DAILY LESSON PLAN

Date: 09/01/18 Time: 7.40 - 9.00

Subject: English [Literature] Class: 5 Maaruf

LEARNING CONTEXT
Theme Social Issues
Topic Sing To The Dawn by Minfong Ho
Value Co-operation
HOTs Critical Thinking
Teaching Aids Text Book
Content Standard

Learning Objective 2. Ask questions and respond to questions with relevant answers.

1.2 (b) Take part in social interaction by discussing plans and arrangements, solving
Learning Standard
problems, and making decisions.

LANGUAGE ACTIVITIES

Pre Lesson

While Lesson

Post Lesson

Reflection/Evaluation:
 DAILY LESSON PLAN

Week: Day:

Sunday
Monday
Tuesday
Wednesday
Thursday
Friday

Date: Time:

01/01/08 07.40 - 08.20

01/02/08 07.40 - 09.00
01/03/08 08.20 - 09.00
01/04/08 08.20 - 09.40
01/05/08 09.00 - 09.40
01/06/08 09.00 - 10.20
01/07/08 09.40 - 10.20
01/08/08 09.40 - 11.00
01/09/08 RECESS
01/10/08 11.20 - 12.00
01/11/08 11.20 - 12.40
01/12/08 12.00 - 12.40
12.00 - 13.20
12.40 - 13.20
12.40 - 04.00
13.20 - 04.00

Subject: Class:

English [Language] 5 Usaha 1

English [Literature] 5 Usaha 2
5 Usaha 3
5 Ilmu 1
5 Ilmu 2
5 Ilmu 3
 LEARNING CONTEXT

Theme

People
Environment
Social Issues
Values
Health
Science And Technology

Poems
Short Stories
Novel

Topic

CHAPTER 1 Great Expectations.

CHAPTER 2 Dare to Be Different.
CHAPTER 3 Earth's Sentinels.
CHAPTER 4 Rain on Trial.
CHAPTER 5 Through Green Eyes.
CHAPTER 6 Perils of Petroleum.
CHAPTER 7 What Eyes See.
CHAPTER 8 Rights, Wrongs and Responsibilities.
CHAPTER 9 Cloud of Concern.
CHAPTER 10 Hidden Voices.
CHAPTER 11 To Tell or Not to Tell.
CHAPTER 12 Of Brands and Trends.
CHAPTER 13 Waste Not, Want Not.
CHAPTER 14 Handle with Care.
CHAPTER 15 Crossroads.

Sonnet 18 by William Shakespeare

si tenggang’s homecoming by Muhd. Hj. Salleh
There’s been a death in the opposite house by Emily Dickinson
Monsoon History by Shirley Lim
The Road Not Taken by Robert Frost
If by Rudyard Kipling

The Lotus Eater by Somerset Maugham

The Drover’s Wife by Henry Lawson
The Necklace by Guy de Maupassant
The Sound Machine by Roald Dahl
Looking for a Rain God by Bessie Head

The Pearl by John Steinbeck

LEARNING OUTCOME
Areas of Language Use

1.0 Language For Interpersonal Use

2.0 Language for Informational Use
3.0 Language for Aesthetic Use

Objective

1. Talk about their experiences and exchange ideas with friends and relatives.
2. Ask questions and respond to questions with relevant answers.
3. Make plans and arrangements with friends to do something or go somewhere.
4. Obtain information from various sources and present these ideas to friends orally and in writing.
5. Read widely and enjoy poems, short stories and novels.
6. Show an awareness and appreciation of moral values and love towards the nation.

Skills
1.1 (a) Make friends and keep friendships by introducing oneself.
1.1 (b) Make friends and keep friendships by taking part in conversations and discussions.
1.1 (c) Make friends and keep friendships by talking about self, family and friends, interests, part events, feelings, p
1.1 (d) Make friends and keep friendships by exchanging ideas, information and opinions on topics of interest.

