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PLANNING
LESSONS for
COMMUNICATIVE
ENGLISH
A Handbook For Teachers Everywhere
© 2015 by Department Of Polytechnic Education (Malaysia)
First published 2015
eISBN 978-967-0838-07-6
All rights reserved. No part of this publication may be reproduced, stored in a
retrieval system, or transmitted in any form or by any means, electronic, mechanical,
photocopying, recording or otherwise, without the prior permission of the copyright
owner.
Every effort has been made to ensure the materials produced are original. Authors
are responsible for ensuring the work produced do not violate or breach any
copyrights. The publisher and editors will not be held responsible for any breach of
rights by the authors.
Edited and compiled by:
Tan Sui Chee
Charles W.K. Cheng
Alfred Valentine Bakrin
Published by:
Politeknik Melaka
No.2 , Jalan PPM 10 , Plaza Pandan Malim, 75250, Melaka
Tel: 06 – 3376000 Fax : 06-3376007
Planning Lessons For Communicative English
A Handbook For Teachers Everywhere
EDITOR
CONTRIBUTING WRITERS
Tan Sui Chee
Dr. Prasanna Kesavan
Politeknik Ungku Omar
Politeknik Ibrahim Sultan
EDITORIAL ASSISTANTS
Aliza Abdul Razak
Charles W.K. Cheng
Kolej Komuniti Semporna
Alfred Valentine Bakrin
Politeknik Kuching
Politeknik Sultan Salahuddin Abdul Aziz Shah
Marina Abu Bakar
Politeknik Melaka
Ooi Kien Bee
COVER DESIGN:
Politeknik Balik Pulau
Charles W.K. Cheng
Kolej Komuniti Semporna
Radika Subramaniam
Politeknik Sultan Idris Shah
Kala Nathan
Kolej Vokasional Likas
Gurminderjeet Kaur Kartar Singh
Kolej Komuniti Sabak Bernam
Anita Mary Fathi Rosary Rajan
Kolej Vokasional Bentong
Jaime Mundu
Politeknik Kota Kinabalu
Front cover image and topic cover
images courtesy of
www.negativespace.co; the
owner(s) have dedicated these
images to the public domain under
CC0 creative commons license by
waiving their rights to the work
worldwide under copyright law.
Back cover image
© 2015, Charles. W.K. Cheng.
Image may not be reproduced or
reused for any purposes without
written consent from the copyright
holder.
Roslan Mamat
Politeknik Kota Bharu
Noorasmawati Shafee
Politeknik Sultan Haji Ahmad Shah
Nurazmira Abdul Wahab
Kolej Vokasional Puteri Temerloh
Rozalita Saupi
Politeknik Tuanku Syed Sirajuddin
Aida Fazlin Hisham @ Hassan
Politeknik Kuala Terengganu
CONTENTS
SECTIONS
PAGE
Preface
Acknowledgements
Introduction
TOPIC 1
DIGITAL LITERACY
Activity 1.1
Activity 1.2
Using Wordle To Describe Products and Services
Using Wordle To Pre-teach Vocabulary and Do a
Reading Task
Using Photofunia To Describe An Experience in
Past Tense
Using Youtube To Talk About Pollution
Using Wordle To Teach Vocabulary
Using Padlet To Teach Sequence Connectors
Using Youtube To Teach WH-QUESTION words
Using Youtube To Teach Warnings, Rules and
Regulations
Activity 1.3
Activity 1.4
Activity 1.5
Activity 1.6
Activity 1.7
Activity 1.8
TOPIC 2
DIFFERENTIATION
Activity 2.1
Activity 2.2
Activity 2.3
Activity 2.4
Activity 2.5
Categorizing Places of Interest in Malaysia
Describing How An Electrical Product Works
Elaborating Points When Writing An Essay
Anticipating Questions and Preparing Responses
How To Build Your Future (Listening Activity)
TOPIC 3
JIGSAW READING & DICTATION
Activity 3.1
Activity 3.2
Activity 3.3
Activity 3.4
Activity 3.5
Activity 3.6
Activity 3.7
Activity 3.8
Activity 3.9
Make Posters on Natural Disasters
Discussing ‘Child Abuse’
Discussing ‘Deforestation’
Identifying Sequence In A Process
Describing Processes and Procedures
Describing Trends On a Line Graph
Describe Your Graph Please
Extracting Information from Job Advertisements
How To Write A Complaint Letter
vii
viii
ix
PAGE
2
7
9
12
14
15
16
18
PAGE
21
22
23
26
28
PAGE
33
34
40
44
47
50
54
55
57
TOPIC 4 DRILLING
Activity 4.1
Activity 4.2
Activity 4.3
Activity 4.4
Extending, Accepting or Rejecting Invitations
I'm Really Drawn To This Job Because…
Is Used For/Are Used For
What Is This?
TOPIC 5 LANGUAGE SUPPORT
Activity 5.1
Activity 5.2
Activity 5.3
What Is This Item?
What Do These Words Mean?
What Can These Equipment Do?
TOPIC 6 FILLER ACTIVITIES
Activity 6.1
Activity 6.2
Activity 6.3
Activity 6.4
Activity 6.5
Activity 6.6
Activity 6.7
Activity 6.8
Activity 6.9
Remember My Name
Back To The Board (Hot Seat)
Ice Breaking With Pictures
My Dream
The Flyswatter Game
Ice Breaking With Adjectives
Can You Guess The Word?
This Is My Opinion
DIY TABOO Game
PAGE
63
66
67
69
PAGE
72
75
78
PAGE
80
81
82
83
84
86
87
88
89
Preface
In 2013, the Ministry began developing the Malaysia Education
Blueprint 2015–2025 (Higher Education) or the MEB (HE).
Over the course of two years, the Ministry drew on multiple
sources of input, from Malaysian and international education
experts, to leaders of Malaysian HLIs and members of the
public.
The Blueprint was then launched in April 2015. The focus of the Education
Blueprint is improving teacher quality, reducing administrative burdens, broadening
access, and reforming curriculum and assessment in order to propel Malaysia to a
position in the top one-third of countries globally in PISA and TIMS by 2025. The
blueprint also recognizes that a greater emphasis on STEM (science, technology,
engineering and mathematics) and proficiency in English is required to support higherincome jobs and raise competitiveness.
As such, the Department of Polytechnic Education has worked with Westminster
Kingsway College, London, to enhance the English lecturers’ pedagogical skills through
a course that focuses on in the planning and delivery of classes to support all learners on
vocational courses in which English forms a part of their programme. In return, the
participants have written this book to provide other English lecturers and teachers in the
vocational sector, not just from polytechnics but other institutions as well, with easy-touse and practical lesson plans to be tried out with their learners.
Datuk Haji Mohlis Bin Jaafar
Director General
Department of Polytehnic Education
Ministry of Higher Education
I was glad when I heard that English lecturers from
polytechnics, community colleges and vocational colleges
who went to Teacher Training Programme at Westminster
Kingsway College, London gained fruitful insight into
teaching English.
They have greater understanding about Content and Language Integrated
Learning (CLIL), in which the subject areas of their learners will be explored in the
context of English language classes. There is a close connection with English for
Specific Purposes (ESP). I would also like to thank all writers that have contributed in
the publication of this book. I hope this book will help to make the teaching and
learning of English in vocational sector more effective yet fun.
Tajuddin bin Abdul Rashid
Director
Professional Excellence Division
Department of Polytehnic Education
Ministry of Higher Education
Acknowledgements
This book would not have been possible without the support and guidance from several
people.
First of all, we would like to thank Datuk Haji Mohlis Bin Jaafar, the Director
General of Polytechnic Education Department, the Ministry of Higher Education of Malaysia,
for providing us the opportunity to gain invaluable learning experience at the Westminister
Kingsway College (WKC), London in November 2014. To the trainers Simon, Bill, Peter,
Chris, Andrew, Carole, Katie, Katrina and the team from WKC, we would like to thank you
for your hospitality and knowledge shared. To Pn Nurhafizah Yahaya, our Chef De Mission,
thank you for being so patient and committed to the cause. To Pn Yusma Yusof, our sincere
gratitude goes to you for your words of encouragement and continual support.
We are indebted to our family members for their loving support and kind
understanding. Our appreciation also goes to our colleagues who have directly or indirectly
inspired us in completing this project.
Last but not least, we would like to thank all the lecturers who have taken the time to
contribute and edit the materials presented in this e- book.
Introduction
Technical and Vocational Education and Training (TVET) has gained an increasingly
significant role in the development of more equitable and sustainable societies. Those in the
TVET field need to be exposed to the current leading practices in the curriculum design,
delivery and assessment in TVET so they can function effectively in their roles.
Planning Lessons for Communicative English is an e-book designed for English
language teaching practitioners in the TVET field to help them to discover interesting,
practical, current and most importantly effective teaching and learning ideas that can be used
in classrooms. Those in the TVET field may find the ideas and resources described in the
book useful and meaningful in helping learners to understand and acquire target knowledge
and skills.
It is hoped that the materials in this e-book will not only be interesting for the
teaching practitioners but also benefit their professional development. The materials can be
used directly with students or adapted to suit their particular needs.
Lastly, this e-book can be read cover to cover or readers can use it as reference for
information or ideas on particular issues and needs related to their classroom or teaching
field.
DIGITAL LITERACY
ACTIVITY 1.1 USING “WORDLE” TO DESCRIBE
PRODUCTS AND SERVICES
10 minutes
OBJECTIVE

Describe products and services.
PREPARATION
PowerPoint slides with words describing
www.wordle.net or www.worditout.com.
products
or
services
using
PRIOR KNOWLEDGE
Vocabulary and language structure related to description of products.
E.g. “It is made of….” or “blue in colour….” etc.
IN CLASS
1. Show power point slides with the 1st Wordle image (refer to Appendix).
2. Ask students to look at the words used in Wordle and guess the
products/services.
3. Ask student A to use the words in Wordle to describe the product to
student B. The students are given 2 minutes to do this.
4. Show the 2nd ‘wordle’ image and reverse the roles between students A and
B.
SUGGESTED FOLLOW UP ACTIVITIES
Students are asked to think of a product/ service. Use www.wordle.net or
www.worditout.com to create an image that can be saved/printed. If
computers are available, students can do this in class and after 20 minutes,
students guess the product/ service created by their friends and describe it to
their partners. If computers are not available, the task can be given as
homework and printed out. Students bring the images to class and describe
them in pairs.
Page 2
DIGITAL LITERACY
APPENDIX
Sample images
Description of a calculator (www.wordle.net).
Description of Air Asia (www.worditout.com).
Page 3
DIGITAL LITERACY
How to use www.wordle.net
1. First, install Java on your PC.
2. Open the webpage.
3. Click “Create”.
4. Key in the words you want to highlight / pre-teach and click
“Go”.
Page 4
DIGITAL LITERACY
How to use www.worditout.com
1. You can use www.worditout.com if you are unable to use
www.wordle.com. Open the webpage and click “Create”.
2. Key in the words you would like to highlight or pre-teach
and click “Word it out”.
3. Save the image.
Page 5
DIGITAL LITERACY
4. To change the layout click “Random Setting”s and click
“save”. Either save in a folder or printscreen.
Page 6
DIGITAL LITERACY
ACTIVITY 1.2 USING “WORDLE” TO PRE-TEACH
VOCABULARY AND DO A READING TASK
10 minutes
OBJECTIVES



