Final Compiled Module - Bimbingan BI PDF

TEACHING MODULE 2019
English Language Teaching Centre, Malaysia

Kementerian Pendidikan Malaysia
Kompleks Pendidikan Nilai
71890 Labu
Negeri Sembilan
Tel.: 06-7979 000
Fax: 06-7979 113/ 114
Organiser
Department of Language and ELT Pedagogy
English Language Teaching Centre,
Ministry of Education Malaysia
Module Writers
Diana Fatimah binti Ahmad Sahani
Ezatul Hanizam binti Mohamed Fauzi
Hasreena binti Abdul Rahman
Yvonne Lee Ik Yin
Template
Darshini Nadarajan
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English Language Support Programme for Secondary School: Form 1
Contents
WEEK 1: Theme – People and Culture
Day 1: Listening & Speaking:

Activity : Getting-to-Know-You BINGO
Activity 1: Preposition Chant
Activity 2: Picture Dictation
Activity 3: Language Game – Mixed-Up Confusion
Activity 4: Tongue Twisters
Day 2: Reading:
Activity 1: Reading Aloud & QA Relationship Strategies
Activity 2: Comprehension, Spelling and Dictation
Activity 3: Language Awareness Content
Activity 4: Extension – Vocabulary
Day 3: Writing:
Activity 1: Find the Error
Activity 2: Story Time – Brainstorming Ideas
Activity 3: Story Time – Ideas to Text and Giving Feedback
Activity 4: Do You Remember?
WEEK 2: Theme – Health and Environment

Activity 1: It’s Up to Me and You!
Activity 2: What’s in the Fridge?
Activity 3: Divide and Conquer
Day 2: Reading:
Activity 4: Extension - Vocabulary
Day 3: Writing:
Activity 1: Quiz Time
Activity 2: Putting on Our Thinking Hats
Activity 3: Dictogloss Dictation
Activity 4: Go Green Pledge
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WEEK 3: Theme – Science and Technology

Activity 1: Listen Up!
Activity 2: Travel and Talk
Day 2: Reading:
Day 3: Writing:
Activity 1: Let’s Write
- Let’s Recall
- Let’s Discover and Learn
- Let’s Replace
- Let’s Expand
WEEK 4: Theme – Consumerism and Financial Awareness

Activity 1: Shopping Around
Day 2: Reading:
Day 3: Writing:
- Let’s Recall
- Let’s Discover and Learn
- Let’s Replace and Expand
- Let’s Expand
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❝One language sets you in a corridor for life. Two
languages open every door along the way.❞
‒Frank Smith, psycholinguist
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Day 1: Listening and Speaking
Theme: People and Culture

Topic: The Boy and the Apple Tree
Activity: Getting-to-Know-You BINGO

Time: 30 minutes
Learning Outcome:
Pupils, who do not know each other, will be able to introduce themselves in a casual and
light-hearted situation.
Resources:
 BINGO sheets
 Pens or pencils
Procedures:
1. Prepare a BINGO sheet for each pupil.
2. Explain to pupils that this is a way for them to learn about each other and find out
what they have in common and how they differ.
3. Explain that for this game, they will have 15 minutes to fill out their BINGO sheets
with the names of their peers. Explain that they will walk around asking each other
questions from the BINGO box and then write their friend’s name down for that box.
4. Give an example: If the BINGO box says ‘know how to swim’, you might ask your
friend ‘Do you know how to swim?’. Then you would write their name in the box if
they answer ‘Yes’. The goal is to get all the BINGO boxes filled in, but it is not a race
of competition.
5. Distribute the BINGO sheets. Direct the pupils to write their own name for one box.
Remind them that they can only put their name in one box!
6. Direct the pupils to stand up and begin mingling and filling in their BINGO sheets.
Give pupils 10 to 15 minutes for this activity.
7. Bring pupils back to their seats. Remind them it is ok if they did not fill in the entire
sheet.
8. Ask pupils to stand up if the box you read fits them. Read a few boxes, pausing
between each one to give the pupils time to sit back down.
9. Begin a discussion by asking: What did you notice? Did you know you were not the
only one who… [something from a BINGO box]? How did it make you feel to do this
activity?
Evaluation:
Did the pupils fill in a box with their own name? Did the pupils mingle as they got names for
each box? Were participants able to analyze the information in the boxes, finding
commonalities and differences amongst themselves?
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Has brown Has climbed Plays sports Wear glasses Wants to be
eyes Mount an artist
Kinabalu
Wants to go Has an older Has four Is afraid of Knows how

to university brother letters in flying to swim
his/her first
name
Parents do Owns a Likes to read Has travelled Has an

not speak watch to another Instagram
English country account
Speaks three Can cook Has no Can sing a Has a friend

languages delicious brothers or Korean song from
food sisters Sarawak
Has a Has a mobile Watches Likes scary Has a

Facebook phone YouTube movies younger
account videos sister
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Activity 1: Preposition Chant
Time: 15 minutes
Learning Outcome:
Pupils will be able to identify and use prepositions.
Content Standard:
2.3 Use appropriate communication strategies
Learning Standard:
2.3.1 Keep interaction going in short exchanges by checking understanding of what a
speaker is saying
Resource:
 An eraser
Procedures:
1. Instruct students to take out an eraser.
2. Start by putting the eraser on you hand and chanting “on”.
3. Toss the eraser up in the air and catch it with your hand. Chant the word “in”.
4. Slam the eraser on the desk and chant “under”.
5. Move your hand next to the eraser and chant “next to”.
6. Place and position your other hand on the desk so that the eraser is in between your
hands. Then chant “between”.
7. Pick up the eraser. Hold up your left arm in a L-position. Using your right hand, hold
the eraser in front of your left arm and chant “in front of”.
8. Move your left arm above the eraser and chant “above”.
9. Repeat the chant until all the pupils can say it with you.
10. Finally, have the pupils do it without you.
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Activity 2: Picture Dictation
Time: 1 hour
Learning Outcome:
Pupils will be able to listen attentively and follow simple, concrete instructions.
Content Standard:
1.1 Understand meaning in a variety of familiar contexts
Learning Standard:
1.1.2 Understand with little or no support specific information and details in simple longer
texts on a range of familiar topics
Resources:
 Papers
 Pens or pencils.
Procedures:
1. Distribute A4 white papers to the pupils.
2. Explain to the pupils that they are going to do a picture dictation, that you are going
to describe a picture to them and that all they have to do is simply listen and draw
what they hear you describe.
3. Use the preposition introduced to help you.
4. Describe a simple and easy-to-draw picture to pupils (refer to Teacher’s Instruction 1
and Teacher’s Instruction 2).
5. Be sure to describe one object at a time slowly and repeat each description two or
three times.
6. Make sure you give pupils enough time to finish drawing one object before you move
onto the next object and it is a good idea to walk around and look at the students’
drawings as they are drawing them so that you can see how well they are
understanding your descriptions and then you can adjust them accordingly and give
them any support they need.
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Tips for making the activity work well:
 Before starting the activity, you may want to draw a square or rectangle to
represent a piece of paper on the board and elicit vocabulary from the pupils that
they will need to know for the activity, such as ‘in the middle of the piece of paper’,
‘in the top/bottom/right-/left-hand corner of the piece of paper’.
 For lower levels, you may even want to draw pictures of the things, the house, the
hill, clouds, birds etc. that will appear in the picture on the board before starting the
activity to review vocabulary. How much pre-teaching of vocabulary and language
you do will depend on the level of your pupils.
Variations:
 Get pupils to colour the pictures in afterwards as a colour dictation, for example,
‘Colour the roof of the house green’, ‘Colour the door of the house red’, or get
students to label different objects by writing the name of the object underneath it,
such as ‘house’, bird’ etc.
 You can also get pupils to write a description of the picture afterwards.
 Another good variation is to give pupils a list of objects and get them to draw their
own pictures with all those objects in them.
o The pupils then work in pairs. One pupil describes their picture to their
partner and their partner draws.
o They then swap roles and afterwards they compare the pictures they drew
with their original drawings pointing out the differences and usually having a
giggle.
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Teacher’s Instruction 1:
1. There is a big house.
2. The house has a door and two windows.
3. There is a very big sun.
4. Next to the house and under the sun, there is a little hill.
5. On the hill, there is a big apple tree.
6. There are 3 apples on the tree.
7. In front of the hill, there is a little boy.
8. There is a big pond.
9. There is a small boat on the pond.
10. There is long grass next to the pond.
11. There are two clouds in the sky.
12. Under the two clouds, there are two big birds flying.
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Teacher’s Instruction 2:
1. Draw a medium-sized circle on your paper.
2. Draw a medium-sized square under the circle.
3. Draw a medium-sized heart in the square.
4. Draw two smaller rectangles, one on each side of the square. The square is between
the rectangles
5. Draw a medium-sized triangle above the circle.
6. Draw three small stars anywhere in the triangle.
7. Draw a small triangle in the medium-sized circle.
8. Draw an arc (a semi-circle) which curves under the small triangle.
9. Draw two small circles above the small triangle.
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Activity 3: Language Games – Mixed-Up Confusion
Time: 45 minutes
Learning Outcomes:
Pupils will be able to listen to the song played and:
a) rearrange the lyrics according to the sequence;
b) fill in the gaps with words; and
c) sing along to the songs played.
Resources:
 Strips of jumbled-up lyrics
 Lyrics Worksheet
 Songs – Dragon in my Wagon
Procedures:
1. Divide pupils into groups of 5.
2. Distribute the strips of jumbled-up lyrics to each group.
3. Explain to the pupils that they are going to listen to a song. While listening to the
song, they are to rearrange the lyrics in sequence.
4. Play the song as many times as needed. When the task is complete, distribute the
worksheet.
5. Instruct students to fill in the gaps of the worksheet. Upon completion, pupils are
encouraged to sing along to the song as fast as they can.
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English Intervention Plan for Secondary School: Form 1
A Dragon in My Wagon
Listen to the song and write the name of the pets in the plural.
Some people like pet ,some people like pet

d_ _ _ c_ _ _
Some think a parakeet is sweet , but that's not where I'm at.
Some people like pet , hamster and gerbils too.

b_ _ _ _ _ _
But my pet is the best yet, believe me 'cause it's true
That's why there's a dragon in my wagon

And his wagging tail is dragging
From the wagon as I drag him down the street
There's a dragon in my wagon
And I don't mean to be bragging
About the best tail wagging dragon
In a wagon you could meet
Some people like pet , some people like pet

f_ _ _ _ s_ _ _ _ _
For some a little fish or two is really all it takes.
Some people like pet or hermit crabs or

s_ _ _ _ _ _ s_ _ _ _ _
But they can't breathe much fire and they don't have ten foot tails.

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Some people like pet ferrets and some people like pet s_ _ _ _ _
But you have to de-stink them or steer clear of where they stunk.
Chameleons and , well they're far too hard to spell.

i_ _ _ _ _ _
And don't like doing tricks and never change their shell.
t______

Some people like pet but their quills can really sting.
h________
Some people like pet but they skip words when they sing.
p______
Some people like pet raccoons , even teach them how to flush.
But then they sit and read in there when you are in a rush.

