unfamiliar words using
contextual clues.
5. Students use the dictionary to find the meaning of the words.
6. Students complete the given task.(Worksheet 2)
7. Students role play the dialogue.
Worksheet 2
Tan: But we can enjoy the beautiful scenery along the way if we travel by bus.
wedding.
shopping.
Match the words to their meaning
Word Answer Meaning
a. travel i. be present at
b. scenery ii. famous
c. wedding iii. something of the past
d. attend iv. marriage
e. exhausted v. to go from one place to another
f. well-known vi. very tired

ii
g. historical vii. surrounding
Activity 2
1. Students read the dialogue again.
2. Teacher elicits information based on the dialogue.
Example:
a. Where are both the people going to?
b. What time is the wedding?
c. Who wants to take the bus?
d. What time is the flight?
e. How long is the journey by bus?
f. How long does it take to travel by plane?
3. Students read and identify information in the dialogue and complete a table
(Worksheet 3)
Tan: But we can enjoy the beautiful scenery along the way if we travel by bus.
wedding.
shopping.
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
........................................................................................
........................................................................................
6. Students complete the given task. (Worksheet 4)

Worksheet 4
Write correct sentences
1.
my father - goes - work - bicycle
.............................................................................................
.
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 PENINSULAR MALAYSIA
MAP OF MALAYSIA
APPENDIX 2
TRANSPORT
van car cruise ship
motorcycle ferry bicycle

helicopter aeroplane bus
boat lorry yacht

MODULE : 3
UNIT 1 : THINGS
Title : Sports Equipment ( Indoor )

1.2 Listen and respond to topics related to
a. things
Reading
2.2 Read and understand simple texts or stories
Writing
3.3 Write short descriptions of
a. objects
Objectives :
1.2.1 listen to and talk about things related to
ii. sports
1.3.1 ask for and give information based on the following stimulus
i. pictures
v. advertisements
2.2.1 read and match texts or stories to

ii. headings
3.3.1 take dictation on short descriptions of objects, places and people,

animals
3.3.2 construct simple sentences

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.
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
GUIDELINE
TEACHING AIDS
1. Pictures
2. Advertisements
3. Worksheets
ACTIVITIES
1. Teacher distributes a list of sports activities ( Worksheet 1 ) to students. As the

teacher reads out the names of sports, students identify the indoor sports by circling
them.
Worksheet 1
Instruction : Listen and circle the indoor sport activities
football cricket squash hockey
tennis handball rugby gymnastics
swimming archery basketball bowling
netball table tennis volleyball badminton
wall climbing sepak takraw boxing diving
golf water polo fencing rounders

2. Teacher distributes Worksheet 2 to students. Teacher asks students to name the
indoor sport activities associated with the sports equipment.
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.
KIM SPORTS CENTRE

51, Jalan Tun Dr. Ismail 70200 Seremban
1-Day CLEARING SALES
16th May 2013
Discounts up to 50% !!!
on selected items:
hockey sticks table tennis balls
shuttlecocks boxing gloves
squash racquets fishing rods
cricket bats bows
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.
bruises punches cone cork base
hollow bounces speed dots
2. Students repeat the words after the teacher.

3. Teacher explains the meaning of the words.
4. Teacher gives out Worksheet 3 to the students. Students read short texts and match
the texts to the appropriate headings.
Instruction: Match the following texts to the Worksheet 3
appropriate headings.
i. It is used to protect boxers from bruises

and cuts during training and competition.
a. Shuttlecock
However, it does not protect the person
from the effects of hard punches.
ii. It is used in the sport of badminton. It is

shaped like an open cone and is formed
b. Squash ball
from sixteen feathers fixed into a rounded
cork base.
iii. It is made of rubber. It is hollow. When it

is warm, it bounces more. They are marked
with different coloured dots. They are made
to bounce at different speeds depending on c. Boxing headgear
the colour of the dots.
5. Teacher asks students for their answers.

Writing
Dictation
1. Teacher distributes a short text to students.

2. Students study the text for ten minutes.
3. Teacher reads the text aloud.
It is used to protect boxers from

bruises and cuts during training
and competition. However, it does
not protect the person from the
effects of hard punches.
4. Students listen and write out the text.
3. Teacher distributes Worksheet 4 to students.

Worksheet 4
Using the notes, write out the following sentences
Example : hockey stick- made of - wood
A hockey stick is made of wood
1. shuttlecock made of feathers
2. bowling ball - made of - polyester
3. boxing glove made of leather
4. sepak takraw ball made of rattan
5. swim cap made of latex

Answer key
Worksheet 1
swimming, table tennis, sepak takraw, water polo, squash, basketball, volleyball, boxing,
fencing, gymnastics, bowling, badminton, diving
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
1. A shuttlecock is made of feathers.
2. A bowling ball is made of polyster.
3. A boxing glove is made of leather.
4. A sepak takraw ball is made of rattan.
5. A swim cap is made of latex.

MODULE :4
UNIT 1 : THINGS
Title : Sports Equipment (Outdoor)
1.1 Listen and respond to situations in school

Reading
Writing
a. objects
Objectives :
1.1.1 Listen and respond to situations in school by
i. answering WH-questions orally
ii. giving opinions
1.2.1 Listen to and talk about

ii. sports
2.2.1 Read and answer

iii Wh-questions
3.3.1 Take dictation on short descriptions of objects

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
1. Electronic Information
Internet
Google image Result for sports equipment
2. Printed Materials
Worksheets
Handouts
Pictures
3. Vocabulary / Word List

1. helmet
2. gloves
3. shoes
4. socks
5. leggings
6. shorts
7. pads
8. jersey
9. t-shirt
10. sports attire
11. swim suit
12. track suit
13. diving suit
14. hockey stick
15. foot ball
16. volleyball
17. netball
18. goal post
19. fishing rod
20. fishing net
GUIDELINE
TEACHING AIDS
1. Pictures
2. Worksheets
ACTIVITIES
Activity 1 (Lead In)

1. Students answer some questions.
a. What are some of the sports played by the students in this school?
b. Where do they go for their sports? .
Possible answers: field, courts, hall, swimming pool.
c. Do the students need any sports equipment ?
Possible answers : Yes, they do. / No, they dont.
d. Where can they get the sports equipment?
2. Teacher shows the following picture.

Teacher draws the following table on the board and students are asked to complete
the table:
Indoor Sports Equipment Outdoor Sports Equipment
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
-rope -harness -goggle -Goggle
-wall climbing shoes -helmet -oxygen tank -Flippers
-rock climbing shoes
Beach Volleyball Football Netball Hockey
-volleyball -jersey -netball -hockey sticks
-volleyball net -goal post -jersey -hockey shoes
-football -netball ring -helmet
-football boots -netball court -pads for shoulder,

elbow and shins
STIMULUS B. Listening text.

