BAHASA INGGERIS SVM SCHEME OF WORK- SEM 2

KEMENTERIAN
PENDIDIKAN
MALAYSIA

KURIKULUM STANDARD KOLEJ VOKASIONAL

BAHASA INGGERIS

SCHEME OF WORK

SEMESTER 2

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BAHASA INGGERIS SVM SCHEME OF WORK- SEM 2

CONTENTS

NO ITEM
1 CONTENT OVERVIEW
1. Content and Organisation of Semester 1 Scheme of Work
2. Scheme of Work Template : Supporting Information
2 SCHEME OF WORK
1. Semester 1 : Lessons 1 - 15
2. Semester 2 : Lessons 1 - 17

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SEM 2

SVM SEMESTER 1 AND 2

Content Overview

The purpose of this document is to provide teachers with support and information on
planning, creating and delivering their lessons throughout the year. Lecturers will need to
refer to this document when planning and delivering their module-based lessons and
creating their own lessons.

In this Scheme of Work document, teachers will find the following information:

1. Content and Organisation of the Scheme of Work

This section provides teachers with an introduction to the Scheme of Work and an
explanation of how the lessons are organised within the Scheme of Work.

2. Supporting information
This section provides teachers with an explanation of the information contained within the
Scheme of Work template.

3. Glossary of terms in the Semester 1 and 2 Curriculum Framework

Teachers should refer to the Content and Learning Standards contained within the
Scheme of Work. These Content and Learning Standards come from the “Kurikulum
Standard Kolej Vokasional (KSKV) for Sijil Vokasional Malaysia.

This section provides teachers with supporting explanations for some of these Content
and Learning Standards. It also provides explanations of important terms used in some of
the lessons. These terms are mainly found in the Learning Outline section .

4. Scheme of Work
This is the main section of the scheme of work. It provides teachers with details for the
lessons.

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1. Content and organisation of the Semester 1 Scheme of Work

What is the Scheme of Work and how can it help teachers?

The Scheme of Work gives teachers an overview of the Content and Learning Standards
to be covered within each lesson.
The Scheme of Work will assist teachers in their daily, weekly and longer-term
planning of lessons.

What does the Scheme of Work consist of?

The Scheme of Work consists of 32 lessons with each lesson lasting a total of 60 minutes.

Teachers will need to plan and adapt their lessons accordingly.

SEMESTER SKILLS NO. OF TIME

LESSONS

1 Listening / Speaking / Reading / Writing 15 15 hours

2 Listening / Speaking / Reading / Writing 17 17 hours

Continuous Assessment

The Continuous Assessment for each skill must meet assessment objectives and

learning standards.

The schedule for Continuous Assessment has been standardised for every college.
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( Refer to Guidelines for Assessment)

Revision Lessons
Some lessons can be planned in the Scheme of Work for revising, reviewing

and consolidating learning.

2. Scheme of Work Template: Supporting Information

1. Lesson
Each lesson within the Scheme of Work follows the lesson type

(e.g. Reading, Speaking )

2. Main Skill Focus

Each lesson may have one main skill focus and complementary skill.

3. Theme
The four given themes are:

 Semester 1 - People and Culture

 Semester 2 - Health and Environment

4. Language/Grammar Focus
This will be related to a grammatical structure/function (e.g. Present Simple
versus Present Continuous).

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5. Content Standards and Learning Standards

The given Content and Learning Standards are taken from the “Kurikulum
Standard Kolej Vokasional” for SVM.

6. Main Skill and Complementary Skill

Each lesson within the Scheme of Work focuses on one main skill and one
complementary skill. Learning Standards may be covered as a main skill
or as a complementary skill. It is therefore critical that teachers ensure that
both the main skill and the complementary skill are covered in each lesson.
The complementary skill is not an optional skill that can be ignored or
dropped from the lesson. Doing this may mean that students do not receive
adequate practice in and exposure to all the given Learning Standards within
the Curriculum Framework. When teachers are planning their lessons they
must therefore ensure that both the main skill and complementary skill are
each assigned a suitable learning objective.