There's a dragon in my wagon and I don't mean to be bragging
In a wagon you could meet.
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Activity 4: Tongue Twisters
Time: 30 minutes
Learning Outcome:
Pupils will be able to improve pronunciation, stress, rhythm and intonation in a fun-
learning environment.
Resource:
 Handout: Tongue Twisters
Procedures:
1. Introduce tongue twisters to the pupils. Try one or two with the pupils.
2. Divide pupils into five teams. Have a pupil from each team face off. A pupil from the
first team repeats a given tongue twister three times rapidly. If the pupil pronounces
the tongue twister correctly all three times, the team earns 2 points.
3. The facing pupil from the other teams attempts to pronounce the same tongue twister
three times in rapid succession. He/She scores 2 points for correctly pronouncing the
tongue twister.
4. Continue the game for a designated amount of time. At the end of the time period,
the team with the most points will win the game.
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Handout 5. Silly Sally swiftly shooed seven
silly sheep.
The seven silly sheep Silly Sally
1. Peter Piper picked a peck of
shooed
pickled peppers.
Shilly-shallied south.
A peck of pickled peppers Peter
These sheep shouldn't sleep in a
Piper picked.
shack;
If Peter Piper picked a peck of
Sheep should sleep in a shed.
pickled peppers?
Where's the peck of pickled
peppers Peter Piper picked?
6. All I want is a proper cup of
coffee,
Made in a proper copper coffee pot
2. How much wood would
I may be off my dot
a woodchuck chuck if a woodchuck
But I want a cup of coffee
could chuck wood?
From a proper coffee pot.
He would chuck, he would, as
much as he could, and chuck as
Tin coffee pots and iron coffee
much wood,
pots
as a woodchuck would if a
They're no use to me -
woodchuck could chuck wood.
If I can't have a proper cup of
coffee
In a proper copper coffee pot
3. Of all the felt I ever felt,
I'll have a cup of tea.
I never felt a piece of felt
which felt as fine as that felt felt,
when first I felt that felt hat's felt.
7. Of all the felt I ever felt,
I never felt a piece of felt
which felt as fine as that felt felt,
4. I wish to wish the wish you wish to
when first I felt that felt hat's felt.
wish,
but if you wish the wish the witch
wishes,
8. I wish to wish the wish you wish to
I won't wish the wish you wish to
wish,
wish.
but if you wish the wish the witch
wishes,
I won't wish the wish you wish to
wish
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Day 2: Reading


Time: 1 hour
Learning Outcome:
Pupils will be able to demonstrate understanding of the main points and, specific details
and information in simple longer texts by answering oral comprehension questions.
Content Standard:
3.1 Understand a variety of texts by using a range of appropriate reading strategies
to construct meaning
Learning Standards:
3.1.1 Understand the main points in simple longer texts
3.1.2 Understand specific details and information in simple longer texts
3.1.3 Guess the meaning of unfamiliar words from clues provided by other known
words and by context
Resources:
 Worksheet 1
 A red/green apple
 Mat
Set Induction:
1. Get pupils to sit on the mat in front of the class.
2. Show an apple to the class.
3. Encourage pupils to give single words/phrases that describe the apple.
4. Write the word/phrases on the board; encourage pupils to spell the word while it is
being written.
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Procedures:
1. Give pupils Worksheet 1 and tell them to follow in silence while you read.
2. Bring pupils’ attention to Worksheet 1/2, the Parts of a Tree and Tree Stump.
Give brief explanation.
3. Bring pupils’ attention to the underlined words.
4. Write the words on the board, encouraging pupils to spell along.
5. Prompt pupils to guess the meanings of the words.
6. Ask pupils if there are any other words that they don’t understand. Write the word
on the board and get class to guess the meaning of the word.
7. Read the text again.
8. Stop at smiley-1. Ask “Right There” questions. Continue reading.
9. Stop at smiley-2. Ask “Think and Search” questions. Continue reading.
10. Stop at smiley-3. Ask “Author and You” questions. Continue reading.
11. Stop at smiley-4. Ask “On Your Own” questions.
12. Reward pupils with words of encouragement dan credit.
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Activity 1: QA Relationship Strategy for Worksheet 1/1
“Right There”
1. Why did the boy love the apple tree?
Answer: The boy loved it because he could play around it everyday.
2. What did the boy do when he played at the tree everyday?

Answer: He climbed to the treetop, ate the apples and took a nap under the tree.
3. What happened when the boy grew up?

Answer: He no longer played around the tree everyday.
4. What did the boy want to buy?

Answer: Toys.
5. What did the tree ask the boy to do for money?

Answer: The tree asked the boy to pick all his apples and sell them.
6. Why was the tree sad?

Answer: The boy never came back after he picked the apples.
“Think and Search”
1. Why was the tree excited to see the boy?

Answer: Because he had become a man/ Because he had been away for a very long
time.
2. Why did the man cut all the branches of the apple tree?
Answer: He wanted to build a house for his family.
3. Why was the tree delighted to see the old man?

Answer: The tree/He wanted to play with him.
4. What did the man want to do to rest and relax?

Answer: He wanted to go sailing in a boat.
5. Why did the man not come back for a long time?
Answer: He had sailed far away in his boat.
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“Author and You”
1. How do you think the tree felt when the man returned after many years?
Answer: I think the tree felt excited/delighted but sad because he did not have
anything for the man anymore.
2. Why do you think the man needed to bite the apples?

Answer: He needed to bite the apples in order to eat them.
3. Why do you think the man said that he was too old to climb the tree?
Answer: He is probably too weak, and his limbs/hands and legs are not strong
anymore.
4. Why do you think the tree’s roots were dying?

Answer: The tree was old/ the tree did not have leaves to make food.
5. Why did the man lay his tired head on the tree’s root?
Answer: He wanted to rest/sleep.
"On Your Own"
1. What would you do if you were the tree?

Answer: Accept any relevant answer.
2. What would you do if you were the man?

3. Who does the tree remind you of?

Answer: Our parents.
4. Why does the tree remind us of our parents?

Answer: Because parents always sacrifice for their children/ Parents do their best to
provide everything that their children want.
5. What must we do to show our love for our parents?

6. Do you like to eat apples? Why?

7. What other fruits do you like to eat? Why?

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Notes on QA Relationship Strategy:
Questions are effective because they:
i. Give students a purpose for reading

ii. Focus students' attention on what they are to learn
iii. Help students to think actively as they read
iv. Encourage students to monitor their comprehension
v. Help students to review content and relate what they have learned to what they
already know
The Question-Answer Relationship strategy (QAR) encourages students to learn how to

answer questions better. Students are asked textually explicit information (information that
was directly stated in the text), textually implicit information (information that was implied
in the text), or information entirely from the student's own background knowledge.
There are four different types of questions:
"Right There"
Questions found right in the text that ask students to find the one right answer located in
one place as a word or a sentence in the passage.
Example: Who is Frog's friend? Answer: Toad
"Think and Search"

Questions based on the recall of facts that can be found directly in the text. Answers are
typically found in more than one place, thus requiring students to "think" and "search"
through the passage to find the answer.
Example: Why was Frog sad? Answer: His friend was leaving.
"Author and You"

Questions require students to use what they already know, with what they have learned
from reading the text. Student's must understand the text and relate it to their prior
knowledge before answering the question.
Example: How do think Frog felt when he found Toad? Answer: I think that Frog felt happy
because he had not seen Toad in a long time. I feel happy when I get to see my friend who
lives far away.
"On Your Own"

Questions are answered based on a students prior knowledge and experiences. Reading the
text may not be helpful to them when answering this type of question.
Example: How would you feel if your best friend moved away? Answer: I would feel very sad
if my best friend moved away because I would miss her.
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Time: 30 minutes
Learning Outcomes:
i. Pupils will be able to demonstrate understanding of the simple longer texts by
answering comprehension questions.
ii. Pupils will be able to skim and scan simple longer texts for words and phrases.
iii. Pupils will be able to retain words at word and sentence level.
Content Standard:
Learning Standards:
Resources:
 Worksheet 1/1
 Worksheet 2
Procedures:
Spelling:
1. Read words 3 times. Read the first 2 words one at a time, slowly and 5 seconds
apart. Read the third word ONLY upon request.
2. Pupils are allowed time to skim and scan text for each of the words.
Dictation:
1. Read sentences 3 times. Read the first 2 sentences one at a time, slowly and 5
seconds apart. Read the third sentences ONLY upon request.
2. Pupils are allowed time to skim and scan text for each of the sentences.
At the end:
1. Get pupils to exchange their worksheets.
2. For each word in spelling, ask the class to spell the word aloud.
3. Write the word on the board.
4. Tell pupils to circle the words in the text.
5. Tell pupils to write their friend’s Spelling scores.
6. For each sentences in dictation, tell pupils to skim and scan the text for the answers,
and correct their friend’s errors.
7. Tell pupils to draw a smiley if there is no error in their friend’s Dictation answers.
8. Tell pupils to sign their names on their friend’s worksheet, next to the score.
9. Collect worksheet. Check and countersign. Return worksheet.
10. Award prizes for full scores.
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English Remedial Programme for Secondary School: Form 1
Comprehension (Homework):
1. Give pupils Worksheet 2 and tell them to complete the exercises. Pupils may
discuss with peers.
2. Discuss the answers to the comprehension questions.
3. Write the answers on the board ONE QUESTION AT A TIME.
4. Pupils are asked to write the correct answer above the wrong one, using pencil.
Words for Spelling

1. Sad
2. Excited
3. Happy
4. Lonely
5. Delighted
6. Sorry
7. Glad
8. Dying
9. Tired
10. Old
Note: Words may be written in lower or upper case. Capitalisation of first letter is not
optional.
Sentences for Dictation

1. He picked all the apples on the tree and left happily.
2. He went sailing and did not come back for a long time.
3. I do not need much now, just a place to rest.
Note: Correct punctuation and spelling are essential. Upper case for the whole sentence
is not accepted.
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Time: 45 minutes
Learning Outcomes:
i. Pupils will be able to demonstrate understanding of subject-verb agreement by
displaying correction to errors.
ii. Pupils will be able to demonstrate understanding of simple present and past tense by
displaying correction to errors.
Resource:
 25 Laminated white A3 sheets
Procedures:
1. Ask pupils to stand up.
2. Write a sentence on the board for the class to see.
3. Ask pupils to correct the error in the sentence.
4. Students with incorrect answers must sit down.
5. Keep giving new sentences until only one student -- the winner -- remains standing.
Note: All students should write an answer on their whiteboards, even if they are out
of the competition.
6. Explain the error in each sentence at the end of the session.
7. Reward the winner.
Sentences for Language Awareness

1. Helen’s dress are very beautiful.
Answer: Helen’s dress is very beautiful.
2. I wishes you a very happy holiday.

Answer: I wish you a very happy holiday.
3. My father sing in the shower every time.

Answer: My father sings in the shower every time.
4. Mrs Santini are the best English teacher in the school.

Answer: Mrs Santini is the best English teacher in the school.
5. Sam and Gurmit likes to play football every evening.

Answer: Sam and Gurmit likes to play football every evening.
Note: Prepare as many sentences as possible; a mixture of simple and complex sentences
with errors in Subject-Verb Agreement and Tenses.
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Time: 45 minutes
Learning Outcomes:
i. Pupils will be able to identify different fruits and vegetables.
ii. Pupils will be able to write names of different fruits and vegetables using correct
spelling.
Resources:
 Worksheet 3: Picture of “Fruits and Vegetables”
Procedures:
1. Get pupils into pairs.
2. Hand out Worksheet 3 to each pair.
3. Ask pupils to write as many names of fruits and vegetables that they can see. Give
pupils 15-20 minutes to complete the task.
4. Call a pupil to stand up and shout the name of a fruit.
5. Ask the class whether they have the same answer. If so, ask them to put a tick next
to the name of the fruit/vegetable mentioned.
6. Write the name on the board, encouraging the pupil/pupils to spell along.
7. Repeat with the next word, until every fruit/ vegetable is named or after the class runs
out of answers.
8. The winner is the pair that still has names of fruits/vegetables that have not been
ticked.
9. Ask the winner to write the name of the fruit/vegetable on the board and, show their
friends where the fruit/vegetable is, in the picture.
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Worksheet 1 /1
The Boy and the Apple Tree
A long time ago, there was a huge apple tree. A little boy loved to come and play
around it every day. He climbed to the treetop, ate the apples, and took a nap under
the tree.
He loved the tree and the tree loved to play with him. Time went by, the little boy
grew up and he no longer played around the tree every day.
One day, the boy came to the tree and he looked sad.
“Come and play with me”, the tree asked the boy.
“I am no longer a little child, I do not play around trees anymore” the boy replied.
“I want toys. I need money to buy them.”
“I’m so sorry, but I do not have money. Maybe you can pick all my apples and sell
them. So, you will have money to buy toys.”
The boy was so excited. He picked all the apples on the tree and left happily. The
boy never came back after he picked the apples. The tree was sad.
One day, the boy who had now become a man, returned and the tree was excited.
“Come and play with me” the tree said.
“I do not have time to play. I must work for my family. We need a house. Can you
help me?”
“I’m so sorry, but I do not have any house. Maybe you can chop off my branches to
build your house.”
So, the man cut all the branches of the apple tree and left happily. The tree was glad
to see him happy, but the man did not return after that. The tree was again lonely
and sad.
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One hot sunny day, the man returned, and the tree was delighted.
“Come and play with me!” the tree said.
“I am getting old. I want to go sailing so that I can rest and relax. Can you give me a
boat?” said the man.
“I’m so sorry, but I do not have a boat. Perhaps you can use my trunk to build your
boat. You can sail far away and be happy.”
So, the man cut the tree trunk to make a boat. He went sailing and did not come
back for a long time.
Finally, the man returned after many years.