( Read the text aloud )
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.
Jill strap (for girls) or Belt Shin pad-

jockstrap (for boys) To protect the shins
to hold up the
To protect the region
between your legs socks so they
don't fall down.
Reading
Read and answer the following questions.
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.
Answer the Wh-questions

1. What equipment do the hockey players need to protect their shins?
2. What equipment do the rock climbers use to protect their heads from being hit
by rocks?
3. Do you think flippers are the most important equipment for swimming? Why?
4. Why must football players wear a good pair of shoes?
5. To score a goal, where must the players throw the netball?
Writing
Dictation
1. Teachers read aloud one of the texts from the reading activity.
2. Students listen and write out the text with correct spelling and punctuation marks.
Construct Sentences
1. Students construct sentences from a substitution table.

Hockey goal keepers helmets a hockey match.
Rock climbers gloves a climbing activity.
Football players jerseys a football practice.
Swimmers wear sport shoes during a swimming activity.
Netball players goggles a netball match.

MODULE : 5
UNIT 2 : PEOPLE
Title : Neighbours

b. people
1.4 Ask for and give advice on a variety of topics
Reading
Writing
3.2 Write short messages
c. people
OBJECTIVES :
1.2.2 listen to and talk about people
i. within their neighbourhood
1.4.1 ask for and give advice on

ii. ones relationship
2.2.2 read and answer

i. WH- questions
3.2.1 write short messages of

iii. care and concern

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.
Internet
www.youtube.com/watch?v=Y-f08_5HxY0
Printed Materials
Worksheets
Handouts

neighbours
good-looking
journalist
friendly
company
emergency
alerted
warded
generous
stingy
GUIDELINE
TEACHING AIDS
1. Video clip
2. Pictures
3. Handouts
4. Worksheets
ACTIVITIES
1. Teacher shows a video clip on A new neighbour in class.
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.
Instructions : Refer to the activity card.

Take turns to ask one another questions and give answers.
Activity card
Questions Answers
a. Who are your neighbours ? a. My neighbours are
b. What do they do? b. They are..
c. What do you think of them? c. They are..
d. Do you like your neighbours? d. Yes, I do because.
Give a reason for your answer. No, I dont because .
Oral Activity
4. Teacher distributes picture cards to students
Instructions : Study the picture.

In groups of four, carry out a discussion on the following:
Questions : a. What is the picture about ?

b. Did you have a similar experience?
c. How did you feel?
d. What did you do?
e. If this happens to you, what would you say to your neighbour ?
f. How can we enjoy a good relationship with our neighbours ?
Reading Cmprehension
1. Teacher gives out worksheets to students. Students read the passage and answer
true/false questions.
Worksheet 1
Read the following passage .
My Neighbours
I live in a housing estate in Penang, surrounded by Chinese, Malay and Indian

neighbours. They are friendly people and often invite us to dinners and birthday
parties.
Some of my classmates live nearby and we are close friends. We frequently

meet for a chat in the evening or go for a walk, and I enjoy their company.
Sometimes we play badminton or football in the field nearby.
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.
State whether the sentences are True or False.
a. The writer lives in a rubber estate in Penang _

b. Most of his neighbours are Indians.
c. Some of his classmates live in the same neighbourhood.
d. He sometimes plays games with his neighbours.
e. He never visits his neighbours
f. His neighbours caught the robbers. _
g. He was afraid of his neighbours dogs. _
h. He likes his neighbours.
Writing
1. Teacher gives each student a handout.
Instructions Underline the correct word.

Rewrite the message.
Dear Mrs Chan,
I heard that you met with an ( accident, incident ) and had to

be warded in ( hospital , school ). I hope you get ( well,
worse ) soon.
Best wishes from,

Puan Kamisah
2. Teacher gives worksheet to students.
Worksheet 2
Ex. 1 Circle 5 words to describe your neighbour
tall handsome fair thin young
short dark fat old weak
kind friendly generous helpful polite
unkind unfriendly stingy unhelpful rude
Ex. 2 Write five sentences with these words.
Example : My neighbour is a friendly person.
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
Module 6
UNIT 2: PEOPLE
TITLE: Ambitions
LEARNING STANDARDS:

1.2 Listen and respond to topics on people
Reading
Writing
3.3 Write short descriptions of people
OBJECTIVES:
1.2.2 Listen to and talk about people and their occupations
1.3.1 Ask for and give information based on pictures
2.2.1 Read and match texts or stories to titles
2.2.2 Read and answer WH-questions
2.2.3 Read and fill in the blanks

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.
Internet : http://www.placesofwork.com
Printed Materials
Magazines
Handouts for activities
Worksheets
Vocabulary
- pilot
- soldier
- policeman / policewoman
- secretary
- lawyer
- pharmacist
- dentist
- optician
- engineer
GUIDELINE
Activities
Activity 1
1. Teacher gets students to name his / her occupation.
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.
3. Teacher shows some pictures. (Handout 1)

4. Students try to identify the occupations in the pictures.
5. Teacher shows the names of occupations on flashcards.
6. Students repeat the words after the teacher.
7. Students match the names of the occupations with the pictures shown and say the
words aloud.
8. Students name some occupations that differ for masculine and feminine uses.
Masculine Feminine
policeman police woman
waiter waitress
actor actress
9. Teacher elicits information based on each occupation.

Example:
What is the job of a waitress?
She serves food. / She takes orders.
10. Students identify the occupations based on the descriptions given by the teacher.
(Handout 2)
11. Students do a task in Worksheet 1.

HANDOUT 1
pilot lawyer waitress
soldier police woman dentist
secretary pharmacist optician

Handout 2
a person who treats peoples teeth

dentist
a person who takes orders and serves

food in a restaurant waitress
a person who is trained to prepare pharmacist

medicine
a person who defends people in court lawyer
a person who works for the army soldier
a person who works in an office typing

letters and answering phone calls secretary
a person who makes sure people policeman

obeys the law
a person who flies a plane

pilot
a person who tests peoples eyes and

sells spectacles optician
Worksheet 1
Whats my occupation?
waitress lawyer secretary pharmacist dentist
policeman optician soldier pilot
. . .
. . .
. . .
Activity 2
1. Teacher drills students on asking and answering questions.

2. Students practise asking and answering questions in pairs.
Question Answer
Whats my job? You are a / an .
Whats his job? He is a / an ..
Whats her job? She is a / an ..
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
Yes, she is / Yes

Is she a / an ..?
No, she is not (isnt) / No
3. Students play a game entitled Spot the occupation

Students are divided into two groups.
Teacher holds up a picture of an occupation.
a. Group A asks, Whats his / her job?
Group B answers, He / She is a . OR He / She is an .
b. Group A asks, Is he / she a .?
Group B answers, Yes, he / she is. OR No, he / she isnt.
The game is repeated with Group B asking and Group A answering.
The group that is able to identify the most number of occupations correctly is the
winner.
4. Students play another game entitled Who am I?
Students are divided into two groups.
Teacher reads out the description and students from each group take turns to
identify the occupation.
Example:
Teacher: I fly a plane. What is my job?
Student: You are a pilot.
The group that is able to give the most number of correct answers wins the
game.
Reading and Writing
Activity 1
1. Teacher flashes description of occupations learnt.