Teachers should also be aware that the main skill and complementary skill
should not however be given equal time and attention within the lesson.
Teachers will need to ensure that the complementary skill is covered, but the
degree of attention this complementary skill receives in comparison to the main
skill will be up to the teacher’s own professional judgement as they will know
better the specific learning needs of their students.

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Each lesson in the Scheme of Work contains specific Content and Learning Standards.

Teachers may find useful the following explanations of some of the terms used.

TERM IN SEMESTER 1 MEANING

AND 2

Listening 1.1.1

Understand understand independently

independently the main
ideas in simple longer Pupils who can understand the main idea of a text independently can
texts on an increased understand the main idea without any help from the lecturer or their
range of familiar topics. peers.

simple texts

Listening 1.1.2 Simple texts are texts which content is organised clearly and which
contain language and ideas that students can understand.
Understand
independently specific longer texts
information and details in Longer texts are usually more than 150 words and up to
longer texts on an approximately 400 words long. Teachers should use their own
increased range of judgment on simple longer texts, based on the level and interest of
familiar topics. the pupils they teach.

increased range of familiar topics

Speaking 2.1.1 The increased range of topics that pupils are exposed to in Semester
Paraphrase short simple 1 and 2 means that this range must increase in comparison with
texts Form 3. Familiar topics are topics that pupils know.

However, students in rural or remote areas and pupils who live in

cities may be familiar with different topics. Lecturers should use their
Reading 3.1.1 own judgement here.

Understand the main

points in longer texts on
an increased range of

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familiar topics.

Reading 3.1.2

Understand specific
details and information in
longer texts on an
increased range of
familiar topics.

Listening 1.1.1 more complex questions

Understand A more complex question is a question that contains more than one
independently more clause (e.g. Why did the author travel to Argentina to write his
complex questions. novel?). A more complex question is also a probing question
(questions that aim to dig deeper than the surface).

Listening 1.2.1
a range of familiar topics
Guess the meaning of
unfamiliar words from Familiar topics are topics that pupils know. A range of familiar topics
clues provided by other means a variety of topics which students know.
words and by context on
an increased range of
familiar topics.

Speaking 2.1.1 paraphrase

Paraphrase short Students paraphrase by rewording a written or spoken text using

simple texts their own words which are different to those used in the original text.

short simple texts

Short simple texts are usually up to approximately 150 words long

Speaking 2.1.2 Ask about

Ask about and explain Students can ask about a simple process by using questions that ask
simple processes. for elaboration (e.g Tell me about?), clarification (e.g What do you

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mean by ...?) and repetition (e.g Can you explain that to me again?)

Writing 4.1.2

Explain simple explain simple processes

processes.
Examples of simple processes are : preparing food ; painting a
picture in art; creating a plan for writing task. The language
associated with explaining a simple process includes : linking words
to show a cause , linking words to show effect ; listing words,
conditionals or “if “ statements.

Writing 4.2.1 appropriately

Produce a plan or draft of Appropriately refers to the successful communication of a message.

two paragraphs or more The message itself may not necessarily be 100% accurate, but the
and modify this pupil has communicated his or her meaning successfully.
appropriately
independently.

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SCHEME OF WORK

SEMESTER 2

THEME: HEALTH AND

MAIN SKILL FOCUS : Listening
ENVIRONMENT
WEEK 1 LESSON 1 :
LANGUAGE: Vocabulary about GRAMMAR FOCUS:
nature

CONTENT STANDARD LEARNING STANDARD LEARNING OUTLINE

Main Skill

Listening 1.1 Listening 1.1.1 1. Teacher shows pictures

Understand meaning in a variety Understand independently more winter, summer, spring and
of familiar contexts complex questions fall.
2. Teacher elicits students’
knowledge on the four
seasons and the things
associated to it, for example
clothing, activities, feelings etc.
3. Teacher distributes worksheet
Complimentary Skill
containing 8 questions to the
students.
Listening 1.2 Listening 1.2.1
4. The questions should be
Use appropriate listening Guess the meaning of unfamiliar related to the audio that you
strategies in a variety of contexts words from clues provided by are going to play.
other words and by context on an 5. The questions could be in the
increased range of familiar topics. form of complex questions
such as True / False, MCQ,
open-ended or sequencing
activities.
6. Teacher plays an audio on
conversation about
environmental issues at least
twice. Teacher uses any
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technique to help students

understand the meaning of
unfamiliar words.
7. Students sit in pairs to check
and compare their answers.