“I am so sorry, my boy. But I do not have anything for you anymore. No more apples
for you”, the tree said. “No problem, I do not have any teeth to bite” the man replied.
“No more branches for you to climb on,” said the tree. “I am too old for that now”, the
man said.
“I really cannot give you anything. There is only a stump where my trunk used to be.
The only thing left is my dying roots,” the tree said with tears.
“I do not need much now, just a place to rest. I am tired after all these years,” the
man replied.
“Old tree stumps are the best place to lean on and rest. And old tree roots are the
best place to lay your head. Come, sit down with me and rest.” The man sat down.
He leaned his tired body on the tree stump and lay his tired head on its root. The tree
was glad and smiled with tears.
Story by: Shel Silverstein
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Worksheet 1 /2
Parts of a Tree
treetop
fruit
branch
leaf trunk
root
Tree stump
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Worksheet 2 /1: Comprehension

1. What did the boy do to get money to buy toys?
2. What did the man’s wife and children need?
3. What do you think the man used to chop the branches of the tree?
4. Why did the man need the tree trunk?
5. How did the man use the tree stump?
6. Why was the man so tired at the end of the story?
7. How do you think this story ended?
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Worksheet 2 /2: Spelling & Dictation
Instructions for Spelling: Write the words in the space provided.
1. 6.
2. 7.
3. 8.
4. 9.
5. 10.
Instructions for Dictation: Write in the space provided.
1.
2.
3.
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Worksheet 3: Extension
Worksheet 3
32
Day 3: Writing

Activity 1: Find the Error

Time: 30 minutes
Learning Outcome:
Pupils will be able to demonstrate understanding by identifying and correcting errors in a
text.
Content Standard:
4.2 Communicate with appropriate language, form and style.
Learning Standard:
4.2.2 Spell most high frequency words accurately in independent writing.
Resources:
 Worksheet (summary)
Procedures:

2. Give each pair the worksheet (a summary of the story).
3. Instruct pupils to identify and correct the errors in the text. The errors are misspelling
of words, events in the story as well as the Simple Present and Past Tense.
4. Instruct pupils to write the error identified and its correction in their notebook.
5. Check answers with the pupils. Focus on spelling as well as pronunciation.
6. Randomly call students to read the text aloud.
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Text:
A long time ago, there is a huge apple tree. A little boy played around the tree every day. He
climbed the treetot and took naps under the tree. As the boy grew up, she stopped playing
by the tree. One day the boy came to the tree. He was happy. The tree invited him to play.
The boy said no. He wanted to play with toys, but he had no money. The tree told him to pick
the flowers and sell them. With the money, the boy can buy toys. That was what the boy did
and he never came back. The tree was sad.
One day the boy, who was now a man, come to the tree. The tree wanted to play but the
man again said no. He said he needed a job. The tree told him to chop off its brances to
build one. The man cut all the brances and left the tree. The man never came back, and the
tree was sad again.
One hot sunny day, the man returned to the tree. The tree was exciting and asked him to
play. The man again said no because he was getting old. He wanted a boat so he can go
climbing to rest and relax. The tree tell him to cut its trunck to make a boat. The man
agreed and cutted down the tree trunck and left. The man never came back, and the tree
became sad.
Finally, the man returned after many years. He was a very young man. The tree was glad
but told him it did not have anything to give him. No more friuts for him to eat and no more
brances for him to climb. There was only a stamp left where the trunck used to be. The old
man say he had no teeth to bite the apples and he was too old to climb the brances. He
said he was taired and just wanted a place to rest. The tree said that a tree stamp is the
best place to rest and invited him to sit down. The old man sat down and leaned against the
stamp and put his head on the roof. The apple tree was very happy and smiled with tears.
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Activity 2: Story Time - Brainstorming Ideas
Time: 30 minutes
Learning Outcome:
Pupils will be able to plan, draft and edit their own story based on words they have
learned and peer feedback.
Content Standards:
4.1 Communicate intelligibly through print and digital media on familiar topics.
Learning Standards:
4.2.1 Use capitals, full stops, commas in lists, question marks, and speech
marks appropriately at discourse level.
4.2.3 Produce a plan or draft of two paragraphs or more and modify this appropriately
in response to feedback.
6.1.3 Narrate factual and imagined events and experiences
Resources:
 Worksheet (summary)
 Poster sheet
 Picture envelope
Procedures:
1. In groups, instruct pupils to pick 8 – 10 pictures from Activity 1 which they will use to
write their own story. Use the summary as a guide (parallel writing).
2. Instruct pupils to write at least 2 sentences for each picture. The pictures and
sentences must tell a cohesive story.
3. Encourage pupils to use the vocabulary they have learned and to also include any
new words that they know. Pupils also check their spelling and grammar.
4. Begin the story with “I once knew a boy/girl/man/woman whose name was……”
Note:
1. Pupils must choose another fruit tree other than an apple tree (e.g. use a durian
tree).
2. They can change other details on the card based on their creativity (e.g. a girl instead
of a boy).
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Picture Envelopes
36
37
Activity 3: Story Time – Ideas to Text and Giving Feedback
Time: 1 Hour
Learning Outcome:
Pupils will be able to plan, draft and edit their own story based on words they have
learned and peer feedback.
Content Standards:
Learning Standards:
4.2.1 Use capitals, full stops, commas in lists, question marks, and speech
marks appropriately at discourse level.
6.1.4 Narrate factual and imagined events and experiences
Resource:
 Coloured pens/post -it notes
Procedures:
1. Collect the poster sheets and paste them around the room.
2. Explain to pupils that they will read the other groups’ story and give feedback.
Explain the procedures for giving feedback.
3. Conduct a Gallery Walk.
4. Each group is given one coloured pen (or use post-its). Instruct pupils to go around
the room and ask questions and give suggestions and comments on other groups’
work (3-5 minutes per group). Highlight that giving feedback is to help their friends
write better and not to criticize.
5. After all the groups have given feedback, instruct the pupils to take their poster sheet
back.
6. Instruct pupils to read the feedback given and to make changes to their draft.
7. Groups rewrite the story and submit at the end of the session.
Giving Feedback:
1. Explain that giving and receiving feedback helps them write better and get new ideas.
2. Explain that the type of feedback they are going to give are asking questions and
giving opinions.
3. Use the first paragraph in the summary worksheet as an example. Read the
paragraph aloud and stop at the parenthesis and read the corresponding
question/remark. Write the questions and remarks on the board.
4. Elicit from pupils another example of feedback they can give.
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1. How huge was the apple
A long time ago, there was a huge apple tree
tree?
(1). A little boy played around the tree every
2. What was the little boy’s
day (2). He climbed the treetop and took naps name?
under the tree. As the boy grew up, he
stopped playing by the tree. One day the boy
came to the tree. He was sad. The tree invited
him to play. The boy said no (3). He wanted to
play with toys, but he had no money. The tree
told him to pick the apples and sell them. With 3. The boy is not nice to the
the money, the boy can buy toys (4). That was tree.
what the boy did, and he never came back.
The tree was sad. 4. The tree is very nice to the
boy.
Suggested Plenary (10-15 minutes):

1. Instruct pupils to listen to the statements to be read.
2. They are to stand up if the statement is ‘true’ and sit down if the statement is ‘false’.
3. Encourage pupils to think for themselves and not copy friends.
Statements:
1. The story is about a boy and an orange tree. (false)
2. The boy loved playing near the tree. (true)
3. The boy sold apples to buy a computer. (false)
4. The word ‘trunk’ is spelled T.R.U.N.C.K. (false)
5. When the boy grew up, he cut the tree’s branches to make a house. (true)
6. The man loved sailing. (true)
7. The word ‘root’ (the part of a tree) is spelled R.U.D.E. (false)
8. When he was old, the man climbed the tree again to remember his childhood. (false)
39
Activity 4: Do You Remember?
Time: 30 minutes
Learning Outcome:
and information as well as expressing their feelings and opinions.
Content Standard:
Learning Standard:
4.1.1 Give detailed information about themselves and others.
4.1.3 Narrate factual and imagined events and experiences.
Resources:
 ‘My Favourite Things’ video (link: https://www.youtube.com/watch?v=K7uISBk0tcw)
 Mini whiteboards
 Marker pens
 Blue Tac
 Picture envelopes
Procedures:
1. Play the video ‘My Favourite Things’ from the movie The Sound of Music (note: pupils
may link it to Ariana Grande’s ‘7 Rings’ which samples the song).
2. Get pupils to recall and write on mini whiteboards what favourite things were
mentioned in the video. Elicit from pupils what their favourite things were in the past
and present.
3. Arrange pupils in groups of 5.
4. Give each group a picture envelope.
5. Instruct pupils to arrange the pictures in sequence and stick them on the mini
whiteboard and retell the story based on the pictures. Do not interfere or correct
them.
6. Instruct pupils to write down words and phrases they came up with related to the
pictures on the mini whiteboard.
7. Get groups to exchange their whiteboard with another group to check and give
feedback (Flying Carpet formative assessment activity).
8. Guide the pupils to recall words in the text. Play a guessing game with pupils of the
words they could not recall.
9. Elicit answers from pupils. Randomly pick a word from each diagram and ask pupils
to call out words they know that sound similar. Write the words on the board.
Underlined words: huge, treetop, nap, toys, chop, delighted, sailing, trunk, stump, dying, leaned, tired,
root
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Note:
Getting pupils to name words of similar sounds enforces deliberate attention to spelling
patterns and pronunciation (Nation, 2008).
e.g.
toys, boys
boat, goat
root, boot
My Favourite Things video (answers):
Raindrops on roses
And whiskers on kittens
Bright copper kettles and warm woolen mittens
Brown paper packages tied up with strings
Cream-colored ponies and crisp apple strudels
Doorbells and sleigh bells
And schnitzel with noodles
Wild geese that fly with the moon on their wings
Girls in white dresses with blue satin sashes
Snowflakes that stay on my nose and eyelashes
Silver-white winters that melt into springs
Note: Accept any answers which are similar (e.g. kittens – cats, apple strudel – cake/pie
etc.)
41
❝Language is the blood of the soul into which
thoughts run and out of which they grow.❞
‒Oliver Wendell Holmes,

Associate Justice of the Supreme Court of the US
1902 to 1932
42
Theme: Health and Environment

