Ems 2 Teacher's Module Etems 2009

Teacher’s Module
LIMITED CIRCULATION
ENGLISH FOR MATHEMATICS AND SCIENCE

(EMS MODULE 2)
_____________________________________
TEACHER’S MODULE
BAHAGIAN PENDIDIKAN GURU

KEMENTERIAN PELAJARAN MALAYSIA
EMS Module 2 / 2009 1

Teacher’s Module
FOREWORD
T
he Teacher Education Division, Ministry of Education Malaysia with the
cooperation of all State Education Departments, have embarked on the
implementation of the “Teaching of Mathematics and Science in English” (ETeMS)
Course since 2002. To date, a total of 120,000 Mathematics and Science teachers
from primary and secondary schools have been successfully trained by our own local
trainers.
Although we are pleased with this development, we will not be satisfied until all the
Mathematics and Science teachers are truly competent in the language. In view of this,
the Teacher Education Division continuously tries to find ways to assist the teachers
concerned. Thus, this module has been designed to further enhance the Buddy Support
System as it complements the EMS module that is currently being used in schools. It is
intended to assist teachers who obtained Band 1 and Band 2 (PTP 2008), especially
those who are teaching in the rural areas.
The main focus of this module is to develop teachers’ basic communicative skills and
boost their confidence in using the English Language. It will help them in managing
classroom interactions as well as the teaching and learning processes. In addition, it will
also enhance teachers’ ability in using the correct terminology and classroom
language thus enabling the students to follow the lessons taught effectively.
It is hoped that this module will be fully utilised and beneficial to all teachers in upgrading
their proficiency level to teach Science and Mathematics in English. When the teachers
face less problems where English is concerned, they will be able to deliver their lessons
effectively, thereby moulding the students towards becoming world class citizens. Thus,
the students will be able to take part in international events as well as contribute towards
nation building. It is hoped that this module will enable teachers to be more independent,
creative and innovative.
I would like to convey my heartfelt gratitude and appreciation to those involved in

producing this module. I would also like to acknowledge their dedication and
perseverance in helping the Mathematics and Science teachers to cope with the change.
Thank you.
………………………………………………..
DATO’ MISRAH BIN HAJI IBRAHIM
DIRECTOR OF TEACHER EDUCATION DIVISION
MINISTRY OF EDUCATION, MALAYSIA

Teacher’s Module
COORDINATOR
En. Romai Noor bin Rabbu
Teacher Education Division
Ministry Of Education, Malaysia
MODULE PANELLISTS:
1. Zarena Bi Binti Mohamed Sadique

SMK Tengku Aris Bendahara, Kluang, Johor
2. Fatimah Binti Mustafa

SMK Bandar Maharani, Muar, Johor
3. Yee Lee Ming

SMK Dato Sri Amar Diraja, Muar, Johor
4. Noordin Bin Buang

SMK Benut, Jalan Jaafar, Benut, Johor
5. Siti Asmah Binti Ismail

SMK Mersing, Mersing, Johor
6. Thong Kum Lin

SMK Ayer Tawar, Sitiawan, Perak
7. Cheah Yet Thang

SMK Tanjong Rambutan, Perak
8. Taufeeq Bin Mohamad Amin

SMK Simpang Bekoh, Asahan, Melaka
9. Ganeswari A/P Karuppiah

SJKT Serdang, Petaling Perdana, Selangor
10. Ngiam Siew Lan

SMK Paduka Tuan, Segamat, Johor
11. Florence Kok Siew Lin

SMK Durian Daun, Melaka
12. Fadhilah Binti Yaacob

SMK Seri Pagi, Seremban, Negeri Sembilan
13. Radziah Binti Ramli

SMK Tun Tuah, Melaka
14. Norshin Yeo Binti Abdullah

SMK Seri Tanjung, Melaka
15. Johnny Lee Kean Ghee

SMK Alor Pongsu, Bagan Serai, Perak

Teacher’s Module
PUBLIC SPEAKING
1. Fatimah Binti Mustafa
SMK Bandar Maharani, Muar, Johor
2. Yee Lee Ming

SMK Dato Sri Amar DiRaja, Muar, Johor
3. Taufeeq Bin Mohamad Amin

SMK Simpang Bekoh, Asahan, Melaka
4. Rozannie Emilia Binti And Rahman

SMK Permas Jaya, Johor
5. Abdul Rashid Bin Salleh

SK Felda Rimba Mas, Perlis
6. Samsiah Binti Draman

SMK Padang Midin, Kuala Terengganu, Terengganu
7. Siti Rohani Binti Mohd Noor

SK serting Hilir Kompleks, Negeri Sembilan
8. Siaw Ming Hui

SJK Chung Hua No. 6, Kuching, Sarawak
9. Kamaluddin Shamil Bin Yom Ahmad

SMK Simpang Pulai, Perak
TERMINOLOGY
1. Wong Tok Ee
SMK Alor Akar, Kuantan, Pahang
2. Fadilah Binti Yaacob

SMK Seri Pagi, Seremban, Negeri Sembilan
3. Kamarudin Maharip
SK Semariang, Sarawak
4. Rozali Bin Othman

SK Padang Ampang, Kuala Kangsar, Perak
5. Arjunaidi Bin Ishak

SK Jejawi, Perlis

Teacher’s Module
6. Gloria Marsh
SK Taman Rasah Jaya, Seremban, Negeri Sembilan
7. Janet John Samai

SK Muadzam Shah, Pahang
8. Aidah Kamarudin
SMK Tun Habab, Kota Tinggi, Johor
9. Jauhari Bin Md Som

SMK Tunku Temenggung, Pendang, Kedah
PRONUNCIATION
1. Yau Sook Fun

SK(P) Methodist, Ipoh, Perak
2. Lye Mei Yin

SMK St Joseph, Kuching, Sarawak
3. Susie Matthew Ain

SMK St Teresa, Kuching, Sarawak
4. Rosnah Binti Mat Abidin

SK Putrajaya Presint 14(1), Putrajaya
5. Maheran Binti Marzuky

SK Dato Wan Kemara, Changlun, Kedah
6. Anis Ruwina Binti Mohd Yusof

SK Sultan Omar, Dungun, Terengganu
7. Normardiana Bin Marjaya

8. Morene Liew Yen Yen

Maktab Sabah, Sabah
9. Sandran Krishnasamy
SJK(T) Jalan Yahya Awal, Johor

Teacher’s Module
INSTRUCTIONAL LANGUAGE

2. Ngiam Siew Lan

SMK Paduka Tuan, Segamat, Johor
3. Florence Kok Siew Lin

SMK Durian Daun, Melaka
4. Sarweswari A/P Karuppiah

SMK Dato Hj. Kamaruddin, Kuala Kubu Bharu, Selangor
5. Zainab Binti Sulaiman

SK Alor Mengkudu, Kedah
6. Norhafizah Binti Abdullah

SK Putrajaya Presint 9 (2), Putrajaya
7. Gayah Binti Aris

SK Seberang Marang, Terengganu
8. Ahmad Shahidi Bin Ismail

SMK Kuala Perlis, Perlis
9. Zainab Bibi Binti Hamid

SMK Seremban Jaya 2, Seremban, Negeri Sembilan
10. Anis Rohaida Binti Abdul Rashid

SMK Tg Abdullah Pekan, Pahang
11. Abd. Aziz Bin Mohd. Darus,

SMK Kg. Soeharto, Kuala Kubu Bharu, Selangor
COMMUNICATIVE SKILLS
1. Siti Asmah Binti Ismail

2. Radziah Binti Ramli

SMK Tun Tuah, Melaka
3. Norshin Yeo Binti Abdullah

SMK Seri Tanjung, Melaka
4. Raja Sumathi A/P Raja Gopal

SJK(T) Saraswathy, Sungai Petani, Kedah

Teacher’s Module
5. Chin Fee Fong, Elizabeth

SRK St. Agnes, Likas, Sabah
6. Marina binti Muhammad

SK Bandar Raub, Pahang
7. Mazita Binti Abd Ghani

SMK Sultan Ahmad, Kuala Terengganu, Terengganu
8. Lim Kim Tooi

SK Klang Gate, Gombak, Selangor
9. Caroline Joseph
SMK Jerantut, Pahang
10. Ismarizal Bin Nor Khalim

SMK Syed Alwi, Kangar, Perlis
11. Jennifer Chew Siau Mei

SJKC Chong Kuang, Penang
CLASSROOM LANGUAGE
1. Noordin Bin Buang

SMK Benut, Jalan Jaafar, Benut, Johor
2. Ganeswari A/P Karuppiah

SJKT Serdang, Petaling Perdana, Selangor
3. Rosnita Binti Mohd Rasol

SMK Saujana Indah, Pulau Pinang
4. Noorlia Binti Jantan

SK Assunta Convent, Kuantan, Pahang
5. Zarina Binti Md Yusof

SK Putrajaya, Putrajaya
6. Ooi Choon Peng

SK Seri Intan, Teluk Intan, Perak
7. Chua Wee Lee

SMK Convent, Alor Star
8. Ugi Sindan
SMK Pulau Gaya, Kota Kinabalu, Sabah
9. Muhammad Ilham Ganesh

SK Jementah, Segamat, Johor

Teacher’s Module
10. Selvarani A/P Thanggiah

SMK Sultan Abdul Aziz Shah, Kajang, Selangor
11. Zarina Binti Zainon

SMK Chalok ( Model Khas ) , Setiu, Terengganu
GRAMMAR
1. Cheah Yet Thang

SMK Tanjong Rambutan, Perak
2. Thong Kum Lin

SMK Ayer Tawar, Sitiawan, Perak
3. Johnny Lee Kean Ghee

SMK Alor Pongsu, Bagan Serai, Perak
3. Zalidi Bin Kasim

SMK Dato Sheikh Ahmad, Perlis
4. Azliza Binti Abd Kadir

SMK Putrajaya Presint 11(1), Putrajaya
5. Shuhana Binti Abdul Rahim

SMK Parit Panjang, Kupang, Kedah
6. Norliani Binti Md Noor

SMK Kompleks Gong Badak, Terengganu
7. Anuar Bin Osman

SK Kayang, Perlis
8. Adibah Binti Mohd Kalid

SK Taman Daya 2, Johor Bahru, Johor
9. Masnu Binti Hj Sulaiman

SK Encik Buyong, Sarawak
10. Katrin @ Catherine Lintar

SK Rangalau Baru, Tuaran, Sabah
FACILITATOR:


Teacher’s Module
COURSE OBJECTIVES
1. To develop basic communicative skills in English.

2. To develop teachers’ confidence in using English to deliver content, manage
classroom interaction and to manage teaching and learning in the classroom.
3. To enhance teachers’ knowledge in using the correct terminology and
classroom language.

Teacher’s Module
EMS MODULE 2 TIMETABLE
MONTH HOURS
1 2 3 4
JANUARY Evaluation 1 Grammar Grammar Grammar
FEBRUARY Grammar Grammar Grammar Pronunciation
MARCH Pronunciation Pronunciation Pronunciation Terminology
APRIL Terminology Terminology Terminology Classroom Language
MAY Classroom Language Classroom Language Classroom Language Communicative Skills
JUNE Communicative Skills Communicative Skills Communicative Skills Communicative Skills
JULY Communicative Skills Instructional Language Instructional Language Instructional Language
AUGUST Instructional Language Instructional Language Instructional Language Public Speaking
SEPTEMBER Public Speaking Public Speaking Public Speaking Public Speaking
OCTOBER Public Speaking Public Speaking Public Speaking Evaluation 2

Teacher’s Module
NOTE:
A. EMS Evaluation 1 - 1 hour
B. Grammar - 6 hours
C. Pronunciation - 4 hours
D. Terminology - 4 hours
E. Classroom Language - 4 hours
F. Communicative Skills - 6 hours
G. Public Speaking - 8 hours
H. Instructional Language - 6 hours
I. EMS Evaluation 2 - 1 hour
TOTAL TIME = 40 HOURS (10 MONTHS’ DURATION)

Teacher’s Module
ENGLISH FOR MATHEMATICS AND SCIENCE MODULE 2

(EMS MODULE 2)
TIME CONTENT
JANUARY - SLOT 1 – EMS EVALUATION 1

- SLOT 2 – GRAMMAR
FEBRUARY - SLOT 1 – GRAMMAR

- SLOT 4 - MICRO-TEACHING
- PRONUNCIATION
MARCH - SLOT 1 – PRONUNCIATION

- SLOT 2 – PRONUNCIATION
- SLOT 3 – PRONUNCIATION
- SLOT 4 – TERMINOLOGY
APRIL - SLOT 1 – TERMINOLOGY

- SLOT 4 – CLASSROOM LANGUAGE
- MICRO-TEACHING
MAY - SLOT 1 – CLASSROOM LANGUAGE

- SLOT 4 – COMMUNICATIVE SKILLS

Teacher’s Module
JUNE - SLOT 1 – COMMUNICATIVE SKILLS

- MICRO-TEACHING
JULY - SLOT 1 – COMMUNICATIVE SKILLS

- SLOT 2 – INSTRUCTIONAL LANGUAGE
AUGUST - SLOT 1 – INSTRUCTIONAL LANGUAGE

SLOT 4 – MICRO-TEACHING
- PUBLIC SPEAKING
SEPTEMBER - SLOT 1 – PUBLIC SPEAKING

- SLOT 2 – PUBLIC SPEAKING
OCTOBER - SLOT 1 – PUBLIC SPEAKING

- SLOT 4 – EMS EVALUATION 2

Teacher’s Module
JANUARY
GRAMMAR

Teacher’s Module
JANUARY SLOT 1
COMPONENT: EVALUATION
TOPIC : EVALUATION 1
TIME : 1 hour
EMS
EVALUATION 1
What are they going to evaluate?

Teacher’s Module
JANUARY SLOT 2
COMPONENT: GRAMMAR
TOPIC : SIMPLE PRESENT TENSE
TIME : 1 hour
OBJECTIVES:
 To enable teachers to construct sentences using the correct form of the present
tense from the substitution tables
 To allow teachers to practise using the correct form of the simple present tense by
filling in the blanks
 To enable teachers to identify and correct the errors found in the given sentences
ACTIVITY 1: WRITE, WRITE, WRITE

Time Required : 10 minutes
Materials Required : Substitution Tables
INSTRUCTIONS:
1. Work individually.
2. Take 1 minute to study the given substitution tables.
3. Listen to the facilitator’s explanation on how to construct sentences from the tables.
4. Construct 5 meaningful sentences from the tables.
5. Read out the 5 sentences.
SUBSTITUTION TABLE A
Subject Verb Complement

I a teacher.
She am a doctor at a hospital.
You in the science laboratory.
We is asked to measure the length of the table.
They boiling.
It are doing the experiment.