Predict the topic of a reading text
Pre-teach vocabulary
Comprehend the reading text.
PREPARATION
 Select an article on a current issue to be used for reading comprehension.
 Create a ‘Wordle’ / ’Worditout’ image of words to pre –teach.
 Include words from the text that can help students to predict the content
of the article.
IN CLASS
1. Show the ‘Wordle’ / ’Worditout’ image and tell students that these words
are related to the article that they are going to read.
2. Students guess the content of the article.
3. Go through the words in the Wordle image to ensure students understand
the vocabulary before doing the reading tasks with the students.
4. The teacher can decide to use the text as a reading or listening
comprehension task.
REMARKS
Instead of www.wordle.net, we can also use www.photofunia.com to upload
the picture from the article and allow students to guess the content of the
article before they read it.
Page 7
DIGITAL LITERACY
APPENDIX
www.worditout.com
MALAYSIA POLICE PROBING SCHOOL BULLYING CASE AFTER VIDEO OF
BEATING WENT VIRAL
PETALING JAYA (THE STAR/ASIA NEWS NETWORK) - A video depicting a schoolgirl
being brutally set upon by a group of female schoolmates has gone viral in Malaysia
and is now the subject of police investigation. The 77-second video clip is believed
to have been recorded via a mobile phone. The video clip begins with a group of
about 10 girls loitering near a staircase where they are seen taking "selfies" and
rather ironically, flashing "peace signs" to the camera. It all seems rather harmless
before the immediate turn around. The girls suddenly gang up and start attacking
the victim who, based on the clip, was standing among the group. The attackers
proceeded to tear off the victim's headscarf in the attack. The girls were also seen
dragging, kicking and pulling the victim's hair. The victim was seen raising her
hands to protect her face. After the assault, the sobbing victim was left alone on
the top of the staircase. A male pupil was seen in the background observing but
was not involved in the beating. The video also showed a rude hand gesture from
the student recording the clip, who referred to herself as a "pailang" (bad person in
Hokkien). She was seen holding the victim's hand tightly at the beginning of the
video. Although the video quality was blurry, the victim appeared to be in tears at
the start of the recording, indicating that she may have been subject to verbal
abuse before the beating took place. None of the girls were seen to be wearing
school emblems but are believed to be students from a school in Kota Samarahan,
Sarawak. A statement released by assistant chief inspector-general of police
secretariat Asst Comm Datin Asmawati Ahmad in the Royal Malaysian Police's
official Facebook page said the incident was believed to have taken place on April
25 this year. A report was lodged on May 25 and an investigation is under way.
Furious netizens managed to trace the Facebook account of one of the attackers.
But the profile has since been deactivated.
(Source: The Straits Times 3rd June 2014)
Page 8
DIGITAL LITERACY
ACTIVITY 1.3 USING “PHOTOFUNIA” TO DESCRIBE AN
EXPERIENCE IN PAST TENSE
30 – 40 minutes
OBJECTIVES
 Describe an experience;
 Use the past tense form in describing events/activities.
PREPARATION
 PowerPoint slide with a picture using ‘photofunia’ (refer to appendix);
 Book the language lab or get students to use www.photofunia.com and
upload a photo they like in .jpeg or .jpg format.
PRIOR KNOWLEDGE


Simple past tense
Formulating questions
IN CLASS
1. Show the ‘photofunia’ picture (refer to appendix).
2. Let students obtain information about a recent traveling experience of
yours by asking them questions.
E.g. Where do you think I went?
Whom did I go with?
What did I do there?
3. Teacher describes her/his experience in the “photofunia”.
4. Teacher demonstrates how to upload pictures in the “photofunia”.
5. Students are given 10 minutes to use the computer to upload a favourite
picture using “photofunia”.
6. In pairs, student A describes her/his picture to student B using the past
tense form. After 2-3 minutes, student B describes his /her picture.
Page 9
DIGITAL LITERACY
REMARKS
If the language lab is not available, students can be asked to prepare the
‘photofunia’ image at home/library and print out/save it in their smart phones.
If the focus is on questioning, students are required to ask their partner
questions to elicit information about the picture. However, if the past tense
form is the focus, students can be asked to describe their past experience to
their partner.
APPENDIX
Page 10
DIGITAL LITERACY
HOW TO USE
www.photofunia.com
1. 1. Open the webpage.
3. Click ‘Choose photo’ and drag
a picture image to the
centre or upload from a file.
5. Click “go”.
2 .Double click on the design.
4. Crop the part that you like.
6. The picture is now ready to be
used. Save/printscreen and
crop.
Page 11
DIGITAL LITERACY
ACTIVITY 1.4 USING “YOUTUBE” TO TALK ABOUT
POLLUTION
25 minutes
OBJECTIVES


Describe pollution and its effects on mankind
Think critically about a current issue
PREPARATION
Book a computer lab with internet access.
Inform the students that they need to give their views on pollution a week
before the lesson.
IN THE COMPUTER LAB
1. Students work in pairs.
2. Provide students with a link to a short video on water pollution (refer to
the Suggested Links section below). They will need to open the link on
their computers’ internet browser.
3. Ask students to watch the video and allow them ample time to discuss it
with their partner.
4. Students are then given a set of questions (refer to the Appendix).
5. Ask a few pairs to present their views to the class.
6. At the end of the lesson, ask students to choose another video clip (refer
to the Suggested Links section below) and write a short article on
pollution. They must also cite the link in their article.
7. Allow students at least 4 days to complete the task in Step 6.
REMARKS
This lesson is suitable for learners with above average English proficiency.
Page 12
DIGITAL LITERACY
APPENDIX
Questions to be answered as they watch the YouTube video on pollution
1. What do you see?
2. How does this video make you feel?
3. What can you do as an individual to prevent this from becoming worse?
4. What can the community do to prevent this from becoming worse?
5. Is there hope in the future for things to get better?
Give a reason for your answer.
SUGGESTED LINKS
Insert the links below exactly as shown; do not change the case of any letter or
number.
a. https://goo.gl/KMe5Ft
b. https://goo.gl/1zx7nW
c. https://goo.gl/4P7e3g
Page 13
DIGITAL LITERACY
ACTIVITY 1.5 USING “WORDLE” TO TEACH
VOCABULARY
10 - 20 minutes
OBJECTIVES


Reinforce words learned in previous lesson
Encourage students to speak
PREPARATION
Create a ‘wordle’ / ’worditout’ image of words that have been taught or
discussed in the previous lesson.
IN CLASS
1. Students get into groups of four.
2. Show the ‘wordle’ / ’worditout’ image and tell students that those are
words taken from the text that they read in the previous lesson.
3. Taking turns, students choose one word from the image and tell the
meaning of the word to the group.
4. Other members of the group may correct the student or add more
information to his/her explanation.
REMARKS
Teacher may ask the students to come up with a sentence with the selected
word in it.
Page 14
DIGITAL LITERACY
ACTIVITY 1.6 USING “PADLET” TO TEACH SEQUENCE
CONNECTORS
20 - 30 minutes
OBJECTIVE

Write instructions using sequence connectors.
PRIOR KNOWLEDGE

Students are aware of the functions of “instructions”.
IN CLASS
1. Show video (https://goo.gl/0HuYuZ) to students; students watch and listen
to the explanation in the video (teacher may stop the video to provide
explanation as needed).
2. Students then try to construct instructions for a certain procedure (this may
be a recipe) using sequence connectors.
3. Open www.padlet.com on a browser and show students how to post on it.
4. Students post their answers on www.padlet.com. Ask students to post their
own instructions as much as possible.
5. Teacher discusses the answers with the students and provides feedback on
the usage of sequence connectors.
a. Students are taught how to use imperative instructions, for example :
Close the door.
Stir for 20 minutes.
Boil 20ml of water.
b. Teacher may provide extra exercise from www.busyteacher.org or other
websites,
e.g.
http://busyteacher.org/10903-how-to-make-asandwich.html). Students can then post their answers on www.padlet.com.
Page 15
DIGITAL LITERACY
ACTIVITY 1.7 USING “YOUTUBE” TO TEACH
WH-QUESTION WORDS
20 - 30 minutes
OBJECTIVE

Use WH-question words to form questions.
PREPARATION

A PowerPoint presentation with WH-question words.
PRIOR KNOWLEDGE

Students have heard about WH-question words.
IN CLASS
1. Show a PowerPoint slide with regular and irregular WH-question words
(see the Appendix below).
2. Play a video (https://goo.gl/UuH9fq) on the computer/TV.
3. Ask students to identify the usage of each WH-question word.
4. Ask students to construct a simple question using a WH-question word.
Provide several suitable examples.
5. Open www.padlet.com and show students how to post their responses on a
“virtual wall”.
6. Ask students to post a sample question using at least a WH-question word
on a “virtual wall” on www.padlet.com.
7. Teacher may then discuss students’ input and provide appropriate
feedback.
Page 16
DIGITAL LITERACY
Students are taught phrases that can be used to begin an enquiry, for example:
“Could you tell me about .....” and “I’d like some information about ...”.
Using https://padlet.com/, students post phrases of their own on the virtual
walls. Besides that, students can use the phrases and WH-question words that
they have learned to prepare and role play based on specific situations.
APPENDIX
Sample slide on WH-question words.
Page 17
DIGITAL LITERACY
ACTIVITY 1.8 USING YOUTUBE TO TEACH WARNINGS,
RULES AND REGULATIONS
20 - 30 minutes
OBJECTIVE

Use imperatives to create warnings, rules and regulations.
PREPARATION

A PowerPoint presentation on the usage of imperatives.
PRIOR KNOWLEDGE
Students have learned about warnings, rules and regulations.
IN CLASS
1. Show power point slides on imperatives (see the Appendix below).
2. Provide sample sentences using imperatives.
3. Play a video from https://goo.gl/E0zZmG.
4. Get students to try activities from the video.
5. Open www.padlet.com and show students how to post on a virtual wall.
6. Ask students to post 5 sentences that use imperatives on a virtual wall.
7. Discuss the answers and provide appropriate feedback.

Students find examples of warnings, rules and regulations; then they
attempt to identify the imperatives used in them.