WEEK 2 LESSON 2 : MAIN SKILL FOCUS : Speaking THEME: HEALTH AND

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ENVIRONMENT
LANGUAGE: GRAMMAR FOCUS:

CONTENT STANDARD LEARNING STANDARD LEARNING OUTLINE

Main Skill

Speaking 2.1 Speaking 2.1.1 1. Teacher asks students about

Communicate information, ideas, Describe future plans and their ambitions and future
opinions and feelings intelligibly ambitions plans, such as:
on familiar topics. a. What is your ambition?
b. Do you think money is
important in your future
planning?
c. What do you intend to do
with the money that you
have?
2. The question should lead
towards discussion on health.
Complimentary Skill 3. Teacher writes the topic
“Healthy Lifestyle” on the
Writing 4.2 Writing 4.2.1 board.
Communicate with appropriate Produce a plan or draft of two 4. Students are divided into
language, form and style paragraphs or more and modify groups.
this appropriately independently 5. Students list 4 main ideas and
two details for each main idea.
6. Students draft their ideas into
mind maps.
7. Students present their mind
maps.

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THEME: HEALTH AND

MAIN SKILL FOCUS : Reading
ENVIRONMENT
WEEK 3 LESSON 3 :
LANGUAGE: GRAMMAR FOCUS:

CONTENT STANDARD LEARNING STANDARD LEARNING OUTLINE

Main Skill 1. Teacher brings several articles

on health or environment . The
Reading 3.1 Reading 3.1.1 articles (between 150 – 400
Understand a variety of texts by Understand the main points in words) could be taken from
using a range of appropriate longer texts on an increased magazines or newspapers.
reading strategies to construct range of familiar topics 2. Teacher divides students into
meaning groups.
3. Teacher gives the articles to
each group.
4. Students read the articles and
Speaking 2.1 Speaking 2.1.1
extract the main ideas from the
Communicate information, ideas, Describe future plans and articles.
opinions and feelings intelligibly ambitions 5. Students write the ideas on a
on familiar topics.
mind map.
6. Students present their mind
maps
* relate to 2.1.1

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THEME: HEALTH AND

MAIN SKILL FOCUS : Reading
ENVIRONMENT
WEEK 4 LESSON 4 :
LANGUAGE: GRAMMAR FOCUS:

CONTENT STANDARD LEARNING STANDARD LEARNING OUTLINE

Main Skill CONTINUOUS ASSESSMENT 1

(INDIVIDUAL)
Reading Skill ( 10% )
Reading 3.1 Reading 3.1.1
Understand a variety of texts by Understand the main points in
using a range of appropriate longer texts on an increased
reading strategies to construct range of familiar topics 1. Teacher gives an article
meaning (between 150 – 400 words)
regarding health.
2. The article must contain at
least 6 main ideas.
3. Teacher distributes a template
for students to fill in the main
ideas.
4. Students will read the article,
- extract the main ideas and fill
in the template individually.

WEEK 5 LESSON 5 : MAIN SKILL FOCUS : Writing THEME: HEALTH AND

ENVIRONMENT

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LANGUAGE: GRAMMAR FOCUS:

CONTENT STANDARD LEARNING STANDARD LEARNING OUTLINE

Main Skill 1. Teacher shows a few samples

of informal letters.
Writing 4.2 Writing 4.2.1 2. Teacher elicits students’
Communicate with appropriate Produce a plan or draft of two knowledge on the content of
language, form and style paragraphs or more and modify the letter (such as address,
this appropriately independently greeting, signature etc.)
3. Teacher divides students into
groups.
4. Teacher writes a situation on
the board, for example:

Your friend in Singapore has

written to you to inform you
that his cousin in Penang was
down with dengue fever. He
would like to know the
situation in Malaysia as he
plans to bring his family over
for a holiday in March. Write a
letter to tell him about the
current situation.

In your letter, you may express

concern about the health of
your friend’s cousin, the steps
taken by the authority and
current situation.