Teacher’s Module
SUBSTITUTION TABLE B

I play badminton.
He adds durians.
She eat juice at the party.
You drinks every night.
We barks the solutions into a beaker.
They mix some sugar in the mixture.
It measures the cloth.
ACTIVITY 2: TOPPING UP
Materials Required : -
INSTRUCTIONS:
2. Read and understand the given sentences below.
3. Fill in the blanks in Exercise 1 with the correct form of the verbs given in brackets.
4. Discuss the answers with the facilitator.
EXAMPLES OF SENTENCES:
1. I work in a bank.
2. She lives in Terengganu.
3. We fly to Spain every summer.
4. My best friend e-mails me every night.
5. My mother fries eggs for breakfast every morning.
6. John tries very hard in class but he always fails his tests.
7. Salina is the tallest girl in her class.

Teacher’s Module
Exercise 1: Fill in the blanks with the correct form of the words given:
1. I _____________ (read) story books at my leisure.

2. Joanne _____________ (work) eight hours a day.
3. My parents _____________ (know) him very well.
4. What will you do if she _____________ (come) late?
5. My wife _____________ (like) coffee for breakfast.
6. Your train _____________ (leave) at 5.25 p.m. from Platform 3.
7. My family _____________ (go) to town once a week.
8. My wife and I _____________ (visit) our son at the boarding school fortnightly.
9. The bell _____________ (ring) at 7.30 every morning.
10. Rain seldom _____________ (fall) in the Sahara.
11. The maid _____________ (change) the bed linen every week.
12. Please _____________ (add) more milk to the dough.
13. My grandfather _____________ (grow) tomatoes in his garden.
14. The children _____________ (leave) for school at 6 a.m. every morning.
15. Doctors ___________ (treat) patients.
ACTIVITY 3: WHAT IS WRONG?

INSTRUCTIONS:
2. Listen to the instructions from the facilitator.
3. Read Text A.
4. Underline the errors in the subject-verb agreement found in the text.
5. Correct the errors.
6. Write the answers above the errors.

Teacher’s Module
TEXT A
In order to understand how static electricity work, we needs to know that everything
are made up of microscopic particles that have electrical charges called electrons. Static
electricity are created by rubbing one object against another. When you rubs a balloon
against your head, electrical charges from your hair are transferred to the balloon.
Your hair become positively charged, because it loses some electrons. The balloon
becomes negatively charged, because it gains more electrons from your hair. If you holds
the balloon near your head, your hair will stand on ends. Your hair and the balloon is
attracted to each other because they have opposite charges which are positive and
negative. Oppositely-charged objects attract each other and makes them stick together.

Teacher’s Module
JANUARY SLOT 3
COMPONENT: GRAMMAR
TOPIC : SIMPLE PAST TENSE
TIME : 1 hour
OBJECTIVES:
 To enable teachers to construct sentences using the correct form of past tense from
the substitution tables
 To allow teachers to practise using the correct form of simple past tense by
completing the passage
 To enable teachers to translate the given sentences from BM into English
ACTIVITY 4: FLYING WITHOUT WINGS

INSTRUCTIONS:
2. Study the given substitution tables.
3. Listen to the facilitator’s explanation on how to construct sentences from the substitution
tables.
4. Form five sentences from each of the substitution tables.
5. Read out the sentences.
SUBSTITUTION TABLE A
We looked beautiful at the party last week.
The cat walked along the road.
Ali and Abu played a beautiful dress.
She finished a bowl of milk last evening.
You ran in the field yesterday.
He wore football.

Teacher’s Module
SUBSTITUTION TABLE B
They at home yesterday evening.
It a good football player.
We was a nurse before.
Susan were a nice place.
I caught in the rain last night.
He at the clinic this morning.
ACTIVITY 5: CHECK IN
Materials Required : Passages 1 and 2
INSTRUCTIONS:
2. Read and understand the following passages.
3. Complete the passages with the correct form of the verbs in brackets using the simple
past tense.
4. Discuss your answers with the facilitator.
PASSAGE 1
Complete the text with the correct form of the verbs in brackets using the simple past
tense.
Yesterday, Puan Siti (1)__________ (has) a very rough day. She (2)__________
(go) into the kitchen to look for some food for her cat but there (3)___________ (is) none.
Her poor cat stared up at her with its hungry eyes. She felt sorry for it and
(4)_____________ (hurry) to the grocery store to buy some cat food, but unfortunately the
store was out of her cat's favourite brand, so she had to catch a bus downtown. After
buying the food, she (5) _______________ (wait) for half an hour in the rain to get a taxi.
When she finally got home, her cat (6) _______________ (is) sound asleep on the living
room sofa.

Teacher’s Module
PASSAGE 2
Complete the text with the correct form of the verbs in brackets in the simple past
tense.
The FEI World Endurance Championship (1)_____________ (be) the most

prestigious event of the Equestrian Endurance Sport in Malaysia. It was
(2)_________________ (hold) from 6th to 9th November 2008 in Kuala Terengganu. The
Sultan of Terengganu, Sultan Mizan Zainal Abidin (3)_________________ (officiate) the
challenging event.
142 horses and riders (4) ___________________ (take) part. They
(5)_______________ (ride) throughout the night through beaches, woods and villages
of beautiful Terengganu. They (6)__________________ (travel) a total distance of 160
km. This event which ( 7) ______________________ (unite) the top riders of the world
(8)___________________ (be) really an ultimate test of horsemanship.
ACTIVITY 6: TAKING DIFFERENT FLIGHTS

Materials Required : Dictionary
INSTRUCTIONS:
2. Translate the BM words given in brackets into English to complete the following short
passages.
3. You may use the dictionary to help you translate the BM words into English.
4. You are given 15 minutes to carry out this task.
5. Read out your answers.

Teacher’s Module
PASSAGE 1
At 8.00 pm, Zainuddin (1)____________ (duduk) down at the table and

(2)___________ (mula) to eat his dinner. While he was eating dinner, Anna
(3)___________ (datang) to visit him. They (4)________________ (bersembang) for a
while.
PASSAGE 2
Yesterday, my family (1) __________(pergi) to the beach. We had a good time.

While we were relaxing under a tree, my father’s mobile phone (2)____________
(berdering). We had to go back. While we were packing our things, we
(3)_____________ (terdengar) loud shouts. A large turtle (4) ____________ (merangkak)
up the beach very slowly. Some people watched curiously while others
(5)______________ (mengambil) photographs.
PASSAGE 3
Vince (1) _________ (memilih) a job as a supermarket cashier because he liked to

be with people but after what happened yesterday, he wasn’t so sure anymore. First, a
rude lady (2)__________ (membaling) a handful of coupons at him. When he showed
her some coupons which had expired, she (3)____________________ (memberi) him a
hard time and (4)___________________ (mula) to accuse him of cheating. The next
person in line (5)_______________ (merungut) because he (6)_______________ (fikir)
Vince had put the eggs at the bottom of the bag on purpose and would not leave until he
had taken everything out of the bag and repacked it. Later, two teenagers(7) __________
(bergaduh) with him over the price of a packet of M&M’s, which had increased within a
week. Vince went home in a terrible mood, wondering how he could ever force himself to
go to work the next day.

Teacher’s Module
PASSAGE 4
There once (1)_____________ (tinggal) a poor farmer (2)_________________

(bernama) Abu who (3)_____________________ (mempunyai) a large family, and lived in
a very small house. Abu’s house was so crowded that his children had to take turns to
sleep in one tiny bed.
At last, Abu could not stand it any longer, so he(4) ________________ (pergi) to
see the village headman to ask him what to do about his impossible situation.
The wise headman (5)__________________ (berfkir) hard and long, and at last he
(6)________________ (mempunyai) an idea. “I will tell you what to do”, he
(7)_______________ (berkata). “ Bring your chicken to live with you inside the house.”
Abu could not understand how the chicken could help, but he (8)_________________
(mempercayai) the headman’s wisdom and (9)__________________ (melakukan) as he
was told.

Teacher’s Module
JANUARY SLOT 4
COMPONENT: GRAMMAR
TOPIC : PRESENT AND PAST TENSE
TIME : 1 hour
OBJECTIVES:
 To enable teachers to complete a text
 To reinforce the correct use of both the present and past tense
 To enable teachers to identify and correct the errors found in the given extracts
ACTIVITY 7: POT HOLES

INSTRUCTIONS:
2. Read and understand Text B.
3. Complete the text with the correct form of the verbs in brackets.
TEXT B
Not many people (1)__________________(know) the history of Sandakan in

Sabah. Sandakan (2)________________(prosper) in the 1930’s and 1940’s due to its
strategic location in South East Asia. At that time, prospectors, traders, sailors and hunters
from all over the world (3)________________(come) here, giving the settlement a raucous
and rakish atmosphere.
Today, Sandakan (4)____________________(attract) modern day travellers in
search of wealth and adventure. The wealth that used to be focused on timber
(5)_______________(be) now changed to agriculture and bio-fuel industries. Sandakan
(6)_______________(handle) palm oil, tobacco, cocoa, coffee and sago exports. Some of
the most exotic animals in the world like the Borneo Pygmy Elephant, Sumatran
Rhinoceros, Orang Utan and the Proboscis Monkey (7)__________________(abound) in
the forests here. Eco-tourism is drawing more and more visitors to Sandakan. Visitors

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(8)________________(come) to enjoy the beauty of nature and the wildlife.
ACTIVITY 8: RESURFACING
INSTRUCTIONS:
1. Work in pairs.
2. Fill in the blanks in Exercise 2 with the correct words in the box.
3. You are given 10 minutes to complete this task.
Exercise 2:
Complete the sentences with the correct tense of the verbs in the list given below.
teach study sit complete talk mix like discuss work go
1. Pn. Adibah _____________ us English.

2. Azliza _________________ Science for five years.
3. They ___________________for the Mathematics test yesterday.
4. I ______________________my homework last night.
5. We ____________________ on the phone for thirty minutes.
6. Students________________ all the solutions for the experiments.
7. We ____________________the experiment a moment ago.
8. She ____________________ to read Science books.
9. Shuhana ____________________ in the science laboratory.
10. They____________________ to school every day.
ACTIVITY 9: WATCH YOUR STEPS

INSTRUCTIONS:
2. Read Extract A, Extract B and Extract C.
3. Identify the errors in the tenses found in the extracts.

Teacher’s Module
4. Underline and correct the errors.

5. Rewrite the corrected passages in the space provided.
EXTRACT A
When our body are unable to get rid of carbon dioxide effectively, we felt tired and
exhausted. The carbon dioxide collected in our body cause us to yawn and breathe more
heavily. In this way we increases the intake of oxygen and reduced the amount of carbon
dioxide in our body.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
EXTRACT B
Science are closely related to our daily lives. The type of food we choose to eat, the
clothes we wore and the energy we uses are all based on our knowledge on science.
Science explained how babies become adults, why fruits fall to the ground and how birds
flew. Science was the systematic study of natural phenomena, like lightning and volcanic
eruptions , and how they affect us and the environment.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

Teacher’s Module
EXTRACT C
Do you knew that there are living things called bacteria in the air? Louis Pasteur is the man
who discover this. He finds that some bacteria caused diseases while others cause food
like milk to go bad. He also discovered how to prevent food from going bad by heating
them. This method was called pasteurization and is still being used today.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

Teacher’s Module
FEBRUARY
GRAMMAR

Teacher’s Module
FEBRUARY SLOT 1
COMPONENT: GRAMMAR
TOPIC : PREPOSITIONS
TIME : 1 hour
OBJECTIVES:
 To enable teachers to translate preposition combinations from English into BM
 To allow teachers to practise using the preposition combinations before the start of a
lesson (not the set induction)
 To enable teachers to create a dialogue based on the given picture stimulus and
short notes
ACTIVITY 10: CHEMISTRY

INSTRUCTIONS:
2. Listen to the facilitator’s explanation.
3. Study the list of preposition combinations.
4. Translate the preposition combinations into the BM equivalent.

Teacher’s Module
LIST OF PREPOSITION COMBINATIONS

NO ENGLISH BM EQUIVALENT
1 run into
2 depend on
3 get through
4 put up…..hand
5 hand in
6 good at
7 turn to page ….
8 make up …. mind
9 give in
10 run over
11 run out of
12 call off
13 go through
14 interested in
15 look down on
16 watch out
17 calm down
18 look into
19 find out
20 look through
21 stand for
22 come up with
23 put away
24 look up
25 give up
26 get on
27 get off
28 get in

Teacher’s Module
29 get out
30 break down
ACTIVITY 11: IGNITE

INSTRUCTIONS:
1. Work in pairs.
2. Study the following sentences in Table 1.
3. Give the English equivalent of the following BM instructions.
TABLE 1
NO BM INSTRUCTION ENGLISH EQUIVALENT
1. Sila hantar buku anda sekarang!
2. Buka mukasurat 13.
3. Cari makna perkataan dalam kamus.
4. Simpan buku-buku anda.
5. Mari kita semak soalan dan jawapan
bersama.
6. Tolong kuatkan suara anda!
7. Buat keputusan anda.
8. Angkat tangan anda.
9. Jangan putus asa.
10 Teruskan usaha anda.
11. Batalkan mesyuarat itu.
12. Hati-hati! Lantai itu licin.
13. Pergi ke sana sekarang.
14. Naik bas sekarang. Kita sudah
kesuntukan masa.
15. Masuk ke dalam kereta.

Teacher’s Module
ACTIVITY 12: CATALYST

Materials Required : Pictures of experiments, Science and Mathematics diagrams
INSTRUCTIONS:
1. Study the pictures / diagrams given.
(Science teachers are to refer to Figure A while Maths teachers are to refer to Figure B)
2. Use the preposition combinations given to create a dialogue.
3. You are given 12 minutes to do the write-up.
4. Role-play the dialogue.
SCIENCE (FIGURE A)
White tile
Wire gauze
Ice cubes
Water
Bunsen burner
Tripod
stand
Help words:
set up
turn on

Teacher’s Module
put – into
place – over
put – into
heat up
prepare for
look at
WRITE THE DIALOGUE HERE

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
MATHEMATICS (FIGURE B)
Rounding Off Decimals
Decimals can be rounded off to a given number of decimal places. Consider the number
8.6489. We want to round it off to 2 decimal places.
Step 1: Identify the second decimal place and underline it.