Students could also find pictures/images of warnings and write their own
imperatives/rules/commands for each picture.
Page 18
APPENDIX
Sample usage of imperatives.
Page 19
DIGITAL LITERACY
DIFFERENTIATION
ACTIVITY 2.1 CATEGORIZING PLACES OF INTEREST IN
MALAYSIA
120 minutes
OBJECTIVES
 All students will be able to categorize "Places of Interest in Malaysia" into
suitable categories;
 All students will be able to present interesting places to visit for each
category;
 Most students will be able to compare one of the categories with a similar
category that can be found in neighboring countries;
 Some students will be able to state and explain the effects of tourism at
these places.
PREPARATION
 Sample brochures/pamphlets on places of interest in Malaysia.
IN CLASS
LEVEL
Beginner
SUGGESTED ACTIVITY / ACTIVITIES
All students can:
 Categorize places of interest in Malaysia into “highland” or
“island”;
 Pesent interesting places to visit for each category.
Elementary
Most students can:
“island”;
 Present interesting places to visit for each category;
 Compare one of the categories with a similar category that
can be found in neighboring countries.
Advanced
Some students can:
“island”;
 Present interesting places to visit for each category;
 Compare one of the categories with a similar category that
can be found in neighboring countries;
 State and explain the effects of tourism at these places.
Page 21
DIFFERENTIATION
ACTIVITY 2.2 DESCRIBING HOW AN ELECTRICAL
PRODUCT WORKS
30 minutes
OBJECTIVE

Describe how an electrical product works.
PREPARATION
Get a manual of an electrical product, for example: an electric kettle, a rice
cooker or a vacuum cleaner. Make enough copies for everyone.
PRIOR KNOWLEDGE
Students are aware of vocabulary or phrases related to use of electrical
products, for example: cable, connection, socket, heating element et cetera.
IN CLASS
1. Talk about various electrical products that can be found in a house.
2. Put students in groups and distribute copies of an electrical product’s
manual to students.
3. Students use sequence connectors to re-write the manual in a single
paragraph:
 Proficient students work independently;
 intermediate students are given list of sequence connectors;
 Weaker students are given a cloze passage and fill in the blanks with
suitable sequence connectors.
 Students find an electrical item at home and write a paragraph on how
to use it based on the lesson learnt.
 Their work can be put on the notice board for everyone to read.
 This could also form a part of their evaluation.
Page 22
DIFFERENTIATION
ACTIVITY 2.3 ELABORATING POINTS WHEN WRITING AN
ESSAY
60 minutes
OBJECTIVE

Identify elaboration strategies
PREPARATION
Essay question, sample essays of different levels
PRIOR KNOWLEDGE
Students are familiar with essay writing. They know the format for writing
essays and the techniques of writing simple sentences but are unable to
elaborate the main points.
IN CLASS (Pre-writing activity)
1. Present an essay question. For example, writing a talk about ways to be
successful at work.
2. Ask students to elaborate the points given. Teacher gives students 10 minutes
to try writing the elaboration. This step activates students’ prior knowledge
and also reveals their difficulties in writing (knowledge gap). Students would
be motivated to read the sample essays in order to fill their gap.
3. Give students sample essays on a similar topic such as ways to be successful in
an interview. There are two levels of sample essays. Teacher gives the harder
essay (Essay B) to more able students and the simpler essay (Essay A) to
weaker students. (Refer to appendix)
4. Students identify the elaboration in the model essay.
Students write elaboration for the first essay question which is writing a talk about
ways to be successful at work.
Page 23
DIFFERENTIATION
APPENDIX
QUESTION
You are working under the Ministry of Human Resource. You have been asked to
give a talk to a group of students about ways to be successful in a job interview.
Use the notes below:




Read about the position that you are applying for
Anticipate potential questions
Be punctual
Be courteous and pleasant
SAMPLE ESSAY A
Good morning everyone. My name is Adelynn Goh and I am from the
Ministry of Human Resource. I have been asked to give a talk on ways to be
successful in a job interview. Nowadays, many job applicants have to attend
interviews when applying for jobs. Therefore it is very important to learn how to
perform well in interviews in order to get a job.
Firstly, prepare well before the interview. You should read about the
position you are applying for so that you can convince the interviewer that you
are really interested in the position. Additionally, anticipate potential questions
that the interviewers might ask. You can do research on the internet and prepare
answers for these questions.
Then, be punctual for the interview. You can head early to the interview
venue in case you are not sure of the way. Lastly, be courteous and pleasant to
the interviewers so that you can appeal to them. First impressions are important
to be selected for a job.
That is all for my talk today. I would like to remind you that preparation is
very important to do well in interviews. All the best in your future interviews.
Thank you.
Page 24
DIFFERENTIATION
SAMPLE ESSAY B
Good morning ladies and gentleman. My name is Adelynn Goh and I am
from the Ministry of Human Resource. I have been invited to share with you ways
to be successful in a job interview. Nowadays, securing a job is becoming more
difficult due to the increase of graduates which contributes to a keen
competition. Due to the high levels of competition, it is vital to perform well
during interviews to have an edge over other applicants.
Before the interview, not only must you prepare all the required
certificates and documents, you should also read about the company. Make sure
you are aware of the company’s main aim and read about the position that you
are applying for. By demonstrating knowledge of the company’s goal and the role
of the vacant position, you would be able to convince the interviewers that you
are genuinely interested in the position offered. To prepare yourself even
better, anticipate potential questions by searching online and prepare answers
for them.
On the day of the interview, be punctual. In fact, plan to reach the
interview venue at least half an hour earlier than the designated time. Even if
you get lost, you would still be on time for the interview. When dealing with
interviewers, be courteous and pleasant. First impressions are extremely
important as interviewers only have limited time to get to know each applicant
before choosing the best candidate for the job.
Due to time constraint, I have to end my talk here. Before I go, I would
like to say that going for interviews is not easy but with adequate preparation,
you would be able to perform well. All the best in your future endeavours. Thank
you.
Page 25
DIFFERENTIATION
ACTIVITY 2.4 ANTICIPATING QUESTIONS AND
PREPARING RESPONSES
30 minutes
OBJECTIVE

Anticipate interview questions and prepare responses that relate to a
company’s requirements.
PREPARATION
A box of paper strips containing interview questions for students.
PRIOR KNOWLEDGE
Gather information regarding job specifications, the company/firm/institution
and the industry involved.
IN CLASS
1. Provide instructions and demonstrate the game first.
2. Then, each student will select one interview question from the question
box and answer the questions.
3. Once a student has finished answering a question, he/she will refer
his/her answer to the instructor.
4. After receiving feedback from the instructor, the students will choose
another question from the box and repeat Step 3.
5. Students who manage to answer the most questions will be winners.
SIDE NOTE:
Differentiation should be employed based on the type of answers given by the
students, i.e: get weaker students to provide simpler answers while more
complex answers should be expected from stronger students.
Page 26
DIFFERENTIATION
APPENDIX
Sample Interview Questions
1. Tell me about yourself.
2. Why did you leave your last job?
3. What experience do you have in this field?
4. Do you consider yourself successful?
5. What do co-workers say about you?
6. What do you know about this organisation?
7. What have you done to improve your knowledge in the last year?
8. Are you applying for other jobs?
9. Why do you want to work for this organisation?
10. Do you know anyone who works for us?
11. What kind of salary do you need?
12. Are you a team player?
13. How long would you expect to work for us if hired?
14. Why should we hire you?
15. What is your greatest strength?

Create as many questions as needed.
Page 27
DIFFERENTIATION
ACTIVITY 2.5 HOW TO BUILD YOUR FUTURE
(LISTENING ACTIVITY)
60 minutes
OBJECTIVE

Listen to a recorded/live speech on a topic and fill in the blanks with
suitable answers.
PREPARATION


For the listening text, teacher can either record his own voice before
starting the class or read it live in class.
Students are grouped according to their levels of proficiency (low,
average and high)
IN CLASS
1.
During the set induction, write the word “FUTURE” on the board and ask
students to explain the meaning of the word.
2.
Get students to discuss what their future plans are in their groups.
3.
Get one volunteer from each group to tell the whole class his / her future plan.
4.
Distribute listening tasks to the students – give Task A (see Appendix) to low
proficiency groups and Task B (see Appendix) to average and high proficiency
groups. During this stage, students are allowed to clarify the instructions that
they might not understand.
5.
Play a recording of the listening text or read it live twice (see the transcript in
the Appendix). Students will then listen carefully to the audio/live reading and
complete their respective tasks.
6.
After completing Step 5, get students to exchange their answers for marking
purpose. Discuss the answers and provide necessary feedback.
Page 28
DIFFERENTIATION
APPENDIX
(TRANSCRIPT)
HOW TO BUILD YOUR FUTURE
Planning for the future is an important step to ensure your future happiness and
success. It is about taking responsibility for yourself and your actions.
Secure your future financially.
1. Speak to an expert about investments and shares.
2. Open a savings account and decide on savings goals. It's always wise to have
savings for a rainy day.
3. Get into good budgeting habits now in order to avoid debt problems in the
future. Learn to live within your means.
Secure your future professionally.
1. Have your CV written or checked by a professional.
2. Write yourself detailed and achievable career goals for yourself in 1 year, 5 years
or 10 years.
3. Polish up your interview skills. Get as much experience as possible by asking
colleagues to replicate interview situations for you.
Secure your future socially.
1.
Value your relationships with friends and family.
2.
Respect everyone around you.
3.
Get out and about to meet new people.
Secure your future personally.
1.
Invest time in hobbies you enjoy.
2.
Set yourself personal goals to constantly improve.
3.
Take time out to reflect on your life and re-evaluate.
(Adapted from http://www.wikihow.com/Build-Your-Future )
Page 29
DIFFERENTIATION
TASK A
TASK: LISTENING (average & high proficiency groups)
a)
Listen. A counsellor is giving a talk to students on how to build their future.
In the first column of the table below, write the numbers 1 – 4 to order the
steps.
SECURE YOUR FUTURE
SOCIALLY …………….
SECURE YOUR FUTURE
FINANCIALLY …………..
SECURE YOUR FUTURE
PERSONALLY ……………
SECURE YOUR FUTURE
PROFESSIONALLY ……….
b)
a) Value ………………………………………………………….
friends and family.
b) Respect ……………………………………… you.
c) Get out and …………………………………………….
new people.
a) Speak to an expert about investments and
shares.
b) Open …………………………………………… and
decide ……………………………………. It is always
wise to have savings for rainy day.
c) Get into ……………………………………………….. in
order to avoid ……………………………………….
Learn to live within your means.
a) Invest time in hobbies you enjoy.
b) Set yourself ………..…………. goals
....................
c) Take time out
………………………………………………
and ………………………………..
a) Have your CV written or checked by a
professional.
b) Write yourself detailed and achievable
………………………………………………………………
or 10 years.
c) Polish up …………………………………………………
Get as much experience as possible by
…………………………………………. interview
situations for you.
Listen again. In the second column, note the actions the students must take for
each step in building their future.
Page 30
DIFFERENTIATION
TASK B
TASK: LISTENING (low proficiency groups)
a)
Listen. A counsellor is giving a talk to students on how to build their
future. In the first column of the table below, write the numbers 1 – 4 to
order the steps.
SECURE YOUR FUTURE
SOCIALLY …………….
SECURE YOUR FUTURE
FINANCIALLY …………..
SECURE YOUR FUTURE
PERSONALLY ……………
SECURE YOUR FUTURE
PROFESSIONALLY ……….
b)
a) Value your …..………………. with friends and
family.
b) Respect ……………..…… around you.
c) Get out and about ……………………………….
new people.
a) Speak to an expert about investments and
shares.
b) Open a savings ..………………… and decide on
savings ..……………. It is always wise to have
savings for rainy day.
c) Get into good budgeting …………………… now
in order to avoid debt …………………… in the
………… Learn to live within your means.
a) Invest time in hobbies you enjoy.
b) Set yourself ………..…………. goals to
constantly ……………………..
c) Take time out to ……………………….. on your
life and re- ……………………
a) Have your CV written or checked by a
professional.
b) Write yourself detailed and achievable
……..………… goals for ………………………. in 1
year, 5 years or 10 years.
c) Polish up your ………………………… skills. Get
as …………………. experience as possible by
…………… colleagues to replicate interview
situations for you.
Listen again. In the second column, note the actions the students must take for
each step in building their future.
Page 31
ACTIVITY 3.1 MAKING POSTERS ON ‘NATURAL
DISASTERS’
120 minutes
OBJECTIVE
 Create posters on natural disasters.
PREPARATION
Students are placed into groups and told to bring relevant articles beforehand.
IN CLASS
1. Students are divided into groups of 4.
2. Each group brings 4 different articles of natural disasters that have
occurred in the world. (earthquake/flood, etc).
3. Each group is responsible to gather the following information:
a. What caused the disasters?
b. What are the effects of natural disasters?
c. What agencies/ NGO offer assistance during natural disasters?
4. After students have read the articles and obtained the information
above, assign them into new groups.
5. In their respective new group, students will present the information that
they have gathered from Steps 3 and 4.
6. Finally each group will create an A3 poster to present the following
information:
a. Types of Natural Disasters;
b. Ways to help those affected in Natural Disasters.
Page 33
ACTIVITY 3.2 DISCUSSING ‘CHILD ABUSE’
120 minutes
OBJECTIVES


