ENGLISH FOR COMMUNICATION...ENGLISH FOR COMMUNICATION 2014 ii iii LEARNING MODULE PENDIDIKAN ASAS...

PENDIDIKAN ASAS VOKASIONAL

MODUL PEMBELAJARAN

TINGKATAN 1

ENGLISH FOR COMMUNICATION

2014

iii

LEARNING MODULE

PENDIDIKAN ASAS VOKASIONAL (PAV)

MODUL JATI DIRI

ENGLISH FOR COMMUNICATION

TINGKATAN 1

BAHAGIAN PEMBANGUNAN KURIKULUM

iv

Copyright © 2013 Bahagian Pembangunan Kurikulum Kementerian Pendidikan Malaysia Aras 4-8, Blok E9, Kompleks E, Pusat Pentadbiran Kerajaan Persekutuan 62600 Putrajaya

Cetakan Pertama 2013 Tidak dibenarkan mengeluarkan ulang mana-mana bahagian artikel, ilustrasi dan isi kandungan buku ini dalam apa-apa juga bentuk dan dengan apa cara pun sama ada secara elektronik, fotokopi, mekanik, rakaman, atau lain-lain sebelum mendapat kebenaran bertulis daripada Pengarah, Bahagian Pembangunan Kurikulum, Kementerian Pendidikan Malaysia, Aras 4-8, Blok E9, Kompleks E, Pusat Pentadbiran Kerajaan Persekutuan, 62604 WP Putrajaya

v

CONTENTS

1. NATIONAL PRINCIPLES vi

2.

NATIONAL EDUCATION PHILOSOPHY

vii

3.

INTRODUCTION

a. Module Objective 1

b. Module Content 2

4.

LEARNING MODULE UNIT 1 : THINGS UNIT 2 : PERSONAL EXPRESSION UNIT 3 : SOCIAL INTERACTIONS UNIT 4 : ENVIRONMENT UNIT 5 : FINANCE UNIT 6 : HEALTH CARE UNIT 7 : SOCIAL RESPONSIBILITY

4

UNIT 8 : TECHNOLOGY ADVANCEMENT

NATIONAL PRINCIPLES

WHEREAS our country Malaysia supports the ambition to achieve closer unity among

the entire community; maintaining a democratic way of life; create a just society in

which prosperity can be enjoyed together in a fair and equitable manner; ensure a

liberal approach to the tradition-rich cultural tradition and diverse patterns; build a

progressive society that will use modern science and technology;

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

whole of our energy and efforts to achieve these ambitions based on the

following principles:

BELIEF IN GOD

LOYALTY TO THE KING AND COUNTRY

SUPREMACY OF THE CONSTITUTION

RULE OF LAW

COURTESY AND MORALITY

vi

http://en.wikipedia.org/wiki/GODhttp://en.wikipedia.org/wiki/Yang_di-Pertuan_Agonghttp://en.wikipedia.org/wiki/Constitution_of_Malaysia

NATIONAL EDUCATION PHILOSOPHY

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

individuals in a holistic and integrated manner, so as to produce individuals who are

intellectually, spiritually, emotionally and physically balanced and harmonic, based on a

firm belief in and devotion to God. Such an effort is designed to produce Malaysian

citizens who are knowledgeable and competent, who possess high moral standards and

who are responsible and capable of achieving high level of personal well-being as well as

being able to contribute to the harmony and betterment of the family, the society and the

nation at large.

vii

1

English For Communication

MODULE ENGLISH FOR COMMUNICATION

INTRODUCTION

This module is designed to expose students on the importance of learning English.

The module consists of suggested activities which incorporate listening, speaking,

reading and writing skills.

OBJECTIVES

This module will enable students to:

1. demonstrate the understanding of English Language for specific instructions

and information.

2. listen to and respond to spoken English on a variety of social topics.

3. converse meaningfully in conversations in order to purchase things and to ask

for information and help.

4. express their thoughts and feelings in spoken language.

5. read informative texts to widen their experiences in daily lives.

6. read stories which meet their interests.

7. acquire vocabulary for specific purposes, spell words correctly and construct

simple sentences.

8. write simple instructions using appropriate language.

9. appreciate and demonstrate understanding by listening to songs and digital

sources.

10. comprehend listening and written information.

11. extract information from spoken and written texts.

12. write short messages and take dictations on descriptions of people and

objects.

2


MODULE CONTENT

This module contains 8 units.

UNIT 1 : THINGS

In Unit 1, students will be exposed to syllables and pronunciation of words related to

things that are found in their homes and school. The four main language skills will be

used in this unit.