Teacher’s Module
2nd decimal place
8.6489
3rd decimal place
1st decimal place
Step 2: Look at the number in the third decimal place. If the digit is greater than, or is 5, add
1 to the digit on its left. Then drop all the digits on its right. If the digit is less than 5, do not
add 1 to the digit on its left. Drop all the digits on its right. Since 8 is greater than 5, round up
by adding 1 to the digit 4.
Therefore, 8.6489 = 8.65 ( to 2 decimal places ).
Help words:
take out turn to sit down listen to
round off look at look for add to
WRITE THE DIALOGUE HERE:
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

Teacher’s Module
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
FEBRUARY SLOT 2
COMPONENT: GRAMMAR
TOPIC : WH-QUESTIONS
TIME : 1 hour
OBJECTIVES:
 To enable teachers to construct questions correctly from the substitution tables
 To enable teachers to formulate WH-questions from the given statements
 To enable teachers to translate BM questions into English
ACTIVITY 13: THE PRODUCTION LINE

INSTRUCTIONS:
2. Listen to the explanation of the agreement of nouns and verbs in formulating WH-
questions based on the substitution tables.
3. Formulate 5 questions orally based on the given substitution tables.
SUBSTITUTION TABLE 1
Question Auxiliary Subject Main Complement

Teacher’s Module
Word Verb Verb

he
Why does she basketball yesterday?
they eat
What do you for breakfast?
the boy play
Where did the girls at 2.00 o’clock in the morning?
Nahar
SUBSTITUTION TABLE 2
Question Auxiliary Subject Complement
Word Verb
he
What is she doing in the cupboard last night?
Where are you doing now?
How was the boy playing hide and seek yesterday?
were the girls going home?
Shuhana
ACTIVITY 14: ASSEMBLE IT

INSTRUCTIONS:
1. Work in pairs.
2. Read the following statements / answers.
3. Construct WH-questions based on the statements / answers given.
4. Discuss your answers.
Write the WH-questions in the space given for the statements below.

Teacher’s Module
1. The pupils are cutting the mangoes into small pieces in the Science laboratory.
___________________________________________________________
2. Encik Anuar is teaching Science in the classroom.
___________________________________________________________
3. You must add a big bowl of salt to the pickles.
__________________________________________________________
4. The plant wilts because there is no water.
__________________________________________________________
5. The roots absorb water and minerals.
__________________________________________________________
6. Adibah spent RM20.00 for a chocolate cake.
___________________________________________________________
7. I weigh 75 kilograms.
___________________________________________________________
8. I go to school at 7.30 in the morning.
___________________________________________________________
9. Amin is taller than Azim.
___________________________________________________________

Teacher’s Module
10.There are more fruits in basket A than basket B.
___________________________________________________________
ACTIVITY 15: FROM SAGA TO FERRARI

INSTRUCTIONS:
2. Read through the list of questions in BM.
3. Translate these BM questions into English.
4. Check your answers with the facilitator.
LIST OF QUESTIONS IN BM
NO BM ENGLISH
1 Apakah perasaan anda hari ini?
2 Di manakah anda mengajar?
3 Kenapakah anda di sini?
4 Bilakah kamu akan menghantar tugasan kamu?
5 Apakah mata pelajaran yang anda suka?

Teacher’s Module
6 Warna manakah yang lebih sesuai untuk

makmal ini?
7 Di manakah kamu berada semasa waktu rehat?
8 Berapa lamakah masa yang kamu perlu untuk

menyiapkan tugasan ini?
9 Kenapakah kamu lewat hari ini?
10 Di manakah kamu letak buku latihan kamu?
FEBRUARY SLOT 3
COMPONENT: GRAMMAR
TOPIC : PASSIVE VOICE
TIME : 1 hour
OBJECTIVES:
 To enable teachers to answer open-ended questions based on a given
comprehension text
 To enable teachers to expand short-notes in writing a report
 To enable teachers to correct errors found in a given report
ACTIVITY 16: A GARDEN TOUR

Materials Required : Dictionary
INSTRUCTIONS:
1. Read and understand the text below carefully.
2. Listen to the facilitator’s explanation on the use of the passive voice.
3. Answer the 5 open-ended questions.
TEXT C The Good And The Bad in Our Daily Diet

Teacher’s Module
Many Malaysians are unaware of how much fat is found in the food they eat. Some
of them are deceived by the delicious nasi lemak, roti canai, cakes and fast food. They are
not concerned over the fat content in these foods which ranges from 30 to 60 percent. Food
which is prepared by frying contains even more fat compared to food which is boiled or
steamed. The former is the common cause of obesity among Malaysian adults.
A healthy lifestyle is achieved only if we understand why we have to eat, what and
how much we eat daily. These questions, which will help locate dietary causes of weight
gain are gaining urgency. Obesity happens to be one of the main causes of diseases among
Malaysians today. Many health advisers are concerned over the fact that one in four
Malaysian adults is now overweight.
Many people do not know how to differentiate between the two. Hunger is triggered
by the need for energy, whereas appetite can be caused by factors such as anger, boredom,
stress, mood swings and even by the environment. Knowing what you put in your mouth is
important. ( Adapted from: New Straits Times May 20, 2004 )
Answer these questions using the passive voice.
1. What is the main problem faced by Malaysians in their daily diet?
___________________________________________________________________
2. What is the cause of obesity among Malaysians?
___________________________________________________________________
3. How can a healthy life-style be achieved?
___________________________________________________________________
4. What is the difference between hunger and appetite?
___________________________________________________________________
5. Which is the best, boiled, steamed or fried food?
___________________________________________________________________

Teacher’s Module
ACTIVITY 17: WEEDING

INSTRUCTIONS:
1. Read the following report.

2. There are errors in the use of the passive voice in the report.
3. Identify and correct the errors.
4. Check your answers with the facilitator.
REPORT
Nor Zulaikha Khaderi is a Form 2 student of Convent Batu Gajah. She has not been
attending school since she has diagnose with bone cancer more than a year ago. She is
cripple by her illness. The cancer has spread to her thigh and since then it has made her left
leg useless.
A large sum of money is need for the operation. Her parents have appealed to the
public for donations. Her father said, the operation, which would be carried out at Hospital
University in Kubang Kerian, Kelantan, costs RM33 500. RM15 000 has been raised by the
family.
People who wish to donate can do so by issuing cheques which can make payable
to Cashier, Finance Department/Charity Units,The New Straits Times Press (Malaysia)

Teacher’s Module
Berhad, Balai Berita, 31, Jalan Riong, Kuala Lumpur. The name Nor Zulaikha Khaderi must
write at the back of the cheque.
ACTIVITY 18: PICKLES, ANYONE?

INSTRUCTIONS:
1. Read the notes given.
2. Expand the notes to write a report. Use the passive voice.
3. Read out your report.
NOTES:
mangoes – salt – water – sugar - vinegar
mangoes – are washed – cut – small pieces – mixing bowl – salt is added – water - stirred
– put into – jar- is left – two days
after two days – water - thrown away – sugar - boiled - left cool – liquid – is poured – jar –
covered - three days – is opened – tasted
WRITE YOUR REPORT HERE
_________________________________________________________________________

Teacher’s Module
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
NOTE:
The section on Pronunciation teaches Phonetic Symbols .

If you print from a soft copy, please make sure your computer has Exceller IPA and
Longman fonts, so that the phonetic symbols will come out right. If not, the wrong symbols
will appear.
The IPA fonts folder is included in your soft copy.

To install the fonts , please follow these steps.
1. Open IPA fonts folder.

Right- click on the 2 files to copy –
IPA.TTF and LONGMAN.TTF
Close or minimize the folder.
2) Go to:
- My Computer
- Local Disk C
- Open Windows folder.
- Open Fonts folder.
- Paste the 2 files in the FONTS folder.

Teacher’s Module
FEBRUARY SLOT 4
COMPONENT: PRONUNCIATION
TOPIC : PHONETIC SYMBOLS
TIME : 30 minutes
OBJECTIVES:
 To enable teachers to carry out micro teaching with focus on the correct use of
grammar learned in previous lessons
 To introduce teachers to phonetic symbols
 To enable teachers to recognise and read phonetic symbols correctly
ACTIVITY 1: SHOW TIME

Materials Required : A 4 paper
INSTRUCTIONS:
2. Prepare a 3 - minute set induction for any lesson with focus on the correct use of
grammar.
3. Take turns to present the set induction.
4. Identify and correct your colleagues’ errors on grammar.

Teacher’s Module
ACTIVITY 2: SIMPLE SYMBOLS

Materials Required : The Oxford Advanced Learner’s Dictionary or The Longman
Dictionary of Contemporary English
INSTRUCTIONS:
1. Look at the phonetic symbols given.
3. Say the sounds after the facilitator.
5 long vowels
 /i:/ sheep / ƒi:p /
 /å:/ farm / få:m /
 /ç:/ horse / hç:s /
 /u:/ shoe / ƒu: /
 /ê:/ bird / bê:d /
7 short vowels
 /í/ ship / ƒíp /
 /e/ head / hed /
 /æ/ hat / hæt /
 /ß/ cup / kßp /
 /ó/ sock / sók /
 /ú/ foot / fút /
 /é/ above / é'bßv /

Teacher’s Module
8 diphthongs
 /eí/ day / deí /
 /aí/ eye / aí /
 /çí/ boy / bçí /
 /aú/ mouth / maúÓ /
 /éú/ nose / néúz /
 /íé/ ear / íé /
 /eé/ hair / heé /
 /úé/ pure / pjúé /
8 voiceless consonants
 /p/ pen / pen /
 /t/ town / taún /
 /k/ cat / kæt /
 /f / fish / fíƒ /
 /Ó/ think / Óíñk /
 /s/ say / seí /
 /ƒ/ she / ƒi: /
 /tƒ/ cheese / tƒi:z /
8 voiced consonants
 /b/ book / búk /
 /d/ day / deí /
 /g/ give / gív /

Teacher’s Module
 /v/ very / 'veri /

 /ð/ the / ðé /
 /z/ zoo / zu: /
 /ë/ vision / 'víën /
 /dë/ jump / dëßmp /
8 Other Consonants
 /l/ look / lúk /
 /r/ run / rßn /
 /j/ yes / jes /
 /w/ we / wi: /
 /m/ moon / mu:n /
 /n/ name /neím/
 /ñ/ sing / síñ /
 /h/ hand / hænd /

Teacher’s Module
MARCH
PRONUNCIATION

Teacher’s Module
MARCH SLOT 1
TOPIC : CORRECT ENGLISH PRONUNCIATION
TIME : 1 hour
OBJECTIVE:
 To enable teachers to pronounce words correctly using phonetic symbols
ACTIVITY 3: DECODING VOWEL SOUNDS

INSTRUCTIONS:
1. Refer to the list of vowels given.
2. Listen to the words read out by the facilitator.
3. Repeat after him.
4. Fill in the phonetic symbols for the words given below.

Teacher’s Module
5. Say the words aloud.
LIST OF VOWELS
5 long vowels
 /i:/ sheep / ƒi:p / beep / bi:p / seat __________
 /å:/ farm / få:m / harm / hå:m / tar __________
 /ç:/ horse / hç:s / born / bç:n / torn __________
 /u:/ shoe / ƒu: / glue / glu: / blue __________
 /ê:/ bird / bê:d / herd / hê:d / nerd __________
7 short vowels
 /í/ ship / ƒíp / hip / híp / lip __________
 /e/ head / hed / dead / ded / bed __________
 /æ/ hat / hæt / bat / bæt / mat __________
 /ß/ cup / kßp / cut / kßt / pup __________
 /ó/ sock / sók / lock / lók / dock __________
 /ú/ foot / fút / book / búk / cook __________
 /é/ above / é'bßv / adult / é'dßlt / doctor __________
ACTIVITY 4: DECODING DIPHTHONG SOUNDS

INSTRUCTIONS:
1. Refer to the list of diphthongs below.
LIST OF DIPHTHONGS
8 diphthongs
 /eí/ day / deí / way / weí / gay __________
 /aí/ eye / aí / by / baí / lie __________
 /çí/ boy / bçí / toy / tçí / coy __________
 /aú/ mouth / maúÓ / cow / kaú / loud __________

Teacher’s Module
 /éú/ nose/ néúz / tow / téú / go __________

 /íé/ ear / íé / deer / díé / gear __________
 /eé/ hair/ heé / bear / beé / tear __________
 /úé/ pure/ pjúé / lure / lúé / tour __________
ACTIVITY 5: DECODING CONSONANT SOUNDS

INSTRUCTIONS:
1. Refer to the list of consonants below.
LIST OF CONSONANTS
8 voiceless consonants
 /p/ pen / pen / part / på:t / past __________
 /t/ town / taún / tie / taí / ten __________
/k/ cat / kæt / kite / kaít / kick __________
 /f/ fish / fíƒ / fat / fæt / fee __________
 /Ó/ think / Óíñk / thought / Óç:t / theme __________
 /s/ say /seí/ send /send/ cell __________
 /ƒ/ she /ƒi:/ chef /ƒef/ shoot __________
 /tƒ/ cheese /tƒi:z/ check /tƒek/ chalk __________
8 voiced consonants
 /b/ book /búk/ bee /bi:/ bar __________
 /d/ day /deí/ draw /drç:/ dust __________
 /g/ give /gív/ goal /géúl/ get __________
 /v/ very /'veri/ vat /væt/ villa __________

Teacher’s Module
 /ð/ the /ðé/ than /ðfn/ this __________

 /z/ zoo /zu:/ zone /zéún/ zit __________
 /ë/ vision/'víën/ measure /meëé/ treasure _________
 /dë/ jump /dëßmp/ jot /dëót/ jaw __________
8 Other Consonants
 /l/ look /lúk/ leak /li:k/ load __________
 /r/ run /rßn/ red /red/ road __________
 /j/ yes /jes/ you /ju:/ yard __________
 /w/ we /wi:/ wife /waíf/ wood __________
 /m/ moon /mu:n/ meet /mi:t/ make __________
 /n/ name /neím/ note /néút/ need __________
 /ñ/ sing /síñ/ long /lóñ/ bring __________
 /h/ hand /hænd/ head /hed/ hold __________
MARCH SLOT 2
TOPIC : HOMOGRAPHS, SILENT LETTERS, “CH” SOUNDS
TIME : 1 hour
OBJECTIVES:
 To enable teachers to pronounce words with more than one sound
 To enable teachers to pronounce words with silent letters
 To enable teachers to pronounce “ough” and the 3 sounds of “ch”
 To help teachers to spell difficult words
ACTIVITY 6: 2-IN-1

Teacher’s Module
INSTRUCTIONS:
1. Listen to the facilitator’s explanation. (e.g. “tear” can be sounded as /tié/ or /teé/).
2. Say the sounds represented by the symbols for each word in Exercise 1. Identify the two
correct pronunciations and cross out the wrong sound. Discuss your answers with the
facilitator.
3. Underline the correct symbols in Exercise 2. Discuss your answers with the facilitator.
Exercise 1
Say out the sounds represented by the symbols for each word. Identify the two correct
pronunciations of the word and then cross out the wrong sound.
1. bow /baú/ /béú/ /bç:/

2. lead /líd/ /li:d/ /led/
3. wind /wínd/ /wi:nd/ /waínd/
4. live /lív/ /laív/ /li:v/
5. refuse /ré'fju:s/ /rí'fju:z/ /'refju:s/
6. desert /dí'zê:t/ /'di:zét/ /'dezét/
Exercise 2
Underline the correct phonetic symbols for the words in bold according to their meanings.
1. (a) The boy wore a bow.