Identify significant points of a current issue;
Discuss significant points of a current issue.
PREPARATION





A picture / an illustration of an abused child;
“Don’t Beat Me” text (see Appendix);
6 strips of paragraphs (of the above text);
Task Sheet A (Vocabulary exercise);
Task Sheet B (WH-question words).
PRIOR KNOWLEDGE
Identifying main points and supporting details in a text.
IN CLASS
1.
Show a picture / an illustration of an abused child.
2.
Ask students to say a few words based on the picture and guess the
topic of the day.
3.
Write ‘Child Abuse’ on the whiteboard and ask students to say a few
things related to it and then, continue writing students’ feedback on
the whiteboard.
4.
Label each student in class from A to F.
5.
Ask As to sit in one group, Bs in their group, followed by Cs, Ds, Es and
Fs in their respective groups. Hence, there will be 6 groups altogether.
6.
Provide one paragraph to each group. For instance, Para 1 to Group A,
Para 2 to Group B, Para 3 to Group C and so forth.
7.
In 2 minutes, ask students to read the assigned paragraph and identify
the main point and supporting details. Inform students that they are not
allowed to capture the paragraph or rewrite the whole paragraph on
another piece of paper.
Page 34
8.
Collect the paragraphs from the groups and then, regroup the students.
Label each student from each group (A to F) from 1 to 6.
9.
Ask these students to sit in their respective new groups (1 to 6).
10. Ask each student in the new group to take turn and share what he/she
has read in the paragraph assigned earlier (based on the main point and
supporting details recorded).
11. Choose one reporter from each group to report to the whole class about
their reading.
12. Distribute Task Sheet A to enrich students’ vocabulary knowledge.
Then, distribute Task Sheet B to check students’ understanding of the
text.
13. Discuss answers with students and provide feedback.
Students can be asked to do a short write up based on ‘Child Abuse’. They can
use the information which has been obtained through the discussion earlier.
Page 35
APPENDIX
READING TEXT – cut the paragraphs into strips and distribute each to a group.
DON’T BEAT ME
When a child experiences physical or emotional abuse, the wounds run skin deep. Kids who suffer
repeated trauma feel lonely, scared, worthless and unloved, which is exactly the opposite of how
children should feel. Abused children often become broken, hollow and bitter, with mental
consequences that last long after the physical wounds have healed.
According to the non-profit organization Prevent Child Abuse New York (PCANY), several
factors cause some people to have difficulty meeting the demands of parenthood, leading them to
become abusive when they reach a breaking point or don't know what else to do. These factors include
immaturity, unrealistic expectations, emotional problems, economic crisis, lack of parenting
knowledge, difficulty in relationships, depression and other mental health problems. When the stress of
childcare combines with anxiety from other sources, some parents lack the skills to cope with it in
healthy ways. Instead, their tempers get the best of them in times of crisis.
The two main causes of child abuse are domestic violence and substance abuse. Children who
live in households where violence is present usually end up becoming victims themselves. PCANY
reports that 50 to 70 percent of men who abuse their female partners also abuse their children.
Substance abuse is another leading cause of child abuse. According to PCANY, drugs or alcohol
contribute to 70 percent of cases of child maltreatment, meaning physical abuse or neglect. Kids under
5 are the most susceptible to abuse or neglect by a substance-abusing parent and represent the fastest
growing population of foster children.
The most obvious effect of child abuse is physical injury to the child. According to the Child
Welfare Information Gateway, a division of the U.S. Department of Health and Human Services,
physical injuries can be minor, such as bruises, or severe, such as broken bones or even death, but the
pain and suffering leaves much deeper emotional scars. Sometimes, abuse can lead to lasting or
recurring health problems, such as shaken baby syndrome or impaired brain development. Abused
babies and toddlers are especially vulnerable to injuries to important regions of the brain that are still
developing, causing long-term problems with cognitive, language and academic abilities. CWIG
reports that adults who experience abuse or neglect during childhood are more likely to suffer from
physical ailments such as arthritis, asthma, bronchitis, high blood pressure and ulcers.
Kids who get abused often feel isolated, fearful and untrusting, and these immediate
emotional effects can transform into lifelong consequences, including low self-esteem, depression and
relationship difficulties. According to the CWIG, about 80 percent of young adults who were abused as
children met the diagnostic criteria for at least one psychiatric disorder at age 21, including
depression, anxiety, eating disorders and suicide. Other psychological conditions associated with
abuse are panic disorder, dissociative disorder, attention-deficit/hyperactivity disorder, post-traumatic
stress disorder and reactive attachment disorder. CWIG also reports that many kids who are abused
score lower than average on tests of cognitive ability, language development and academic
achievement.
According to CWIG, abused and neglected kids are 25 percent more likely to experience
problems such as delinquency, teen pregnancy and teen drug use and 11 times more likely to be
arrested for criminal behavior as a juvenile. CWIG says about 66 percent of people in drug treatment
programs report being abused as children, and over 30 percent of abused and neglected kids
eventually victimize their own children.
Adapted from:
Hermes, A. (2015, May 25). Causes & effects of child abuse. Retrieved May 12, 2015 from
http://www.livestrong.com/article/229260-causes-effects-of-child-abuse/
Page 36
TASK SHEET A – Vocabulary exercise
Match the words below with its most suitable meaning based on the text.
1. Trauma
 Damaged
2. Consequences

Problem
3. Tempers

Illness
4. Substance

Abuse
5. Maltreatment

Exposed
6. Impaired

Mood
7. Vulnerable

Ordeal
8. Ailments

Effects
9. Disorder

Crime
10. Delinquency

Drugs
Answer Keys
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Trauma
Consequences
Tempers
Substance
Maltreatment
Impaired
Vulnerable
Ailments
Disorder
Delinquency
Ordeal
Effects
Mood
Drugs
Abuse
Damaged
Exposed
Illness
Problem
Crime
Page 37
TASK SHEET B – Comprehension exercise
(answers are underlined and set in italic)
Answer the following questions based on the text.
1. What is the lasting effect on an abused child even after the physical wounds
have healed?
Abused children often become broken, hollow and bitter, with mental
consequences.
2. What are the factors which cause parents to abuse their children?
Immaturity, unrealistic expectations, emotional problems, economic crisis,
lack of parenting knowledge, difficulty in relationships, depression and other
mental health problems.
3. How does domestic violence lead to child abuse?
Children become the victim of abusive acts in certain families where in certain
cases, men who abuse their female partners also abuse their children.
4. Why is substance abuse said to be the leading cause of this crime?
It contributes to 70 percent of cases of child maltreatment, meaning physical
abuse or neglect.
5. How does the traumatic childhood experience of adults affect them?
Adults who experienced abuse or neglect during childhood are more likely to
suffer from physical ailments such as arthritis, asthma, bronchitis, high blood
pressure and ulcers.
6. In your opinion, how can we curb this problem?
- parents should be good friends to children
- parents should not bring work tension home
- no violence at home among the adults
- love and care for your child more
- counselling to abusive parents
- young parents need to be educated on how to bring up a child.
Page 38
Sample image
Msmyvids. (2010, July 23). Baby Brianna 2010 - News Story 1 [Video file]. Retrieved
from https://www.youtube.com/watch?v=cTWLj1_ISB8
Page 39
ACTIVITY 3.3 DISCUSSING “DEFORESTATION”
60 minutes
OBJECTIVES


Identify significant points of a current issue
Discuss significant points of a current issue
PREPARATION


A picture / an illustration of deforestation;
“Effects of Deforestation” text (see Appendix);
 6 strips of paragraphs (of the above text) coded with different colours.
PRIOR KNOWLEDGE
Identifying main points and supporting details in a text.
IN CLASS
1.
Show a picture / an illustration of deforestation.
2.
Ask students to say a few words based on the picture and guess the topic
of the day.
3.
Write ‘Deforestation’ on the whiteboard and ask students to say a few
things related to it and then, continue writing students’ feedback on the
whiteboard.
4.
Paste all 6 strips of paragraphs with different colour codes which have
been prepared beforehand around the class.
5.
Ask students to sit in a group of six.
6.
Label each student from each group with 6 different colours (i.e.; red
[R], blue [B], yellow [Y], green [G], purple [P] and orange [O]).
7.
Ask students to move around and read the paragraph which has the same
colour with the colour which has been assigned to them. Ask them to
take down some important points for about 3 minutes.
8.
Ask students to return to their respective groups and communicate to
others what he/she has read in the paragraph (based on the main point
and supporting details recorded).
Page 40
9.
Each student in the group is to note down the details shared by their
group members.
10. Choose one reporter from each group to report to the whole class about
their reading. The reporting should follow the structure below (which is
applicable):

All of us know that……….