2. Pupils read and identify the occupations.
3. Pupils are divided into groups of 4 to 5.
4. Each group is given an envelope containing cut out strips of the names and
the descriptions of the occupations. (Handout 3)
5. Students are required to match the descriptions with the occupations and
paste them on the piece of paper provided (Worksheet 2).
6. The group to complete the task correctly first is considered the winner.
Activity 2
1. Teacher elicits information about students ambition.

2. Students read the story silently.
3. Students listen to teacher reading the story aloud.
4. Students take turns to read aloud a story.
5. Students identify unfamiliar words in the story.
6. Students use contextual clues and dictionary to find the meaning of the
unfamiliar words.
7. Teacher elicits information based on the story.
8. Students do some exercises in Worksheet 3 and 4.
Handout 3
a person who treats peoples teeth

dentist
a person who takes orders and serves

food in a restaurant waitress
a person who is trained to prepare pharmacist

medicine
a person who defends people in court lawyer
a person who works for the army soldier
a person who works in an office typing

letters and answering phone calls secretary
a person who makes sure people policeman

obeys the law
a person who flies a plane

pilot
a person who tests peoples eyes and

sells spectacles optician
Worksheet 2
Match the occupation with the description and paste the strips in the boxes provided
Occupation Description of occupation

What will I be when I grow up?
I dont know what I will be when I grow up.
Maybe I will be like my brother.
He is a pilot. He flies planes.
He says that he loves his occupation because he can travel to many countries .
My father is a policeman. He has been in the police force for 25 years.
His job is to take care of law and order.
He has a difficult job because sometimes he has to catch criminals.
My mother is a secretary. She works for a big company.
She types letters and takes phone calls.
My sister is a waitress. She works at a Japanese restaurant.
She takes care of the customers and serves food.
She will stop working at the restaurant next month because she
will be going to college.
I am only fifteen years old, so I will have to wait and see!

Worksheet 3
1. Write the name of the occupation based on the description. Match them to the people in the story.
She types letters and

takes phone calls father .....
She takes care of

the customers and mother secretary
serves food.
His job is to take

care of law and order. brother .....
He flies planes. sister .....
2. Answer the following questions.
a. Why does your brother like to be a pilot?
My brother likes
b. How long has your father been working as a police?
My father has been .
c. Why is your fathers job difficult?
My fathers job is difficult
d. Where does you mother work?
My mother
e. Where does your sister work?
My sister works .
Worksheet 4
1. Write and draw.
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 .
..
2. Complete the following sentences about your family.

a. My mother is a .
She ...
b. My father is a ..
He ..
c. My is a
...
d. My is a
..
MODULE : 7
UNIT 2 : PEOPLE
Title : Famous People
Learning Standards
Listening and Speaking:
1.2 Listen and talk about people

1.3 Ask for and give information on a variety of social topics
Reading

Writing
3.3 Write short descriptions of: people
Objectives :
1.2.1 Listen to and talk about people who are famous
2.1.1 find meanings of words using dictionary
2.2.2 read and answer multiple choice questions
3.3.1 write simple sentences

REFERENCES
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.
Internet
Printed Materials
Pictures
Worksheets
Dictionary
personality
celebrity
popular
public figure
star
icon
idol
ACTIVITIES
Listening & Speaking
Activity 1: Name Them!
1. Teacher asks students about people they recognize in their neighbourhood.

2. Teachers asks the reason why are they well-known and renowned? For instance,
Pak Mail as an imam in your village. Mak Minah is the best roti canai maker. Or
Uncle Lim as he is the President of Taman Indah and he always helps people in
need.
3. Teacher pastes pictures of famous people ( Picture 1) on the board.
4. Students will identify and name them. They will have to put up their hands to
answer.
5. Then teacher will ask students to describe the famous people. Teacher asks
What are these people famous for? What are their contributions to our
country? For example, Pandelela is famous because she won silver medal in
Olympics. Tan Sri Lim Kok Wing is the founder of Lim Kok Wing University in
Cyberjaya. Accept any description of the persons physical attributes like
handsome, old, young, intelligent, brilliant etc.
6. Teacher gives a worksheet (Worksheet 1) to every student. It contains pictures
of 3 famous people. Students work in pairs.
7. List up words that can describe the people.
Picture 1
Worksheet 1
Words to describe him: Words to describe her: Words to describe him:
1. 1. 1.
2. 2. 2.
3. 3. 3.
4. 4. 4.
5. 5. 5.
Activity 2: 20-Questions Game
1. This is a game of 20-Questions.

2. Teacher will stick a name of a famous people at the back of 6 selected students.
3. Students stand up and circulate around the room.
4. The selected students will ask each person a minimum of 5 questions about who
they might be.
Lee Chong Wei Siti Nurhaliza
Tun Dr Mahathir Psy
Mr Bean Chef Wan
Questions that students can ask:
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
Activity 1: Ready? Action!
1. Teacher shows a film poster to students.

2. Teacher asks for information that they could obtain from the posters.
Example:
a. Who is the main actor?
b. What do you think this film is about?
c. What kind of story is this?
3. Students are given a worksheet to work with their partner (Worksheet 2).
Worksheet 2:
Study the film advertisements and answer the questions that follow.
Vocabulary: Dictionary Skills: Find meaning of these words from dictionary
For example: masterpiece
Meaning: anything done or made with wonderful skill
1. swan:
2. extraordinary:..
3. vengeance:.
4. intoxicating:
5. justice:.
Reading: Choose the best answer.

1. When might Justice open?
A. 27th December
B. 27th October
C. 18th November
D. 18th October
2. What I something both posters show?

A. The movies opening date
B. The directors name
C. The main actors name
3. What kind of movie is Black Swan?

A. thriller
B. funny
C. romantic
D. horror
Activity 2: Storyboard
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 was looking for an answer by rummaging the inside of

the box. The box contained a devilish Jewish demon.
Em was possessed with the demon in the antique box
The demon had possessed the girl making her a different

person
At a yard sale with Clyde and Hannah, Em becomes intrigued

by an old box which has Hebrew inscriptions engraved on it.
Em becomes solitary and spends her spare time staring at

the box
Clyde and Tzadok joined the rest of the family at the hospital
and attempted to save Em.
Answers: Accept any logical sequences.

Activity 3: Writing- Gap filling activity
am is have play was is

lived am played
My name . David Beckham. I .. born in England on 2 nd May
1975. I .. a very famous English football player. My wifes name
.. Victoria. I . three sons. I one of the highest paid
football players in the world. When I ..in England, I
for Manchester United. Now I . for a different football team.