1.2 (a) Take part in social interaction by carrying out a variety of language functions.
1.2 (b) Take part in social interaction by discussing plans and arrangements, solving problems, and making decisio

1.3 (a) Obtain goods and services by making enquiries and ordering goods and services.
1.3 (b) Obtain goods and services by making complaints and responding to complaints.

2.1 (a) Obtain information for different purposes by listening to spoken texts such as talks, speeches and viewing t
2.1 (b) Obtain information for different purposes by interviewing and using questionnaires.
2.1 (c) Obtain information for different purposes by reading materials in print such as reports and articles and using

2.2 (a) Process information by skimming and scanning for specific information and ideas.
2.2 (b) Process information by extracting main ideas and details.
2.2 (c) Process information by discerning sequence of ideas.
2.2 (d) Process information by getting the explicit and implicit meaning of the text.
2.2 (e) Process information by predicting outcomes.
2.2 (f) Process information by drawing conclusions.
2.2 (g) Process information by identifying different points of view.
2.2 (h) Process information by using print and electronic dictionaries.
2.2 (i) Process information by interpreting non- linear texts such as maps, charts, diagrams, tables, graphs.
2.2 (j) Process information by making short notes and mapping out ideas.

2.3 (a) Present information to different audiences by writing descriptions, instructions, recounts, explanations, mes
2.3 (b) Present information to different audiences by instructing, describing, narrating, explaining and reporting ora
2.3 (c) Present information to different audiences by responding to questions and comments orally and in writing.
2.3 (d) Present information to different audiences by presenting information in non-linear forms including tables, gra
2.3 (e) Present information to different audiences by expanding notes and outlines.
2.3 (f) Present information to different audiences by composing, revising and editing drafts and checking accuracy
2.3 (g) Present information to different audiences by summarising information.
2.3 (h) Present information to different audiences by reading aloud written materials such as instructions, directions
2.3 (i) Present information to different audiences by using appropriate format, conventions, and grammar when pre

3.1 (a) Listen to, read and respond to literary works by understanding and telling in one’s own words the story and
3.1 (b) Listen to, read and respond to literary works by recognizing elements in a story such as characters and sett
3.1 (c) Listen to, read and respond to literary works by explaining the message the writer is trying to convey and di
3.1 (d) Listen to, read and respond to literary works by understanding other people’s cultures, traditions, customs,
3.1 (e) Listen to, read and respond to literary works by reciting poems with feeling and expression.

3.2 (a) Express themselves creatively and imaginatively by dramatizing texts and role-playing characters.
3.2 (b) Express themselves creatively and imaginatively by retelling a story form a different point of view, and prese
3.2 (c) Express themselves creatively and imaginatively by composing simple poems, stories and dialogues.

Specifications
1.1 Level 1 (i) Introducing oneself to a friendly stranger and initiating a conversation.
1.1 Level 1 (ii) Relating personal experiences.
1.1 Level 1 (iii) Keeping a record of events.
1.1 Level 1 (iv) Asking questions politely and responding politely to questions asked.
1.1 Level 1 (v) Listening to, repeating and knowing the difference between consonants, vowels, diphthongs, conso
1.1 Level 2 (vi) Pronouncing words clearly and correctly and asking questions and making statements with the corr
1.1 Level 2 (vii) Reading topics of current interest and exchanging ideas.
1.1 Level 3 (viii) Giving opinions on articles read or accounts heard.

1.2 Level 1 (i) Asking about one’s health/physical state.

1.2 Level 1 (ii) Asking one to think about/decide on something.
1.2 Level 1 (iii) Persuading someone not to do something.
1.2 Level 1 (iv) Asking about satisfaction and expressing satisfaction/dissatisfaction.
1.2 Level 2 (v) Participating in a conversation: explaining one’s views, accepting the views of others, defending one
1.2 Level 2 (vi) Making a decision based on agreement of all members of a group.
1.2 Level 3 (vii) Responding to problem page letters in the newspaper or in popular magazines by first discussing t