Many of us know that………

Half of us know that………

One of us knows that………

None of us know that………
11. Choose a secretary to draw a table on the whiteboard (separating the
categories above) and note down the information.
12. This simple information analysis method may provide more space for
further discussion by the teacher.
Page 41
APPENDIX
READING TEXT – cut and color-code the following paragraphs.
EFFECTS OF DEFORESTATION
Scientists are finding more and more links between deforestation and global warming. The carbon
footprint created by four years of deforestation is equal to the carbon footprint of every single air flight
in the history of aviation up to the year 2025. Let's break that down into simple logic: Trees absorb
carbon dioxide. So fewer trees means more carbon dioxide is loose in the air. More carbon dioxide
means an increased greenhouse effect, which leads to global warming.
Reduced biodiversity is another deforestation concern. Rainforests, arguably the biggest victims of
deforestation, cover only about 7 percent of the world's surface. However, within this 7 percent live
almost half of all plant and animal species on earth. Some of these species only live in small specific
areas, which make them especially vulnerable to extinction. As the landscape changes, some plants and
animals are simply unable to survive. Species from the tiniest flower to large orangutans are becoming
endangered or even extinct. Biologists believe that the key to curing many diseases resides within the
biology of these rare plants and animals, and preservation is crucial.
Soil erosion, while a natural process, accelerates with deforestation. Trees and plants act as a natural
barrier to slow water as it runs off the land. Roots bind the soil and prevent it from washing away. The
absence of vegetation causes the topsoil to erode more quickly. It's difficult for plants to grow in the
less nutritious soil that remains.
Because trees release water vapor into the atmosphere, fewer trees means less rain, which disrupts the
water table (or groundwater level). A lowered water table can be devastating for farmers who can't
keep crops alive in such dry soil.
On the other hand, deforestation can also cause flooding. Coastal vegetation lessens the impact of
waves and winds associated with a storm surge. Without this vegetation, coastal villages are
susceptible to damaging floods. The 2008 cyclone in Myanmar proved this fact to catastrophic effect.
Scientists believe that the removal of coastal mangrove forests over the past decade caused
the cyclone to hit with much more force.
Deforestation also affects indigenous people, both physically and culturally. Because many indigenous
people actually have no legal rights to the land on which they live, governments that want to use the
forest for profit can actually "evict" them. As these populations leave the rainforest, they also leave
their culture behind.
Adapted from:
Ronca, D. (n.d.). Effects of deforestation. Retrieved May 12, 2015 from
http://science.howstuffworks.com/environmental/green-science/deforestation2.htm
Page 42
Sample image
wtf0111. (2007, February 24). Deforestation [Video file]. Retrieved from
http://www.youtube.com/watch?v=qzK2XITThZM
Page 43
ACTIVITY 3.4 IDENTIFYING SEQUENCE IN A PROCESS
60 minutes
OBJECTIVE

Identify sequence of processes and procedures presented in linear form.
PREPARATION


Paper strips of a few sentences on how to make tuna sandwich;
“Paper recycling process” text (see Appendix);
 6 strips of paragraphs (of the above text) coded with different colours.
PRIOR KNOWLEDGE


Identifying main points and supporting details in a text;
Some knowledge on linkers/cohesive devices.
IN CLASS
1.
Write / paste paper strips of a few jumbled up sentences on how to
make tuna sandwich on the whiteboard. (e.g.; Drain any liquid from the
tuna. Put 5 to 6 ounces of tuna into the bowl. Add 2 tablespoons of
mayonnaise and mix well with the tuna. Lay 2 slices of bread on a
plate. Spread the tuna mixture on one of the bread slices. Place the
other slice on top of the tuna spread.)
2.
Ask students to identify the correct steps. Then, ask students how they
managed to identify the steps.
3.
Insert some sequence connectors in the sentences and inform students
the lesson objective for the day.
4.
Label each student in class from A to F.
5.
Ask As to sit in one group, Bs in their group, followed by Cs, Ds, Es and
Fs in their respective groups. Hence, there will be 6 groups altogether.
6.
Provide one paragraph to each group. For instance, Para 1 to Group A,
Para 2 to Group B, Para 3 to Group C and so forth.
7.
In 2 minutes, ask students to read the assigned paragraph and identify
the main point and supporting details. Inform students that they are
not allowed to capture the paragraph or rewrite the whole paragraph
on another piece of paper.
Page 44
8. Collect the paragraphs from the groups and then, regroup the students
with different colour codes. Label each student from each group (A to
F) with 6 different colours (i.e.; red [R], blue [B], yellow [Y], green
[G], purple [P] and orange [O]).
9. Ask these students to sit in their respective new groups (R, B, Y, G, P &
O).
10. Ask each student in the new group to take turn and share what he/she
has read in the paragraph assigned earlier (based on the main point and
supporting details recorded).
11. Provide jumbled up paragraphs of the text to the groups and ask them
to rearrange the paragraphs to identify the correct steps of paper
recycling process.
12. Choose one reporter from each group to read aloud their paragraphs in
sequence.
13. Discuss in plenary and ask students how they managed to identify the
correct sequence.
14. Highlight sequence connectors.
Students can be asked to read more about sequence connectors for future
lesson.
Page 45
APPENDIX
READING TEXT – cut and color-code the following paragraphs.
Paper recycling process
Successful recycling requires clean recovered paper, so your paper must be kept free from contaminants,
such as food, plastic, metal, and other trash, which make paper difficult to be recycled. The recovered paper
is unloaded by paper mill workers and put into warehouses, where it is stored until needed. The various
paper grades, such as newspapers and corrugated boxes, are kept separate, because the paper mill uses
different grades of recovered paper to make different types of recycled paper products. When the paper mill
is ready to use the paper, the paper is moved from the warehouse to large conveyors.
The paper is moved by conveyor to a big vat called a pulper, which contains water and chemicals. The
recovered paper is chopped into small pieces. Heating the mixture breaks the paper down more quickly into
tiny strands of cellulose (organic plant material) called fibers. Eventually, the old paper turns into a mushy
mixture called pulp. The pulp is forced through screens containing holes and slots of various shapes and
sizes. The screens remove small contaminants such as bits of plastic and globs of glue. This process is called
screening. Mills also clean pulp by spinning it around in large cone-shaped cylinders. Heavy contaminants
like staples are thrown outside of the cone and fall through the bottom of the cylinder whereas lighter
contaminants are accumulated in the center of the cone and removed. This process is called cleaning.
Sometimes the pulp must undergo a “pulp laundering” operation called deinking (de-inking) to remove
printing ink and “stickies” (sticky materials like glue residue and adhesives). Papermakers often use a
combination of two deinking processes. Small particles of ink are rinsed from the pulp with water in a
process called washing. Larger particles and stickies are removed with air bubbles in another process
called flotation. During flotation deinking, pulp is fed into a large vat called a flotation cell, where air and
soap-like chemicals called surfactants are injected into the pulp. The surfactants cause ink and stickies to
loosen from the pulp and stick to the air bubbles as they float to the top of the mixture. The inky air bubbles
create foam or froth which is removed from the top, leaving the clean pulp behind.
During refining, the pulp is beaten to make the recycled fibers swell, making them ideal for papermaking.
If the pulp contains any large bundles of fibers, refining separates them into individual fibers. If the
recovered paper is colored, color stripping chemicals remove the dyes from the paper. Then, if white
recycled paper is being made, the pulp may need to be bleached with hydrogen peroxide, chlorine dioxide,
or oxygen to make it whiter and brighter. If brown recycled paper is being made, such as that used for
industrial paper towels, the pulp does not need to be bleached.
Now the clean pulp is ready to be made into paper. The recycled fiber can be used alone, or blended with
new wood fiber (called virgin fiber) to give it extra strength or smoothness. The pulp is mixed with water
and chemicals to make it 99.5% water. This watery pulp mixture enters the head box, a giant metal box at
the beginning of the paper machine, and then is sprayed in a continuous wide jet onto a huge flat wire
screen which is moving very quickly through the paper machine. On the screen, water starts to drain from
the pulp, and the recycled fibers quickly begin to bond together to form a watery sheet. The sheet is moved
rapidly through a series of felt-covered press rollers which squeeze out more water.
The sheet, which now resembles paper, is passed through a series of heated metal rollers which dry the
paper. If coated paper is being made, a coating mixture can be applied near the end of the process, or in a
separate process after the papermaking is completed. Coating gives paper a smooth, glossy surface for
printing. Finally, the finished paper is wound into a giant roll and removed from the paper machine. One
roll can be as wide as 30 feet and weigh as much as 20 tons! The roll of paper is cut into smaller rolls, or
sometimes into sheets, before being shipped to a converting plant where it will be printed or made into
products such as envelopes, paper bags, or boxes.
Adapted from:
How is Paper Recycled? (2001). Retrieved May 12, 2015 from
http://www.tappi.org/paperu/all_about_paper/earth_answers/earthanswers_recycle.pdf
Page 46
ACTIVITY 3.5 DESCRIBING PROCESSES AND
PROCEDURES
60 minutes
OBJECTIVES


Describe processes and procedures
Give instructions using the imperative verb form
PREPARATION
Prepare a set of instruction. The sentences are divided into 4 sections
according to the complexity and length of the sentences.
PRIOR KNOWLEDGE
Students have already learned “imperative verb form”.
IN CLASS
1. Students are grouped in groups of 4.
2. Each student is labelled as A, B, C and D (it is better if all the group
members are of mixed abilities from low to highly proficient students).
3. Each student will write sentences which have the same label as them,
i.e. students A will write down all As sentences (see the Appendix).
4. Each sentence will be read twice.
5. After all the sentences are read, each student is asked to show his/her
sentences to the group members. Later, they will arrange all the
sentences accordingly to show a set of instructions (see the Appendix).
6. The first group which manages to arrange all the instructional steps
correctly will win (this activity can be turned into a competition).
In the same group, students are asked to write a set of instructions using the
imperative verb form. They will later present it in front of the class.
Page 47
APPENDIX
Information for students
A: Next, apply the parking break to prevent the car from rolling.
B: Pull your car as far off the road as possible for your own safety.
C: Once your car is safely off the road, turn off the engine and turn on the hazard
lights.
D: Take your tire jack and jack the car up slightly higher than needed to remove
The flat tire.
A: Do this in a star pattern.
B: Loosen one lug nut and then the one opposite from it until all are slightly
loose.
C: Get out your spare tire, car jack, tire gauge and lug nut wrench.
D: Open the hood to show other drivers that you have pulled off the road for
repairs.
A: Remove the flat tire and exchange it with the spare.
B: Remove the lug nuts and put them in a safe place so you don’t lose them.
C: Use your lug nut wrench to loosen the lug nuts
D: Place something such as a rock or wheel block in front of the opposing wheel
so that the car won’t roll.
A: Check the air pressure of your spare with your tire air gauge.
B: If the tire pressure is safe to drive on, jump in your car and you’re on your
way.
C: Replace the lug nuts by tightening them the same way you loosened them
D: Carefully lower the car jack and tighten the lug nuts once more and make
them as tight as you possibly can.
Page 48
Answer Key
How to Change A Tyre
1. Pull your car as far off the road as possible for your own safety.
2. Once your car is safely off the road, turn off the engine and turn on the hazard
lights.
3. Next, apply the parking break to prevent the car from rolling.
4. Open the hood to show other drivers that you have pulled off the road for
repairs.
5. Place something such as a rock or wheel block in front of the opposing wheel
so that the car won't roll.
6. Get out your spare tire, car jack, tire gauge and lug nut wrench.
7. Use your lug nut wrench to loosen the lug nuts.
8. Do this in a star pattern.
9. Loosen one lug nut and then the one opposite from it until all are slightly loose.
10. Take your tire jack and jack the car up slightly higher than needed to remove
the flat tire.
11. Remove the lug nuts and put them in a safe place so you don't lose them.
12. Remove the flat tire and exchange it with the spare.
13. Replace the lug nuts by tightening them the same way you loosened them.
14. Carefully lower the car jack and tighten the lug nuts once more and make them
as tight as you possibly can.
15. Check the air pressure of your spare with your tire air gauge.
16. If the tire pressure is safe to drive on, jump in your car and you're on your way.
Adapted from: http://www.dmv.org/how
Page 49
ACTIVITY 3.6 DESCRIBING TRENDS ON A LINE GRAPH
60 minutes
OBJECTIVE
 Use different phrases to describe trends in a line graph.
PREPARATION