/baú/ /béú/
(b) The singer gave a bow after her performance.
/baú/ /béú/
2. (a) The President will lead the country into an era of change.
/li:d/ /led/
(b) He died of lead poisoning.
/li:d/ /led/
3. (a) The strong wind blew off the roof.

/wínd/ /waínd/
(b) Please wind the toy car.
/wínd/ /waínd/

Teacher’s Module
4. (a) Tigers live in the jungle.

/lív /laív/
(b) Handle the live specimen carefully.
/lív/ /laív/
5. (a) I refuse to do what he says.

/rí'fju:z/ /'refju:s/
(b) Improper disposal of refuse can cause the spread of
diseases.
rí'fju:z/ /'refju:s/
6. (a) Camels can survive in the desert without water for days.
/dí'zê:t/ /'dezét/
(b) She had to desert her children due to poverty.
/dí'zê:t/ /'dezét/
ACTIVITY 7: I’M NOT THERE

Dictionary of Contemporary English, lap top
INSTRUCTIONS:
2. Refer to the list below.
3. Listen to the words read aloud by the facilitator and repeat after him.
4. Take note of the facilitator’s explanation on the missing symbols and the silent letters.
5. Match the correct words with the symbols in Exercise 1.
6. Read aloud all the words.
List
Silent “t” ballet / ‘bæleí /

Teacher’s Module
Silent “h” hour / aúé /

Silent “b” doubt / daút /
Silent “p” receipt / rí’si:t /
Silent “l” palm / på:m /
Silent “w” whole / héúl /
Silent “k” knee / ni: /
Silent “g” gnaw / nç: /
Silent “s” isle / aíl /
Silent “c” muscle / ‘mßsél /
Exercise 1
Match the correct words with the symbols.
chalet heir plumber climbing

coup corpuscle island foreign
knowledge wrench salmon honour
Phonetic Symbol Word Phonetic Symbol Word

/ ku: / / óné /
/ eé / / kç:’pßsél /
/ ‘fç:rén / / ‘sæmén /
/ ‘nólídë / / rentƒ /
/’ aílénd / / ‘klaímíñ /
/ ‘plßmé / / ‘ƒæleí /

Teacher’s Module
ACTIVITY 8 : EIGHT OF US
Dictionary of Contemporary English, lap top, manila card.
INSTRUCTIONS:
1. Look at the symbols for the eight sounds of “ough” on the cards shown by the
facilitator.
2. Say the sounds after the facilitator.
3. Read the words in Column A.
4. Choose words from Table 1 which have the same sound as the words in Column A and
write them in Column B.
5. Look up the phonetic symbols and pronunciation in the dictionary.
6. Read aloud all the words again.
/ éú / u: / / aú / óf / ç: / é / ßp

Teacher’s Module
/ / ßf/ / / / / /
TABLE 1
bough dough ought wrought
nought trough tough bought
drought enough borough thought
Symbol Column A Column B

1. / éú / though
2. / u: / through
3. / ßf/ rough
4. / aú plough
/
5. / óf / cough
6. / ç: / fought
7. / é / thorough
8. / ßp / hiccough
ACTIVITY 9: “CH, CH, CH”
Dictionary of Contemporary English, lap top, manila card
INSTRUCTIONS:
1. Listen to the 3 “ch” sounds represented by the following phonetic symbols:
/ tƒ / chair
/ k / choir
/ ƒ / chef
2. Say the sounds and the words.

3. Fill in the correct symbols for the words given in Exercise 1.
4. Say aloud the words.

Teacher’s Module
Exercise 1
1. chart / ____å:t /
2. cholera / '____óléré /
3. chute / ____u:t /
4. chameleon / ____é'mi:líén /
5. chlorine / '____lç:ri:n /
6. champagne / ____æm'peín /
7. charge / ____å:tƒ /
8. brochure / 'bréú____é /
9. sachet / 'sæ____eí /
10. chemical / '____emíkél /
MARCH SLOT 3
TOPIC : MISSPELT AND MISPRONOUNCED WORDS
TIME : 1 hour
OBJECTIVES:
 To enable the teachers to practise spelling correctly
 To correct mispronounced words with the help of phonetic symbols
 To help teachers cultivate good listening skills
ACTIVITY 10: DARE TO SPELL

Dictionary of Contemporary English, lap top
INSTRUCTIONS:
1. A teacher will be chosen to be the game master.
2. Work in groups.

Teacher’s Module
3. The game master will read out words for the groups to spell.
4. Each teacher is given 20 seconds to spell the word.
5. For each correct word spelt, the group is awarded 1 point.
6. The group with the most points will be declared the winner.
ACTIVITY 11: DOUBLE OR NOTHING

Dictionary of Contemporary English, lap top, word cards
INSTRUCTIONS:
1. Listen carefully to the explanation on the rules of the game.
Rules of the game:

o Each teacher will be asked to come forward to pick a word from the box to
pronounce.
o If he gets it right, he is given a point and the chance to pick a second word to
pronounce.
o For each subsequent word he pronounces correctly, his point is doubled.
o A teacher who pronounces a word wrongly loses all his points.
o A teacher may choose to stop at any time before he loses all his points.
o The game is passed on to another teacher when a teacher gives up his turn or is
knocked out of the game.
o The teacher with the highest score is the winner.
ACTIVITY 12 : M&S IDOL

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

Teacher’s Module
INSTRUCTIONS:
1. Fill in the blanks in the lyrics sheet by referring to the phonetic symbols.
3. Listen to the song and check your answers.
SWAY Other dancers may be on the __________

/ flç: /
When marimba rhythms start to play Dear, but my eyes will see only you
___________ / då:nz / with me, make me Only you have that __________ /
sway 'mædëík / technique
Like a lazy ocean hugs the __________ / When we sway I go weak
ƒç: /
Hold me close, sway me more I can hear the sounds of violins
__________ / lóñ / before it begins
Like a flower bending in the __________ / Make me __________ / Óríl / as only you
bri:z/ know how
__________ / bend / with me, sway with Sway me smooth, sway me now
ease
When we dance you have a way with me Repeat verses 1 and 2
Stay with me, sway with me
Other dancers may be on the floor

Dear, but my eyes will see only you
Only you have that magic __________ / WORDS
tek'ni:k /
When we sway I go __________ / wi:k / Smile, an everlasting smile
A __________ / smaíl / can bring you
I can hear the __________ / saúnds / near to me
of violins Don't ever let me find you __________ /
Long before it begins gón /
Make me thrill as only you know how Cause that would bring a __________ /
Sway me __________ / smu:ð /, sway me tíé / to me
now This world has lost its glory

Teacher’s Module
Let’s start a __________ / brænd / new You __________ / Óíñk / that I don't even
story mean
Now my love a single word I say...
You think that I don't even __________ / [repeat CHORUS twice]
mi:n /
A single word I say... Da da da da da da da
Da da da da da da da da (3x)
[CHORUS]
It’s only words This world has lost its glory
And words are all I have Let's start a brand new story
To take your __________ / hå:t / away Now, my love
You think that I don't even mean
Talk, in everlasting words a __________ / 'síñgfl / word I say...
And __________ / 'dedíkeít / them all, [repeat CHORUS thrice]
to me
And I will give you all my life
I'm here if you should call to me
MARCH SLOT 4
COMPONENT: TERMINOLOGY
TOPIC : TERMINOLOGY
TIME : 1 hour
OBJECTIVES:
 To enable teachers to pronounce the terminologies correctly
 To enable teachers to use the correct terminology
ACTIVITY 1: MAXIMUM RECALL

INSTRUCTIONS:
1. Work in 2 groups, A and B.
2. Both Group A and B will be given a topic each.
3. Make a list of 25 terms related to your assigned topics.
4. A member of Group A reads out the terms in their list while members of Group B listen.

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5. When the list of terms have been read out, members of group B will list down as many
terms as they can possibly recall.
6. A representative of Group B reads out the words that they can recall.
7. Reverse roles.
8. The group that has the most number of words wins.
ACTIVITY 2 : I CLICK, I HEAR, I SAY

Materials Required : Glossary CD, Laptop
INSTRUCTIONS:
1. Explore the glossary CD in your laptop.
2. Click on the words given in the list below.
3. Listen to the pronunciation and repeat the words.
WORD LIST:
absorb duodenum opaque
accelerate diarrhoea osmosis
accumulate faeces osteoporosis
accuracy fulcrum parallel
blood gestation phenomenon
breast hexagon Saturn
caffeine hovercraft semen
camouflage incisors siphon
cochlea larynx stimulus
diabetes legume vacuum

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ACTIVITY 3: TERMS AND MEANINGS

INSTRUCTIONS:
2. Look at the following table.
3. Match the terms to the given meanings.
4. Exchange your work with your partner. Check your answers.
EXERCISE 1: Match correctly.

TERM DESCRIPTION
the number of times an event or
1 interval
value occurs in a set of data
a straight line drawn from side to
2 decade
side through the centre of a circle
a space between two objects or
3 diameter
points

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the direction following the

4 knot movement of the hands of a
conventional clock
plane
5 a period of 100 years
class
6 a flat surface
cuboid
7 a period of ten years
a speed of one nautical mile per

8 century
hour
a solid which is made up of six
9 frequency rectangular faces at right angles to
each other
one of the groups in a set of
10 clockwise
grouped data

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EXERCISE 2: Match correctly.
TERM DESCRIPTION
having the same property, size or
1 edge
value
a line segment that joins any two
2 equivalent
adjacent vertices of a polygon
the region of a circle bounded by
3 relationship
an arc and two radii
the relationship between one thing
4 region to another in size, amount, etc. ,
also known as ratio
sector a polygon with four sides
5
the direction or exact position

segment
6 measured clockwise from the north
relative to a fixed point
the region of a circle bounded by
7 substitute
an arc and two radii
bearing a part of a whole area
8
a region of a circle bounded by an

9 quadrilateral
arc and a chord
proportion to replace with another
10

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APRIL
TERMINOLOGY

Teacher’s Module
APRIL SLOT 1
TOPIC : TERMINOLOGY
TIME : 1 hour
OBJECTIVES:
 To enable teachers to identify and select specific terminologies given
 To enable teachers to use the correct terminology
 To enable teachers to construct simple sentences using the terminologies
ACTIVITY 4: SMART LINK

INSTRUCTIONS:
2. Look at Exercise 3.
3. Fill in each blank with the most suitable word.
4. Check your answers with your facilitator.
EXERCISE 3:
Fill in each blank with the most suitable word.
1. An object is _________________ when it is hard but can be easily broken.

(opaque, smooth, brittle)
2. A ______________ is the smallest particle of matter which can exist in a free state.
(molecule, neutron, nucleus)
3. Eight kilometres is roughly _________________ to five miles.

(equivalent, approximate, average)
4. A cold-blooded vertebrate covered with scales and lays eggs on land is

_______________ (a reptile, a mammal, an amphibian)
5. The ________________ is the sum of all the sides around an area.

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(diameter, volume, perimeter)
6. ________________ is the process of breathing out air.

(Exhalation, Inhalation, Respiration)
7. ________________ is the process of a liquid or gas being taken in.

(Absorption, Diffusion, Distillation)
8. A part of a whole number is called a ___________________ .

(fraction, subtraction , division)
9. A _________________ is a fraction in which the denominator is 10 or 100 or

1000 and so forth. (percentage, area, decimal)
10. The ________________ is a line joining two opposite corners of a polygon.

( perimeter, vertical, diagonal )
ACTIVITY 5: GIVE ME A SENTENCE

INSTRUCTIONS:
1. Work in two groups.
2. Each group starts with 10 points.
3. A teacher from Group A gives a term.
4. A teacher from Group B constructs a sentence with the term
5. Reverse roles until every member of each group has taken a turn.
6. A mark will be deducted for each wrong sentence.
7. At the end of the session, the group with the highest remaining points wins.

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APRIL SLOT 2
TOPIC : TERMINOLOGY
TIME : 1 hour
OBJECTIVES:
 To differentiate sounds by referring to the phonetic symbols
 To use words correctly in context
ACTIVITY 6: WHERE DO I BELONG?

INSTRUCTIONS:
2. State the parts of the body associated with the words given in Table 1.
3. Write a word that has the meaning for each of the phrases in Table 2.
TABLE 1
State the body part associated with the words given below.
Example: tongue, teeth, lips mouth
1 look, iris, cornea y

2 bridge, air, breathe e
3 lobes, sounds, ossicles a
4 nails, fingers, thumbs n
5 digest, acid, muscular bag t c
6 excrete, urine, bladder k y
7 oxygen, alveoli, capillaries g
8 valves, aorta, ventricle e t

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9 female, ova, reproduce v r

10 sweat, dermis, hair i
TABLE 2:
Write a word that has the same meaning for each of the phrases below.
1 a three-wheeled cycle r c
2 a period of a hundred years u
3 a person who has two wives a
4 a five-sided figure e o
5 a period of ten years c
6 a period of two weeks r i
7 a combat between two people l
8 two babies born at the same time i
9 an insect which is said to have 100 feet e p
10 three babies born at the same time r e

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ACTIVITY 7: SOUNDS FAMILIAR?

Materials Required : Longman Dictionary LDOCE
INSTRUCTIONS:
1. Work in pairs.
2. Look up the words in Column A of Exercise 4 in the dictionary.
3. Write the phonetic transcriptions in Column B.
4. Read the words aloud.
5. Give another word which sounds the same as the word in Column A and write it in
Column C. Check out the phonetic symbols.
6. Complete Column D.
7. Complete Exercise 5.
EXERCISE 4
Column A Column B Column C Column D

Phonetic symbol Phonetic symbol
plaice /pleís/ place /pleís/
phase
quay
knead
maize
air
steel
root
waste
cell
heart
pier

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EXERCISE 5
Choose the correct words from Column A.

1. an organ in the chest which pumps blood through the body ___________
2. the smallest part of a living thing ___________
3. unwanted materials ___________
4. a flat sea fish ___________
5. a strong metal that consists of iron and carbon ___________
ACTIVITY 8: NOT QUITE THE SAME

INSTRUCTIONS:
1. Work in groups of 3 – 4.
2. Group the words given in the word list into 10 different categories in Exercise 6.
3. Each group comprises three words which are close in meaning and are often used
incorrectly. The first word in each category is given.
4. Read out each category.
5. Fill in the blanks in Exercise 7 with the appropriate words from the word list.
6. You can use the dictionary as your guide.