5. The letter should not be less

than 150 words

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THEME: HEALTH AND

MAIN SKILL FOCUS : Listening
ENVIRONMENT
WEEK 6 LESSON 6 :
LANGUAGE: GRAMMAR FOCUS:

CONTENT STANDARD LEARNING STANDARD LEARNING OUTLINE

Main Skill CONTINUOUS ASSESSMENT 2

(INDIVIDUAL)
Listening Skill ( 5% )
Listening 1.1 Listening 1.1.1
Understand meaning in a variety Understand independently more
1. Teacher distributes worksheet
of familiar contexts complex questions
containing questions to the
students.
2. The questions should be
related to the audio that you
are going to play which is
about health.
3. The questions could be in the
Complimentary Skill form of complex questions
such as True / False, MCQ,
Listening 1.2 Listening 1.2.1 open-ended or sequencing
Use appropriate listening Guess the meaning of unfamiliar activities.
strategies in a variety of contexts words from clues provided by 4. Teacher plays an audio on
other words and by context on an health at least twice.
increased range of familiar topics. 5. Students answers the given
Questions.
6. Post listening activity

WEEK 7 LESSON 7 : MAIN SKILL FOCUS : Speaking THEME: HEALTH AND

ENVIRONMENT

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LANGUAGE: GRAMMAR FOCUS:

CONTENT STANDARD LEARNING STANDARD LEARNING OUTLINE

Main Skill CONTINUOUS ASSESSMENT 3

( GROUP )
Speaking Skill ( 5% )
Speaking 2.2 Speaking 2.2.1
Use appropriate communication Keep interaction going in longer
1. Teacher shows a sample of
strategies exchanges by asking a speaker to
dialogue that contains
slow down, speak up or to repeat
appropriate communication
what they have said.
strategies (exchanges by
asking a speaker to slow
down, speak up or to repeat
what they have said)

**Refer to sample dialogue

in Attachment A
Complimentary Skill
2. Students act up the dialogue.
Listening 1.1
Understand meaning in a variety 3. In pairs, students produce their
of familiar contexts own dialogue based on these
situations:
a. Two friends
b. Doctor and patient
Listening 1.1.1
c. Customer and receptionist
Understand independently more 4. Students will be assessed
complex questions based on following criteria:
a. Fluency
b. Pronunciation
c. Vocabulary / Grammar
d. Content

WEEK 8 LESSON 8 : MAIN SKILL FOCUS : Speaking THEME: HEALTH AND

ENVIRONMENT
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LANGUAGE: GRAMMAR FOCUS:

CONTENT STANDARD LEARNING STANDARD LEARNING OUTLINE

CONTINUOUS ASSESSMENT 3
( GROUP )
Main Skill
Speaking Skill ( 5% )

Speaking 2.2 Speaking 2.2.1

1. In pairs, students produce their
Use appropriate communication Keep interaction going in longer
own dialogue based on these
strategies exchanges by asking a speaker to
situations:
slow down, speak up or to repeat
a. Two friends
what they have said.
b. Doctor and patient
c. Customer and receptionist
2. Students will be assessed
based on following criteria:
a. Fluency
b. Pronunciation
c. Vocabulary / Grammar
Complimentary Skill d. Content

Listening 1.1
Understand meaning in a variety
of familiar contexts.
Listening 1.1.1

Understand independently more

complex questions.

WEEK 9 LESSON 9 : MAIN SKILL FOCUS : Reading THEME: HEALTH AND

ENVIRONMENT
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LANGUAGE: GRAMMAR FOCUS:

CONTENT STANDARD LEARNING STANDARD LEARNING OUTLINE

Main Skill 1. Teacher gives a passage

about environment (between
Reading 3.1 Reading 3.1.2 150 – 400 words).
Understand a variety of texts by Understand specific details and 2. Students highlight the difficult
using a range of appropriate information in longer texts on an vocabulary from the passage.
reading strategies to construct increased range of familiar topics 3. In pairs, students guess the
meaning meaning of unfamiliar words
from context.
4. Teacher elicits answers from
the students.
5. Teacher distributes worksheet
containing 10 questions to the
students.
Complimentary Skill 6. The questions should be
related to the passage that you
Reading 3.1 are going to discuss.
Understand a variety of texts by 7. The questions could be in the
using a range of appropriate form of MCQ or open-ended
reading strategies to construct activities.
meaning Reading 3.1.3