Topic: Be A Green Kid
Activity 1: It’s Up to Me and You

Time: 45 minutes
Learning Outcome:
Pupils will be able to listen to a song and complete the task given.
Content Standard:
Learning Standards:
1.1.1 Understand with little or no support the main ideas in simple longer texts on
range of familiar topics
1.1.2 Understand with little or no support specific information and details in simple
longer texts on a range of familiar topics
Resources:
1. Worksheet: It’s Up to Me and You
2. Pens or pencils
3. Song (http://learnenglishkids.britishcouncil.org/songs/its-up-me-and-you)
Procedures:
1. Distribute Worksheet: It’s Up to Me and You. Pupils attempt Section 1: What’s the
word? to familiarize themselves with the vocabulary of the song they are going to
listen to. Drill and repeat until the pupils are familiar with the words.
2. Inform pupils that they are going to listen to a song.
3. Explain to the pupils they need to listen to the song and match the lyrics.
4. Discuss the actions and consequences of the Worksheet in Section 2.
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Worksheet: It’s Up to Me and You!
1. What’s the word?
Write the word under the pictures.
world tap shower bath walk ride a bike

recycle television/TV switch surf plug light
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2. Match them up!
Listen to the song and make sentences.
Brush your teeth but don’t take a bath.
Take a shower, that’s the rule.
Walk or ride your bike turn off the tap.
Recycle paper, switch off the lights.
Unplug the TV, plant a tree.
Go out with friends, to charity.
Give old clothes to school.
Join a green group, don’t surf all night.
Adapted from www.britishcouncil.org/learnenglishkids
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Activity 2: What’s in the Fridge?
Time: 1 hour
Learning Outcome:
Pupils will be able to listen and draw.
Content Standard:
Learning Standards:
1.1.4 Understand longer sequences of supported classroom instructions
Resources:
1. Worksheet: What’s in the Fridge?
2. Pens or pencils
Procedures:
1. Draw a picture of a fridge on the board. Build the picture up slowly, line by line. Ask
pupils to guess what you are drawing. Elicit the word “fridge”.
2. Distribute Worksheet: What’s in the Fridge?
3. Instruct students to draw: milk, apples, eggs, cheese, ice-cream, cabbage, oil,
soft drinks, carrots. The pupils decide on the quantity of the items to be drawn on
their worksheets.
4. Introduce countable and uncountable nouns to the pupils by asking them can the
items mentioned above be counted. After identifying countable and uncountable
nouns, introduce to the pupils collective nouns:
a. Carton of milk
b. Bag of carrots
c. Bottle of oil
d. Pint of ice-cream
e. Cans of soft drinks
5. Put the pupils in pairs. Pupils are to ask each other: “How many… do you have in
your fridge?” or “How much… do you have in your fridge?”.
6. Elicit response from pupils on the items that are recyclable and non-recyclable from
the items in the fridge.
Note to Teacher:
Most of the items in the fridge is non-recyclable. However, lead the pupils to the underlined
collective nouns and prompt that carton (tetra Pak), bag (plastic bags), bottle (glass
bottle/plastic bottle), pint (the container for ice-cream) and cans (aluminum cans) can be
recycled.
46
47
Activity 3: Divide and Conquer!
Time: 30 minutes
Learning Outcome:
Pupils will be able to differentiate recyclables and non-recyclables and answer questions
orally on things they do to help in preserving the environment.
Content Standards:
2.1 Communicate information, ideas, opinions and feelings intelligibly on familiar
topics
Learning Standards:
2.1.1 Ask about and give detailed information about themselves and others
2.1.4 Explain and give reasons for simple advice.
speaker is saying
Resources:
 Paper boxes made from A4 papers
 Item cards of recyclables and non-recyclables
 Question cards
Procedures:
1. Introduce pupils to the words “Recyclables” and “Non-Recyclables”. Ask for
examples of recyclable and non-recyclable items. Familiarize pupils with the words
on the item cards.
2. Prepare 2 paper boxes folded from A4 papers and label them “Recyclables” and
“Non-Recyclables”.
3. Arrange item cards faced-down on the table.
4. Instruct pupils to come up to the table one by one and choose a card. Pupils are to
recite “I can recycle _____” or “I cannot recycle ____” and the place the card in the
paper boxes accordingly.
5. Pair the pupils once the 25 cards have been placed in the paper boxes. Then,
distribute the question cards. In pairs, pupils are to take turns and ask their partner
the questions found in the question cards. Pupils are to repeat “Yes I do” and “No I
don’t” when answering the question.
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49
50
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Question Cards:
1. Do you leave the tap on while cleaning your teeth?
2. Do you turn off the lights when leaving a room?
3. Do you reuse plastic shopping bags?
4. Do you recycle clothes?
5. Do you recycle food?
6. Do you recycle drink cans?
7. Do you recycle newspapers?
8. Do you recycle plastic bottles?
9. Do you recycle papers?
10. Do you switch off the fan when you leave the room?
52
Day 2: Reading


Time: 1 hour
Learning Outcome:
and information in simple longer texts by answering oral comprehension questions.
Content Standard:
Learning Standards:
words and by context
Resources:
 Worksheet 1
 A newspaper
 Mat
Set Induction:
1. Get pupils to sit on the mat in front of the class.
2. Show the newspaper to the class.
3. Encourage pupils to give single words/phrases that describe the newspaper.
4. Write the word/phrases on the board; encourage pupils to spell the word while it is
being written.
5. Ask students what they could do with the newspaper after reading it.
53
Procedures:
2. Bring pupils’ attention to Worksheet 1/2, the “picture words”. Give brief explanation.
6. Ask pupils if there are any other words that they don’t understand. Write the word on
the board and get class to guess the meaning of the word.
54
“Right There”
1. What does “Green” mean?
Answer: “Green” means taking special steps to protect the environment.
2. What is the environment?

Answer: The water, the land, and the air we breathe.
3. What can you reduce?

Answer: You can reduce the amount of stuff you use and throw away.
4. What are some of the ways that we can enjoy Earth?

Answer: Take a walk in the park, plant a tree in the garden and listen to a bird sing.
5. What does reduce mean?

Answer: Reduce means to use less of something.
6. What do you do when you are brushing your teeth?

Answer: When I’m brushing my teeth, I need to turn off the tap.
1. What type of light bulb uses less energy?

Answer: The energy efficient light bulb uses less energy.
2. What are the benefits of riding a bicycle?

Answer: When we ride a bicycle, we will use less petrol and we will get some
exercise.
3. What can we do instead of throwing away old stuff?

Answer: We can swap with our friends.
4. Why is it good to swap?

Answer: It is good to swap because you can get something new without spending
any money and without throwing a lot of stuff away.
5. From the passage, name the things that you can reuse.
Answer: Reusable cups, bags, water bottle, sheets of paper, books, toys and,
clothes.
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1. How would your mom or dad feel if you became the “Chief of Recycling” at home?
Answer: My mom would be happy because I can help to separate the garbage.
My dad would laugh because he knows I am too lazy.
(Accept any relevant answer)
2. Why do we need to separate the garbage into different bins?

Answer: So that it is easier to recycle.
3. How does separating garbage into different bins reduce the amount of garbage in a
landfill?
Answer: Garbage that can be recycled and reused will not go to the landfill, therefore
there will be less garbage in the landfill.
4. Why do you think the landfill has a big mountain of garbage?

Answer: All the garbage trucks from all around the city go there to dump their loads.
5. What other ways can you recycle water from the washing machine?
Answer: Wash the car and, clean the floor and drains.
"On Your Own"
1. What would happen if everyone on Earth does not reduce, reuse and recycle?
2. What would you do to save electricity at home?

3. Who would you do to save water at home?

Answer: Our parents.
4. Why do we need to plant more trees?

Answer: To make Earth more beautiful.
To give us more oxygen to breathe.
Accept any relevant answer.
5. How can we make Earth a better place to live?

6. Do you think that using both sides of a sheet of paper can help the environment?
How?
Answer: Paper comes from trees, so the less paper we use, the lesser trees need to
be cut down.
7. When we go to McDonald’s or KFC, what can we do to help the environment?

56

already know

"Right There"
"Think and Search"

"Author and You"

lives far away.
"On Your Own"

57
Time: 1 hour 15 minutes
Learning Outcomes:
1. Pupils will be able to demonstrate understanding of the simple longer
texts by answering comprehension questions.
2. Pupils will be able to skim and scan simple longer texts for words and phrases.
3. Pupils will be able to retain words at word and sentence level.
Content Standard:
Learning Standards:
Resources:
 Worksheet 1/1
 Worksheet 2
Procedures:
Spelling:
Dictation:
At the end:
6. For each sentence in dictation, tell pupils to skim and scan the text for the answers,
58
discuss with peers.
Words for Spelling

1. Environment
2. Reduce
3. Recycle
4. Garden
5. Exercise
6. Reusable
7. Stuff
8. Plastic
9. Garbage
10. Washing machine
11. Beautiful
12. Strawberries
Note: Words may be written in lower or upper case. Capitalisation of first letter is
optional.

1. Turn off lights that you are not using.
2. Take your own bags when you go to the grocery store.
3. Is there a spot where you can plant vegetables or create a garden?
is not accepted.
59
Time: 45 minutes
Learning Outcome:
Pupils will be able to demonstrate understanding of Subject-Verb Agreement by
identifying and correcting wrong sentences.
Resource:
Procedures:
1. Ask pupils to stand up.
2. Write a sentence on the board for the class to see.
3. Ask pupils to put a tick ( ) if the sentence is correct and a cross (X) if the sentence is
wrong.
4. For the first 3-5 sentences, give correct the error in the wrong sentences.
5. For subsequent sentences, get pupils to correct the sentences by saying the
corrected sentence aloud.
6. Students with incorrect answers must sit down.
7. Keep giving new sentences until only one student -- the winner -- remains standing.
Note: All students should write an answer on their whiteboards, even if they are out
of the competition.
8. Explain the error in each sentence at the end of the session.
Sentences for Language Awareness

1. Sally carry her food in a paper bag.
Answer: X. Sally carries her food in a paper bag.
2. Disposable cups creates more garbage.

Answer: X. Disposable cups create more garbage
3. Many grocery stores sell canvas bags that can be reused for shopping.
Answer: .
4. Danny puts his sandwich in a Tupperware instead of a plastic bag.

Answer: .
5. Robby and Ted brings food to school every day.

Answer: X. Robby and Ted bring food to school every day.
Note to Trainers: Prepare as many sentences as possible; a mixture of simple and complex
sentences with errors in Subject-Verb Agreement.
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Time: 45 minutes
Learning Outcome:
Pupils will be able to demonstrate understanding of non-linear text by matching it to its
linear form.
Resource:
Procedures:
1. Divide class into two. Draw 2 columns on the board for marks/scores of the two
groups.
3. Explain to pupils the procedure:
i. Each pair will have to write one word/phrase in answer to the
question/statement on the board.
ii. The word/phrase cannot be the same for any pair in the group.
iii. Two (2) marks will be awarded for each correct pair and added to the total
group score.
iv. If two pairs are found with the same answer, the “hangman” will be drawn.
v. The group with the most scores will win, or the group who hangs the
completes the “hangman” first will lose.
4. Start the game.
Hangman:
XX
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Questions/ Statements
1. Name 1 thing in your bathroom.

2. Name 2 things in the kitchen.
3. Name 3 thing in the bedroom.
4. What are 2 things that you can see in your living room?
5. What do you do when you wake up in the morning?
6. What must you do before eating?
7. Name 1 thing that you have in your schoolbag.
8. What do you see in a shopping mall?
9. Name 1 type of clothing.
10. Where do you find grass?
11. Where do you find trees?
12. What animals can you see in a forest?
13. What animals can you see in the city/town?
14. What are two colours of a rainbow?
15. What can you see in the sky?
16. What are parts of a house?
17. What can you see on a street/road?
18. What are 2 things starting with the letter “D”.
19. What are things which are green in colour?
20. What are parts of a tree?
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Worksheet 1 /1:
Be A Green Kid
What does it mean to be green? "Green" is more than just a colour. It also means
protecting the environment — the water, the land, and the air we breathe. Why
green? Plants are green, and without them Earth would not be such a lovely home
for us.
What can you do to make Earth a better place? You can do a lot. Here is a four-step
guide to being “green”:
1. Reduce the amount of stuff you throw away.
2. Reuse stuff when you can.
3. Recycle.
4. Enjoy Earth — walk in the park, plant a tree in the garden, and listen to a bird
sing.
Reduce It!
Reduce means to use less of something. When you use less of something, you do a
good thing for Earth. Here's a list of other stuff you can reduce:
 Turn off lights that you are not using. Better yet, tell your parents to change to
energy efficient light bulbs. They last longer and use less energy.
 Turn off the tap when you're brushing your teeth.
 Take a shorter shower.
 When you can, walk or ride your bicycle instead of riding in a car. You'll use
less petrol — and you will get some exercise!
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Reuse It!
Sometimes we are too quick to throw away old stuff and buy new stuff. However, do
you realise that even if you no longer need something, someone else just might need
the thing that you don’t?
Here are some ways to reuse the stuff you have:
 Choose reusable cups instead of disposable paper or plastic cups.
 Take your own bags when you go to the grocery store.
 Drink tap water instead of buying bottled water. Get a reusable water bottle so
you can take it with you.
 Use both sides of a sheet of paper.
 Swap things with your friends. What can you swap? Books, toys, even
clothes. This way, you can get something new without spending any money
and without throwing a lot of stuff away. Put aside the things you don’t need
when you're cleaning your room so that you can swap them with your friends!
Recycle It!
Recycling is very easy. You can separate plastic bottles, cans, glass bottles, paper
and organics into different bins. By doing this, you will reduce the amount of garbage
that goes to the landfill. What's a landfill? A big mountain of garbage, where all the
garbage trucks go to dump their loads. At a recycling center, garbage is crushed,
broken down, and turned into new cans, bottles, and paper.
What else can be recycled? Sometimes water can be recycled. Some people take
used water from the washing machine and shower, to use for watering the grass and
flowers.
Enjoy It!
Earth is a huge and beautiful place. You can go for a hike, visit nature centres and
gardens, climb up mountains, and take a boat ride on lazy rivers.
Take a look at your house. Is there a spot where you can plant vegetables or create
a garden? If so, get out there and get your hands dirty. Then, you can watch your
vegetables and garden plants grow into big plants. Being green can taste so good!
Reviewed by: Mary L. Gavin, MD
64
Worksheet 1 /2:
Light bulbs
Disposable cups
Energy Not energy
efficient efficient
Garbage
Garbage truck
Groceries
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Be A Green Kid
1. What does reduce mean?
2. Why is it better to change to change to energy efficient light bulbs?
3. What can you do instead of riding in a car?
4. Why do you need to take shorter showers?
5. How can you save money to get something new?
6. Why do you need to recycle water?
7. How can you help to make Earth a beautiful place?
66
1. 7.
2. 8.
3. 9.
4. 10.
5. 11.
6. 12.
1.
2.
3.
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Day 3: Writing