UNIT 2 : PERSONAL EXPRESSION

In Unit 2, students will be able to use language to introduce and talk about

themselves, friends and family members. Students will also read and write simple

structures pertaining to people.

UNIT 3 : SOCIAL INTERACTIONS

In Unit 3, students are exposed to language functions and will be given the

opportunity to use the language. Students will learn to read and write simple

structures to make polite requests, express gratitude and apology.

UNIT 4 : ENVIRONMENT

In Unit 4, students are exposed to words and phrases related to cleanliness and their

personal hygiene. Students will read and write words and phrases related to this

topic.

UNIT 5 : FINANCE

In Unit 5, students will acquire words, phrases and sentences on finance. Students

will learn to read and write on topics related to their personal expenditure, savings

and ideal business.

UNIT 6 : HEALTH CARE

In Unit 6, students will learn to use words and phrases related to food and exercise.

Students will be able to construct simple sentences related to the topic.

3

UNIT 7 : SOCIAL RESPONSIBILITY

In Unit 7, students will acquire words and phrases related to smoking and vandalism.

Students will demonstrate word recognition by reading texts and constructing simple

sentences.

UNIT 8 : TECHNOLOGY ADVANCEMENT

In Unit 8, students be introduced to words, phrases and sentences related to the

internet and electronics. Students will be able to read and write simple sentences.

4


UNIT 1 : THINGS

Title : Things Around the House Learning Standards :

Listening and Speaking

1.1 Listen and identify the number of syllables in words.

1.2 Pronounce and identify words of one or two syllables.

Reading

2.1 Read and match words.

Writing

3.1 Copy and write in neat legible print

OBJECTIVES :

By the end of week 1 and 2, students should be able to:

1.1.1 identify the number of syllables in words as pronounced by the teacher by underlining, circling or ticking the correct answers

1.2.1 pronounce words of one and two syllables.

2.1.1 read and match written words to illustration

2.1.2 read and match written words to spoken words.

3.1.1 write in neat legible print of the following:

a. lowercase letters

b. uppercase letters

5


REFERENCES

INTRODUCTION

This unit on things is a simple topic that all Basic Vocational Education (BVE) students can

understand. An easy start will encourage the BVE students to participate in the lesson. To

begin with, the students learn about things around their own homes. These are the things

they often see and use. The information on this topic can be obtained from several

resources.

Electronic Information

Internet

http://www.howmanysyllables.com

Printed Materials

Newspaper

Vocabulary / Word List

bed

broom

chair

cup

fan

fork

hat

jug

knife

lamp

net

pan

rope

soap

spoon

tin

http://www.howmanysyllables.com/http://www.howmanysyllables.com/

6

vase

wall

zip

floor

7

English For Communication TEACHING AIDS

1. Pictures

2. Worksheets

GUIDELINE

ACTIVITIES


1. Teacher reads aloud words of one syllable while students listen to the pronunciation of

the words without looking at the spelling.

Bed

Floor

Lamp

Spoon

Broom

Fork

Net

Tin

Chair

Hat

Pan

Vase

Cup

Jug

Rope

Wall

Fan

Knife

Soap

Zip

8

2. Students repeat after the teacher several times.

3. Students pronounce the words on their own.

4. Students match pictures related to the one syllable word that they have just learnt.

Note: Activate students’ prior knowledge and take note of the words that students already

know as well as words that they need to know.

Worksheet 1

9


1. Teacher introduces words of two syllables. Teacher reads and students listen.

Bottle Dustbin Letter Saucer

Candle Hanger Mirror Sofa

Cupboard Iron Needle Table

Curtain Jumper Picture Towel

Drawer Kettle Radio Water

2. Students repeat after the teacher several times.

3. Students pronounce the words on their own while the picture cards are shown to them.

Dear John,

How are you? I hope you

and your family are in the pink

of health. I will be going to

Penang with my family at the

end of this month.

I hope you can come along

with us to Peanng. Please let

me know your holiday plans

and do tell me as soon as

possible whether you are able

to join me for the Penang trip.

Bye.

Your friend,

Perry

11

Language Arts

1.. Students sing a song. The game involves:-

a) singing a song using the tune Old Macdonald Had A Farm

b) The lyrics is as follows:-

Happy Minah has a house, ha, ha, ha, ha,ha

And in the house, there is a chair, ha, ha, ha, ha, ha

Here’s a chair, there’s a chair, every where’s a chair, ha, ha, ha, ha, ha

c) Let students substitute the underlined word.