Activity 4: Fun Vocabulary: Search for the adjectives below and find the meanings in
dictionary
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
BIG CHEAP COLD

DARK DIFFERENT EARLY
EXPENSIVE FAST HIGH
HOT LATE LIGHT
LOW NEW OLD
PRETTY SAFE SERIOUS
SLOW SMALL
MODULE :8
UNIT 2 : PEOPLE
Title : Idol
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 :
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
2.8.1 Compile or present materials in the form of

ii noticeboard
3.1.1 Spell words
3.1.2 Take dictation of simple sentences

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.
Internet
YouTube (Type Malaysian Idol, then look for Daniel Lee, then click
Daniel Lee on Aerosmith)
Worksheets
Handouts
Pictures

i. singer
ii. dancer
iii. politician
iv. actor
v. actress
vi. sportsman
vii. sportswoman
viii. talented
ix. handsome
x. beautiful
xi. rich
xii. famous
xiii. successful
xiv. admire
xv. Adore
xvi. Pay attention
GUIDELINE
TEACHING AIDS
1. Internet
2. Pictures
3. Worksheets
ACTIVITIES
1. Students watch a video clip of a Malaysian idol.

a. Do you know who he is?
Tell students about the idol if they do not know him at all.
b. Do you know that other countries like America, Japan, Korea and others select
their own idols too?
c. What did he do during the Malaysian Idol contest?
d. Who chose him as the Malaysian Idol?
(There are many video clips of other Malaysian Idols from the internet.)
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.
Singer Dancer Leader Actor
Siti Nurhaliza Rain from Korea Nelson Mandela Christopher Reeve
Actress Sportsman Sportswoman Talented
Tan Sri Michael Yeoh Datuk Lee Chong Wei Datuk Nicole David Richard Clayderman
Handsome Beautiful Rich Famous
Leonardo dicaprio Aishwarya Rai Tony Fernandes Michael Schumacher
Successful Strong Will Power Brave Selfless
Bill Gates Mountain Climbers- Mahatma Gandhi Mother Theresa

M. Magendran and
Mohandas Nagappan
2. Students listen to the teachers explanation and respond by answering questions.
a. Do you have an idol?
b. Who is your idol?
c. Why do you choose as your idol?
(Students may just respond by giving a one word answer).
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.
Lee Chong Wei
Lee Chong Wei is a professional badminton player from Malaysia.

He lives in Bukit Mertajam. As a singles player, Lee was ranked first worldwide for 199
weeks. He is the only Malaysian shuttler to hold the ranking for more than two weeks.
Datuk Nicol Ann David is a Malaysian female professional squash

player. She is currently ranked world number 1 in women's squash. She is also the first
Asian woman to achieve this. She won the British Open title in 2005, 2006 and 2008.
She has also won the World Open title in 2005, 2006, 2008, 2009 and 2010.
On 23 May 1997, two national heroes M. Magendran and
N. Mohandas successfully overcame Mount Everest which stands at 8,848
meters high. Mount Everest is the tallest mountain in the world. It is located in the
Himalayas. M. Magendran is the first Malaysian to climb Mount Everest and was
followed 15 minutes later by Mohandas Nagappan.
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.
MODULE :9
Title : Introduce oneself and others
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 :
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

ii thesaurus.
3.1.1 Spell words

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.
Internet
Handouts
Pictures

name
age
address
school
class
hobby
food (like and dislike)
common interests
GUIDELINE
TEACHING AIDS
1. Internet
2. Pictures
3. Worksheets
ACTIVITIES
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
These are my friends, Dasom and Ted

Nice to meet you (2x)
Let me introduce my aunt, Victoria
She loves playing the guitar.
She plays the guitar everyday (2x)
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.
Activity 4
1. Every student gets handout 1.
Handout 1
Mariam Krishnan Su Lee Suzanne
Age 13 years old 15 years old 11 years old 13 years old
Address Taman Sea Taman Kekwa Taman Permai Taman Ru
Hobby Reading Gardening Playing Guitar Reading
Favourite colour Blue Red Green Yellow
Favourite food Fried chicken Curry rice Noodle Burger
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)
There is a range of ways to introduce yourself and people.
Introducing yourself:
Here are expressions to introduce 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:
Here are expressions to introduce others:
Jack, please meet Nicolas.

Jack, have you met Nicolas?
I'd like you to meet Liza.
I'd like to introduce you to Betty.
Leila, this is Barbara. Barbara this is Leila.
Useful responses when introducing yourself or other people:
Nice to meet you.

Pleased to meet you.
Happy to meet you.
How do you do?
Dialogue:
Alex is talking to the new manager and his assistant. Notice how they introduce
themselves:
Alex: Hi! My name is Alex Litterman, the new manager.
William: Hi! I'm William O'Brian. Nice to meet you, Mr Alex

Litterman.
John: William, please meet Mr Steve Lynch, my assistant
Jack: How do you do?
Nicolas: How do you do?
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.
i. Let me introduce myself.
ii. Nice to meet you

iii. Pleased to meet you
iv. How do you do?
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
Title : Express congratulations & convey

condolences
c. social interactions
Reading
2.1 Read and understand meanings of words, phrases and simple sentences.
Writing
OBJECTIVES :
ii. congratulating someone

iii. conveying condolences
2.1.1 Find meanings of words using thesaurus or dictionary
2.2.3 Read and fill in blanks
3.2.1 Write short messages of

i. congratulations
ii. condolences
REFERENCES
INTRODUCTION
This unit on Social Interactions focuses on expressing congratulations and

conveying condolences. The lessons are designed to help students to express
congratulatory messages and expressions of condolence correctly. Students will
learn meaningful vocabulary to express themselves correctly. The activities in this
lesson would be able to aid students to use correct forms and functions of language
when expressing themselves which they may need when interacting 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 themselves
when writing short messages. The information on this topic can be obtained from
several resources.
Internet
Printed Materials
Pictures
Obituaries
Notices
Dictionary / Thesaurus
Congratulate Anniversary Sympathy

Compliments Success Sorrow
Condolence Celebrate Bereavement
Demise Promotion Occasion
Wedding Engagement Event
TEACHING AIDS
1. Pictures
2. Worksheets
Activity 1
Question and Answer Session
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 wedding.
My heartfelt sympathy to you and your
Congratulations on your
Congratulations on your new born
My deepest condolence on your loss.
I feel sorry to hear that.

Activity 2
Match Pictures With Events/Occasion
Wedding new born baby competition promotion funeral
1.
2.
3.
4.
5.
Activity 3
Read the situations below and select the best answer.
1. Your best friend Amin has been selected as the class monitor. What do you say to
him?
A. Congratulations. You will be a good monitor.
B. Very sorry that you have been chosen as the monitor.
2. Siti has scored all As in the PMR Trial examination. You wish her.......
A. My condolences to you.
B. Congratulations! Im proud of you.
3. Your neighbours pet cat was knocked by a car and died.
A. Sorry to hear of your loss.
B. Wow! Congratulations.
----------------------------------------------------------------------------------------------------------------
Activity 4
Read the dialogue and fill in the blanks with suitable words.
Muthu: Hi, Abu. Where did you go yesterday?
Abu: I took part in the chess competition at SMK Permai.
Muthu: Did you win any prizes?
Abu: Oh yes. I won the first prize.
Muthu: ...................................................................................
Abu: Thank you. I have been chosen to represent the district.
Muthu: You will have to practise harder from now.
Abu: Yes. What happened to you? I saw many cars in front of your house
last week.
Muthu: My granduncle who stayed with us died of a heart attack.
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.
Spell words correctly by rearranging the letters.
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
Take dictation of a short paragraph read by the teacher.
Technology advancement has made interaction much

easier with the invention of mobile phones and the computers. There
are many social networking websites which can be used to connect
with one another. Some of the websites are, Facebook, email,
twitter, and habbo. We not only listen to music, watch videos
and play games online but we can also chat with friends and
relatives who live far away. It is a very cheap means of
communication.
Activity 7
Assignment:
1. Create email address.