Activity 1: Quiz Time

Time: 30 minutes
Learning Outcome:
Pupils will be able to communicate with their partners to give the correct answers for the
quiz
Content Standards:
Learning Standards:
4.1.4 Describe personality.
Resources:
 Picture of the whale
 Mini whiteboard
 Marker pens
Set Induction:
1. Show the picture of the whale around the class.
2. Ask pupils what they see and what they think of the picture.
3. Discuss with pupils how many sea animals like the whale have died because they
swallowed too much garbage people throw into the sea and how it is important that
the environment is saved.
(Note: the picture shows a Greenpeace model of a whale on Naic beach, Cavite in the
Philippines to raise awareness of the issue)
Procedures:
1. Pupils are put into pairs.
2. Instruct pupils to listen to the questions to be read and write their answers on a piece
of paper. The questions will be based on saving the environment. Pupils should not
have the reading article with them.
3. Read aloud the questions as listed below. The questions are to be read twice. Give
pupils about 1 minute to discuss in pairs and write their answers.
4. Instruct the pupils to sit with another pair to compare and their answers.
5. Give each group (2 pairs in a group) a mini whiteboard.
6. Read out each question and get pupils to write an answer they all agree on, on the
whiteboard. Hold the whiteboard up for the class to see.
68
Questions:
(Note: also accept any other acceptable answer)
1. We must take care of our land. Name two other things on Earth we must take care of.
(water, air)
2. What are the three ‘re’ words you learned yesterday in the article ‘Be A Green Kid’?
(reduce, reuse, recycle)
3. Spell the word ‘disposable’.
4. Name two ways you can reduce using something in your house? (turn off lights,
shorter showers, turn off tap when brushing teeth, walk or use public transport)
5. What can we reuse (use again) that can help save the environment? (reuse cups,
bring water bottle, bring own bag).
6. Spell the word ‘recycling’.
7. Name 5 things you can recycle (any plastic object, any glass object, any paper
source, any food waste, water).
69
Activity 2: Putting on Our Thinking Hats
Time: 30 minutes
Learning Outcome:
Pupils will be able to plan, draft and edit a paragraph on the topic saving the
environment.
Content Standards:
Learning Standards:
Resources
 Thinking Hats cards

 Mini whiteboards/ note book
Procedures:
1. Group pupils into five groups.
2. Inform pupils they are going to create a poster on the topic “Going Green at Home”.
3. Conduct Six Thinking Hats as a pre-writing activity. The blue hat (thinking processes)
will not be included.
4. Assign each group a coloured hat and give each group their task card.
5. Instruct each group to answer the questions on their card.
6. Using the answers they came up with, pupils draw a poster on how to save the
environment at home. The poster should include information and picture drawings.
Encourage the pupils to be creative.
7. Conduct a Gallery Walk and get the pupils to vote which poster is the best.
70
1. What does ‘saving the environment’
mean?
2. What is happening to the Earth?
3. How is man destroying the Earth?
4. What are examples of pollution?
FACTS
1. What are your feelings about pollution?

2. What are your feelings about saving the
environment at home?
3. Are you happy? Sad? Angry? Why?
FEELINGS
1. Why is it good to save the environment?

2. How can it save the plants and animals?
3. How can it save planet Earth?
BENEFITS
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1. What will happen if we do not save the
planet?
2. How will it affect the plants and animals?
3. How can it destroy planet Earth?
DANGER
1. Think of two fun ways how you can go

green at home.
2. Think of two fun ways how you can go
green at school.
CREATIVITY
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Activity 3: Dictogloss Dictation
Time: 1 hour
Learning Outcome:
Pupils will be able to recall and communicate ideas and information on a text on
environment. Pupils will also be able to reproduce a piece of text dictated to them.
Content Standards:
Learning Standards:
Resources
 Text A
 Poster sheet
 Marker pens
 Blue tac
Procedures:
1. Inform pupils they will do the task individually.
2. Inform the pupils that they will listen to a short text. They will just listen and not write
anything.
3. Read Text A at a moderate pace. As the text is read, stop at the words underlined.
4. Define the words if necessary, using actions and get pupils to pronounce the words.
5. Check pupils understanding by acting out the underlined words chosen randomly
where pupils have to guess.
6. After reading the text, instruct pupils to copy the words into their book under the
heading ‘Dictogloss’. Repeat pronunciation practice one more time.
7. Inform pupils that they are to close their eyes and listen to the text again and try to
remember what they heard.
8. After reading, tell students to write down everything they remember in 2–3 minutes.
9. Read the text a third time and again instruct the pupils to close their eyes and just
listen.
10. Again, give pupils 2-3 minutes to add on or make corrections to what they wrote in
step 8.
11. Give an additional 5 minutes for them to self-check.
12. Group pupils into groups of 5. Instruct the pupils to compare their answers and on a
piece of poster sheet, rewrite the text as close to the original as possible in 15
minutes. They should refer to each members’ answer when reconstructing.
13. Remind pupils to check their spelling and grammar.
14. Put up the 5 poster sheets next to each other on the board. Reread the text to see
which group was the most accurate.
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Text A:
How can we make Earth a better place? We can do a lot. First is to reduce. To save energy,
use energy efficient light bulbs and switch off the lights when you leave a room. Secondly,
reuse things you have. For example, bring your own bags when you go shopping. Do not
use disposable paper cups and plates. Thirdly is to recycle. Separate plastic, glass, paper
and organic garbage into different bins. The Earth is a huge and beautiful place. We must
always take care of it. Go green today so we can enjoy our home.
Suggested actions/definitions:
Earth – make a circle with your hands / our planet
Energy – gesture flexing muscled arms
Energy efficient light bulbs – point to the lights / gesture switching lights on and off
Disposable – gesture throwing away / to throw away
Separate – gesture of separating items
Organic – food from plants and animals
Garbage – throwing a smelly item away gesture / another word for rubbish
Go green – when you do something to save the environment
74
Activity: Quiz Time
What Do You See?
75
Activity 4: Go Green Pledge
Time: 1 hour
Learning Outcome:
Pupils are able to demonstrate understanding of the topic by writing a declarative
sentence using “I will..” , “I will try to…”.
Content Standards:
Learning Standards:
Resources
 Go Green Pledge template (A3 sheet)

 Marker / coloured pens
 Going Green Crossword Puzzle
Procedures:
1. Show pupils the pledge template and tell them they are each going to try to make a
promise to go green and save the environment. It could be something they will do at
home, at school or when they go out.
2. Instruct pupils to write one sentence each using either ‘I will…’ or ‘I will try to…’.
Explain / elicit the difference in meaning and give an example by writing own pledge
on the template and writing your name.
3. Pass the paper around so that every pupil writes a sentence. Each pupil should try to
write something different.
4. Go though some of the sentences written or call pupils to read what a friend has
written.
Plenary:
1. Get pupils to work in pairs.
2. Distribute the Going Green crossword puzzle.
3. Instruct pupils to complete the puzzle in 15 minutes. Give clues if needed.
4. Check the answers with the pupils.
76
Across
2. Less cars on the road will help keep our ____
clean.
4. Another word meaning 'rubbish'.
6. Take a shorter ____ to save water.
9. A place where all the rubbish is dumped.
10. Bring your own ____ when you go shopping.
11. The opposite of recyclable.
12. Separating glass, paper, plastic and organic
rubbish.
Down
1. Another word meaning 'thrown away after using
once.
3. A word that means 'use less of something'.
5. Do not throw rubbish into the sea, sea ____ can
eat it and die.
7. Pollution will dirty Earth's ____.
8. ____ efficient light bulbs last longer.
77
Answers
Across
2. Less cars on the road will help keep our air clean.
4. Another word meaning 'rubbish'. garbage
6. Take a shorter shower to save water.
9. A place where all the rubbish is dumped. landfill
10. Bring your own bag when you go shopping.
11. The opposite of recyclable. unrecyclable
12. Separating glass, paper, plastic and organic rubbish. recycle
Down
1. Another word meaning 'thrown away after using once. disposable
3. A word that means 'use less of something'. reduce
5. Do not throw rubbish into the sea, sea animals can eat it and die.
7. Pollution will dirty Earth's environment.
8. Energy efficient light bulbs last longer.
78
79
❝To have another language is to possess a second soul.❞
‒ Charlemagne
King of the Holy Roman Empire, 800 to 814 AD
80
Theme: Science and Technology
Activity 1: Listen Up!

Time: 30 minutes
Learning Outcome:
Pupils will be able to understand the main points and, specific details and information in
simple longer texts by answering questions orally and transferring information to
information graphic
Content Standards:
1.2 Use appropriate listening strategies in a variety of contexts
Learning Standards:
1.1.1 Understand with little or no support the main ideas in simple longer texts on a
words and by context on a range of familiar topics
Resources:
 Excerpt 1
 Worksheet 1
Procedures:
1. Distribute Worksheet 1 to pupils
2. Ask pupils to skim and scan the graphic information
3. Read aloud Excerpt 1 on “What Protect Us” to students.
4. Ask pupils to fill in the blanks when pausing (indicated in the text). Continue reading
the next section until the next pause. Do that until the end of the excerpt.
5. Read the excerpt again and ask pupils to check on their answers
81
Excerpt 1
WHAT PROTECTS US
Our cars
Plastic car components can absorb a lot more crash energy than metal components. In
addition, seat belts and air bags have saved countless lives.
Our homes
Plastic outlet plugs are designed to prevent toddlers from investigating those wall sockets.
Smoke alarms give you an early warning so you can get outside quickly. Child protective
caps which are made by plastics have saved many lives.
PAUSE, AND ASK PUPILS TO FILL IN THE BLANKS
Our food
Packaging helps prevent food spoilage and ensure food quality and safety. Factory sealed
plastic containers and bags help preserve the flavour, texture, and nutrients.
Our sports
Protective sports gears use plastics such as mouth guards, neck guards, elbow pads,
shoulder pads, and shin guard. Water sports and boating are made safer by life jackets.
Our jobs
Our workforce today relies on helmets made with tough lightweight plastics. Factory workers
using heavy machinery rely on plastic fabric gloves to reduce risks. Today’s safety goggles
are made with polycarbonate.
Our protectors
Today’s firefighters’ turnout gear is made with flame resistant plastic fabrics. Bulletproof
vests are made with plastics that are lightweight and comfortable. Health professionals rely
on protective plastic suits to help keep them safe from an outbreak.
Our astronauts
Ever wonder what those space suits are made of? They’re made of layers of plastics that are
tough enough to stand up to the extreme conditions in space.
Others
The list goes on such as new jet planes and even everyday sunglasses.
Adapted from:
https://www.plasticsmakeitpossible.com/plastics-at-home/what-protects-us/
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WORKSHEET 1: INFORMATION TRANSFER
 Plastic car _______________
 _________________ belts
 Air _____________________
Our cars
 __________ ____________ plug
Others Our homes  Smoke _____________________