Blank graph template (see the Appendix).
PRIOR KNOWLEDGE
Students have already learnt useful phrases to describe trends on a line graph.
IN CLASS
1. Distribute a blank template of a line graph to each student (see the
Appendix).
2. Read aloud the sentences (see the Appendix) to describe a line graph.
Each sentence is read twice.
3. Ask students to draw a line graph based on the sentences that they have
heard.
4. Ask students to compare their line graphs with their friends’. If they find
that their graphs are different from their friends’, they need to find out
why and explain the reasons for the differences.
5. Pick a few students to present their line graphs in front of the class.
6. Show the actual line graph (see the Appendix) to the students and ask
them to correct their line graphs as necessary.
Page 50
This activity can be carried out in different ways for different purposes:
1. This activity can be carried out for other charts and graphs to check the
students’ understanding on the use of correct words and phrases to
describe graphs and charts.
2. This activity can be done in small groups (to avoid sleeping partners).
Each group is given a mahjong paper for the students to draw the line
graph. Later, the line graphs are pasted on the wall and the students do
a gallery walk.
3. This activity can also be done in pairs. One student will read the text
aloud and another student will draw the line graphs. Later, they change
their role. After that, the students are asked to compare their line
graphs with their partner. Finally, the teacher will show the actual line
graph so that the students can check their work.
Page 51
APPENDIX
Transcript and Answer Key
1. From January to March the percentage of children using supplements remained
fairly static at approximately 10%.
2. It then fell gradually in March.
3. It fluctuated for the following two months.
4. Between June and August, the percentage of children taking dietary
supplements increase dramatically.
5. It reached a peak of 25% in April.
6. Between August and October, this figure dropped dramatically to 11%.
7. Supplement use continued to fall steadily over the next two months until it
reached 5% in December.
Adapted from: http://www.ielts-exam.net/ielts-preparation-tips/describe-a-line-graph.html
Page 52
Blank Line Graph Template
Use of dietary supplements by children
25
20
15
10
5
0
J
F
M
A
M
J
J
Page 53
A
S
O
N
D
ACTIVITY 3.7 DESCRIBE YOUR GRAPH PLEASE
20 minutes
OBJECTIVES


Describe trends and movements in graphs and charts
Use the past tense form in describing graphs and charts
PREPARATION
Two versions of the same graph, one which is fully illustrated and another with
only x and y axes.
PRIOR KNOWLEDGE
Simple past tense, vocabulary to describe trends and movements in graphs and
charts.
IN CLASS
1. Students are to work in pairs, sitting facing each other.
2. Student A is given the fully illustrated graph while student B gets an empty
graph.
3. Student A has to describe the trend and movement of the graph to Student
B who will then plot the graph accordingly.
4. Teacher goes round to ensure proper sentences are used and may ask Student
B if Student A uses appropriate sentences and words.
5. Before checking with Student A if he/she has a similar graph, Student B
checks with other students who have the same role.
Page 54
ACTIVITY 3.8 EXTRACTING INFORMATION FROM JOB
ADVERTISEMENTS
10 - 20 minutes
OBJECTIVE

Locate and extract information about a company’s background, job
requirements and specifications.
PREPARATION


Job advertisements (can be obtained at http://goo.gl/4iME8n);
Jigsaw organizer (see the Appendix).
PRIOR KNOWLEDGE
Identifying relevant job advertisements.
IN CLASS
1. Divide students into groups of 3 – 5 (depending on the class size). Each
group should have the same number of students if possible. Give these
groups a number each.
2. Every group will assign roles to their group members (Bearer = students
who will handle the job advertisements information, Seekers = students
who will seek answers from other groups, Writers = students who will
stay in their ‘headquarters” and only write the answers).
3. Provide each group with random job advertisements and a jigsaw
organizer with omitted information such as company’s background, job
requirements and specifications.
4. Seekers will have to find bearers from other groups in order to find
information that they require (5 minutes). Once the seekers have the
information, they will have to inform their own writers so that the
writers may fill in their jigsaw organizer. (* Seekers cannot write the
answers on paper)
5. Once the time is up, they will have to stop writing and present their
findings to the whole class (5 minutes).
Page 55
APPENDIX
Job Advertisement Jigsaw Organizer
ELECTRICIAN
COMPANY’S
BACKGROUND
JOB
REQUIREMENTS
Page 56
SPECIFICATIONS
ACTIVITY 3.9 HOW TO WRITE A COMPLAINT LETTER
60 minutes
OBJECTIVE

Find six steps in writing a complaint letter by extracting information from a
reading text
PRIOR KNOWLEDGE
In the previous class, students have familiarized themselves with the steps of
making an oral complaint and they have had some practice with their friends.
IN CLASS
1. Divide students into groups of 4 - 6.
2. Provide each student with a reading text (see the Appendix) and ask him / her
to read silently in their respective groups. While reading, each student needs
to fill in a “WHAT I KNOW” form (see the Appendix) by classifying information
into 3 areas, namely ‘things they know’, ‘things they did not know’ and
‘examples to remember’.
3. After they have finished classifying the information, they need to share their
findings with other group members. In each group, while all the members are
sharing their findings, one person acts as the group leader and summarizes all
the findings by completing the 11 sentences given to him / her (see the
Appendix).
4. After that, each leader will appoint someone in the group to present their
summary. Each group will take turn conducting their respective presentations.
5. In each presentation, students must use the “How To Present Findings”
template given earlier (see the Appendix).
6. After all the groups have presented their summaries, they must sit together
again to find six steps in writing a letter of complaint extracted from the
reading text. Then, each group has to write the steps on white board and
compare their answers with other groups.
7. Finally, discuss the steps written on the white board with the students and
eventually reveal the 6 correct steps to the students (see the Appendix).
Page 57
APPENDIX
Reading Text
HOW TO WRITE A LETTER OF COMPLAINT
When writing a letter of complaint, your best chance of success will come from
directing the letter to the customer service department of the company. The customer
service department is accustomed to dealing with complaints and your letter is likely to be
processed efficiently and effectively.
Try to find out the name of the customer service manager or director and address your
letter to them personally. Begin your letter with Dear Mr, Mrs, Miss followed by their
surname. If you cannot find the name of the customer service manager, simply write Dear
Sir or Madam.
You should be able to find the address of the customer service department on the
company's website, on any of the company's promotional or advertising materials or
product packaging or labels.
----------------------------------------------------------------------------------------------------------The very first line of your letter should clearly address why you are writing the letter
and what your exact complaint is. Give as many pertinent facts as possible, including the
date, time and location where you made the purchase or received the service, along with
any relevant serial or model numbers.
The recipient of the letter should be able to identify the point of the letter in under five
seconds, so avoid any long, rambling intros. You may provide further detail or explanation
of the situation in the paragraph following your opening sentence, but the first line should
draw attention to your complaint as succinctly as possible.
For example, your opening sentence might read: "I am writing to complain about a
faulty hair dryer that I purchased from your company on the 15th of July at your location
on Jalan Pekeliling, Kota Bharu."
----------------------------------------------------------------------------------------------------------… continues on next page
Page 58
If you want a replacement, a refund, a repair, or some other form of compensation,
state this clearly in your second paragraph. This will help to avoid receiving a form letter
or other stock response, and give the recipient something to work with on their end.
Try to be as constructive as possible in your comments, suggesting a way that you can
move forward and continue your relationship with the company. If you demand a refund
or some other form of compensation, while simultaneously informing them that you plan
on taking your business elsewhere, they will have little incentive to try and resolve the
problem.
If you would like the company to correct a broader problem, state that in your letter as
well, but recognize that such a thing may take time.
Do not threaten legal action in your first communication. It may be the solution you
ultimately require, but send your complaint letter first and await a response.
----------------------------------------------------------------------------------------------------------You may include receipts, guarantees, warranties, copies of checks you sent and, if
appropriate, photos or videos. All documentation should be included with your letter.
Make sure that you send copies of any documentation you wish to include, not the
originals. That way, there's no chance of this key information being lost or mislaid, should
you need to provide evidence to someone else.
Also make sure to state in the body of the letter the exact materials you are including.
For example: "Please find attached a copy of my original receipt, along with a copy of the
hair dryer's guarantee and information regarding the serial number."
----------------------------------------------------------------------------------------------------------It is helpful to provide an exact time period within which you would like the issue
to be resolved. This will give you peace of mind and will help bring the issue to a
speedy conclusion.
Providing a time limit will also help to prevent the possibility of your letter
becoming lost or forgotten about, which may lead to further awkwardness and
resentment between you and the company.
Just make sure that the time period you provide is reasonable. A week or two is
usually sufficient, though this will vary depending on what your requests are.
------------------------------------------------------------------------------------------------------… continues on next page
Page 59
Thank the recipient for their assistance, and let them know how and when they can
reach you to resolve the matter. This will make their job a lot easier, resulting in a more
efficient outcome for you.
Sign off the letter with ‘Yours sincerely’, if you know the name of the person you are
writing to, or ‘Yours faithfully’ if you referred to them as "Sir" or "Madam". Avoid
informal closings such as "Best," or "Yours truly." This will ensure a respectful finish of
the letter.
-------------------------------------------------------------------------------------------------------
Adapted from:
http://www.wikihow.com/Write-a-Complaint-Letter-to-a-Company#/Image:Write-aComplaint-Letter-to-a-Company-Step-5-Version-2.jpg
What I Know
THINGS I KNOW
THINGS I DID NOT KNOW
EXAMPLES TO REMEMBER
Page 60
How To Present Findings
-
Half of us know that….
-
Several of us know that….
-
Some of us did not know that….
-
Quite a lot of us know that….
-
None of us knows that….
-
All of us know that….
-
Every single one of us knows that….
-
Almost all of us know that….
-
Only one of us knows that….
-
A few of us know that….
-
Most of us know that….
Steps In Writing A Complaint Letter
1. Address your letter to the customer service department.
2. Quickly get to the point of your letter.
3. State specifically what outcome or remedy will satisfy you.
4. Attach copies of supporting documents.
5. Give them a time limit to resolve the matter.
6. Finish the letter respectfully.
Page 61
DRILLING
ACTIVITY 4.1 EXTENDING, ACCEPTING OR REJECTING
INVITATIONS
60 minutes
OBJECTIVES