1.3 Level 1 (i) Making enquiries after reading the adverts column in the newspaper/yellow pages and identifying a n
1.3 Level 2 (ii) Comparing and contrasting the information obtained and deciding on a choice.
1.3 Level 2 (iii) Confirming the service/product and placing an order for it orally and in writing.
1.3 Level 3 (iv) Expressing satisfaction and offering thanks about the service or product orally and in writing.
1.3 Level 3 (v) Responding to a complimentary letter expressing satisfaction and thanking the writer orally and in w

2.1 Levels 1, 2 and 3 (i) Listening to and understanding a variety of texts.

2.1 Levels 1, 2 and 3 (ii) Reading silently a variety of materials in print and from the Internet.
2.1 Levels 2 and 3 (iii) Interviewing people to get more information on topics under study.

2.2 (A) Level 1 (i) Processing texts listened to by listening to a text and recalling what the text is about.
2.2 (A) Level 1 (ii) Processing texts listened to by listening to and recalling important details ( e.g. place, date, time
2.2 (A) Level 1 (iii) Processing texts listened to by answering a variety of questions to demonstrate understanding o
2.2 (A) Level 1 (iv) Processing texts listened to by making notes of the text heard.
2.2 (A) Level 2 (v) Processing texts listened to by identifying main ideas in the text heard.
2.2 (A) Level 2 (vi) Processing texts listened to by predicting outcomes.
2.2 (A) Level 2 (vii) Processing texts listened to by identifying different points of view.
2.2 (A) Level 3 (viii) Processing texts listened to by identifying cause and effect.
2.2 (A) Level 3 (ix) Processing texts listened to by drawing conclusions.

2.2 (B) Level 1 (i) Processing texts read by stating the type of text being read.
2.2 (B) Level 1 (ii) Processing texts read by skimming for the gist of the text.
2.2 (B) Level 1 (iii) Processing texts read by scanning for details.
2.2 (B) Level 1 (iv) Processing texts read by following the sequence of ideas.
2.2 (B) Level 1 (v) Processing texts read by highlighting key words and phrases in a text.
2.2 (B) Level 1 (vi) Processing texts read by using the dictionary to find the meanings of words.
2.2 (B) Level 1 (vii) Processing texts read by acquiring vocabulary through word association word collocation.
2.2 (B) Level 2 (viii) Processing texts read by identifying main ideas in the text read.
2.2 (B) Level 2 (ix) Processing texts read by listing important details.
2.2 (B) Level 2 (x) Processing texts read by acquiring meaning of words by understanding word formation through
2.2 (B) Level 3 (xi) Processing texts read by predicting outcomes with reason.
2.2 (B) Level 3 (xii) Processing texts read by identifying cause and effect.
2.2 (B) Level 3 (xiii) Processing texts read by making inferences.
2.2 (B) Level 3 (xiv) Processing texts read by drawing conclusions.
2.2 (B) Level 3 (xv) Processing texts read by identifying and discussing points of view.
2.2 (B) Level 3 (xvi) Processing texts read by comparing and contrasting data collected from graphs, tables, charts

2.3 Level 1 (i) Presenting information in the form of tables, graphs and charts.
2.3 Level 1 (ii) Responding to questions and comments orally and in writing.
2.3 Level 1 (iii) Making notes and outlines.
2.3 Level 2 (iv) Expanding notes and outlines.
2.3 Level 2 (v) Summarizing ideas in a text.
2.3 Level 3 (vi) Writing reports on specific topics.
2.3 Level 3 (vii) Writing articles on specific areas.
2.3 Level 3 (viii) Writing a simple speech on a particular topic.
2.3 Level 3 (ix) Presenting/making the speech.