Guess the meaning of unfamiliar

words from clues provided by
other words and by contexts on
an increased range of familiar
topics

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THEME: HEALTH AND

MAIN SKILL FOCUS : Writing
ENVIRONMENT
WEEK 10 LESSON 10 :
LANGUAGE: GRAMMAR FOCUS:

CONTENT STANDARD LEARNING STANDARD LEARNING OUTLINE

CONTINUOUS ASSESSMENT 4
(INDIVIDUAL)
Main Skill
Writing Skill ( 10% )

Writing 4.2 Writing 4.2.1

1. Teacher shows pictures of
Communicate with appropriate Produce a plan or draft of two
food (healthy and unhealthy
language, form and style paragraphs or more and modify
food) and sports.
this appropriately independently
2. Teacher asks questions
regarding the pictures, such
as:
Complimentary Skill  Who likes to eat fast food?
 Why do Malaysian loves
Speaking 2.2 Speaking 2.2.1 to eat fast food?
Use appropriate communication Keep interaction going in longer  Are you active in sports?
strategies exchanges by asking a speaker to 3. Teacher draws a graphic
slow down, speak up or to repeat organizer on the board and
what they have said writes the title , “Problems
Caused by Obesity”
4. Students brainstorm the main
ideas and supporting details
and fill in the information in the
graphic organizer.
5. In groups, students will write 3
paragraphs (not less than 150
words). Format can include:
* article
* report

WEEK 11 LESSON 11 : MAIN SKILL FOCUS : Listening THEME: HEALTH AND

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ENVIRONMENT
LANGUAGE: GRAMMAR FOCUS:

CONTENT STANDARD LEARNING STANDARD LEARNING OUTLINE

Main Skill 1. Teacher elicits students’

knowledge about natural
Listening 1.1 Listening 1.1.1 disasters.
Understand meaning in a variety Understand independently more 2. Teacher distributes worksheet
of familiar contexts complex questions containing 10 questions to the
students.
3. The questions should be
related to the audio that you
are going to play, which is
about Tsunami or any other
disasters.
4. The questions could be in the
Complimentary Skill form of complex questions
such as True / False, MCQ,
Listening 1.2 Listening 1.2.1 open-ended or sequencing
Use appropriate listening Guess the meaning of unfamiliar activities.
strategies in a variety of contexts words from clues provided by 5. Teacher plays an audio about
other words and by context on an tsunami at least twice.
increased range of familiar topics. 6. After listening task, students
sit in pairs to check and
compare their answers.

WEEK 12 LESSON 12 : MAIN SKILL FOCUS : Speaking THEME: HEALTH AND

ENVIRONMENT
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LANGUAGE: GRAMMAR FOCUS:

CONTENT STANDARD LEARNING STANDARD LEARNING OUTLINE

Main Skill 1. Teacher elicits students’

interest about their next
Speaking 2.1 Speaking skill 2.1.1 holiday destinations.
Communicate information, ideas, Describe future plans and 2. Teacher shows pictures of
opinions and feelings intelligibly ambitions holiday places or brochures
on familiar topics. from travel agencies
( students can bring their own)
Refer Attachment B.

3. Students are divided into

groups of 3.
4. Student A will look at Picture A
and describes what he or she
can see.
5. Students B and C listen.
6. Then Student B describes
Picture B and students A and
C listen.
7. Student C looks at Picture C
and describe it.

Note for students:

 Try and describe the photo
in as much detail as
possible – what you can
see in the background and
foreground.
 Use adjectives to describe
people and things for
example what they are
wearing, their personality

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etc.
 Use prepositions to say
where the things are in the
photo.