 New ___________ ______________
 Everyday ______________________  Child _____________ _________
 ____________________ Our  ____________________

astronauts WHAT PROTECTS US Our food sealed plastic
____________________
____________________
 _________________________ gear  __________________ guards

Our
Our sports
 _________________________ vests protectors
 ___________________ pads
 ____________________ plastic suits Our jobs  ______________________ jackets
 Helmets
 ________________ __________________ gloves
83
English Intervention Plan for Secondary School: Form 1  Safety _____________________________
WORKSHEET 1: INFORMATION TRANSFER (ANSWER)
 Plastic car components
 Seat belts
 Air bags
Our cars
 Plastic outlet plug
 New jet planes
Others Our homes  Smoke alarms
 Everyday sunglasses
 Child protective caps
 Factory
Our sealed plastic
 Space suits
astronauts WHAT PROTECTS US Our food
containers/bags
 Turnout gear  Mouth/neck/shin guards
 Bulletproof vests  Elbow/shoulder pads

Our
Our sports
protectors
 Protective plastic suits  Life jackets
Our jobs
 Helmets
 Plastic fabric gloves
84
English Intervention Plan for Secondary School: Form 1  Safety goggles
Activity 2: Travel and Talk
Time: 30 minutes
Learning Outcome:
Pupils will be able to communicate information to other group members on plastic products
Content Standard:
2.4 Communicate appropriately to a small or large group on familiar topics
Learning Standard:
2.4.1 Narrate short stories, events and experiences
Resources:
 Excerpt 2
 A4 papers
Procedures:
1. Get pupils in groups of 5 and label the groups as alphabets A to E
2. Explain to pupils about creating a simple mind map. Use Activity 1 Worksheet 1 in the
previous activity as an example of a simple mind map.
3. Distribute Excerpt 2 on “Wait... That’s Plastic?” according to the groups
4. Distribute A4 papers to students. Ask pupils to read, understand and draw a mind map
based on the excerpt given.
5. Collect the excerpts from all groups.
6. Inform pupils that they have to label themselves as numbers 1 to 5.
7. Request pupils to ‘travel’ and form new groups according to the numbers 1 to 5. Tell
pupils that they can only bring their own mind map to the new groups
8. Tell pupils to start sharing what they have read to the new group members based on
their mind map.
9. Get few pupils(using the alphabet and number, for example Pupil A4 or D2) to share
with the whole class on what other members have shared in their groups
85
Excerpt 2
Group A
Wait… That’s Plastic?
1) Latest airplanes
The most advanced passenger jets—Boeing Dreamliner and Airbus A350 XWB—are made
with plastics that are reinforced with other materials. Thus the planes are really tough, lighter
weight, and more fuel-efficient.
2) Sports attire
Next time you’re in a sporting goods store, check out the labels on the shirts, shorts, and
other sports clothing. Nylon and polyester are all plastic fibres that make up the fabrics. Most
of the safety equipment like helmets, shin guards and mouth guards are made from plastics
too.
Group B
1) Modern eyeglasses
Nearly all modern eyeglasses are made with tough plastics such as polycarbonate. These
plastic lenses can be created into various prescriptions and shapes before being attached to
plastic frames.
2) Car tyres
Tyres are made from synthetic rubber, or in other words: plastics. While early tyres used to
be made with rubber from rubber trees, today’s tyres are made with “rubber” made in
factories.
86
Group C
1) Sports shoes.
When running, kicking, or jumping, most of us are doing that on cushioned plastic soles.
Sport shoes keep getting lighter and lighter. Nike even uses recycled polyester plastic to
make its lightweight Flyknit sneakers.
2) Sunglasses
Sunglasses are actually made from plastics such as plastic frames and plastic lenses.
Today’s sunglasses provide some safety benefits that help protect your eyes.
Group D
1) Bicycle
Professional racers use bikes made largely from plastics that combine low weight, high
strength, durability, and reliability.
2) Cold weather clothes

A few decades ago, wool was the fabric for keeping you warm outdoors. However, nowadays
most of the materials used are plastics such as nylon and polyester, some of which are both
water-resistant and breathable.
87
Group E
1) Hiking boots
The plastic fabrics used in modern hiking boots can help your toes breath while keep your
feet dry. Today’s boots are basically a composite of durable plastics that make them lighter
than ever.
2) Boat
Most of today’s modern boats are made with strong lightweight plastics and polymer
composites. They are waterproof, durable, and easy to care for. Lightweight kayaks and
paddleboards are also made with plastics.
Adapted from:
https://www.plasticsmakeitpossible.com/whats-new-cool/wait-thats-plastic/
https://www.plasticsmakeitpossible.com/about-plastics/wait-thats-plastic-sequel/
https://www.plasticsmakeitpossible.com/about-plastics/wait-thats-plastic-sports-edition/
https://www.plasticsmakeitpossible.com/whats-new-cool/healthcare/wait-thats-plastic-safety-
edition/
https://www.plasticsmakeitpossible.com/whats-new-cool/sports-outdoors/wait-thats-plastic-
great-outdoors-edition/
88
Day 2: Reading
Topic: Goodbye Plastic, Hello Bioplastic

Time: 1 hour
Learning Outcomes:
i. Pupils will be able to demonstrate understanding of the main points and, specific
details and information in simple longer texts by answering oral comprehension
questions.
ii. Pupils will be able to use dictionary skills appropriately to check and extend
understanding
Content Standard:
Learning Standards:
3.1.4 Use with some support familiar print and digital resources to check meaning
Resources:
 Worksheet 1 & 2
 Dictionaries
 Mat (optional)
Set Induction:
1. Get pupils to collect as many types of things made from plastic from around the
class.
2. Tell pupils to categorise the things they have collected into the different types of
plastic they are made of.
3. Ask students to describe each category of plastic.
89
Procedures:
90
“Right There”
1. What are four uses of plastic in our everyday life?
Answer: Safety helmets, seat belts, pens and toothbrush.
2. Where can you find plastic?

Answer: The water, the land, and the air we breathe.
3. What are plastics made from?

Answer: Things from nature such as natural gas, oil, minerals and plants.
4. What is a type of plastic made by nature?

Answer: Rubber from a rubber tree.
5. What were the first man-made plastics made from?

Answer: A material found in plants and trees.
6. How did the material from plants become a new material that was very strong?
Answer: It was heated with chemicals.
1. What can we do with plastic that is soft?

Answer: We can put it in our pockets
2. What are ways in which plastics can be used?

Answer: Plastics can be used to protect our food, keep us warm and keep us dry
when it is raining.
3. What does “synthetic” mean?

Answer: Man-made things.
4. How are plastics bad for Earth?

Answer: They kill fish, choke birds, and make our environment a less beautiful place
to live in.
5. What happens when we burn plastic?

Answer: Burning plastics can give off toxic chemicals and gas.
91
1. How can bioplastic protect our environment?

Answer: (Accept any relevant answer)
2. Besides corn, potatoes and banana peel, what other natural materials can we use to
make bioplastics?
Answer: Tapioca, grass, sugar cane, pineapple leaves
3. How does using bioplastic help the environment?

Answer: When we throw away bioplastic, it slowly breaks down into very small
pieces that bacteria can eat. The bacteria then changes the bioplastic into
carbon dioxide and water.
4. How are corn, potatoes and banana peels friendly to the environment??
Answer: They break down/ rot more quickly.
5. What other materials can we use to wrap our food besides plastics?
Answer: Paper, banana leaves, pandan leaves, coconut leaves
"On Your Own"
1. What would happen if everyone on Earth does not reduce their use of plastic?
2. Why are plastic mineral bottles and plastic straws bad for marine life?
3. Who would you do to avoid from using plastic?

4. Why is polystyrene bad for wrapping our food with?

Answer: It is made from toxic chemicals that leach/leak into our food.
5. How can we make Earth a better place to live without plastic?

6. Do you think that plastics are important? Why?

7. Name as many things as you can that are not made from plastic.
92

already know

"Right There"
"Think and Search"

"Author and You"

lives far away.
"On Your Own"

93
Learning Outcome:
I. Pupils will be able to demonstrate understanding of the simple longer texts by
II. Pupils will be able to skim and scan simple longer texts for words and phrases.
III. Pupils will be able to retain words at word and sentence level.
Content Standards:
3.1 Understand a variety of texts by using a range of appropriate reading strategies to
construct meaning
Learning Standards:
Resources:
 Worksheet 1/1
 Worksheet 2
Procedures:
discuss with peers.
Spelling:
Dictation:
94
At the end:
Words for Spelling

1. Toothbrush
2. Bounce
3. Protect
4. Synthetic
5. Nature
6. Material
7. Beaches
8. Environment
9. Chemicals
10. Engineers
11. Bioplastic
12. Molecule
13. Carbon dioxide
14. Microwave
optional.

1. Take the bag out from the microwave oven.
2. Bioplastics are plastics that are made from natural materials.
3. Each type of plastic has to be recycled by a different process.
is not accepted.
95
Worksheet 1 /1:
Goodbye Plastic, Hello Bioplastic
Plastics are a part of our everyday lives. We find them in safety helmets, seat belts,
pens and toothbrushes. When you watch television, use a computer, ride in a bus,
train, or plane, you are using plastics. When you go to the doctor’s office or hospital
or shop at the grocery store, you are again, using plastics.
So where do plastics come from, and what are they?
Plastics are made from things found in nature, such as natural gas, oil, minerals and
plants. The very first plastics were made from a rubber tree. The first man-made
plastics were produced from cellulose, a material found in plants and trees.
There are so many types of plastics. Some plastics are soft and easy to put in our
pockets. Some are like glass and some hard and strong. Other types of plastic
stretch and bounce back in shape. Another type may stop a bullet. Plastics are used
in so many ways, too. They protect our food, keep us warm and keep us dry when it
is raining and many other ways.
But there is a problem. Plastics are synthetic which means man makes it. Plastics
that we throw away fill rivers, seas, and beaches. They kill fish, choke birds, and
make our environment dirty.
It is very difficult to get rid of plastics because they last for a very long time. Burning
plastic creates toxic chemicals and gas. Recycling them is also difficult because
there are many types of plastics and, each type has to be recycled in a different way.
96
Everybody wants to protect the environment. So, engineers have produced another
type of plastic that we can get rid of quickly. These new plastics are called
bioplastics.
What are bioplastics?
If we make plastics from stuff that are friendly to our environment, it will be easier to
get rid of them. Bioplastics are plastics that are made from natural materials such
as corn, potatoes and even banana peels. Some bioplastics look the same as
plastics!
When we throw away bioplastic, the corn, potato or banana molecule in the
bioplastic slowly breaks apart into very small pieces that bacteria can eat. The
bacteria then changes the bioplastic into carbon dioxide and water.
Did you know that we can make bioplastic at home? It is so easy. Here is how you
can do it:
1. Take a plastic bag and put in one cup of corn flour, two small spoons of oil and
one cup of water.
2. Tie the bag and slowly mix the materials by rubbing the outside of the bag with
your fingers.
3. Open the bag just a little bit.
4. Put the bag in a microwave oven for 20-30 seconds.
5. Take the bag out from the microwave oven and let it cool for a few minutes.
6. Take your new bioplastic out from the plastic bag!
Source: https://www.sciencelearn.org.nz/resources/1474-bioplastics
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Goodbye Plastic, Hello Bioplastic

1. What are plastics made from?
2. Why are plastics an important part of our everyday life?
3. Why is plastic difficult to get rid of?
4. What are bioplastics made of?
5. What do we need to make bioplastics at home?
6. Give two reasons why plastics are bad for our environment.
7. Give one way how plastics that are thrown away can kill fish and marine animals.
98
1. 8.
2. 9.
3. 10.
4. 11.
5. 12.
6. 13.
7. 14.
1.
2.
3.
99
Day 3: Writing

Topic: Goodbye Plastic, Hello Bioplastic
Time: 1 hour
Learning Outcome:
Pupils will be able to recall vocabulary related to a topic on science and technology
and
expand notes and ideas into sentences.
Content Standards:
Learning Standards:
Resources:
 Mini whiteboard
 Marker pens
 Picture A: Plastic Pollution
 Text A
 Let’s Learn vocabulary sheet
 Let’s Replace worksheet
 Let’s Expand worksheet
Procedures:
Let’s Recall
1. Get pupils into groups of 4-5.
2. Give each group a mini whiteboard.
3. Show pupils Picture A. Based on the picture, instruct pupils to write down as many
words related to the picture that they know.
4. Elicit answers from the pupils and write the words on the board.
5. Briefly discuss the picture with the pupils and reiterate vocabulary on the board.
100
Let’s Discover and Learn
1. Give each pupil Text A and the Let’s Learn vocabulary sheet.
2. Read the text aloud to the pupils and highlight key words. Ask the following QA
Reading Strategies questions below after each paragraph read. Try not to spend too
long on this stage.
 Paragraph 1 ‘Right There’: Name two types of pollution.