2. Exchange addresses with friends and the teacher.
3. Send an email to the teacher and attach Activity 4 with answers.
Related Pictures
MODULE 11
UNIT 3: SOCIAL INTERACTIONS
Title : EXPRESS AGREEMENT AND DISAGREEMENT

1.1 Listen and respond to situations in schools.
1.2 Listen and respond to topics related to:

c) social interactions
Reading
Writing
3.1 Write simple words, phrases or sentences
Objectives :
iv) expressing agreement or disagreement.
1.2.9 Carry out role play on given situations based on the following topic:
iii) social interactions.
2.2.3 Read and fill in the blanks.
3.1.3 Construct simple sentences.

REFERENCES
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
Internet
Printed Materials
Simple dialogues
Phrase strips
Expressing agreement I agree with you 100 percent.

I couldn't agree with you more.
That's so true.
That's for sure.
I agree
You're absolutely right.
Absolutely.
That's exactly how I feel.
Exactly.
You are right.
I do
No doubt about it.
(agree with negative statement) Me
neither.
You have a point there.
I was just going to say that.
Expressing I don't think so.
disagreement (strong) No way.
I'm afraid I disagree.
(strong) I totally disagree.
I choose to differ.
(strong) I'd say the exact opposite.
Not necessarily.
That's not always true.
That's not always the case.
No, I'm not so sure about that.
TEACHING AIDS
1. Dialogue chart
2. Worksheets
3. Phrase strips
Activity 1
1. Teacher introduces phrases to express agreement.
3. Teacher asks simple questions;
We have a big school. Do you agree?
Yes, I do
Azman is a tall boy. Isnt he?

Yes, he is
You like ice-cream dont you?

Yes, I do
4. Teacher introduces phrases to express disagreement.

6. Teacher asks simple questions;
Our school is dirty, dont you think so?

No, I disagree.
The boys are lazier than the girls.

I do not agree with you.
Money makes everyone happy. Dont you agree?

I choose to disagree.
Activity 2
Read the statements and write the responses in the columns according to your
opinion.
STATEMENTS AGREE DISAGREE
Girls are different from boys.
Girls are better babysitters than boys
Boys are naturally better at sports
Being a nurse is a womans job
Being a construction worker is a

mans job.
Its not right for little boys to play with

dolls.
Little girls shouldnt be playing with

cars and trucks.
Activity 3
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.
Suzy : I agree with you. I remembered to take an umbrella.
Lina : I brought mine too but I think that I left it in the classroom.
Suzy : Is your umbrella red in colour? I saw one at the canteen.
Lina : Oh really? Mine is red. No doubt about it.
I hope that it is still there.
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.
Lina : You are absolutely right. Let go.

Activity 5
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
Hello, how are you

Susy? The weather is
really hot today. I remembered to
take an umbrella.
Is your umbrella red

I brought mine too but I
in colour? I saw one
think that I left it in the
at the canteen.
classroom.

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
Teacher gives students a situation to which students are to respond by expressing

agreement or disagreement through messages.
SITUATION 1
Your parents have decided to move to another place which is

closer to your school. Respond to them by writing a message to
before you go for your camping trip.
Dear ,

MODULE : 12
UNIT 4 : ENVIRONMENT
Title : Saving Energy

1.2 Listen and respond to topics related to environment
Reading:
Writing:
3.1 Write simple words, phrases and sentences
Objectives:
1.2.4 Listen to and talk about environment pertaining to saving energy
2.2.2 Read and answer multiple choice questions
.
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.
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: Sing Green Song
1. Preparation: Teacher must practice singing the song

2. Teacher distributes handouts to students.
3. Teacher can sing or play the recorded song in the classroom.
4. Teacher asks students to sing along and make sure that they pronounce the words
correctly.
Reduce, Reuse, Recycle

(Tune: The More We Get Together)

Recycle, recycle
Its easy to do
Cause your trash
And my trash
Make up way
Too much trash
Its easy to do!
(Tune: Itsy Bitsy Spider)
Reduce, reuse, recycle; words that we all know.

We have to save our planet so we can live and grow.
We might be only children, but we will try, youll see.
And we will save the planet; it starts with you and me!
Put Trash in the Trash Can

(Tune: The Wheels on the Bus)
Litter is trash that wasnt put away,

Wasnt put away, wasnt put away,
Litter is trash that wasnt put away,
In the trash can.
I put my trash in the trash can,

The trash can, the trash can,
I put my trash in the trash can,
Right where it belongs!
This Old Earth

(Tune: This Old Man)
This old earth

Needs our help
To stay fresh and clean and green
With a pick it up; pitch it in; and throw it in the can
This old earth needs a helping hand!
Speaking:
Lots of things in our homes need electricity to make them work. Below are 12 electrical
items.
Tell the class what are these things.
Do you own them at home?
Can you group them by what they do?
Here are some ideas.
*Do they make any noise?
*Do they light up?
*Do they get hot?
*Do they move?
Reading & Writing:
Read the passage below and answer the following questions
1. Teacher distributes Worksheet 1 to students and read it aloud to the students.

2. Students must highlight/underline/circle the words that they do not understand.
3. Teacher instructs students to read a few sentences from the text.
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
day is Earth Day!

Answer the following questions about Earth Day.
1. What is the purpose of this article?
a. to entertain
b. to inform
c. to test your knowledge
d. none of the above
2. In which month is Earth Day celebrated?
a. February
b. March
c. April
d. May
3. On Earth Day, we remind people to
a. recycle paper
b. recycle cans
c. reuse materials
d. all of the above
4. Why does the writer think that Earth Day should be every day?
a. People want to play in clean parks every day.
b. People should take care of the planet every day.
c. People like to read the newspaper every day.