WEEK 13 LESSON 13 : MAIN SKILL FOCUS : Reading THEME: HEALTH AND

ENVIRONMENT

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LANGUAGE: GRAMMAR FOCUS:

CONTENT STANDARD LEARNING STANDARD LEARNING OUTLINE

Main Skill 1. Teacher gives a passage

about health or environment
Reading 3.1 Reading 3.1.2 (between 150 – 400 words).
Understand a variety of texts by Understand specific details and 2. Students highlight the difficult
using a range of appropriate information in longer texts on an vocabulary from the passage.
reading strategies to construct increased range of familiar topics 3. In pairs, students guess the
meaning meaning of unfamiliar words
from context.
4. Teacher elicits answers from
the students.
5. Teacher distributes worksheet
containing 10 questions to the
students.
Complimentary Skill 6. The questions should be
related to the passage that you
Reading 3.1 are going to discuss.
Understand a variety of texts by 7. The questions could be in the
using a range of appropriate form of MCQ or open-ended
reading strategies to construct activities.
meaning Reading 3.1.3

Guess the meaning of unfamiliar

words from clues provided by
other words and by contexts on
an increased range of familiar
topics

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THEME: HEALTH AND

MAIN SKILL FOCUS : Writing
ENVIRONMENT
WEEK 14 LESSON 14 :
LANGUAGE: GRAMMAR FOCUS:

CONTENT STANDARD LEARNING STANDARD LEARNING OUTLINE

Main Skill 1. Teacher shows pictures of

destructions on earth that are
Writing 4.2 Writing 4.2.1 caused by humans.
Communicate with appropriate Produce a plan or draft of two 2. Teacher asks questions
language, form and style paragraphs or more and modify regarding the pictures, such
this appropriately independently as:
 Who causes the
destructions?
Complimentary Skill  What are the destructions
that you can see?
3. Teacher draws a graphic
Speaking 2.2 Speaking 2.2.1
organizer on the board and
Use appropriate communication Keep interaction going in longer
writes the title of the writing,
strategies exchanges by asking a speaker to
“Ways to protect the
slow down, speak up or to repeat
environment”
what they have said
4. Students brainstorm the main
ideas and supporting details
and fill in the information in the
graphic organizer.
5. In groups, students will write 3
paragraphs of essay (not less
than 150 words). Format can
Include: Eg:
* Report
* Letter
* Speech

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THEME: HEALTH AND

MAIN SKILL FOCUS : Reading
ENVIRONMENT
WEEK 15 LESSON 15 :
LANGUAGE: GRAMMAR FOCUS:

CONTENT STANDARD LEARNING STANDARD LEARNING OUTLINE

Main Skill 1. Teacher shows a video about

environment. Topics can
Reading 3.1 Reading 3.1.2 include :
Understand a variety of texts by Understand specific details and - pollution
using a range of appropriate information in longer texts on an - climate change
reading strategies to construct increased range of familiar topics -
meaning
2. Teacher distributes a
worksheet on the video and
discuss vocabulary using
different strategies e.g
- match words with meaning
Complimentary Skill
- circling words heard
Speaking 2.1 3. Students talks about main
Communicate information, ideas, Ideas in the text.
opinions and feelings intelligibly 4. Teacher distribute a text
on familiar topics. related to the video.
Speaking skill 2.1.1 5. Students complete a mind
Describe future plans and map with details from the
ambitions text and future actions
e.g how to save the
environment
6. Students present their mind
map and future actions.

WEEK 16 LESSON 16 : MAIN SKILL FOCUS : Speaking THEME: HEALTH AND

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ENVIRONMENT
LANGUAGE: GRAMMAR FOCUS:

CONTENT STANDARD LEARNING STANDARD LEARNING OUTLINE

Main Skill

Speaking 2.2 Speaking 2.2.1 1. Teacher distributes a

Use appropriate communication Keep interaction going in longer worksheet of a conversation
strategies exchanges by asking a speaker to between two people
slow down, speak up or to repeat
what they have said. Refer Attachment C

2. Students fill in the blanks with

the correct forms.
3. Students act out the dialogue.