How many tons of plastic are dumped in the
ocean?
 Paragraph 2 ‘Think and Search’: What is bioplastic?
 Paragraph 3 ‘Author and You’: What can you do to take care of Earth?
3. Inform the pupils the words in column A are found in the text.
4. Discuss/elicit from pupils the meaning of the words. (optional: play Hang Man to elicit
answers). Answers in English are encouraged but answers in Bahasa and/or mother
tongue are acceptable at this stage.
5. Go through the vocabulary sheet with the pupils.
Let’s Replace
1. Instruct pupils to turn to the Let’s Replace task sheet.
2. Instruct pupils to fill in the blanks with a word/phrase from column C or D. They may
work in pairs if they wish.
3. Take turns to call pupils to read the text with their answers.
Let’s Expand
1. Inform pupils that they are going to add new ideas to make the text better.
2. Inform pupils that they can add ideas/expand their essay by answering the WH
question words (who, what, where, why, when and how). Elicit from pupils what the
question words are.
3. Group pupils into groups of 4.
4. Give each pupil the Let’s Expand work sheet.
5. Inform pupils that it is the same text but they must answer the probing questions in
the left column in their groups to add on to the essay.
6. Draw pupils’ attention to the vocabulary discussed in Let’s Recall and Let’s Discover
and Learn.
7. Do question 1 with the pupils as an example if needed.
8. Groups submit their work to the teacher at the end of the lesson.
101
Picture A
102
Text A: Read the text and replace the underlined words with words from Column C in the Vocabulary List.
Answers:
We have all heard of water, air, land and even noise pollution, but have you heard of ‘plastic
pollution’? Plastic is (1) quite cheap and very useful, and we use plastic for many things.
But plastic has now become a (2) big problem especially for our (3) beaches and oceans. 1.
Scientists say that about 8.8 million tons of plastic end up in the ocean every year. Most of
them are plastic that is used only once before being thrown away called ‘single-use plastic’. 2.
Using bioplastic can help (4) reduce plastic pollution. Bioplastic is plastic made from plants and
3.
other natural products. This means that bioplastic can (5) decompose like other food (6) waste
4.
and is (7) safer for the environment.
5.
6.
We must all (8) do something to stop plastic pollution. Planet Earth is our only home so we
7.
must take care of it together.
8.
Adapted from: https://kids.nationalgeographic.com/explore/nature/kids-vs-plastic/pollution
Decomposing apple
103
Vocabulary List
A B C D E
Word / Meaning Synonym Phrase Example
Phrase
1 cheap having a low  inexpensive This biodegradable
price  reasonable bag is quite
inexpensive.
2 big large in size,  huge Throwing rubbish is a

number or  great great problem in my
weight neighborhood.
3 beaches the land at  coastlines The shorelines near

the edge of  shores my house is very
the ocean  shorelines clean.
4 waste garbage  rubbish There was a lot of

 garbage garbage in the park
after the picnic.
5 decompose to become  rot Your apple will rot if
rotten  decay you leave it on your
table for too long.
6 do something to take action  act  take action The government must

 be active  take steps act to stop pollution.
7 reduce to use less  lessen Reduce using plastic

bags when you go
shopping.
8 safe for the does not environmentally- Shops sell many
environment harm/endanger friendly environmentally-
the friendly products that
environment we can use.
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English Language Support for Secondary School: Form 1
Let’s Expand!
Question/Note Essay
Expansion
We have all heard of water, air, land and even noise pollution, but have
you heard of ‘plastic pollution’? Plastic is quite cheap and very useful, and we
(1) Give two
examples of use plastic for many things. For example (1)___________________________
what we use
Paragraph 1
______________________________________________________________.
plastic for.
But plastic has now become a big problem especially for our beaches and
oceans. Scientists say that about 8.8 million tons of plastic end up in the
(2) Give ocean every year. Most of them are plastic that is used only once before being
examples of thrown away called ‘single-use plastic’ like (2)
plastic items
we use only _______________________________
once. ______________________________________________________________.
Using bioplastic can help reduce plastic pollution. Bioplastic is plastic

(3) What plants
made from plants and other natural products like (3)_____________________
can we use
to make _____________________________________________________________________.
bioplastic?
This means that bioplastic can decompose like other food waste and is safer
(4) Where can for the environment.
we find
Paragraph 2
(4) __________________________________________________________
bioplastic?
______________________________________________________________
(5) What can we
(5) ___________________________________________________________
use
bioplastic ______________________________________________________________
for?
______________________________________________________________.
(6) What is the (6)____________________________________________________________
benefit if we
______________________________________________________________
use
bioplastic? ______________________________________________________________.
We must all do something to stop plastic pollution. Planet Earth is our only
Paragraph 3
home so we must take care of it together.
105
❝Words are our inexhaustible source of magic.❞
‒ J.K. Rowling
106
Theme: Consumerism & Financial Awareness

Topic: Ways for Kids to Make Money
Activity 1: Shopping Around

Time: 1 hour
Learning Outcome:
Pupils will be able to role play and practice buying and selling items in a shop in a fun-
learning environment.
Content Standards:
Learning Standards:
1.1.4 Understand longer sequences of supported classroom instructions
1.1.6 Understand with support longer simple narratives on a wide range of familiar
topics
speaker is saying
2.3.2 Agree on a set of basic steps needed to complete extended classroom tasks
Resources:
 Shop Name Cards
 Shopping Lists
 Shopping Item Picture Cards
107
Procedures:
1. Elicit responses from pupils on the language for buying and selling items in a shop.
Write the sentence patterns on the board.
2. Divide the class into six groups and have each group sit around a table.
3. Give each group a shop name card and a corresponding numbered shopping list.
4. Have the students fold the card along the line and stand it up on the table to show
the name of their shop, e.g. bakery.
5. Give each group a set of corresponding picture cards showing the shopping items
they have for sale.
6. Explain that the aim of the activity is to be the first group to buy all the items on their
shopping list. To do this, each group sends out one pupil (the customer) from their
group to buy the first item on their shopping list.
7. Tell the pupils that only one pupil can go shopping at a time and that the pupils left
waiting at the table take turns to be the shopping assistant for their shop. The
customer then goes to what they think is the right shop and begins a conversation
with the shop assistant.
For example:
Customer: “Hi, do you have …?”
Shop Assistant: “Yes, I do. How many/much do you need?” or
“I am sorry, I do not have …”
Customer: “Can I have … please?”
Shop Assistant: “There you go. Please come again. Have a nice day”
8. Sell the item to the customer and hand over the shopping item picture card if the
shop assistant has the item.
9. If the shop assistant does not have the item, the customer should go and find the
right shop.
10. Return to their group when the customer has the shopping item. Then, the second
customer goes off in search of the next item on the list.
11. The first group to buy all the items on their shopping list wins. When everyone has
finished, have the groups swap their materials and play a second round and so on.
108
Shopping Lists
Shopping list 1 Shopping list 2 Shopping list 3
three lamb chops five croissants a bottle of aspirin

two packets of potato chips a chicken a slice of chocolate cake
half a kilo of broccoli two packets of sweets two steaks
a carton of milk a cabbage a newspaper
a tube of toothpaste 200 grams of cheese four bananas
500 grams of beef bacon a loaf of bread lip stick
Shopping list 4 Shopping list 5 Shopping list 6
five bottles of water three carrots a chocolate bar

a bottle of vitamins half a dozen eggs three apples
two slices of cheesecake a packet of razors a packet of coffee
six sausages three baguettes a box of plasters
a magazine 300 grams of turkey four blueberry muffins
two cartons of yogurt two onions two cans of coke
Shop Names
1 2 3
PHARMACY SUPERMARKET
BAKERY
5 6
4
GREEN GROCERY STORE NEWS AGENT STORE BUTCHERY
109
Shopping Items
Green grocery News agent
Bakery Pharmacy Supermarket Butchery
store store
110
Day 2: Reading
Theme: Consumerism & Financial Awareness


Time: 1 hour
Learning Outcomes:
i. Pupils will be able to demonstrate understanding of the main points and, specific
details and information in simple longer texts by answering oral comprehension
questions.
ii. Pupils will be able to use dictionary skills appropriately to check and extend
understanding
Content Standard:
Learning Standards:
3.1.4 Use with some support familiar print and digital resources to check meaning
Resources:
 Worksheet 1 & 2
 Dictionaries
 Mat (optional)
Set Induction:
1. Get pupils to tell what they would want to buy if they were given RM200.
2. Encourage pupils to give and exchange opinions and reasons.
3. Highlight courtesy and politeness when giving opinions.
Procedures:
7. Ask “Right There” questions.
8. Ask “Think and Search” questions.
9. Ask “Author and You” questions.
10. Ask “On Your Own” questions.
111
“Right There”
1. What are five types of odd jobs that you can do?
Answer: Baby sitting, selling lemonade, becoming a parents helper, house cleaning.
2. Who can you join with to expand your baby sitting business?
Answer: Friends
3. What can you do as a parents helper?

Answer: You can help watch someone’s kids, assist with the feeding, playing,
or doing chores around the house.
1. What is the difference between a Parent’s Helper and House Cleaning?

Answer: As a Parent’s Helper, you help to watch someone’s kids, assist with the
feeding, playing, or doing chores around the house, whereas for house
cleaning, you simply do household chores.
2. What types of food can you sell at the lemonade stand and at the car wash?
Answer: You can sell coffee, doughnuts and snack bags.
3. What can you do if you are landscaping?

Answer: You can cut grass, do weeding, trimming, rake leaves and plant
flowers.
1. Why do you need to water plants when you are house sitting?
Answer: So that the plants will not wither and die due to lack of water.
2. Why does landscaping need you to trim trees, plant flowers and rake leaves?
Answer: So that the garden looks clean and beautiful.
3. Why do you need to hand out flyers about your business in your neighbourhood?
Answer: So that people will know about the services offered.
4. How else can I make people know about my business?

Answer: (Accept any relevant answer)
112
"On Your Own"
1. What would happen if you are not mentally prepared for the job you do?
2. Where can you get the money to start your business?

3. What kind of advice do you think you will need from your parents?
4. What other types of business can you do as a kid?

113

already know

"Right There"
"Think and Search"

"Author and You"

lives far away.
"On Your Own"

Questions are answered based on students’ prior knowledge and experiences. Reading the
114
Learning Outcome:
i. Pupils will be able to demonstrate understanding of the simple longer texts by
ii. Pupils will be able to skim and scan simple longer texts for words and phrases.
iii. Pupils will be able to retain words at word and sentence level.
Content Standards:
Understand a variety of texts by using a range of appropriate reading strategies to
construct meaning
Learning Standards:
Resources:
 Worksheet 1
 Worksheet 2/1 and 2/2
Procedures:
Comprehension:
discuss with peers.
Spelling:
Dictation:
At the end:
115
Words for Spelling

1. Lemonade
2. Important
3. Disturb
4. Popular
5. Reliable
6. Friends
7. Neighbourhood
8. Services
9. Opportunity
10. Chores
11. Booth
12. Decorate
13. Jewellery
14. Reasonably
15. Grooming
16. Vacation
optional.