5. Match the words to their meanings.
recycle to use something again over
reuse to use a material and make it into
something else
reduce to use less of something
6.Do you think we should save energy? Give reasons why we must take care of our
environment.
We must take care of our environment because

Writing:
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
or switching off the fan when you leave the room.
2. Prepare a Mix & Match game cards.
3. Have each student choose a piece of paper from the bag. Each piece of paper
represents either a wasting-energy activity or a saving-energy activity.
4. Have the students mill around the room looking for the person who has their
matching saving/wasting activity. (For each wasting activity, there is one
saving activity.)
5. Once the students have found their matches, have them discuss, in pairs, how
their activities save or waste energy.
6. Turn this into a class game by having the pair read the activity that wasted
energy and have the class suggested a corresponding conservation energy
activity. The other pair member concludes by reading their saving-energy
task.
7. Later, the teacher collects the cards and start the dictation task using the
sentences in the cards

Saving Energy Wasting Energy
Use a small pan

Use a pan that matches
on an oversized burner
the size of the stove burner
Cook one item

Cook many items
in the oven at a time
in the oven at the same time
Running the washing machine

Run the washing machine
half load
with a full load
Take a shower,
Take a bath
instead of a bath
Leave the curtains open while

Close the curtains in the room
trying to cool a room
that you are cooling
Let water drip

from a leaking faucet
Fix the leaking faucet
Keep the refrigerator door

Open and close
open
the refrigerator door quickly
Turn off the TV or radio when Leave on the TV or radio when
no one is watching or listening no one is watching or listening
Turn off the tap Let the water run
when brushing your teeth when brushing your teeth
Turn off the shower Let the water run

when you are lathering when you are using the soap
MODULE : 13
UNIT 3 : FINANCIAL AWARENESS
Title : Entrepreneurship
1.2 Listen and respond to topics related to financial awareness
1.4 Ask for and give advice on a variety of topics
Reading
Writing
3.4 Write simple descriptions of processes and procedures
Objectives :
1.2.5 Listen to and talk about financial awareness with emphasis on entrepreneurship
1.4.1 Ask for and give advice on
iii. ones business venture
2.2.2 Read and answer:
ii. True- false questions
3.4.2 Complete simple descriptions of processes and procedures by filling in the

blanks
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.
Internet
Handouts
Pictures

a. school programmes
b. sports day
c. canteen day
d. cooperative day
e. stall
f. food and drinks
g. games
h. profit
i. loss
j. capital
GUIDELINE
TEACHING AIDS
1. Internet
2. Pictures
3. Worksheets
ACTIVITIES
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.
Expect answers like

We discuss about what we want to sell.
We want to sell fruits, fruit juices, milk shake, fried chicken
fried fritters, curry puffs, cakes and .
(accept any appropriate answers given by students)
Decision will be made based on what customers like.
We plan the amount or the number of things to sell.
little , small amount, a few..
a lot, large amount, many

We talk about finance.
1. How much money is needed?
2. From whom. From where

can we get the CAPITAL?
3. The cost price of each item
4. The selling price of each item
5. Profit and lost
We draw up a duty list a list of things that need to be done

before, during and after the business venture.
Getting the capital Aminah , Ravi, Julie
Getting ready the Geetha, Siew Leng, David

things/food to be sold
Deciding on the price of Fahmi, Husna, Elina

goods
Selling / Serving the Razak, Karen, Leela

customers
Counting the profit or loss Everyone

3. After the short session of Q & A, teacher tells them they have become entrepreneurs as
they have run a business during the school programme. Teacher explains.
An entrepreneur is an individual who, rather not work as an employee. He runs a

business and receives all the risk (suffer loss) and reward ( gain profit) of a given
business venture. Entrepreneurs play a key role in any economy. They are
commonly seen as business leaders with new ideas and business processes.
Adapted from internet investopedia

Activity 2
1. Students learn how to ask Wh-questions and answer the questions posed to them in
the form of advice. Teacher goes through the following questions and answers with
students orally.
What should I sell? What business venture is good for me?

You can sell You can choose to sell
How can I become a successful businessman/ businesswoman/ entrepreneur?
You must be hardworking. You must not be lazy.
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.)
Anywhere where there are many people. At a crowded street market
in shopping complex at a busy night market

in a shop in a park
What must I do to gain profit from my business venture?

What must I do to avoid a loss in my business?
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?
You must be friendly. You must be honest.
You must be generous. You must be helpful.
You must be informative. You must be polite.

Activity 3 (A simple game)
1. Once, students have practised how to ask questions and give advice,
they are ready for activity 3.
2. Each student is given a card, either red or blue.
3. Red cards are for those who will ask questions while
Blue cards are for those who will give advice.
4. Have the two groups of students standing in two rows.
5. Number the students in each group from 1 to 10 or 15..
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.
a. How should the businessman treat his customers?

b. What will happen if a businessman is rude to the customers?
c. Do you like to buy things from a dishonest businessman who cheats you?
d. Why wont you buy your things from a dishonest businessman?
5. Students answer True-false questions based on the text given in Activity 2 and 3.
a. To start a business venture, one needs to prepare well for it. ( )

b. To attract customers to buy from us, we must keep silent. ( )
c. To make sure that we gain profit from our business venture,
we must give to all our customers free gifts all the time. ( )
d. Customers like to buy from honest businessmen. ( )
e. To succeed in our business venture, we must give up easily. ( )
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
MODULE : 14
UNIT 6 : HEALTH
Title : Say NO to Smoking
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:
Objectives :
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.
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
1. Teacher reads a transcript of a text to the students

2. Ask students if they can guess the what the article is about
3. Then, teacher distributes the Handout 1
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.
Handout 1: Put the words into the gaps in the text.
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!
bad breath start have learned empty
affect heart disease smelly curious

SPEAKING:
1. First, start with this sample introduction (or something similar):
"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:
"Did you know that:
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."
3. Next, tell students what you're going to discuss:
"Today we're going to talk about:
Why smoking is harmful.

What smoking can do to your body.
Why people try smoking.
What you can do when someone asks you to smoke.
What you can do about second-hand smoke (people smoking around
you)."
4. Divide the students into pairs

5. One student has 5 minutes to convince the other student to have a cigarette
6. The other student must think of ways to refuse the cigarette
7. Give them Handout 2 to practise their conversation
Handout 2
1) Say "No":
"No thanks."
"I'm not interested."
"Being athletic is too important to me."
2) Change the subject
3) Tell the truth:
"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:
"I don't want to smoke. Besides, it makes you smell bad."

"I'm not going to smoke. It's bad for you."
"I promised my mother that I'd never smoke."
"Its not cool to smoke.
6) Provide other options:
"I prefer watching TV!"

"How about seeing a movie instead?"
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
2. Each has to find meanings of these words :
A word list:
1. poison:
2. non-smoker:
3. pollute:
4. addictive:
5. smelly:
6. stink:
7. quit:
8. inhale:
9. cough:
10. nicotine:
3. Reading worksheet: Distribute Handout 3 to students. Teacher reads

aloud the passage stressing on pronunciation to students.
4. Ask students to do reading aloud
5. Next, hand out the questions for them to answer
Handout 3
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.
A. Write True or False to these sentences
1. If you want to stay healthy, stay away from smoking
2. Smoking does not pollute your body
3. People who smoke cigarettes exhale the smoke
4. Smokers can get heart disease faster

WRITING: Writing messages to loved ones.
1. Teacher distributes templates to students.
2. Students cut them and write messages in the template using colored pencils.
3. Make a hole and tie up a string.
4. They can pin up their messages on the notice board.
5. Students can choose from the list
Smoking Kills
Thank you for not smoking
Smoking is not cool
I can stop!
You are on school property. No smoking
MODULE 15
UNIT 6 : HEALTH CARE
Title : STAY AWAY FROM DRUGS
1.2 Listen and respond to topics related to :
f) Health care
Reading
2.8 Prepare a group project
Writing
Objectives :
1.2.6 Listen to and talk about health care on

ii. drug abuse
2.2.2 Read and answer:

ii. True - False questions
iii. WH- questions
2.8.1 Compile or present materials in the form of :

i. scrapbook.
REFERENCES
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.
Internet
Printed Materials
Pictures
Newspaper Cuttings
Advertisements
Drugs Abuse Sniff

Overdose Syringe Addicted
Medicine Powder Addiction
Healthy Lifestyle Eating Habits Discipline
Drugs Abuse Harmful
TEACHING AIDS
1. Pictures
2. Worksheets
ACTIVITIES
Activity 1
1.Teacher shows a picture of a healthy man / woman / teenager (Pic.1 )
and asks questions on how a person can look healthy .
2.Teacher responds to students answers.
Introduces related phrases Eating habits , Healthy lifestyle
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
Before and After.
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
Teacher shows pictures of drugs ( Pic .3 )
6. Teacher introduces the Topic for the day, Stay away from drugs
Activity 2
1. Teacher reads the text.
3. Teacher calls students individually to read line by line.
4. Students read aloud chorally.