WEEK 17 LESSON 17 : MAIN SKILL FOCUS : Writing THEME: HEALTH AND

ENVIRONMENT

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LANGUAGE: GRAMMAR FOCUS:

CONTENT STANDARD LEARNING STANDARD LEARNING OUTLINE

Main Skill 1. Teacher elicits students’

responses about their lifestyle.
Writing 4.2 Writing 4.2.1 2. Students answers a survey on
Communicate with appropriate Produce a plan or draft of two their lifestyle OR
language, form and style paragraphs or more and modify Students interview each other
this appropriately independently based using a survey.
3. Teacher prompts students on
ways to compare their lifestyle
now and their grandparents.
Complimentary Skill
4. Teacher prompts them to
give ways to identify what is
Speaking 2.2 Speaking 2.2.1
an unhealthy lifestyle and
Use appropriate communication Keep interaction going in longer how to improve it.
strategies exchanges by asking a speaker to 4. In groups, students will write a
slow down, speak up or to repeat report on the lifestyle of teens
what they have said and ways to improve it.

ATTACHMENT A – A dialogue between a salesman and a customer

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Salesman : Hello sir, welcome to our store.

Customer :  Thank you.
Salesman : How can I help you, sir.
Customer : Sorry?
Salesman : How can I help you, sir.
Customer : Actually, I am planning to buy an air conditioner, so could you please help me with that.
Salesman : Sure, sir. Could you please specify me the brand so that I can be more transparent with the
details?
Customer : I am using Panasonic AC these days but I am not that satisfied with its services.
Salesman : You should try the LG air conditioner. It is already in high demand.
Customer : What kind of service does it offer?
Salesman : In LG air conditioner, you will get a two-year warranty. It also has five free services. The
installation is free. The maintenance is also taken care by the company.
Customer : Could you please slow down? I could not get what you are saying.
Salesman : In LG air conditioner, you will get a two-year warranty, five free services and installation. The
maintenance is also taken care by the company.
Customer : Meaning that I will get warranty for two years, free services, installation and
maintenance. Am I correct?
Salesman : Yes, you are right.
Customer : That’s perfect.
Salesman : Sir, where do you want to install the air conditioner?
Customer : In the living hall.
Salesman : How much horse power is required?
Customer : 2.0 horse power would be better.
Salesman : Sure sir.
Customer : Could you please tell me the price of this air conditioner and the mode of payment?
Salesman : It will cost you around RM2500 including service tax. And you can pay by card, cash or
cheque.
Customer : Perfect, I would like to pay by card.
Salesman : Sure, sir. Let’s complete the formalities and proceed further.

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BAHASA INGGERIS SVM SCHEME OF WORK- SEM 2

Customer : Okay!

ATTACHMENT B – Holiday Places

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BAHASA INGGERIS SVM SCHEME OF WORK- SEM 2

ATTACHMENT C

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BAHASA INGGERIS SVM SCHEME OF WORK- SEM 2

Dialogue 1: Conversation between a crew member and a guest in a fast food joint

Crew member : What would you like to order?

Guest : Can I have the chicken burger, please?

(To ask) Crew member : Sorry sir, __________________________________________

(repeat)

(To inform) Guest : __________________________________________________

Crew member : Sir, would you like to go with the combo offer, which will include
fries and drink as well?

(To agree) Guest : That looks much more economical.

__________________________________________________
(combo)

Crew member : Do you want the burger small, medium, or large?

Guest : Medium, please.

Crew member : Do you want to add cheese?

Guest : No, thank you.

Crew member : Have it here or take away?

Guest : Have it here.

(To repeat) Crew member : __________________________________________________

(combo – medium – cheese)

Dialogue 1: Conversation between a landlord and a tenant

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BAHASA INGGERIS SVM SCHEME OF WORK- SEM 2

Janet : This is Janet Smith in apartment 23. Can I speak to the

landlord?

Mr. Ho : Hi. How can I help you today?

(To explain) Janet : __________________________________________________

(window - broken)

Mr. Ho : Oh, that's not good. What happened?

Janet : I don’t know. I wasn't home when it happened.

Mr. Ho : Do you have any clue who might have done this?

(To show Janet : _________________________________________________

suspicion)
(kids – neighbourhood)
I saw them playing just before I left my apartment.

Mr. Ho : First, let me come see the damage.

(To inform) _________________________________________________
(two days – repair)

Janet : That's okay by me.

Mr. Ho : Since you didn't break it, you don't have to pay for it.

(To show Janet : _________________________________________________

appreciation)

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