Note: Recycling words help students to remember well

Singing makes the lesson fun and lively.


1. Students work in pairs to complete a task in the form of a simple game.

Instructions:

a) Teacher prepares 10 picture cards.

b) Student A shows a picture, Student B says the name of the thing. B gets a point when

he is correct. Then it is B’s turn to just name a thing and A has to show the

corresponding picture. The game continues until all the cards have been matched.

Reading

1. Students read words of one and two syllables guided by teacher. Focus will be on

spelling, number of syllables in words as well as lowercase and uppercase of letters.

2. Students name things around the house by completing the table below with correct

spelling.

One syllable Two syllables

fan table

12

Reading

1. Students read and understand a short passage.

Alice is a good girl. She always helps her mother to tidy up the house. Every

morning, she makes the bed. She wipes the table. She washes the cups and saucers as

well as forks and spoons. When her brother dirties the bathroom, she mops the floor and

wipes the mirror. She also scrubs the bathroom tiles. She waters the plants. She is a

good and helpful girl.

2. Students read the passage aloud individually. The name Alice is to be replaced with

a name of their female classmate. Use this activity to get across to the students the

grammatical item ‘pronoun’ she is used for an individual who is a female.

Note: Grammar :-

Simple present tense, singular verb as well as pronoun ‘She’. Teach grammar indirectly.

3. Students match words in bold with pictures.

bed

house

13

Table

cups and

saucers

forks and

spoons

bathroom

14

floor

mirror

bathroom

tiles

plants

Note: Give students the freedom to choose whether they want to draw pictures, cut and

paste pictures or take pictures and paste them . Encourage them to be creative. Tell

them that they are the future designers or photographers. Exhibit their work.

15

Writing

1. Students write the correct spelling for the pictures given using uppercase

letters.

HOUSE

16

12. Students copy the story and write in neat legible print. They should pay attention to

lowercase and uppercase letters.

17

UNIT 1 : THINGS

Title : Things In the School (Workshop)

Learning Standards :


1.5 Name and describe things related to:

a. Home Science (Cookery Class)

Reading

2.2 Read and understand words and phrases in linear texts

Writing


OBJECTIVES :

By the end of the week 3 and 4, students should be able to:

1.5.1 name things related to the field of study

a) Home Science (Cookery Class)

1.5.2 describe the things according to their

a) physical aspect

b) functions

2.2.1 read and transfer information contained in linear texts

3.1.1 copy and write in neat legible print ;

d) words

e) phrases

18

Introduction

REFERENCES

The lesson on ‘Things in school’ is designed to help students to learn vocabulary pertaining

to things that are used in the cookery class. With the exposure to the names of things used

in this specific field, it is hope that students are able to know the uses of utensils as well as

cutlery. The information on this topic can be obtained from several resources.


Internet : http://www.youtube.com / www. onein hundred.com

Radio

Television

Printed Materials

Newspaper

Magazine

Brochure

Vocabulary

Utensils-pots and pans, spatula, wok, ladle

Cutlery – plates, dishes, dinner service, tea set, bowls, crockery

Dishes-plates, cups, serving dishes, tableware

http://www.youtube.com/

19

Activities


GUIDELINE

1. Teacher plays a short video clip of someone working in a kitchen.

http://www.youtube.com or just look for Jamie Oliver (video)

or Chef Wan, Chef Ismail (video)

2. As students watch the video clip, they are told to note down the specific things used by

the chef.

3. Students list out the things in groups. They are allowed to draw the pictures of things that

they are not able to say. The group which can name the most number of things is the

winner.

4.Teacher goes throw the list with the students. Teacher even introduces names of utensils

and cutlery and other cooking tools that have been left out by students.

Examples

1 Spatula 13 butter knife

2 Ladle 14 Chopper knife

http://www.youtube.com/

20

3 Wok 15 chopping board

4 pots and pans 16 peeler

5 stove 17 Fruit or vegetable corer

6 kettle 18 blade

21

7 sieve 19 can opener

8 strainer 20 mortar and pestle

9 colander 21 blender

22

10 a pair of tongs 22 food processor

11 a pair of scissors 23 kitchen scale

12 a pair of chopsticks 24 pint measure

5. Students repeat the names of utensils and cutlery many times orally

After that, let them view the video again.

Give them the opportunity to name the things aloud.

Note: Remember these are only suggestions. Do not teach all these vocabulary in one

lesson. Pick and choose from the list and always teach according to their ability.