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EXERCISE 6
WORD LIST:
observe heat moist change calculate

guess look count avoid measure
clarify wet replace prevent categorise
identify curb watch describe sequence
classify warm hot recognise substitute
damp explain predict speculate distinguish
Example:
1. moist 1. categorise
2. wet 2.
3. damp 3.
1. heat 1. replace
2. 2.
3. 3.
1. watch 1. prevent
2. 2.
3. 3.
1. distinguish 1. measure
2. 2.
3. 3.
1. describe 1. predict
2. 2.
3. 3.

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EXERCISE 7
Fill in the blanks with the words given in the word list in Exercise 6.
1. (a) To test the acidity or alkalinity of a gas, use a __________ litmus paper.
(b) The floor is _________ because he spilled some water.
2. (a) __________ a beaker of water until it boils.
(b) The coffee is too _________ to drink.
3. (a) The teacher asked the students to __________ at the screen.
(b) __________ what happens when the millipede is touched.
4. (a) Observe the animals and __________ the features that protect them from
enemies.
(b) The students had to ___________ between a dolphin and a whale.
5. (a) ___________ the characteristics of a mammal.
(b) The pupils __________ the methods used in their experiments.

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APRIL SLOT 3
TOPIC : SORT THEM OUT
TIME : 1 hour
OBJECTIVES:
 To enable teachers to pronounce mathematical and scientific terms correctly
 To enable teachers to spell correctly
 To enable teachers to use the terms in context correctly
ACTIVITY 9: UNSCRAMBLE ME
Materials Required :-
INSTRUCTIONS:
1. Work in pairs.
2. Study Table 3.
3. Unscramble the letters in Table 3 to form terminologies.
4. Next, study Table 4.
5. Match the terminologies in Table 3 to the definitions in Table 4.
6. Discuss your answers with your facilitator.
TABLE 3
Scrambled Letters Terminologies Scrambled Letters Terminologies
usefdif diffuse zontlarihro
mepeterir sytiden
uvernise teraltntea
xagnohe caavnt
rateacclee duimso

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TABLE 4
Definitions Terminologies
1. spread so that it mixes with the surrounding air or water diffuse
2. the whole length of the border around an area or shape
3. all space including the stars and the planets
4. a shape with six sides
5. to go faster
6. opposite of vertical
7. the degree to which an area is filled with things or people
8. used instead of the one that was intended to be used
9. empty and available
10. silver, white metal which is an element
ACTIVITY 10: “TION” OR “SION”

INSTRUCTIONS:
2. Study Exercise 8.
3. Complete the words by adding “tion” or “sion” in Exercise 8. You may use the dictionary
to help you.
4. Next, study Exercise 9.
5. Complete Exercise 9 by underlining the correct words.
6. Discuss your answers with your facilitator.

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EXERCISE 8
Example: infection
1 immer_____ 11 excre _____
2 pollu _____ 12 fis _____
3 multiplica _____ 13 extinc _____
4 colli _____ 14 addi _____
5 divi _____ 15 fu _____
6 evapora _____ 16 transfu _____
7 condensa _____ 17 conver _____
8 suspen _____ 18 conduc _____
9 reflec _____ 19 produc _____
10 respira _____ 20 diffu _____
EXERCISE 9
Underline the correct word.
1. Many endangered species now face ( excretion , extinction ).
2. Her designs are a ( fusion , fission) of eastern and western cultures.
3. We can give you a ( reduction , deduction ) in the price if you buy in bulk.
4. He needs a blood ( transfusion . transition ).
5. He looked at his ( reflection, refraction ) in the mirror.
6. Wildlife ( conversion , conservation ) is important for future generations.
7. The ( transmission , transformation ) process converts high current low voltage circuits to
low current high voltage or vice versa.
8. The doctor gave him some antibiotics for the ( infection, inflation ).

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APRIL SLOT 4
COMPONENT: CLASSROOM LANGUAGE
TOPIC : POP OUT
TIME : 1 hour
OBJECTIVES:
 To enable teachers to use classroom language correctly
 To enable teachers to identify errors in everyday classroom language
 To enable teachers to write correct sentences
ACTIVITY 1: THINK TANK

INSTRUCTIONS:
2. Read the 5 sample sentences below carefully.
3. Circle the errors found in the 5 sample sentences.
4. Write out the correct sentences in the space provided below.
5. Discuss the correct answers with the facilitator.
SENTENCES:
1. Do not eating and drinking in the Science labratory. (3 errors)
Answer :
2. Do not play play with concentrate acids. (2 errors)
Answer:
3. Why you don’t finish your Mathematic homework yesterday? (3 errors)
Answer:
4. You must listening to what I say. (1 error)
Answer:
5. Please open to pages 20 of your textbook Science. (4 errors)

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Answer:
ACTIVITY 2: NOW, WHAT SHOULD I SAY?

INSTRUCTIONS:
2. You will be given five cartoon strips which have errors in the speech bubbles.
3. Read the cartoon strips carefully.
4. Identify the errors found in the speech bubbles.
5. Circle the errors.
6. Write the correct version in the space provided below each cartoon strip.
CARTOON 1:
ANSWER:

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CARTOON 2:
ANSWER:
CARTOON 3:

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ANSWER:
CARTOON 4:
ANSWER:
CARTOON 5:

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ANSWER:
ACTIVITY 3: TALENT TIME

Materials Required : Lesson script (lessons recently taught in the classroom).
Encouragement Note
INSTRUCTIONS:
2. Prepare a 10-minute lesson and focus on pronunciation and terminology.
3. The other teachers will be given a copy of the Encouragement Note before the
presentation.
4. They have to fill up the Encouragement Note and give it to the presenter after the lesson.
5. Present the lesson.

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MAY
CLASSROOM
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LANGUAGE
MAY SLOT 1
TOPIC : SAY YOU, SAY ME
TIME : 1 hour
OBJECTIVES:
 To enable teachers to use classroom language correctly
 To enable teachers to use various forms of expressions for classroom management
ACTIVITY 4: STARLIGHT, STARBRIGHT

INSTRUCTIONS:

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2. Read the two sample sentences given.

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

exercise books?
5 2
_____________ Please arrange

your books
_____________
neatly on the
3 table.
_____________
_____________
4
_____________
_____________
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ANSWERS
3. _____________________________________________________________________
4. _____________________________________________________________________
5. _____________________________________________________________________
1
Please clean the
blackboard.
2
5
Who punched a
_______________ hole in the
_______________ blackboard?
4 3
_______________ _______________
_______________ _______________

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ANSWERS
3. _____________________________________________________________________
4. _____________________________________________________________________
5. _____________________________________________________________________
Do not play with the broom.
2
5
Have you swept the
floor?
________________
________________
4 ________________
________________
________________
________________
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ANSWERS
3. _____________________________________________________________________
4. _____________________________________________________________________
5. _____________________________________________________________________
ACTIVITY 5A: FIGURE ME OUT

INSTRUCTIONS:
1. Work in pairs.
2. Read the extract given.
3. Complete the dialogue.
5. Act out the dialogue.
EXTRACT:
Teacher : Class, today we are going to clean the classroom.
Ali : Oh no! Not again!
Teacher : Yes, again. Rajan, since you are the __________ (1) boy in the class,
you will have the honour of ______________ (2) the two fans.
Rajan
EMS :
Module 2 / 2009 Teacher, I need a ladder. ____________ (3) can I get one? 89
Teacher : Go and ____________ (4) it from Encik Ariffin, the school gardener.
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ACTIVITY 5 B: PRAISE ME!

Time required : 5 minutes
Materials required :-
INSTRUCTIONS:
1. Study the cartoon strip.
2. Based on the dialogue in Activity 5A, suggest FIVE words of praise to thank the students
for cleaning the classroom.

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ANSWERS:
1.___________________________________________
2.___________________________________________
3.___________________________________________
4.___________________________________________
5.___________________________________________
ACTIVITY 6: EXAM IS JUST AROUND THE CORNER.

INSTRUCTIONS:
2. Study the picture carefully.
3. Talk about the picture based on the cues given.
4. Write sentences by expanding the notes.

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NOTE EXPANSION:
The Do’s and Don’ts in the examination hall
Do’s
1. sit – index number
2. quiet – calm
3. identity card – pencils – pens – erasers
Don’ts
1. cheat – examination
2. talk – examination hall
3. bring – bags – books - notes
ANSWER:
Do’s
1.
2.
3.

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Don’ts
1.
2.
3.
MAY SLOT 2
TOPIC : CORRECT ME, PLEASE!
TIME : 1 hour
OBJECTIVES:
 To enable teachers to identify errors
 To enable teachers to write in correct English

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ACTIVITY 7: THE AUTHOR

INSTRUCTIONS:
2. Read and underline the errors found in the dialogue.
3. Rewrite the dialogue correctly in the space provided.
4. Check answers with the facilitator.
DIALOGUE:
Ramu : Ali, why you not come to school yesterday?
Ali : I’m sorry. I pain.
Ramu : You what pain?
Ali : I pain head la.
Ramu : Did you meet the doctor? Got letter?
Ali : No. Me no see doctor.
Ramu : Why no see doctor?
Ali : I scare doctor.
Ramu : You must get letter from doctor.
Ali : But Ramu, me no pain again.
Ramu : Next time, you must write letter if no come. If no, teacher will angry
you.
Write your answer below.
Ramu : _____________________________________________________
Ali : _____________________________________________________
Ramu : _____________________________________________________

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Ali : _____________________________________________________
Ramu : _____________________________________________________
Ali : _____________________________________________________
Ramu : _____________________________________________________
Ali : _____________________________________________________
Ramu : _____________________________________________________
Ali : _____________________________________________________
Ramu : _____________________________________________________
ACTIVITY 8: THE ACTOR

Materials Required : Bilingual dictionary
INSTRUCTIONS:
1. Work in pairs.
2. Read and act out the dialogue in Situation 1.
3. Read the dialogue in Situation 2.
4. Translate the student’s reply from Bahasa Malaysia into English.

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SITUATION 1
A student was caught stealing in the laboratory.
Teacher : Why did you take this magnet?
Student : I just wanted to borrow it.
Teacher : From whom did you ask permission?
Student : I planned to return it tomorrow.
Teacher : But you didn’t ask permission from me or any other teacher, did you?
Student : No, I didn’t. I intended to return it tomorrow.
Teacher : You see, it is not right to borrow things without permission.
Student : Why is it so?
Teacher : Okay! If your friend takes something without your permission, and
you catch him before he returns it to you, would you accuse him of
stealing?
Student : Oh, I see. I’m sorry, teacher.
Teacher : I will let you go this time. Don’t ever repeat it.
Student : Okay, teacher. I promise not to do it again.
Teacher : Good! You can go now.
Student : Thank you, teacher.
SITUATION 2
A love letter was found in an exercise book.
Teacher : Cindy, what’s this?

Cindy : Apa dia cikgu? ________________________________________
Teacher : Don’t pretend as if you know nothing.
Cindy : Saya benar-benar tidak faham maksud cikgu.Tolong

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terangkan kepada saya. _________________________________

_____________________________________________________
Teacher : I found this inside your exercise book. Do you know what this is?
Cindy : Tidak. Apakah itu? _____________________________________
Teacher : A LOVE LETTER.
Cindy : Itu bukan kepunyaan saya. _______________________________
Teacher : But it is addressed to you.
Cindy : Saya tidak pernah melihat surat ini. ________________________
_____________________________________________________
Teacher : Is it true, Cindy?
Cindy : Ya, cikgu. _____________________________________________
Teacher : Now, I understand. Somebody has written this letter to you. You
have a secret admirer.
Cindy : Boleh saya tahu siapa pengirimnya cikgu? ___________________
_____________________________________________________
Teacher : There is no name written on it.
Cindy : Bolehkah saya baca surat itu cikgu? ____________________
______________________________________________________
Teacher : No, I’ll read it for you.
ACTIVITY 9: CHAIN STORY

Materials Required : Small pieces of paper
INSTRUCTIONS:
2. Write a verb on a piece of paper. Do not show it to anybody.
3. The facilitator will begin a story, based on a classroom situation in two sentences. Then,

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the facilitator will stop and point to a teacher.

4. That teacher is to continue the story using the word (verb) he has written earlier.
5. He can stop anytime he likes and then points to another teacher.
6. This activity is repeated until all the teachers have told their stories.
Note: If there are very few teachers in the group, teachers may use more words and repeat
the whole process.
MAY SLOT 3
TOPIC : HOLLYWOOD BASH
TIME : 1 hour
OBJECTIVES:
 To enable teachers to handle everyday classroom language
 To improve teachers’ ability to use classroom language correctly

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 To boost teachers’ confidence in speaking English
ACTIVITY 10: I AM SORRY

Materials Required : A small box, 6 strips of paper containing different classroom
situations
INSTRUCTIONS:
2. Take turns to pick a strip of paper from the box.
3. Read the situation you have selected.
4. Write a dialogue for the situation using appropriate classroom language.
5. The phrase “I am sorry” must be included in your conversation.
ACTIVITY 11: I CAN DO IT

situations
INSTRUCTIONS:
1. Work in pairs.
2. A representative comes out and picks a strip of paper from the box.
4. Discuss with your partner and role-play the situation using appropriate classroom
language.
5. The phrase “I can do it” must be included in your conversation.
ACTIVITY 12: I UNDERSTAND

situations
INSTRUCTIONS:
1. Work in 2 groups.
2. A representative from each group comes out and picks a strip of paper from the box.