1. Find out the homes that need landscaping to be done.
2. Giving out free samples is a good way to attract customers.
3. All these jobs should not disturb your schoolwork.
is not accepted.
116
Worksheet 1:
Ways for Kids to Make Money
One day, you will need to make money for a living. A lemonade
stand, mowing lawns, baby sitting, and doing odd jobs are popular
ways that you can make money while learning some important life
skills.
But first ask yourself, are you ready to work? Do you have the
time, and will working disturb your school work? If you are ready,
then here are some ideas for you to make money.
Baby Sitter
If you like younger kids, then a baby sitter is a popular choice. Parents often need a
good and reliable baby sitter to watch their kids. This position can be even expanded
into a baby sitting service, by joining together with a group of friends who can offer
baby sitting services to all the parents in the neighborhood.
Parent’s Helper
A parent’s helper is similar to a baby sitter. However, if you are too young to baby sit
on your own, then a parent’s helper is a good opportunity. You can help watch
someone’s kids, assist with the feeding, playing, or doing chores around the
house. Later, once you are older, you would have gained some experience for regular
baby sitting work.
House Cleaning
Instead of a parent’s helper, you could simply do house cleaning. There are many
chores that would be suitable such as vacuuming, dusting, mopping the floor and
washing the dirty plates and glasses.
Lemonade Stand
Everyone is familiar with the old fashioned lemonade stand. You can also try to sell
coffee, doughnuts, snack bags, or other food items. If possible, set up a booth at a
local community sale, or funfair. In addition to food, you can sell other things. Are
you good at crafts? If you are, then you can make your own artwork to sell. You can
create your own jewellery, or decorate interesting rocks. Sometimes, a combination
of food and items makes a good business.
117
Car Washing
Car washing is a needed service in many neighbourhoods. You can get together with
a few friends to offer to wash cars in your neighbourhood. As an addition to this
business, you can sell items such as coffee, doughnuts, snack bags, or other food
items while people wait for their car to be washed. See what other professional car
washes charge in your area, and price your services reasonably.
Animal Caretaker
If you enjoy animals, then try an animal caretaker business. This might involve
walking dogs, bathing cats, or general grooming.
House and Pet Sitting

If a neighbour is taking a trip or vacation, then taking care of their house and pets
may be a way to make money. This may include watering plants, and any other
chores they may need.
Landscaping
There are many types of landscaping jobs that you can do, such as cutting grass,
weeding, trimming, raking leaves and planting flowers. Find out the homes that need
landscaping to be done.
Tips for Running the Business

For many of these jobs, you will need to print and hand out flyers in the
neighborhood. Giving out free samples is always a good way to attract
customers. You can even offer coupons for new customers.
Safety and Other Points

Most important for any of these jobs, is making sure you are safe, so make sure you
are old enough to follow important safety measures, including:
 Make sure your parents always know where you are.
 Avoid going door to door by yourself.
 Do jobs that you like to do. Be sure you are mentally prepared and committed
to do the work.
 If there is a cost in setting up the business, make sure you have enough money
and know where the money is coming from.
 All these jobs should not disturb your school work.
 Go to your parents for advice if you need it.
118
Worksheet 2/1: Comprehension
Ways for Kids to Make Money
1. What must you first ask yourself before you want to make money?
2. What can you do to expand your baby sitting service?
3. How is a parents helper different from a baby sitter?
4. Besides the chores mentioned, what else can you do for house cleaning?
5. What else can you sell at a lemonade stand?
6. Give two reasons why you should avoid going door to door by yourself.
7. Give one other safety measure that you can think of.
119
1. 9.
2. 10.
3. 11.
4. 12.
5. 13.
6. 14.
7. 15.
8. 16.
1.
2.
3.
120
Day 3: Writing
Theme: Consumerism and Financial Awareness

Time: 1 hour
Learning Outcome:
Pupils will be able to recall vocabulary related to a topic on consumerism and
financial
awareness and expand notes and ideas into sentences.
Content Standards:
Learning Standards:
Resources:
 Mini whiteboard
 Marker pens
 Picture B
 Text B: Let’s Learn vocabulary sheet
 Let’s Expand worksheet 1 and 2
Procedures:
Let’s Recall
1. Get pupils into groups of 4-5.
2. Give each group a mini whiteboard.
3. Show pupils Picture B. Based on the pictures, instruct pupils to write down as many
words related to the pictures that they know.
4. Elicit answers from the pupils and write the words on the board.
5. Briefly discuss the picture with the pupils and reiterate vocabulary on the board.
121
Let’s Discover and Learn
1. Give each pupil Text B: Let’s Learn vocabulary sheet.
2. Read the text aloud to the pupils and highlight key words. Ask the following QA
Reading Strategies questions below after each paragraph read. Try not to spend too
long on this stage.
 Paragraph 1 ‘Right There’: What part-time job did this person choose?
Where will he/she work?
 Paragraph 2 ‘Think and Search’: Give one reason why he/she likes this job?
 Paragraph 3 ‘Author and You’: Do you think this is an interesting job?
3. Introduce the sequence connecters underlined.
Let’s Replace and Expand

1. Inform pupils that they are going to write their own essay similar to Text B.
2. Instruct pupils to fill in the blanks with suitable sequence connectors based on the
probing questions.
3. Inform pupils that they can add ideas/expand their essay by answering the WH
question words (who, what, where, why, when and how). Elicit from pupils what the
question words are.
4. Group pupils into groups of 4.
5. Give each pupil the Let’s Expand worksheet 1 as well as worksheet 2.
6. Inform pupils that it is the same text but they must answer the probing questions in
the left column in their groups to add on to the essay as well as the keywords in
worksheet 2.
7. Also draw pupils’ attention to the vocabulary discussed in Let’s Recall and Let’s
Discover and Learn.
8. Do question 1and 2 with the pupils as an example if needed.
9. Pupils submit their work to the teacher at the end of the lesson.
122
Picture set B
123
Text B Let’s Learn Vocabulary: Read the following text and discuss the underlined words with your teacher. What are these words?
To get extra pocket money, I would choose to be a waiter at a fast food restaurant. For this 1: To introduce your
job, I have to (1) first take food orders from customers. (2) Then, I have to prepare the food and first point.
sometimes deliver the food to the customer’s table. (3) Next, I also have to clean up after the
2 and 3: To introduce
customer has finished eating.
your other points.
There are many reasons why I would like to try this job. (4) Firstly, I like to meet and talk to
new people. (5) Secondly, I can get free food! (6) Thirdly, there are many fast food restaurants
4 to 6: You can also
near my house so I can go to work easily. However, the job might be difficult because I might
meet angry customers and I have to clean up a very big mess. But I will try my best! add ‘ly’ to the words
‘first’, ‘second’, ‘third’
With the money I get, I would like to buy a new laptop. With my new laptop, I can surf the
and so on to introduce
internet and look up information for school projects, watch videos and also play games. I will
also save some of the money in the bank for my future. I think I will feel excited and happy to your points.
work as a waiter in a fast food restaurant.
124
Vocabulary List
A B C D E
Word / Meaning Synonym Phrase Example
Phrase
1 pocket money money to allowance I use the allowance I
spend on get to buy my
personal favourite comic
things books.
2 fast food food that is Fast food is delicious
quick to cook but not very healthy,
and serve at so don’t eat it all the
a restaurant time.
3 customers a person who shopper Mr. Ravi has regular
buys items or buyer buyers at his shop.
services
4 mess something dirty an utter mess Your room is an utter
that is not untidy mess, clean it up!
clean
5 job work a person occupation Jane loves her
does to get occupation very
money much.
6 surf the spend time surfing the Web He has been surfing
internet visiting the Web all morning!
websites
125
Let’s Expand Worksheet 1
Choose one of the part-time jobs in worksheet 2 and fill in the blanks.
Question/Note Essay
Expansion
(1) Which part- To get extra pocket money, I would choose to be a

time job would
you choose? (1)_____________. For this job, I have to (2) _______,
(2) What do you ____________________________________________________

have to do in
this job? What ___________________________________________________.
word do you
put in front to
introduce your (3) _______, I have to__________________________________
first point?
____________________________________________________
Paragraph 1
(3) What else do

you have to ____________________________________________________.
do in this job?
What word do (4) _______, I also have to _____________________________
you put in
front to ___________________________________________________
introduce
another point?
___________________________________________________.
(4) What else do
you have to
do in this job?
What word do
you put in
front to
introduce
another point?
126
There are many reasons why I would like to try this job.
(5) Why do you
like this job? (5)________,_________________________________________
What word do
you put in ____________________________________________________.
front to
introduce your
first point?
(6)________, _________________________________________
____________________________________________________.
(6) Why else do
you like this (7)_________, _______________________________________
job? What
word do you ____________________________________________________.
Paragraph 2
put in front to
introduce However, the job might be difficult because (8) _______________
another point?
____________________________________________________
(7) Why else do
you like this
job? What ____________________________________________________.
word do you
put in front to But I will try my best!
introduce
another point?
(8) What do you

think might be
difficult about
this job?
(9) What do you

want to do with With the money I get, I would like to (9)_____________________
the money you
get? ____________________________________________________
(10) What else do
you want to
I will also (10) ________________________________________
Paragraph 3
do with the
money you ____________________________________________________.
get?
I think I will feel (11) _____________________ to work as a
(11) How would
you feel (12) __________________________.
about the
job?
(12) Write down

the job you
chose.
127
Let’s Expand Worksheet 2
Which part-time job would you like to try? Choose one and fill in the blanks in Let’s
Expand worksheet 1.
Part-time Job 1: Baby-sitter
Who are my customers?

neighbours – other family members
What do I do?
feed the baby/small children – play with the baby/small children – put the baby/small
children to sleep – call the parents during emergency – make sure the baby/small
children are safe
When and where can I do this job?

weekends – during school holidays – after school – at the customer’s house
Part-time Job 2: Car washer

neighbours – other family members
What do I do?
wash the car body and tyres – vacuum inside the car – polish the car body and tyres

weekends – during school holidays – during hot and sunny days – outside – parking
lots – at a car wash
128
Part-time Job 3: Sales clerk

people in my neighbourhood
What do I do?
Arrange items on the shelves and racks - answer customer’s questions – sweep the
floor – keep the shelves and racks clean – help customers find items in the store

weekends – during school holidays – after school - convenience stores –
supermarkets-department stores/shopping mall
129

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TEACHING MODULE 2019

English Language Teaching Centre, Malaysia

WEEK 1: Theme – People and Culture

Day 1: Listening & Speaking:

WEEK 2: Theme – Health and Environment

Day 1: Listening & Speaking:

Day 1: Listening & Speaking:

WEEK 4: Theme – Consumerism and Financial Awareness

Day 1: Listening & Speaking:

‒Frank Smith, psycholinguist

Theme: People and Culture

Activity: Getting-to-Know-You BINGO

Wants to go Has an older Has four Is afraid of Knows how

Parents do Owns a Likes to read Has travelled Has an

Speaks three Can cook Has no Can sing a Has a friend

Has a Has a mobile Watches Likes scary Has a

1. There is a big house.

2. The house has a door and two windows.

3. There is a very big sun.

5. On the hill, there is a big apple tree.

6. There are 3 apples on the tree.

7. In front of the hill, there is a little boy.

8. There is a big pond.

9. There is a small boat on the pond.

10. There is long grass next to the pond.

11. There are two clouds in the sky.

1. Draw a medium-sized circle on your paper.

2. Draw a medium-sized square under the circle.

3. Draw a medium-sized heart in the square.

5. Draw a medium-sized triangle above the circle.

6. Draw three small stars anywhere in the triangle.

7. Draw a small triangle in the medium-sized circle.

8. Draw an arc (a semi-circle) which curves under the small triangle.

9. Draw two small circles above the small triangle.

Some people like pet ,some people like pet

Some people like pet , hamster and gerbils too.

That's why there's a dragon in my wagon

Some people like pet , some people like pet

Some people like pet or hermit crabs or

That's why there's a dragon in my wagon

Chameleons and , well they're far too hard to spell.

That's why there's a dragon in my wagon

That's why there's a dragon in my wagon

Theme: People and Culture

Activity 1: Reading Aloud & QA Relationship Strategies

2. What did the boy do when he played at the tree everyday?

3. What happened when the boy grew up?

4. What did the boy want to buy?

5. What did the tree ask the boy to do for money?

6. Why was the tree sad?

“Think and Search”

1. Why was the tree excited to see the boy?

3. Why was the tree delighted to see the old man?

4. What did the man want to do to rest and relax?

2. Why do you think the man needed to bite the apples?

4. Why do you think the tree’s roots were dying?

"On Your Own"

1. What would you do if you were the tree?