Worksheet 1
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.
1. Drugs have affected many people. ( )
2. People use drugs when they are fine . ( )
3. Too much drugs is not harmful. ( )
4. Drugs come in the form of tablets only. ( )
5. Taking drugs more than you should causes addiction. ( )

Answer the questions below
1. When do people use drugs as medicine?

2. What can cause addiction?

3. Why should children be told about drugs?

4. What are the different forms of drugs?

5. What would you say to Drugs ?

Activity 3
GROUP PROJECT
1. Students are divided into groups of 3 or 4.
2. Teacher instructs students to compile materials on Drug abuse among teenagers.
3. Students are to compile them into a scrap book.
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
1. Teacher gives dictation of the text read in Activity 2.
2. Teacher may take part of the text or the whole text, depending on the students level.
( Pic . 1) (Pic . 2 )
Questions could be asked by the teacher
( Pic 1 )
1. How does the man look?

( Handsome , Healthy , Young )
2. What must you do to stay healthy?

( Exercise, Eat healthy food , Lead a healthy life style)
( Pic 2 )
1. How does the man look?

( Sick, Ugly, Old )
2. What could have happened to him?

( Fallen ill, Become sick ) Why? ( Smoking , Taking Drugs )
PICTURES OF BEFORE AND AFTER
Look at all these pictures.
All these individuals looked good and healthy before taking drugs.
All of them look old, ugly and sickly after taking drugs.
What are drugs and medicines? ( Show Pic. 3 )
Why do people take drugs and medicines?
What happens when you take too much? ( overdose , abuse )
What happens if you enjoy it ? ( Addicted )
You are then called a ......................... ? ( An addict )

( Pic. 3 )
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.
Teacher shows (Pic 4) and (Pic 5) and ends the lesson.
RELATED PICTURES
(Pic 4)
(Pic 5)
MODULE : 16
UNIT 7 : SOCIAL RESPONSIBILITY
Title : Caring for the poor and disabled

g. social responsibility
Reading
Writing
3.1 Construct simple words, phrases sentences
Objectives :
1.2.7 Listen to and talk about ones social responsibility towards
i. the poor or the disabled
1.3.1 ask for and give information based on the following stimulus
i. pictures
2.2.2 read and answer

i. WH- questions
3.1.1 spell words
3.2.1 write short messages of

i. congratulations
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.
Internet
http://www.youtube.com/watch?v=g-7qCG2_aaA
Printed Materials
Pictures
Worksheets
Handouts

social responsibility
homeless
disabled
crowded
hungry
queue
surprised
pocket money
immediately
exclaimed
excitedly
touched
proud
deed
GUIDELINE
TEACHING AIDS
1. Video clip
2. Pictures
3. Handouts
4. Worksheets
ACTIVITIES
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.
Reach Out and Touch Somebodys Hand
Reach out and touch

Somebodys hand
Make the world a better place
If you can
Reach out and

Somebodys
Make the a better place
If you
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.
i. Feeding the homeless
ii. Helping the disabled in a sports event

In groups, students study the pictures and answer questions orally.
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.
The groups take turns to present their answers in class
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
a. Where was Nora ?

b. What was she doing?
c. What made the pupils hungry?
d. Who was lining up in front of her?
e. What did Siva do?
f. Why did he do that?
g. How did Nora help Siva?
h. How did Siva feel towards Nora?
i. Whom did Nora tell about the incident
j. How did Noras parents feel?
Writing
1. Spelling exercise
Teacher conducts a spelling test on these words.
crowded hungry queue surprised pocket money
immediately exclaimed excitedly touched proud
2. Teacher gives worksheets to students.

:
Worksheet 2
Instruction : With the help of the notes, write simple sentences
Example : We must kind towards - poor

We must be kind towards the poor.
a. We should - help poor

b. We can visit home for disabled
c. We can collect- donations poor
d. We will organize concert raise-money
e. We should- cook orphans
3. Write a short message to congratulate a friend who has done a good deed.
Answer key
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.
3. Message of Congratulations ( Suggested answer )
Dear Karen,
Well done! I am proud of you.
Nancy
MODULE 18
UNIT 8 : TECHNOLOGY ADVANCEMENT
Title : Social network
1.2 Listen and respond to topics related to:
h) Technology Advancement
Reading
2.1 Read and understand meanings of words, phrases and simple sentences.
Writing
Objectives :
By the end of week 35, students should be able to:
1.2.8 Listen to and talk about technology advancement in
i. Social network
2.1.1 Find meanings of words using :
ii. Thesaurus or
iii. dictionary
2.2.3 Read and fill in the blanks
3.1.1 Spell words

REFERENCES
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.
Internet
Printed Materials
Pictures
Newspaper Cuttings
Advertisements
Dictionary / Thesaurus

Internet Internet safety Personal information
Website Face book email
Browser Online/ offline Twitter
Download social Skype
Connect Up to date network
TEACHING AIDS
1. Pictures
2. Worksheets
Activity 1
QUESTION and ANSWER session
1. Teacher shows pictures ( Related Pictures ) of a computer or laptop and

asks students what it is, why is it used, what are the advantages / uses.
2. Teacher then shows pictures of telephone, letter, post box, pigeons, drums
and smoke which were the tools used for communication in the olden days.
3. Teacher further asks students what tools or methods are used to
communicate with friends and loved ones now.
4. Teacher mentions a few examples not mentioned by students.
5. Discusses briefly on how technology advancement has improved and made
social interaction much easier.
Activity 2
Match pictures to correct words.
Computer drum smoke mouse

telephone pigeon
Activity 3
Reading and comprehension.
Social interaction is important for humans to connect and communicate with

one another. Thousands of years ago, people used drums, smoke and pigeons to
send messages to people staying miles away.
Technology advancement has made interaction much easier with the

invention of mobile phones and the computers. There are many social networking
websites which can be used to connect with one another. Some of the websites are,
Facebook, email, twitter, and habbo. We not only listen to music, watch videos
and play games online but we can also chat with friends and relatives who live far
away. It is a very cheap means of communication.
However, children need parental guidance to use the internet.
a) Students read after the teacher

b) Students read in pairs
c) Students called at random to read individually.
Activity 4
Fill in the blanks with the correct words.
1. Social is important for humans to

and communicate with one another.
2. Children need guidance to use the internet.
3. Thousands of years ago, people used , smoke and

pigeons to send to people staying miles away.
4. Internet provides a very cheap means of
5. Give 2 examples of social network websites.
a)
b)
Activity 5
Spell words correctly by rearranging the letters.
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
Take dictation of a short paragraph read by the teacher.
Technology advancement has made interaction

much easier with the invention of mobile phones and the
computers. There are many social networking websites which
can be used to connect with one another. Some of the
websites are, Facebook, email, twitter, and habbo. We not
only listen to music, watch videos and play games online
but we can also chat with friends and relatives who live far
away. It is a very cheap means of communication.
Activity 7
Assignment:
1. Create email address.