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4. Discuss in your group and role-play the situation using appropriate classroom language.
5. The phrase “I understand” must be included in your conversation.
MAY SLOT 4
COMPONENT: COMMUNICATIVE SKILLS
TOPIC : CONVERSATIONS
TIME : 1 hour
OBJECTIVE:
 To enable teachers to practise making suggestions.
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 To enable teachers to express opinions and state preferences
ACTIVITY 1: DESPERATE HOUSEWIVES

Materials Required : Sample dialogue (EXTRACT A), 5 Situation Cards (EXTRACT B).
Part 1
INSTRUCTIONS:
1. Work in pairs.
2. Practise EXTRACT A with your partner.
3. Role play EXTRACT A with your partner.
4. Exchange roles for extra practice.
(Refer to the sample dialogue – In Pn Asmah’s home)
EXTRACT A
In Pn Asmah’s home
Pn Asmah : Hi, Kak Piah. What are your plans for this weekend?
Pn Safiah : Abang Adam and I plan to take the kids to the seaside for a picnic.
We’ve not been there for a long time. The kids need to relax after their
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exams.
Pn Asmah : I don’t think that’s a good idea. The weather nowadays is unpredictable.
It’s been raining every now and then. Why don’t you take them bowling
and then to the cinema? Kids enjoy that.
Pn Safiah : Oh, I didn’t think of the rain. I will suggest to Abang Adam and the kids.
What are you and your family going to do this weekend?
Pn Asmah : Well, we are going to the Art Gallery. You know how Abang Din and
Safuan love art exhibitions!
Pn Safiah : Do enjoy yourselves.
Pn Asmah : Thanks, we will. You too.
Part 2
INSTRUCTIONS :
1. Work in pairs.
2. Choose a situation card from EXTRACT B.
3. Discuss the situation in the card with your partner.
4. Prepare a dialogue based on your discussion.
5. Role play the dialogue.
EXTRACT B
SITUATION CARD 1
It’s a sunny Sunday afternoon. You want to take your family for an outing somewhere.
Suggest a place.
E.g.:
Mom : Shall we go for a picnic at the seaside?
Son : No, mom. Let’s just watch a movie.
Mom : …….
SITUATION CARD 2
You plan to go to a movie but realise that it had started an hour ago. Suggest visiting
someone instead.
E.g. :
Darling: Oh no! We are late for the movie. What shall we do now?
Honey : Mmm…shall we visit John and Ann?
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Darling: Hadn’t we just visited them two days ago?

Honey : ……….
SITUATION CARD 3
You go out of the house and it starts to rain. Go back in and suggest an indoor activity.
E.g. :
Father : It’s raining heavily outside. Let’s play chess.
Daughter : That’s so boring! Let’s play something else like ……
Father : ……………….
SITUATION CARD 4
The price of food has increased. Suggest three ways to cut costs.
Eg:
Munah : Wah! Food is so expensive nowadays!
Hanum : Yes Munah! What shall we do to cut costs?
Munah : I think we should……..
SITUATION CARD 5
You have been doing housework all week and you’re bored. Suggest going for a short
holiday this weekend.
Eg :
Wife : Oh! I am so bored and tired. I need a break.
Husband : Where would you like to go?
Wife : ……………….
ACTIVITY 2: LET’S TEE-OFF

Materials Required : Cues to dialogue (EXTRACT C)
INSTRUCTIONS:
1. Work in pairs.
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2. Discuss and prepare a dialogue based on the cues in EXTRACT C with your partner.
EXTRACT C
Holidays
Benji had just come back from a holiday trip and was discussing it with his friend, Isma.
Hi, Isma. I’ve just returned from a holiday

trip to Cameron Highlands.
For how long? Benji
Lodging?
Isma
With whom?
Like it? Why / Why

not?
EXTRACT C ( continued )
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Sightseeing/Sports/
Food?
Benji
Going again?
Isma
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JUNE
COMMUNICATIVE
SKILLS
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JUNE SLOT 1
TOPIC : THE HEALING TOUCH
TIME : 1 hour
OBJECTIVE:
 To enable teachers to express their feelings and suggest solutions to problems
ACTIVITY 3: SPA ‘E’

Materials Required : Problem Cards (EXTRACT D)
INSTRUCTIONS:
1. Work in pairs.
2. One will be Teacher A and the other will be Teacher B.
3. Teacher B chooses a problem card from EXTRACT D and reads it aloud.
4. Teacher A suggests a solution to overcome the problem.
5. Switch roles.
6. Choose a new problem card and repeat the activity.
EXTRACT D
PROBLEM 1
Some books in the library are missing. Some pages and pictures of reference books are
missing as well. What should I do?
PROBLEM 2
I can’t concentrate on my work in the staffroom. There is a menace in the staffroom.
RATS! I can’t stand the rats’ droppings anymore. To make matters worse, my colleague
doesn’t keep her place clean. What should I do?
PROBLEM 3
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I’m a new teacher here. The pupils are rude and they ignore my warnings and
instructions. I need help badly.
PROBLEM 4
I am a Form 6 student and I have a crush on the new handsome counsellor. I can’t
concentrate on my studies and the biggest problem is that he is married. Is it true that
love is blind? Help me.
PROBLEM 5
I am 17 years old. My parents are going to be divorced soon. My dad is going to remarry
a 20- year- old girl and my mom is jobless. I am concerned about my future. Whom
should I choose to stay with – my mom or dad? Help me.
PROBLEM 6
There is a group of gangsters loafing outside the school compound especially after
school hours. They always disturb the girls and many parents are worried. I am afraid to
report the matter to the police as they might harm me. What should I do?
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ACTIVITY 4: GUESS ME!

INSTRUCTIONS:
2. Read EXTRACT E.
3. Write the ending to the story in not less than 20 words.
4. Then read the ending aloud.
EXTRACT E
It was a cloudy day. A boy went out to throw the rubbish into the dustbin. Then, he
looked at the sky to see if it was going to rain and he saw something weird on a tall pine
tree. It was black in colour. It looked like… mmm… a BIG BLACK BEAR.
He called his parents. His parents called the neighbours. The neighbours called the
fire department. The firemen came. They shot a tranquilizer at the bear but there was no
reaction from the BIG BLACK BEAR. They fired another shot into the air to frighten the
bear. There was still no reaction. ……….
WHAT HAPPENED NEXT?
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JUNE SLOT 2
COMPONENT : COMMUNICATIVE SKILLS
TOPIC : WORD MANIA
TIME : 1 hour
OBJECTIVES:
 To enable teachers to speak on positive qualities incorporating moral values in
teaching
 To enable teachers to provide reasons for their choices
ACTIVITY 5: MAGIC CHALLENGES

Materials required : Cards with positive qualities written on them
INSTRUCTIONS
1. Work in pairs.
2. Select six cards.
3. Give the Bahasa Melayu equivalent for each word in EXERCISE 1.
4. Decide which three qualities you would like to keep and which to exchange for
others.
5. Show the cards that you do not want to your partners.
6. Exchange the cards with your partners.
7. Use the following expressions:
 I have these cards to exchange.
 Which card do you want?
 Can I have the ___________ card?
 Yes, you can
 Thank you.
8. Talk about the cards that you decide to keep as well as the ones you have
exchanged with your partners.
9. Provide reasons for your choice.
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EXERCISE 1 :
Complete the table below.
Word B.M Equivalent
honesty
intelligence
fairness
obedience
beauty
curiosity
cheerfulness
health
gentleness
optimism
perseverance
politeness
diligence
helpfulness
cooperation
wisdom
justice
friendliness
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charity
generosity
ACTIVITY 6: THE GREAT SCRAMBLER

Materials Required : Scrambled words (based on Mathematics and Science terms)
INSTRUCTIONS:
2. Study EXTRACT F.
3. Unscramble the letters in EXTRACT F to form meaningful words.
4. Construct a sentence for each word.
5. Say the sentence out loud.
EXTRACT F
nroitgen baoncr odeiidx
seerhtopma mielacd
sateyhrobrcda yargivt
teitrfdanfeie trafcos
irmeprtee hoollpcyrhl
ANSWERS :
Scrambled Answers Suggested Sentences

words
nroitgen nit_____________
seerhtopma atm_____________
sateyhrobrcda car_____________
teitrfdanfeie dif______________
irmeprtee per______________
baoncr car______________
odeiidx dio______________
mielacd dec_____________
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yargivt gra______________
trafcos fac______________
hoollpcyrhl chlo_____________
JUNE SLOT 3
TOPIC : MAGICAL WORLD
TIME : 1 hour
ACTIVITY 7: NENEK KEBAYAN’S CONCOCTION

Time Required : 1 hour
OBJECTIVES:
 To enable teachers to speak using meaningful phrases and sentences
 To enable teachers to describe a process or procedure using sequence connectors
INSTRUCTIONS:
1. Work in pairs.
2. Read the situation given in EXTRACT G.
3. Choose the beauty problem that you want to overcome.
4. Read the list of ingredients in EXTRACT H.
5. Choose not more than 8 different ingredients from the list.
6. Prepare a concoction using the ingredients chosen.
7. Use sequence connectors when writing the procedure. (Refer to the SUGGESTED
SEQUENCE CONNECTORS)
8. Present your work orally.
9. Provide reasons for your choices.
EXTRACT G
SITUATION
Nenek Kebayan from Gunung Ledang is looking for a new beauty concoction. She wants
you to help her prepare a concoction to overcome one of these problems:
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1. Wrinkles
2. Obesity
3. Pimples
4. Grey hair
EXTRACT H
LIST OF INGREDIENTS
1. aloe vera 2. henna
3. jasmine 4. honey
5. hibiscus leaves 6. early morning dew
7. tea leaves 8. pegaga
9. rambutan bark 10. egg white
11. Tongkat Ali 12. betel leaves
13. screwpine leaves 14. coconut milk
15. tomato 16. papaya juice
17. sodium chloride (table salt) 18. sodium bicarbonate (baking soda)
19. tamarind juice 20. distilled water
Suggested Sequence Connectors

1. First 7. Meanwhile
2. Second 8. After that
3. Third 9. Eventually
4. Next 10. Finally
5. Then
6. Later
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JUNE SLOT 4
TOPIC : THE STORY-TELLER
TIME : 1 hour
OBJECTIVES:
 To develop teachers’ confidence in using English orally
 To enable teachers to explore their imagination and to express and share ideas
 To enable teachers to construct and narrate a story
ACTIVITY 8: FUN TIME !!!

Materials Required : Encouragement Note
INSTRUCTIONS:
1. Recall, fine-tune and write any lesson that you have taught before.
2. You will be briefed on aspects stated in the Encouragement Note.
3. Other teachers will fill up the Encouragement Note while you are presenting your lesson.
4. Present your lesson individually.
5. You should not refer to your lesson notes.
6. Other teachers will hand the Encouragement Note personally to you after your
presentation.
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ACTIVITY 9: STORYBOARDING
Materials Required : A list of opening sentences to a story
INSTRUCTIONS:
1. Work in pairs.
2. Teacher A chooses an opening sentence in EXTRACT I to start off the story orally.
3. Teacher B continues the story in 2 sentences. Then Teacher A takes over.
4 Teacher A and Teacher B take turns to continue building the story for 15 minutes.
5. Whoever cannot continue the story will be the loser.
6. Repeat the activity with EXTRACT J.
EXTRACT I
My heart missed a beat when the School Inspectorate entered my class suddenly
………
EXTRACT J
I was carrying out the lesson using the LCD projector. Suddenly the power went
off ………
Once upon a
time……..
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JULY
INSTRUCTIONAL
LANGUAGE
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JULY SLOT 1
TOPIC : HOME SWEET HOME
TIME : 1 hour
OBJECTIVES:.
 To enable teachers to express their opinions
 To enable teachers to promote their town as a tourist destination
ACTIVITY 10: MY HOME TOWN

Materials Required : Questionnaire (EXTRACT K)
INSTRUCTIONS:
2. Study the questionnaire. (EXTRACT K)
3. Choose 5 facilities that you want in your home town.
4. Rank the 5 facilities based on your preferences.
5. Give reasons why the 5 facilities are important to your home town.
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EXTRACT K
QUESTIONNAIRE
What is important to your home town?
What are the facilities you want in the town where you live?
Rank the 5 facilities that you want in your home town from 1 to 5, with 1 being the most
important.
Megamall
Water theme park
Olympic-sized pool
Cultural Village
LRT Station
Memorial Park
Mini Disneyland
Gymnasium
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Fishing Paradise
Teacher’s Module
ACTIVITY 11: TOWNS FOR SALE

Materials Required : Cue Cards (EXTRACT L)
INSTRUCTIONS:
2. You will be assigned one cue card each.
3. Study the cue card.
4. Promote the town based on the cues given.
5. Make your promotion as interesting as possible by adding other relevant information.
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EXTRACT K
You come from Melaka. Melaka is a
historical city located on the southern part
of Peninsular Malaysia. It faces the Straits
of Melaka. It has many historical sites like
A Famosa, the Stadhuys, Hang Tuah’s
Well and Hang Li Po’s Well.
You come from Johor Bahru. Johor Bahru
is the southern gateway to Malaysia. It is
located at the southern tip of Peninsular
Malaysia. Johor Bahru is well known for its
‘zapin’, ‘ghazal’ and canned pineapples.
Singapore is its closest neighbour.
You come from Ipoh. Ipoh used to be a
mining town. You can find limestone hills
surrounding the town. It is also famous for
its sweet juicy pomelos.
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You come from Kota Bahru. It is situated
on the north-east coast of Peninsular
Malaysia. It is famous for batik,
traditional handicrafts and “wayang kulit”.
JULY SLOT 2
COMPONENT: INSTRUCTIONAL LANGUAGE
TOPIC : LISTENING & SPEAKING
TIME : 1 hour
OBJECTIVES:
 To develop teachers’ confidence when using the language in formal teaching
 To raise teachers’ awareness on the importance of using the correct language when
giving instructions in the classroom
As teachers, we use instructional language most of the time. It involves the whole act
or process of teaching a particular subject or skill. Giving instructions is just one
component of instructional language.
INSTRUCTIONAL LANGUAGE
What do you understand by the word ‘instruction’?

Instruction :
– the printed information that tells you how to use a piece of equipment
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– a statement telling someone what he /she must do

– formal teaching that you are given in a particular skill or subject
– detailed information on how to do or use something
– the act of teaching something to somebody
– the act of imparting knowledge or skill
– the act of instructing
Language :
A system of communication by written or spoken words, which is used by the people of
a particular country or area.
Instructional language is used to :

1. Help students with vocabulary
– draw students’ attention to new words
– explain the word, illustrate it with examples, write it on the board, ask
students to show examples
– translate if necessary
2. Give instructions and explanations

– clear and concise
– short and simple sentences
– step-by-step
– systematic
– logical sequence
– repeat when necessary
– write major points
– moderate pace
– audible
3. Ask questions
ACTIVITY 1: ORIGAMI - A JUMPING FROG

Materials Required : Coloured A4 papers
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OBJECTIVES:
 To enable teachers to follow given instructions correctly.
INSTRUCTIONS:
2. Facilitator gives a coloured paper to each teacher.
3. Listen to the instructions given by the facilitator and carry out the steps accordingly.
4. Ask the facilitator to repeat if you are not clear with the instructions.
5. Listen to the facilitator’s feedback.
ACTIVITY 2: ORIGAMI - A BUTTERFLY

Materials Required : Coloured A4 paper, pen, pencil
OBJECTIVE:
 To enable teachers to write clear instructions based on the pictures given.
INSTRUCTIONS:
2. Study Task sheet A.
3. Write instructions on how to make a butterfly origami.
4. Read out the instructions.
5. Listen to the facilitator’s feedback.
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TASK SHEET A
A butterfly origami
1. 2.
square - paper fold - triangle - then - smaller triangle
3. 4.
fold - flap - first wing – open – paper – butterfly - done
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fold - second wing
5. 6.
press down – body - wings - flap decorate
ACTIVITY 3: DRAW ME! DRAW YOU!