23


1. Students learn about the use of the utensils and cutlery by the following drill.

Teacher uses the phrase “We use…………” to describe the use of the utensils and cutlery.

a. We use a butter knife to spread some jam and butter on the bread.

b. We use a chopper knife to chop and mince vegetable or meat.

c. We use a ladle to scoop up some soup or porridge.

d. We use a can opener to open a can of milk.

e. We use a strainer to drain away liquid from the food.

f. We use a pair of chopsticks to pick up food.

g. We use a frying pan to fry eggs.

h. We use a kettle to boil water.

i. We use a piece of kitchen towel to wipe our hands dry.

j. We use a cup to drink coffee.

24

2. Questions in the form of a quiz is given to test students’ ability to name and describe the

use of the utensils and cutlery.

Reading

1. Use the sentences from the Listening and Speaking activity “ We use….. “ to teach

reading. Let the students read the sentences many times.

Note : Slow and steady wins the race.

Recycle and Reuse

Meaningful encounter

Reading

1. Students read a short text guided by teacher.

Rita’s Birthday

Today is Rita’s birthday. Everyone in her family is doing something special

for her. Rita’s father is going to cook chicken curry. Before he cooks the curry, he prepares

the ingredients. First, he uses a chopper knife to chop the chicken into a few pieces. He

washes the chicken in the sink. He drains the water from the chicken by putting the chicken

in a colander. He even uses the kitchen towel to dry the chicken. He mashes some garlic

and onions by using a mortar and pestle. He puts some curry powder in a bowl and adds

water to it. He uses a spoon to stir the mixture well. Finally, he turns on the stove to heat up

the wok. He is now ready to cook his daughter’s favourite chicken curry.

Note: Grammar :- Simple present tense, singular verb, and the pronoun ‘He’

2. Students read the passage aloud individually. Tell them to substitute “Rita’s father” with

any male member of the family. e.g. grandfather, grand uncle, brother, cousin brother,

nephew or any male friend. While the individual is reading, his/ her friends can mime the

story.

25

3. Read and match the phrases in column A to column B correctly.

No A No B

1. We use a butter knife to 1 fry eggs

2. We use a chopper knife to 2. drain away liquid from the food.

3. We use a ladle to 3 spread jam and butter on the bread.

4. We use a can opener to 4 open a can of milk.

5. We use a strainer to 5 boil water

6. We use a pair of chopsticks to 6 cut and mince vegetable or meat.

7. We use a pan to 7 scoop up some soup.

8. We use a kettle to 8 pick up food.

9. We use a kitchen towel to 9 wipe our hands dry.

10. We use a cup to 10 drink coffee

Writing

1. Students match the phrases correctly . Write the complete sentences neatly in legible print

in the space provided.

No Sentences

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

26

Writing

1. Students complete a test by filling in the blanks with the vocabulary that they have

learnt.

a. We use a to spread some jam and butter on the bread.

b. We use a to chop and mince vegetable or meat .

c. We use a to scoop up some soup or porridge.

d. We use a to open a can of milk.

e. We use a to drain away liquid from the food.

f. We use a pair of to pick up food.

g. We use a to fry eggs.

h. We use a to boil water.

i. We use a piece of to wipe our hands dry.

Writing

1. Students write the complete sentences above in neat legible print.

27

UNIT 1 : THINGS

Title : Things In the School (Workshop)

Learning Standards :


1.3 Listen and respond to topics related to :

a. Things

Reading

2.4 Read and understand linear and non-linear texts

Writing


OBJECTIVES :

By the end of week 5 and 6, students should be able to:

1.3.1 Listen and talk about things pertaining to

ii) things in school (workshop)

b) sewing class

2.2.1 transfer information contained in the linear and non-linear texts by

a) Filling in the blanks.

3.1.1 write in neat legible print of the following:

d) words

e) phrases

28

Introduction

REFERENCES

This lesson focuses on things in the school sewing class. The lesson is designed to help

students to learn vocabulary pertaining to things that are used in the sewing class. With the

exposure to the names of things used in this specific field, students are able to know the

names and function of the sewing equipments and tools. The information on this topic can

be obtained from several resources.


Internet : www.wesayhow.com/ freeiconsweb.com/clown-ministry.com

Xpshou.com/ 123rf.com/superstock.com/

Radio

Television

Printed Materials

Newspaper

Magazine

Brochure

Vocabulary

sewing kit

sewing machine

measuring tape

thimble

http://www.wesayhow.com/

29

It is fun. It is now.

Activities

GUIDELINE


1. Teacher shows a picture of a basic sewing kit and get students to name the tools they

see in the sewing kit.