Extend an invitation
Accept or reject invitations
PREPARATION


A PowerPoint presentation with pictures of places to visit (see the
Appendix);
Picture cards of places to visit (see the Appendix).
PRIOR KNOWLEDGE
Would you like to ……… / How about ….ing……? / I would love to /
I’m sorry I can’t.
IN CLASS (Activity 1)
1.
Revise the structures “Would you like to….” , “How about going…..?”, “I
would love to.” and “I’m sorry I can’t”.
2.
Divide the class into groups A and B. Group A will extend the invitation
and group B will respond by accepting or rejecting the invitation.
3.
Show the picture of a place, e.g. a restaurant, cinema, etc., with the
main verb.
4.
Provide an example for group A: “Would you like to go to the
restaurant?'” Make group A repeat the invitation.
5.
Group B looks at the symbol  (Accept) or X (Reject) and responds
appropriately (see the Appendix).
6.
Show the next picture and Group A uses the same structure and group B
responds based on the given stimulus.
7.
Repeat the steps above for 5 other pictures and get the groups to
exchange their roles.
Page 63
DRILLING
8.
Students are put into groups of 4-5.
9.
Give a set of 15-20 picture cards consisting of pictures from the first
activity as well as extra pictures to each group.
10. Students place the picture cards facing downwards.
11. Student A picks up a card and extends the invitation using either ‘Would
you like to…’ or ‘How about …..ing ……’.
12. Student B accepts or rejects the invitation and picks up a card then
extends the invitation to student C. This is repeated until all the cards
are finished.
13. Students form 2 big circles. The same picture cards from Activity 2 are
reused and distributed. Each student is given one card.
14. The lecturer appoints the first student in each group. The first student
from both groups looks at their picture card and extends the invitation
to someone specific in the group. The student then responds
appropriately and extends his/her invitation to a different student. This
is repeated till every student has taken their turn.
REMARKS
Lecturers can stop with the second activity if there isn’t enough time to
continue. The activity starts with a class activity to provide comfort and then
followed by a small group activity to allow students to gain confidence. Finally,
for reinforcement and checking on achievements, students are required to
perform in a bigger group.
Page 64
DRILLING
APPENDIX
Sample Pictures On The Power Point And Picture Cards

Have dinner at the restaurant / having
dinner at the restaurant

Play tennis / playing tennis


Go to the library / going to the library
Go for a swim / going for a swim
Page 65
DRILLING
ACTIVITY 4.2 I’M REALLY DRAWN TO THIS JOB
BECAUSE…
10 minutes
OBJECTIVE

Use “I’m really drawn to this job because …?” or “I really believe in your
company because …” to answer job interview questions.
PRIOR KNOWLEDGE
Interview questions.
IN CLASS
1. Divide class into three groups (depending on size of class).
2. Teacher says “I’m really drawn to this job because …”.
3. Teacher goes round the groups.
4. Teacher points to individual student who uses the phrase.
5. Teacher repeats using the other structure.
Students use the phrases and answer in full. Students write down the
answers by sharing their personal examples and teacher checks the
individual answers. Students use the answers to answer questions at a mock
interview.
Page 66
DRILLING
ACTIVITY 4.3 IS USED FOR / ARE USED FOR
10 minutes
OBJECTIVE

Use “is used for” and “are used for” to describe things.
PREPARATION
Substitution table (see the Appendix).
PRIOR KNOWLEDGE
Vocabulary related to descriptions of products, for example: “It is made of….” or
“blue in colour….” etc.
IN CLASS
1. Show the substitution table to the class (see the Appendix).
2. Divide class into four groups (depending on size of class).
3. Teacher points to a word/phrase in the table and students read out the
words to string a sentence together.
4. After reading a few sentences together, point randomly to a group and
get that group to read the sentences.
5. Once the students are confident, select a student to make his/her own
sentence from the table.
Students are asked to write sentences from the table on their own. Students
are given 3 minutes to write as many sentences as possible.
Page 67
DRILLING
APPENDIX
Substitution Table
A drill
A protractor
Hacksaws
Erasers
A lens
metal
is
made of
plastic
glass
are
Tyres
rubber
Callipers
Windscreens
Page 68
DRILLING
ACTIVITY 4.4 WHAT IS THIS?
10 minutes
OBJECTIVE

Use “This is” or “These are” to describe things.
PREPARATION
Objects/Equipment and pictures of objects (see the Appendix).
PRIOR KNOWLEDGE
Vocabulary related to objects.
IN CLASS
1. Divide the class into three groups (depending on size of class).
2. Show an object and teach students to ask “What is this?” and answer the
question by saying “This is a tumbler”.
3. Students repeat the step above by saying the question and answer in
unison.
4. Repeat the steps above in individual groups.
5. Ask another question and point randomly to a group to elicit similar
responses.
6. When students are confident, one group asks question and another
answers.
7. Finally, get students to ask questions and provide answers individually.
Students ask and answer questions on their own.
Page 69
APPENDIX
Sample objects as stimuli
Page 70
DRILLING
LANGUAGE SUPPORT
ACTIVITY 5.1 WHAT IS THIS ITEM?
30 minutes
OBJECTIVE

Describe products correctly from pictures
PREPARATION
 Pictures of various products on PowerPoint slides and printed handouts (see
the Appendix);
 PowerPoint slides or handouts with sample sentences that describe
products (see the Appendix).
IN CLASS
1.
Show a PowerPoint presentation containing pictures of products and ask
the students to describe them.
2.
Show them sample sentences on how to describe the products in correct
sentences.
3.
Ask students to describe the products by referring to the sentences given.
4.
Ask students to form subgroups of four.
5.
Pair two subgroups together, for example subgroups A1 and A2 will form
group A.
6.
Each group will be given two sets of cards (A and B).
7.
They have to arrange the cards as shown in the picture below.
A
A
8.
B
A
B
A
B
A
B
A
B
B
The card should be placed down and the first member from subgroup
A1 will need to open a card and describe the picture (product) printed
on the card. Then, he/she will open one of subgroup A2’s cards to try
and get the same picture obtained earlier.
Page 72
9.
LANGUAGE SUPPORT
If they can find a match (same picture), they can keep the card. If they
fail to get the same card, they will need to put back the card at the
same place.
10. The game will be continued by the first player from subgroup A2 and
they will take turn until all cards are drawn.
11. Use more cards if the class is large.
Page 73
LANGUAGE SUPPORT
APPENDIX
Sample products to be used as pictures
Sample sentences to describe a product
1. The colour – It is red.
2. The shape – It is cylindrical in shape.
3. The use – It is used to illuminate a place, for example a room when
there is no electricity.
4. The characteristic – It has a wick in the middle.
5. The materials – It is made of wax and the wick is made of strings.
Page 74
LANGUAGE SUPPORT
ACTIVITY 5.2 GET THAT JOB!
30 minutes
OBJECTIVE
 Match words found in job advertisements with accurate definitions.
PREPARATION
A job advertisement, 10 strips of individual words from the job advertisement
and their definitions (see the Appendix).
IN CLASS
1. Divide students into groups of four.
2. Provide each group with the 10 strips; they must match each word with
the correct definition.
3. Groups that manage to complete the step above will be declared as
winners.
4. Provide students with a job advertisement to read and study; ask some
questions pertaining to the content of the advertisements.
5. In addition, ask students to write a grammatically correct sentence for
each word.
Page 75
LANGUAGE SUPPORT
APPENDIX
A sample job advertisement
Minions (M) Sdn Bhd, a multinational company, a leading manufacturing of high
quality Aluminium Electrolytic Capacitors (Electronic Components). We have a long
history of developing capacitors for audio equipment and is highly evaluated by
professionals worldwide for its high-quality products. We are presently inviting
dynamic and high motivated individuals who have the passion to excel to join our
progressive team as:SENIOR LINE LEADER/LINE LEADER
Puchong
Responsibilities:



To guide, train and motivate a group of operators to meet company goal.
To make sure the line discipline well followed by all operators.
To monitor the production line performance and report the line output,
process reject etc.
Update daily attendance on individual line.
Requirements

Candidates must possess at least a Higher Secondary/STPM/ Certificate,
Diploma, Engineering (Industrial), or equivalent.
 Required language(s) : Bahasa Malaysia, English
 Good leadership qualities & computer literate
 Applicants must be willing to work in Puchong.
 Willing to work in night shift.
 Fresh graduates are encouraged to apply.
 10 full-time positions available.
+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
Qualified candidates are encouraged to submit their applications online. Only
shortlisted candidates will be notified.
Minions (M) Sdn Bhd
No 5, Jalan 50,
Bandar Puchong Jaya,
44500 Selangor.Telephone: 603-895764521 Fax : 603-85476214
Email : [email protected]
Page 76
LANGUAGE SUPPORT
Sample words that can be found in job advertisements and their
definition
WORD
DEFINITION
multinational
A company operating in several countries.
candidates
a person who applies for a job.
dynamic
(of a person) positive in attitude and full of energy
and new ideas
Highly motivated
person not only works hard, but is also proactive,
which means that they look for things that need to
be done without being asked.
passion
any powerful or compelling emotion or feeling.
excel
be exceptionally good at or proficient in an activity
or subject.
equivalent
equal in value, amount, function, meaning, etc.
notify
inform (someone) of something, typically in a
formal or official manner.
Computer literate
(of a person) having sufficient knowledge and skill
to be able to use computers; familiar with the
operation of computers.
Fresh graduates
is a person that has just recently graduated. They
usually have little to no skill sets, making them
ideal for apprenticeships.
Page 77
LANGUAGE SUPPORT
ACTIVITY 5.3 WHAT CAN THIS EQUIPMENT DO?
30 minutes
OBJECTIVE
 Describe what a piece of specialised equipment can do
PREPARATION

Get permission from various technical instructors for learners to go visit
their workshops/labs/classes to learn how a piece of specialised
equipment works;