Materials Required : A4 papers, pen, pencil
OBJECTIVE:
 To enable teachers to practise listening and speaking skills
INSTRUCTIONS:
1. Work in pairs.
2. Teacher A reads aloud the instructions in Text A.
3. Teacher B listens carefully and draws according to the instructions given.
4. Teacher B shows the drawing to Teacher A.
5. Teacher A checks the drawing.
6. Reverse your roles using Text B.
TEXT A
1. Draw a tripod stand in the middle of the paper.

2. Draw a beaker on the tripod stand.
3. Draw a Bunsen burner under the tripod stand.
4. Draw a test tube in the beaker.
5. Draw a glass rod in the beaker.
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TEXT B
1. Draw a big circle in the middle of the paper.

2. Draw a square in the circle.
3. Draw a triangle in the centre of the square.
4. Draw a vertical line across the triangle, cutting the triangle into half.
5. Draw a rectangle below the circle.
6. Draw five small circles horizontally in a row in the rectangle.
7. Draw a star on each side of the circle.
JULY SLOT 3
TOPIC : ERROR IDENTIFICATION
TIME : 1 hour
ACTIVITY 4: A THOUSAND APOLOGIES

Materials Required : A4 Papers
OBJECTIVES :
 To enable teachers to identify and correct the errors
 To enable teachers to practise using instructional language
INSTRUCTIONS :
1. Work in pairs.
2. Read Text A.
3. Identify and correct the errors in the conversation.
4. Act out the conversation with the correct answers.
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TEXT A
Identify and correct the 8 errors made by the student in the conversation below.
ST : Sir, I wants to know if the air around us contains water vapour, micro-organism and
dust? Can you tell me what kinds of tests I should do?
TR : You can do three tests to find out.
ST : Wow! That’s great. What are them?
TR : First, place a few ice cubes in a test tube. Clamp the test tube as shown in the
diagram. Then, place a watch glass below the test tube. Observe the changes that
occur. Test the liquid collected in the watch glass, using cobalt chloride paper.
ST : Okay… what the next test?
TR : The second test goes like this. Prepare two petri dishes containing sterile nutrient
agar. Close one of the petri dishes. Expose the other petri dish to the air for an
hour.
Then, close the petri dish. Observe the two petri dishes after a week. From this
test you will be able to find out if the air contains micro-organisms or not.
ST : That’s interesting. I can’t wait to listen the third test.
TR : For this test, you will need to label two mirrors as X and Y. Clean the surfaces of
the mirrors so that they are free of dust. Then, place the two mirrors at two different
locations for a week. Observe the surfaces of the mirrors.
ST : What I see on the surface of both mirror?
TR : You will find some dust particles on both the surfaces of the mirrors.
ST : Oh, I see. Thank you for the information, sir.
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ACTIVITY 5A: FIND ME DEAR (MATHEMATICS)

Time Required: 30 minutes
Materials Required: Worksheet A
OBJECTIVES:
• To enable teachers to identify and correct the errors

• To enable teachers to practise instructional language used in lessons
INSTRUCTIONS:
1. Work in pairs.
2. Read worksheet A
3. Identify the errors found in the text within 15 minutes.
4. Write the answers in Worksheet A.
5. Present your answers to the others.
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WORKSHEET A (MATHEMATICS)
SITUATION:
You have received an exercise on solving problems with some errors on it. Identify the
8 errors and correct them.
TASK:
Sungai Dusun Hotel have 350 rooms. Sungai Tengi Hotel has 450 rooms. Given that 3/5 of
the rooms in Sungai Dusun Hotel are book and the total number of rooms booked on the
two hotels are 400, calculation the number of room booked in Sungai Tengi Hotel.
SOLUTION:
Step 1 – Understand the Problem
Given:
Sungai Dusun Hotel has 350 rooms and Sungai Tengi Hotel has 450 rooms. The
total number of rooms booked is 400. The number of rooms booked in Sungai
Dusun Hotel = 3/5.
Find :
The number of rooms booked in Sungai Tengi Hotel.
Step 2 – Strategy
EMS Module 2 / 2009 130
Multiply the fraction with 350 and then subtract the answer from 400.
Teacher’s Module
ACTIVITY 5B: FIND ME DEAR (SCIENCE)

Materials Required : Worksheet B
OBJECTIVES:
• To enable teachers to identify errors in the given text

• To enable teachers to correct the errors in the given text
• To enable teachers to practise using instructional language used in the text
INSTRUCTIONS:
1. Work in pairs.
2. Read the text in Worksheet B.
3. Identify the errors and correct them in the worksheet.
WORKSHEET B
Dear Hadi,
I received your letter yesterday. I am happy to know that you want to carry out the
experiment to test for the present of starch in a leaf. Don’t worry, I will help you with the
procedures.
First, immerse the fresh leaf in a beaker off boiling water for two minute.131
EMS Module 2 / 2009
Use the
forceps to transfer the leaf from the beaker to a boiling tube fill with alcohol. Next, palace the
Teacher’s Module
JULY SLOT 4
TOPIC : INSTRUCTIONAL LANGUAGE
TIME : 1 hour
OBJECTIVE:
 To raise teachers’ awareness on the importance of using the correct language when
giving explanation and descriptions pertaining to the lesson
ACTIVITY 6: TRY THIS

INSTRUCTIONS:
1. Work individually
2. Complete Worksheet A (Science) or Worksheet B (Mathematics).
3. Check your answers with your facilitator.
Worksheet A (Mathematics)
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Complete the notes below with the words provided in the boxes.
compare, starting, start
1. Comparing Values of Decimals

- __________ by comparing the whole numbers.
- Then _________ the decimals, __________ with the place value of 1/10.
arrange, used
2. Arranging Decimals in Order.
- Number lines can be __________to ________ decimals.
of, off
3. Rounding off Decimals
- Decimals can be rounded ______ to a specific number ______ decimal
places.
according, or, up, add, where

4. Addition and Subtraction of Decimals
- Line _____ the decimals ____________ to the decimal point.
- ________ zeros as place holders __________ necessary.
- Add _____ subtract.
move, in, right, by, are, same

5. Multiplication of Decimals
- Multiply the numbers.
- The number of decimal places ___the answer must be the ______ as the
total number of decimal places of the two decimals that _____being
multiplied.
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- When multiplying a decimal ____10, 100 or 1000, ______the decimal point

one, two or three places to the _______
move, becomes, use, when, until, the, left

6. Division of Decimals
- _______ the decimal point for both the dividend and divisor.
- For the divisor , move the decimal point ______ the divisor
__________ a whole number.(For example 1 . 2 becomes 12)
- For the dividend, move the decimal point the same number of places.
( For example 4 . 3 4 becomes 43.4 )
- ________long division.
- Align ______ decimal points.
- _______dividing a decimal by 10, 100 or 1000, move the decimal point one,
two or three places to the _____
Worksheet B (Science)
Complete the Science report with the words provided. You may use the words more than
once.
labelled record marbles fewer observations fill
solid aim than apparatus observe arrangement
three space right movement material gas
SCIENCE EXPERIMENT
Topic : The arrangement and movement of particles in a ________, a liquid

and a _______
________ : To simulate the arrangement and _________________of particles in a

_______________, a liquid and a __________.
_________ : A tray with three equal compartments __________ ‘Solid’, ‘Liquid’ and Gas’.
_________ : Marbles
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PROCEDURE
1. ______as many ________ as possible into the section labelled ‘Solid’ until it
is tightly packed.
2. Fill the section labelled “Liquid’ with ________marbles than those in the
‘Solid’ section.
3. In the section ________ ‘Gas’, place even fewer marbles _______ those in
the ‘Liquid’ section.
4. Move the tray from the left to the _______ several times.
5. ___________ the ______________and the movement of the _________ in
each of the three sections. _______ your ____________ in the table.
6. Draw in the ________ provided the arrangement of the marbles in each of the
_________sections.
ACTIVITY 7: WHERE DO I COME FROM?

INSTRUCTIONS:
2. Study Worksheet A carefully.
3. Write a short description based on the notes given.
4. Present your work orally.
Worksheet A
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NOTE EXPANSION:
butterfly – four stages – become – adult – process – known – metamorphosis

female – lays – leaves – hatch – caterpillar
larva – emerges – after – few days – caterpillar – spends – most – time – eating
caterpillar – changes – pupa
adult butterfly - emerges
LIFE CYCLE OF SA BUTTERFLY:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
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___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
AUGUST
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INSTRUCTIONAL
LANGUAGE
AUGUST SLOT 1
TOPIC : NOTE EXPANSION
TIME : 1 hour
OBJECTIVES:
 To develop teachers’ confidence in using the language
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 To raise teaches’ awareness on the importance of using the correct language when
giving instructions in the classroom
ACTIVITY 8: SAY IT LONG, SAY IT OUT!

Materials required : Word cards of common Mathematics and Science terminologies
INSTRUCTIONS:
1. Pick a word card from the box.

2. Read the word aloud.
3. Construct a sentence / sentences with the given word (Instructional Language).
4. Read aloud the sentences that you have constructed.
5. Check the sentences constructed with your facilitator.
ACTIVITY 9: EXPAND ME
OBJECTIVE:
 To enable teachers to construct grammatically correct instructions
INSTRUCTIONS:
2. Read Worksheet A (Science) or Worksheet B (Mathematics).
3. Construct sentences using the notes given in the brackets.
Worksheet A (Science)
Construct sentences based on the words given in the brackets.
1. keep --- plant -----dark---– two days
.....................................................................................................................................
2. set up ---- apparatus --- shown ---- diagram
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.....................................................................................................................................
3. expose---plant----sunlight-----two hours
......................................................................................................................................
4. test------leaves----- presence----starch
………………………………………………………………………………………………..
Worksheet B (Mathematics)
Construct mathematical sentences from the given words.
1. find --- factors --- 48
………………………………………………………………………………………..
2. what --- multiples --- 7
………………………………………………………………………………………….
3. draw – diagram – represent – fraction – 3/8
………………………………………………………………………………………….
4. test – 1467 --- divisible --- 4
…….……………………………………………………………………………………..
5. which – greater – 2/13 --- 3/14
……………………………………………………………………………………………
ACTIVITY 10: FLOW ALONG WITH ME

OBJECTIVE:
 To enable teachers to construct grammatically correct instructions
INSTRUCTIONS:
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2. Study Worksheet A (Mathematics) or Flow Chart B (Science).
3. Construct sentences using the key words given.
4. Present your descriptions using the laptop and the LCD.
Construct problem-solving rubrics using the words given.
Example:
Key words
Faizah RM50.00
Spend  RM12.25 + RM18.65
Money left?
Example of Instructional Rubrics
Faizah had RM50.00 to spend for three days. She spent RM12.25 on the first day and
RM18.65 on the second day. How much did she have left to spend on the third day?
1. Key words
4.5kg mangoes + 2 kg durians  RM27.55
1kg durian  RM8.60
Cost of 1kg mangoes?
2. Key words
Form 3 Berlian  40 students
11  Bus
Others  bicycle
Percentage of students who cycle?
3. Key words
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Storeroom  48 long benches

1 long bench  1m 26cm
Arranged equally  8 rows
Length of each row of benches?
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FLOW CHART B (SCIENCE)
PICTURE OF AN EXPERIMENT
2.Contents ––glass
2.Contents glassrod
rod
1.pour –into-water
1.pour-into-water
1.pour-into-
water
3.pour –– into
3.pour into- -filter
filter
4.pour –– filtrate
4.pour filtrate––evaporating
evaporating dish
5.Heat – gently – until – most water- evaporated

Teacher’s Module
AUGUST SLOT 2
TOPIC : NOTE EXPANSION
TIME : 1 hour
OBJECTIVES:
 To develop teachers’ ability to construct sentences in English
 To help teachers use the correct language in giving explanations and
descriptions in the classroom
 To enable teachers to use the language in the classroom spontaneously and
confidently
ACTIVITY 11: WHAT SAY YOU?

Materials required : 1. Dictionary
2. Reference books
INSTRUCTIONS:
1. Read Worksheet A.
2. Construct sentences using the words or phrases given.
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WORKSHEET A (Mathematics)
Make sentences using the words and phrases below.
No WORD / PHRASE SENTENCE
1. method
2. division
3. calculation
4. addition
5. in sequence
6. even numbers
7. common multiple
8. improper fraction
9. numerator and denominator
10. ascending and descending
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WORKSHEET B (SCIENCE)
Make sentences using the words and phrases given.
No WORD / PHRASE SENTENCE
1. volume
2. modify
3. pour
4. upside down
5. renewable resources
6. natural phenomena
7. force of gravity
8 apparatuses
9. pointer of a spring balance
10. conduct an experiment
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ACTIVITY 12: MORE THAN WORDS

Materials Required : 1. Dictionary
2. Reference books
INSTRUCTIONS:
1. Read Text A (Mathematics) or Text B (Science).
2. Use the notes given to construct sentences in the space provided.
TEXT A (MATHEMATICS)
Use the notes given below to construct sentences. Write them in the space
provided.
PERCENTAGE
Percentage - number - parts - every 100 - expressed - fraction - denominator – 100.

the symbol % - used - represent percent.
_____________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Change fractions - Change decimals - - percentages - - percentages -

percentages percentages decimals fractions
__________________________ __________________________ __________________________
__________________________
__________________________ __________________________ __________________________
__________________________
_____________________________ _____________________________ _____________________________
_____________________________
Multiply - fraction - Divide - percentage -

100 Multiply - decimals - - percentage – 100 100
__________________________
__________________________ __________________________
100
__________________________ __________________________
__________________________ __________________________
__________________________
Change fraction
__________________
__________________________
__________________________
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TEXT B (SCIENCE)
Use the notes given below and construct sentences to explain the experiment. Write
them in the space provided.
EXPERIMENT/
ACTIVITY OBSERVATION
ACTION
A
- your - near a burning - or a - flame The hand - warm
- your observation
____________________
___________________________________________
Burning
candle ____________________
___________________________________________
___________________________________________
B hand -warm
- an electric circuit as - in the diagram
- your hand near the – bulb - record ____________________
Lighted ____________________
___________________________________________ bulb
___________________________________________
___________________________________________
C
- your palms – rapidly - record - The - feel warm
observation
______________
___________________________________________
____________________
___________________________________________
___________________________________________
D
place your hand - of your mouth - The air feels -
breathe - your observation
______________
___________________________________________
____________________
___________________________________________
___________________________________________
EMS Module 2 / 2009 148

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The sodium
hydroxide pellets -
in water, a lot of
E bubbles, and the
- some - pellets - tube - water – record test tube feels -
Sodium
___________________________________________ hydroxide _______________________
pellets
water _______________________
___________________________________________
_______________________
___________________________________________
_______________________
_______________________
The paper
F
windmill starts to -
- make - windmill and hang it - burning
candle - shown - record _______________________
Paper _______________________
_________________________________________________
windmill _______________________
_________________________________________________
_________________________________________________ Burning
candle
_________________________________________________
EMS Module 2 / 2009 149

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ACTIVITY 13: A PICTURE SPEAKS A THOUSAND WORDS

Materials Required : 1. Dictionary
2. References books
INSTRUCTIONS:
1. Read Worksheet A (Mathematics) or Worksheet B (Science).
2. Explain how you would teach the given mathematical problem or science
experiment.
EMS Module 2 / 2009 150

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Read the questions. Write the steps on how to solve them.
1 Find the Highest Common Factor (HCF) of 12 and 36.