Vocabulary: thread, reels of coloured thread, buttons, scissors, needle threader, safety pin,

thimble, sewing kit

2. Students learn the vocabulary pertaining to sewing through a song and rap.

For the song, use the tune from “Are You Sleeping?”

I like sewing, I like sewing

What about you? What about you?

Come and learn the skill now



Needle and thread, Scissors and blade, Needle and thread, Scissors and blade

Yeh, yeh, yeh, Yeh, yeh, yeh

Needle and thread, Scissors and blade, Needle and thread, Scissors and blade




Come and learn the skill now.

Come and learn the skill now.

30

Fabric and cloth, Dress and skirt, Fabric and cloth, Dress and skirt


Fabric and cloth, Dress and skirt, Fabric and cloth, Dress and skirt







Cushion and pins, Carbon and wheel, Cushion and pins, Carbon and wheel


Cushion and pins, Carbon and wheel, Cushion and pins, Carbon and wheel


Language Art

1. Students are given a few minutes to revise and remember all the things used for sewing.

2. Then students are given the opportunity to play a game.

a) Blow a few balloons. Keep them aside

b) Divide the class into two groups.

c) Let them stand in a line facing each other.

d) Place a chair in the middle

e) The first member of a group may sit on the chair.

f) Let the student hold a balloon above his/ her head.

g) Two students from the group are excluded from their team

h) Student A will be in charge of the balloon(to burst it with a pin whenever a student

gives the wrong answer).

i) Student B will be in charge of the question and answer.

j) Student B will say “Needle and ”. Or “ _and wheel”.

k) The group with the most mistakes will be asked to blow 10 balloons.

31

Reading

1. Students read a list of vocabulary on things pertaining to sewing.

1 needle 9 beats

2 thread 10 tracing wheel

3 pin cushion 11 carbon

4 sewing pins 12 sewing machine

5 thimble 13 measuring tape

6 scissors 14 hem picker

7 needle threader 15 fabric

8 buttons 16 cloth

needle

beats

thread

tracing wheel

pin cushion

carbon paper

32

sewing pins

sewing machine

thimble

measuring tape

scissors

seam picker

needle threader

fabric

Buttons

Cloth

33

2. Students read and learn the spelling of words.

3. Students take part in a spelling competition.

a Form groups of 8

b. As the word is read aloud, the first member of the group spell the word by

writing on a piece of card.

c. They hold up the answer card for immediate checking

d. Anyone with the wrong spelling is disqualified from the group.

e. The competition continues until all the 16 words are given.

f. The group with the most remaining members win the competition.

Students read a short text guided by teacher.

Do you like sewing?

Leena’s hobby is sewing. During her free time, she sews dresses for her

dolls. Every day, her father gives her RM2 to buy food in the canteen. However,

Leena does not spend all of the money. She saves some of her pocket money. She

wants to use the money to buy some basic sewing equipments and tools like needle,

thread, pins, thimble, measuring tape and fabric. Although she has been hurt by the

sharp needles and pins, she still likes sewing.

Leena is careful when she holds a pair of scissors. She cuts the fabric

carefully and she sews the dresses patiently. Sometimes Leena’s mother helps her

to sew by using a sewing machine. Many of her classmates become interested in

sewing because of Leena. They like to look at the beautiful dresses which Leena

sews for her dolls.

34

6. Students answer the following questions. First the exercise is done orally. Then it is

followed by written work.

a) Who likes sewing? likes sewing.

b) Who gives Leena the pocket money? gives her the money.

c) What does Leena do with the pocket money? She spends some and _some.

d) What does Leena do with the savings? She uses it to buy .

e) Why must Leena be careful with sharp objects? They are dangerous tools and so she

may be by the sharp objects.

7. Students underline all the words of sewing equipment and tools from the text.

Writing

1. Students show their understanding of the text by transferring the information from the text.

a. Name three sharp sewing tools.

, ,

b. Name the sewing equipment that helps us to sew fast and well.

c. Name a tool for measuring the length of our skirt.

d. Name a tool that can help us to avoid being hurt by a needle.

e. Name a material that we need for sewing a dress.

9. Students write words and phrases pertaining to sewing in neat legible print.

35

Language Arts

Students are given a task to complete. They have to design a new school uniform for

their school. Get students to work in pairs or even a group of 4 to 5 people. After they

have completed, get them to show the class their design. Put it up on the notice

board. The best school uniform wins a prize.

ENGLISH FOR COMMUNICATION...ENGLISH FOR COMMUNICATION 2014 ii iii LEARNING MODULE PENDIDIKAN ASAS...

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