Teach the learners to ask appropriate questions pertaining to the
functions of a piece of equipment, for example: “What can this thing
do?”, “What is this equipment called?” et cetera.
IN CLASS
1. Divide students into groups of three or four.
2. Allow each group to visit a technical lab/workshop.
3. When visiting a lab/workshop, students need to ask several questions to
get a general idea about the functions of a piece of specialised equipment
as well as how it works. Allow 20 – 30 minutes for this.
4. Students need to jot down their findings for the next step.
5. Students then return to the class and prepare a short presentation on
their findings. Each group will need to tell the entire class the following:
a. Name of equipment;
b. Functions of equipment;
c. How the equipment works;
d. Its special features and other supporting information (if applicable);
6. Students may use PowerPoint slides to enhance their oral presentation.
Suggested Follow Up Activities



Students may find an electrical gadget at home and write a paragraph
on how to use it based on the lesson learnt.
Their work will be put up on the notice board for everyone to read.
This could form a part of their evaluation.
Page 78
FILLER ACTIVITIES
ACTIVITY 6.1 REMEMBER MY NAME?
20 minutes
OBJECTIVE

Remember and recall their friends’ names.
PREPARATION
No preparation is needed.
IN CLASS
1. Ask students to form a big circle in class.
2. Inform students that they are going to play ‘remember me’ game. In this
game, each student needs to introduce him/herself by giving an
appropriate adjective which best describes them. The rule is that the first
letter of the adjective chosen must be the first letter of their name, for
example “Marvellous Mary”.
3. The next person will start by repeating the first person’s name before
introducing him/herself. This will be continued by the next person till the
circle completes.
4. Provide an example to the students:
First person
: I’m Mary. You can call me Marvellous Mary.
Second person
: This is Marvellous Mary. I’m Radiant Radika.
Third person
: We have Marvellous Mary, Radiant Radika
and I am Maverick Mahmud.
REMARKS
This game can also be used to teach pronunciation to students. Ask students to
choose an adjective which has the same initial sound as the initial sound of their
names.
Page 80
FILLER ACTIVITIES
ACTIVITY 6.2 BACK TO THE BOARD (HOT SEAT)
10 minutes
OBJECTIVE

Recap key terms/vocabulary
PREPARATION
A list of words to be recapped
PRIOR KNOWLEDGE
Students should be exposed to the words that will be used in this game before
doing this activity.
IN CLASS
1. Teacher places a chair at the front of the class facing away from the board.
2. A student sits on the chair; the teacher writes a word on the board.
3. The rest of the students in the class describe the word to the student
sitting in front of the class.
4. The student guesses the word on the board.
5. Repeat the steps above with different students and words.
REMARKS
To encourage active participation from students, the game can be conducted in
pairs. A student from each pair faces away from the board. The other student
explains the word on the board. The students may exchange roles.
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FILLER ACTIVITIES
ACTIVITY 6.3 ICE BREAKING WITH PICTURES
15 minutes
OBJECTIVE
 Get to know the others in a group
PREPARATION
Students should have something to draw on (paper/books).
PRIOR KNOWLEDGE
Students know how to formulate questions and have intermediate level of
language proficiency.
IN CLASS
1. Students draw 2 pictures that are meaningful to them. The pictures should
symbolise some aspects of their life.
2. Students walk around the class to show their pictures to other students.
Working in pairs, students take turn to guess the relevance of the pictures.
3. For example, Student A has a picture of a cat and shows it to Student B.
Student B: “Do you like cats?”
Student A: “No.”
Student B: “Do you have a cat?”
Student A: “Yes!”
4. Then, reverse the roles - Student A asks questions about Student B’s
pictures. After the pair has completed the activity, they find new partners
and repeat the process.
REMARKS
This ice-breaking activity should be conducted after the students have
introduced their names. This activity creates a creative platform for students to
share information about themselves instead of giving mundane speeches.
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FILLER ACTIVITIES
ACTIVITY 6.4 MY DREAM
30 minutes
OBJECTIVE
 Allow students to know one another and talk about their dreams with
their friends.
PREPARATION
A4 paper in various colours.
IN CLASS
1. Provide each student with a piece of A4 paper; students need to write a
simple paragraph about “My Dream” in a few sentences. Allow 10 minutes.
2. Guide the students by providing them with some sample paragraphs that
they can modify. Students are encouraged to provide as much detail as
possible.
3. Once they have finished writing their dreams on the paper, ask the
students to fold their paper into paper airplanes.
4. Ask all students to throw the airplanes onto the air at the same time.
5. Each student will pick a paper airplane, read the content and find the
owner of the airplane.
6. When they have found the owner, they will need to ask more questions
about the owner’s dream.
7. The other person needs to explain more about it.
8. Stop the game after everybody has found the owner of the airplane and
talked to each other about their dreams.
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FILLER ACTIVITIES
ACTIVITY 6.5 THE FLYSWATTER GAME
10-20 minutes
OBJECTIVE

Identify language forms and functions.
PREPARATION
PowerPoint slides with sample sentences and 4 choices of language functions for
each (see the Appendix), a few plastic/rattan flyswatters.
PRIOR KNOWLEDGE
Students know the various commonly used forms and functions that will be used
in this game.
IN CLASS
1.
Divide the class into two teams.
2.
Draw a starting line about 3 metres from the board/screen.
3.
The first student in each team is given a flyswatter. They stand up next to each
other at the starting line, looking at the board/screen.
4.
The teacher shows a slide that has a sample sentence and four choices of
language function for each.
5.
The students may not cross the line until they identify and locate the correct
language function, which they then go “swat” with their flyswatter.
6.
The first student to swat the correct answer wins a point for his/her team.
7.
If contested, the flyswatter on the bottom wins.
8.
Allow only one swat per player, so if one player hits an incorrect answer, the
other player can take his/her time selecting an answer.
9.
If neither player knows the answer, the whole class identifies the answer.
10. The two students return to the end of their team’s line.
11. Repeat steps 3 – 10 until everybody has had their turn.
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FILLER ACTIVITIES
REMARKS

Remind students these basic rules:
a. Players should not hit another player with the flyswatter;
b. Players should not "block" another player with their arm or body to
prevent others from getting to the answer

The game can be used for other language items such as vocabulary, grammar,
etc.
APPENDIX
Sample PowerPoint slide with a question and choice of answers
Page 85
FILLER ACTIVITIES
ACTIVITY 6.6 ICE BREAKING WITH ADJECTIVES
10-15 minutes
OBJECTIVE

Use adjectives and socialize
PREPARATION
Small cut-out pieces of paper with a word or a picture. Each piece should belong
to selected categories such as fruits, sports, stationery etc.
PRIOR KNOWLEDGE
Adjectives, descriptive words
IN CLASS
1. Provide each student with a piece of paper each with a photo/word of an
item.
2. Students must come up with two words to describe their respective photos.
3. Students will then go round asking/telling other students about their items.
They have to look for other students who possess items of similar
categories.
Page 86
FILLER ACTIVITIES
ACTIVITY 6.7 CAN YOU GUESS THE WORD?
30 minutes
OBJECTIVE

Improve/practice vocabulary by guessing words
PREPARATION
Mini whiteboards (made from laminated pieces of A4 paper)
PRIOR KNOWLEDGE
Words used in previous tasks/exercises
IN CLASS
1. Provide each student with a mini whiteboard.
2. Describe a word or provide definition(s) of a word; students will then have
to guess the most suitable word that matches the definition or description.
3. All students will have to show their answer when they are done.
4. Allow peer correction or allow the students to correct their answers if their
answers are incorrect.
5. Repeat the steps above for a few more words.
REMARKS
This can also be used as a cloze test where students write down a word to
complete the teacher’s sentence. Using mini whiteboards allows immediate
response from students and immediate feedback from peers and the teacher.
Page 87
FILLER ACTIVITIES
ACTIVITY 6.8 THIS IS MY OPINION
30 minutes
OBJECTIVES


Agree/disagree and give/ask for opinions
Use present tense form to describe current issues
PREPARATION
Mini whiteboards (made from laminated pieces of A4 paper)
IN CLASS
1. Provide each student with a mini whiteboard.
2. Students write their opinion about a specific theme on their own
whiteboards, for example “feeding the needy”.
3. Students have to work in groups of four.
4. Each student will take turn to show his/her board, and the rest can agree
or disagree, giving comments or asking for clarification.
5. Go round to ensure the target language is used.
REMARKS
Using mini whiteboards allows immediate response from students and immediate
feedback from peers and the teacher.
Page 88
FILLER ACTIVITIES
ACTIVITY 6.9 DIY TABOO GAME
30 – 60 minutes
OBJECTIVE

Guess correct words from explanation given by peers
PREPARATION
A manila card, stationery and 2 stop watches/ digital watches/ smart phones.
See the Appendix for sample Taboo cards.
IN CLASS
1. To produce the Taboo cards, get students to cut a manila card into small
rectangles of 3” x 2”. Then, divide students into two big groups.
2. Give 20 cards to each group and they have to come up with their own words. They
have to decide on the words themselves by helping one another to get the best
words.
3. Provide a common theme for the words, for example “VERBS” (one of the eight
parts of speech). Students must find twenty verbs and come up with five words
that are associated with the verb (the Taboo words). For example, if they choose
the word “cry”, the Taboo words might be “sad”, “hurt”, “tears”, “child”, and
“pain”. If they want the words to be more challenging, they can find verbs which
are more uncommon. See some examples of the cards in APPENDIX A.
4. After they have found all the twenty words, they can start playing the game. (In
time keeping, they can replace the hourglass with a stop watch/ digital watch/
smart phone and to make the sound when the opposing team violates the rules or
the time is up. They can just knock on a table twice.)
5. To start playing this game, the two groups will sit facing each other. One
representative (the player) from Group A will go to Group B and pick one of their
cards. There must be one different player in one turn.
6. The player will provide oral clues to his group to guess the word. The selected
card is placed in front of and facing him. One person from Group B will stand
behind the player to see if he uses any Taboo words, and another will keep the
time (one minute for each turn) using a stop watch/ digital watch/ smart phone.
Page 89
FILLER ACTIVITIES
7. If the player uses any of the Taboo words or when the time is up, the person who
stands behind the player will knock the table twice to stop him. After that, Group
B will take its turn. This will go on until all the twenty cards are finished. There
will be no marks deducted if the player uses the Taboo words or fails to give clues
within one minute. The only penalty is the group loses its turn and this will give a
higher chance for the other group to win. On the other hand, one mark will be
given to the group for any successfully guessed words. The group which scores the
most marks will win the game.
REMARKS
The benefits of this DIY TABOO GAME are:
 There’s no need to buy the real TABOO game, thus one can save money.
 The students are involved in preparing for and playing this game. They
come up with their own words during the process of discussion, sharing of
ideas and existing knowledge as well as helping out each other to succeed
as a group.
 The teacher only acts as a facilitator. Most of the input comes from the
students themselves.
 The students can improve their English vocabulary on a specific area
according to the theme of the words. They acquire the knowledge through
the discussion held in the groups and the explanation and clues made
during the guessing session.
 This game is both fun and informative.
APPENDIX
Page 90

Links - mrcharles.my

Transcription

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