Solution
2
2 En. Zaki bought 210 mangosteens. He gave of the mangosteens to his
7
neighbour Mr. Ong. How many mangosteens did Mr. Ong receive?
Solution
3
3 Sayang Hotel has 350 rooms and Shanglala Hotel has 450 rooms. Given that of
5
the rooms in Sayang Hotel are booked and the total number of rooms booked in the
2 hotels is 400, calculate the number of rooms booked in Shanglala Hotel.

Solution
EMS Module 2 / 2009 151

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Worksheet B (Science)
Study the experiment below and describe how it is conducted.
Boiling water
Alcohol
Leaf
Boiling water
2min - transfer leaf using
forceps - into boiling tube
Flame
Flame
remove
leaf –
dip in
What is the colour
of the leaf?
Hot water
Dropper
Leaf
Iodine solution
water
spread leaf –
drop iodine
White tile
EMS Module 2 / 2009 152

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AUGUST SLOT 3
TOPIC : LISTENING, SPEAKING & WRITING
TIME : 1 hour
OBJECTIVES:
 To develop teachers’ confidence in using the language when teaching
 To help teachers to practise using the correct instructional language
ACTIVITY 14: NOW YOU ARE TALKING

Time Required : 1 hour
Materials Required : Mathematics Curriculum Specifications,
Science Curriculum Specifications
INSTRUCTIONS:
1. Choose a suitable topic from the Curriculum Specifications.
2. Write a script for the presentation stage of the lesson based on the topic
chosen.
3. Use WH-questions, terminologies and classroom language when writing the
script.
4. Carry out micro teaching.
EMS Module 2 / 2009 153

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AUGUST SLOT 4
COMPONENT: PUBLIC SPEAKING
TOPIC : BLOOPS AND BLUNDERS
TIME : 1 hour
OBJECTIVES:
 To develop teachers’ confidence in using English orally
 To raise teachers’ awareness on irrelevant pauses and fillers in speeches
ACTIVITY 1: EMS IDOL

Materials Required : Lesson scripts (a lesson taught recently in the classroom)
Encouragement Note
INSTRUCTIONS:
1. Recall and fine-tune a lesson that you have taught recently.
2. You will be briefed on aspects stated in the Encouragement Note.
3. Other teachers will fill up the Encouragement Note and hand it personally to you after
your presentation.
4. Present your lesson individually.
5. You should not refer to your lesson notes.
EMS Module 2 / 2009 154

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ACTIVITY 2: NO “LAHS” LA
INSTRUCTIONS:
1. Prepare a speech on the topic given by the facilitator.
2. Present your speech.
3. After receiving comments from other teachers, refine and improve your original
speech.
4. Present your edited speech.
TOPICS
 Myself
 My Family
 My School
 My Favourite Pastime
 My Favourite movie / food / book / television series
EMS Module 2 / 2009 155

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SEPTEMBER
PUBLIC
SPEAKING
EMS Module 2 / 2009 156

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SEPTEMBER SLOT 1
TOPIC : SHARE YOUR THOUGHTS
TIME : 1 hour
OBJECTIVE:
 To encourage teachers to give opinions in English
ACTIVITY 3: HEAR YE!

Materials Required : Sentence strips
INSTRUCTIONS:
1. Work in pairs.
2 Choose one envelope and rearrange the words in it to create a statement.
3. Read out the statement and your partner speaks on the statement read out.
4. Exchange roles – Your partner takes an envelope and rearranges the words.
5. Your partner reads out the new statement and you comment on it.
6. Each presentation is for two minutes.
EMS Module 2 / 2009 157

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SEPTEMBER SLOT 2
TOPIC : ADDED FLAVOUR
TIME : 1 hour
OBJECTIVES:
 To develop teachers’ confidence in using English
 To enable teachers to give information in reported speech
ACTIVITY 4: PSST… PLEASE TELL ME

Time Required : 60 Minutes
Materials Required : Pictorial situations
INSTRUCTIONS:
Part A
1. Study pictures A and B and assign names to each character in the pictures.
2. Work in pairs.
3. One teacher will play the role of the Principal and another teacher will be Miss/Mr.
Kaypo.
4. Listen to the facilitator’s description of a situation.
EMS Module 2 / 2009 158

Teacher’s Module
5. Miss/ Mr. Kaypo will study the picture given and report to the Principal about the
teachers’ activities while the Principal was away.
6. Take turns to role play in front of the class.
7. The ‘Principal’ studies Picture B and tells Miss/Mr. Kaypo what he saw when he
entered the teachers’ room.
Part B
1. You will be assigned roles as one of the characters in Picture A.
2. Your facilitator will act as the Principal.
3. Come up with reasons for your behaviour as reported by Miss/Mr. Kaypo.
4. Take turns to present your reasons.
5. Change roles and repeat with different characters.
PICTORIAL SITUATIONS
Picture A
EMS Module 2 / 2009 159

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Picture B
EMS Module 2 / 2009 160

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SEPTEMBER SLOT 3
EMS Module 2 / 2009 161

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TOPIC : SPILL YOUR GUTS
TIME : 1 hour
OBJECTIVE:
ACTIVITY 5: SPEAK YOUR MIND

Materials Required : None
INSTRUCTIONS:
Part A
1. List current issues affecting the school and you.
2. Choose one or two issues and share your views on the issues.
Part B
1. Look at the picture given.
2. One teacher will pretend to be the driver of the car.
3. Play the role of a reporter and prepare questions to ask the driver
about the accident.
4. Take 5 minutes to prepare the questions.
5. After you have finished, ask the questions you have prepared.
6. Take 5 minutes to draft your report for the newspapers.
7. Present your report.
8. Read the actual newspaper report given by the facilitator.
9. Comment on it.
A Car Crash
EMS Module 2 / 2009 162

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EMS Module 2 / 2009 163

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SEPTEMBER SLOT 4
TOPIC : SING SANG SUNG
TIME : 1 hour
OBJECTIVES:
 To raise teachers’ awareness that direct translation is not always correct
ACTIVITY 6A: SONG TWISTER

Materials Required : Audio File : Kau di Hatiku – Zainal Abidin
Lyrics : Kau di Hatiku – Zainal Abidin
INSTRUCTIONS:
2. Listen to the song ‘Kau Di Hatiku’ carefully.and answer the following questions
- In your opinion, who is the song meant for?
- What is the advice given by the singer?
3. Discuss your answers with your facilitator
4. Take 10 minutes to study the lyrics of ‘ Kau di Hatiku’ and write a story
based on the song.
5. Take turns to present your stories.
EMS Module 2 / 2009 164

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ACTIVITY 6B: SONG TWISTER

1) Audio File
i) Kau di Hatiku – Zainal Abidin
ii) You’ll Be in My Heart – Phil Collins
2) Lyrics
i) Kau di Hatiku – Zainal Abidin
ii) You’ll Be in My Heart – Phil Collins
INSTRUCTIONS:
1. Work in pairs.
2. Listen to the song ‘Kau Di Hatiku’ carefully.
3. Study the two stanzas assigned to you and translate the lyrics into English.
4. Take 10 minutes to do the task.
5. Take turns to sing aloud your translated version.
6. Compare your translation with the lyrics shown on the screen.
7. Identify any distortions in your translations.
8. Share your views on the translations done.
9. Listen to the song ‘You’ll be in My Heart’ and sing along.
EMS Module 2 / 2009 165

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OCTOBER
PUBLIC
SPEAKING
EMS Module 2 / 2009 166

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OCTOBER SLOT 1
TOPIC : TÊTE-À-TÊTE
TIME : 1 hour
OBJECTIVES:
 To enable teachers to role play a dialogue
 To enable teachers to explore their creativity
ACTIVITY 7: In The Lime Light

Materials Required : Pictures of famous personalities
INSTRUCTIONS:
1. Find a partner.
2. Look at the pictures given. Your facilitator will assign 2 personalities to each pair.
3. Prepare a dialogue for the situation given between the personalities.
4. Take 5 minutes to prepare.
EMS Module 2 / 2009 167

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6. Repeat the activity using other situations and new pictures.
FAMOUS PERSONALITIES
1 2 3 4
5 6 7 8
EMS Module 2 / 2009 168

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9 10 11 12
OCTOBER SLOT 2
TOPIC : BUILDING BLOCKS
TIME : 1 hour
OBJECTIVES:
 To encourage teachers to give construct correct sentences
 To enable teachers to express ideas creatively
ACTIVITY 8 : STRING ALONG

Materials Required : Paper strips containing a string of words
INSTRUCTIONS:
2. Pick a paper strip from the box and construct a sentence.
3. Take 1 minute to construct the sentence before saying it aloud.
EMS Module 2 / 2009 169

Teacher’s Module
ACTIVITY 9: A WRITER’S TALE

Materials Required : Word Cards
INSTRUCTIONS:
1. Work individually or in pairs.
2. Pick 3 word cards from Box A and 2 word cards from Box B.
3. Write a story which includes the 5 words picked.
4. Take 10 minutes to prepare.
5. Take turns to present your stories.
EMS Module 2 / 2009 170

Teacher’s Module
OCTOBER SLOT 3
TOPIC : DIFFERENT TONES
TIME : 1 hour
OBJECTIVES :
 To give teachers practice in expressing themselves spontaneously.
 To enable teachers to express ideas creatively
ACTIVITY 10: I DARE YOU!

Materials Required : Sentence cards
INSTRUCTIONS :
1. Work in pairs.
2. Pick a card and read the statement on the card.
3. Suggest points to support the statement.
4. Take 2 minutes to present the points.
EMS Module 2 / 2009 171

Teacher’s Module
5. Show the card to your partner and tell him / her to suggest points to oppose the
statement.
OCTOBER SLOT 4
COMPONENT: EVALUATION
TOPIC : EVALUATION 2
TIME : 1 hour
EMS
EMS Module 2 / 2009 172

Teacher’s Module
EVALUATION 2
REFERENCES
1. Hadfield, J. (1990). Intermediate communication games. Longman.
2. Watcyn, J. P. (1981). Pair work student A. Penguin Books.
3. Watcyn, J.P. (1981). Pair work student B. Penguin Books.
4. Klippel, F. (1990). Keep Talking. Cambridge.
5. Thornbury, S. (2005). How to teach speaking. Longman
6. Mike, L. (1997). Presentation tips and techniques, (3rd Printing). Advantage
Quest publications
7. Azar, B. S. Fundamentals of english grammar. (2nd Ed.). Selangor: Longman.
8. Azar, B. S. Fundamentals of english grammar workbook. (2nd Edi.). Selangor:
Longman.
9. Raja Endran. Grammar now, english KBSR year 6 . Pustaka Delta.
10. Lim, E.W. & Sia, C.K. Hands-on Integrated with PEKA form 1 science. Pelangi.
11. Low, S.N. Hands-on Integrated with PEKA form 2 science. Pelangi.
12. Abdul Razak, O. et.al. Exploring mathematics, bilingual teacher’s manual 1.
Malaysia: Pearson
EMS Module 2 / 2009 173

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13. Granger, C. Play games with english 2, teacher’s resource book. Heinemann
14. Cambridge international dictionary of english. Cambridge.
15. Longman dictionary of contemporary english. Longman.
16. Microsoft ® Encarta ® 2006. © 1993 – 2005 Microsoft Corporation.
17. http://www.aresearchguide.com/index.html
18. http://www.origamiforkids.com
EMS Module 2 / 2009 174

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Teacher’s Module

ENGLISH FOR MATHEMATICS AND SCIENCE

BAHAGIAN PENDIDIKAN GURU

EMS Module 2 / 2009 1

I would like to convey my heartfelt gratitude and appreciation to those involved in

EMS Module 2 / 2009 2

1. Zarena Bi Binti Mohamed Sadique

2. Fatimah Binti Mustafa

3. Yee Lee Ming

4. Noordin Bin Buang

5. Siti Asmah Binti Ismail

6. Thong Kum Lin

7. Cheah Yet Thang

8. Taufeeq Bin Mohamad Amin

9. Ganeswari A/P Karuppiah

10. Ngiam Siew Lan

11. Florence Kok Siew Lin

12. Fadhilah Binti Yaacob

13. Radziah Binti Ramli

14. Norshin Yeo Binti Abdullah

15. Johnny Lee Kean Ghee

EMS Module 2 / 2009 3

2. Yee Lee Ming

3. Taufeeq Bin Mohamad Amin

4. Rozannie Emilia Binti And Rahman

5. Abdul Rashid Bin Salleh

6. Samsiah Binti Draman

7. Siti Rohani Binti Mohd Noor

8. Siaw Ming Hui

9. Kamaluddin Shamil Bin Yom Ahmad

2. Fadilah Binti Yaacob

4. Rozali Bin Othman

5. Arjunaidi Bin Ishak

EMS Module 2 / 2009 4

7. Janet John Samai

9. Jauhari Bin Md Som

1. Yau Sook Fun

2. Lye Mei Yin

3. Susie Matthew Ain

4. Rosnah Binti Mat Abidin

5. Maheran Binti Marzuky

6. Anis Ruwina Binti Mohd Yusof

7. Normardiana Bin Marjaya

8. Morene Liew Yen Yen

EMS Module 2 / 2009 5

1. Zarena Bi Binti Mohamed Sadique

2. Ngiam Siew Lan

3. Florence Kok Siew Lin

4. Sarweswari A/P Karuppiah

5. Zainab Binti Sulaiman

6. Norhafizah Binti Abdullah

7. Gayah Binti Aris

8. Ahmad Shahidi Bin Ismail

9. Zainab Bibi Binti Hamid

10. Anis Rohaida Binti Abdul Rashid

11. Abd. Aziz Bin Mohd. Darus,

1. Siti Asmah Binti Ismail

2. Radziah Binti Ramli

3. Norshin Yeo Binti Abdullah

4. Raja Sumathi A/P Raja Gopal