2. Exchange addresses with friends and the teacher.
3. Send an email to the teacher and attach Activity 4 with answers.
Related Pictures
Saving energy
Name
1 Lots of things in our homes need electricity to make them work.

Below are 12 electrical items. Can you group them by what they do?
Here are some ideas.
- Do they make a noise?
- Do they light up?
- Do they get hot?
- Do they move?
Will says: All these things need electricity to make

them work and we must use them carefully. Always ask
a grown-up to help you.
Energy journey part 3: worksheet 6
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?
Energy wasting card 1 Energy wasting card 2 Energy wasting card 3

Leaving a TV on in Leaving a tap running Leaving a stereo on in an
an empty room empty room
Water is a very important
If nobody resource. If it is If nobody is
is watching hot, the energy listening to
it, the TV used to heat the it, the stereo
should be water is also should be
turned off. wasted. turned off.

Boiling a full kettle of Leaving doors and Having a bath instead
water for one cup of tea windows open when the of a shower
People should only
heating is on
put the water If the heat is on Baths use
they need in the more water
but the windows
kettle. Putting than showers.
and doors are open,
more in wastes They also use
electricity and the heat will escape more energy
water. from the room. to heat the water.

Leaving lights on in an Leaving a fridge Not using energy saving
empty room or freezer door open light bulbs
If a room is not Fridges and Energy saving light bulbs
being used, the freezers use even last longer and use less
lights should more electricity to electricity.
not be left on. keep food cold if
This wastes warm air is getting
electricity. into them.
Keyush says: It is important for the environment that we do not

waste electricity. Some of the things we all do and use every
day of our lives at home, school and work are making the earth
warmer and warmer. This could be harmful for plants, animals
and even people!
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.
Mum, dad Teacher Me Everybody

or carer - even me!
Energy saving card 1 Energy saving card 2 Energy saving card 3
Make sure taps are not Close the

Dry
left on in the bathroom. classroom
clothes door when the
outside on heating is on.
a sunny day
instead of in
the tumble dryer.

Insulate the house. Make sure the classroom
Make sure computer is switched off
lights are if nobody is using it.
off when
nobody is
in a room.

Make sure the TV is
Put energy saving light Only put switched off if nobody is
bulbs in all the lights in into the in the room.
the house. kettle the
water that
is needed.
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.
Some other things that use energy

We turn the computer off when we have finished using it rather than
leaving it on standby.
We always turn the TV off at night and do not leave it on standby.

We turn off the hot tap when we have finished using the hot water.
Parents / carers: Please note that the data is collected without identifying children or families.
Useful information for parents and carers

Please keep this section at home to remind you of the Climate Cops advice.
Amazing fact: If every household installed 3 low energy light bulbs, this would save enough energy in a year to
power all the UKs street lighting!*
The Climate Cops advice

1. Switch the lights off when you leave a room, unless they are left on for safety
or security purposes.
2. Insulation helps to save energy by keeping the heat inside your home.
3. Switch OFF electrical appliances instead of leaving them on standby.
4. Electrical appliances that have energy efficiency rating label A help to save energy.
5. Make sure hot water taps are turned off properly and dont drip.
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?
*Source: Energy Saving Trust

28

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PENDIDIKAN ASAS VOKASIONAL

ENGLISH FOR COMMUNICATION

PENDIDIKAN ASAS VOKASIONAL

MODUL JATI DIRI

BAHAGIAN PEMBANGUNAN KURIKULUM

Cetakan Pertama 2013

2. NATIONAL EDUCATION PHILOSOPHY vii

NOW THEREFORE, WE, the people of Malaysia, pledge to concentrate the

LOYALTY TO THE KING AND COUNTRY

SUPREMACY OF THE CONSTITUTION

COURTESY AND MORALITY

Education in Malaysia is an on-going effort towards further developing the potential of

English For Communication

MODULE ENGLISH FOR COMMUNICATION

1. demonstrate the understanding of English Language for specific instructions and

English For Communication

This module contains 8 units.

UNIT 1 : THINGS ( FOUR TOPICS)

UNIT 2 : PEOPLE (FOUR TOPICS)

UNIT 3 : SOCIAL INTERACTIONS (THREE TOPICS)

UNIT 4 : ENVIRONMENT (ONE TOPIC)

UNIT 5 : FINANCE (ONE TOPIC)

UNIT 6 : HEALTH CARE (TWO TOPICS)

UNIT 7 : SOCIAL RESPONSIBILITY (TWO TOPICS)

UNIT 8 : TECHNOLOGY ADVANCEMENT (ONE TOPIC)

1.3 Ask for and give information on a variety of topics

2.2 Read and understand simple texts or stories.

1.2.1 Listen to and talk about things related to transportation

Vocabulary/ Word list

- How do you come to school each day?

2. Teacher shows some pictures of different modes of land transportation.

3. Teacher elicits information based on the pictures.

Worksheet 1: Colour the mode of transport you take to school

the modes of transportation below.

Example : Question: What is this ?

Answer : This is a trishaw. Question:

Where can you see this? Answer: In

Question: Have you taken a ride in a trishaw?

Answer: Yes, I have./ No, I havent.

A bicycle A commuter train

Read the following passage carefully.

Exercise 1. Answer the questions below.

i. What did Johans father buy last month?

ii.. Where do Johans grandparents live?

iii. When did Johan and his family go to Malacca ?

iv. How did Johan and his family go to Malacca?

vi. How long was the journey to Klebang Besar?

vii. Who greeted the family happily?

1. Teacher distributes the following passage ( Passage 1 ) to students.

CAR PARTS VOCABULARY WORD LIST

ENGINE STEERING WHEEL

GAS PEDAL STEREO

GAS TANK TIRES

Listening and Speaking

Picture A a car Picture B a trailer Picture C a motorcycle Picture D- a bicycle

i. He bought a car last month.

Activity 1/ Dictation Exercise

1.3.1 Ask for and give information based on

2.1.1 Find meanings of words using

3.1.3 Construct simple sentences

Vocabulary / Word List

She goes to school by bicycle every day.

2. Students practices on the structures.

b. How did you go to Ipoh? I went to Ipoh by train.