3.1 Level 1 (i) Reciting poems with feeling and expression and with correct pronunciation, intonation, stress and rh
3.1 Level 1 (ii) Finding out the meaning of words by using the dictionary and/or contextual clues.
3.1 Level 1 (iii) Retelling the story or poem in one’s own words.
3.1 Level 2 (iv) Describing the setting of a story.
3.1 Level 2 (v) Narrating the sequence of events.
3.1 Level 2 (vi) Describing characters and writing a paragraph or two about them.
3.1 Level 2 (vii) Making predictions as to what might happen next.
3.1 Level 2 (viii) Discussing values explored in the text.
3.1 Level 2 (ix) Relating events, characters and values to one’s life.
3.1 Level 3 (x) Discussing the theme and message of stories and poems.
3.1 Level 3 (xi) Giving one’s opinion of the poem or story.
3.1 Level 3 (xii) Understanding the figurative language of the text.

3.2 Level 1 (i) Dramatizing sections of a text and role-playing characters.

3.2 Level 2 (ii) Retelling a story from another character’s point of view.
3.2 Level 3 (iii) Presenting the text in another genre.
3.2 Level 3 (iv) Composing simple poems, stories and dialogues.
3.2 Level 2 (iv) Retelling the story from another character’s point of view.
3.2 Level 3 (v) Writing the story in another genre.
3.2 Level 3 (vi) Composing simple poems, stories and dialogues.

EDUCATIONAL EMPHASES
Approach/Learning
Model

Critical and Creative Thinking

Learning How to Learn
Information and Communications Technology (ICT)
Multiple Intelligences
Environmental Studies and Consumerism
Preparation for the Real World
Mastery Learning

Methods/Techniques
Brainstorming
Discussion
Role-Playing
Dramatization
Question-Answer
Debate
Forum
Presentation
Individual Work
Language Game
Quiz
Simulation
Pair Work
Drilling
Group Work

LANGUAGE ACTIVITIES

Writing

Suggested Activities for Skill 1.1

Initiating and maintaining a conversation at a bus stop, at the clinic, at a payment queue in the post office.
Talking about experiences e.g. as a customer who got ‘cheated’.
Noting significant changes e.g. noting the dates and the nature of the problem of a product bought recently.
Noting significant changes e.g. the days the garbage was not collected.
Noting significant changes e.g. of the time someone got ill and how he or she got better after that.
Understanding a person’s mood (e.g. anger, sadness, surprise) from the tone and volume of his speech.
Current topics include for example: being aw are of AIDS; of the dangers of dangerous driving; oil spills and the co
Activities include class and group discussions, and role-playing.

Suggested Activities for Skill 1.2

Asking a friend when he or she does not look too well.
Asking or telling one friend or another friend to make up his/her mind as to what to buy as it is getting late.
Persuading one’s friend not to skip school to be with another group of friends.
Ask about or express satisfaction or diassatisfaction about a new haircut; a new recipe.
Discussing topical and moral issues: e.g. about AIDS - to tell or not to tell others.
Persuading others not to go to a certain place because of the dangers posed (e.g. the possibility of being stranded
Responding to the problem of whether to inform or not the parents of a friend who has joined a group of wayward b

Suggested Activities for Skill 1.3

Enquiring about sports equipment such as badminton racquets, hockey sticks, footballs.
Comparinf and contrasting by systematically making tables to compare the information.
Confirming a service by filling in a form or writing a short note stating precisely what is required.
Role-playing appropriate ways of expressing satisfaction to the person serving/waiting on one or to a person of aut

Suggested Activities for Skill 2.1

Listening to instructions, advertisements, messages, descriptions, reports, speeches.
Reading silently instructions, passages, articles from newspapers and magazines, reports, speeches, brochures.
Reading aloud and observing correct pronunciation, intonation patterns, correct phrasing, pauses, stress, emphase
Brainstorming on the types of questions they will ask when interviewing people.

Suggested Activities for Skill 2.2 (A)

Preparing the students for the text they are going to listen to by providing them with key words or the title of the pa
Example of recall would be: “The text was about how careful consumers should be when buying goods..”
Questioning by completing information gaps; detecting errors; sequencing; filling in details, etc.
Listen to an interview of several people who had witnessed or been involved in an accident.

Suggested Activities for Skill 2.2 (B)

Doing a review of a book/movie.
Taking note of chapter headings, sub-titles, key words in a text.
Taking note of important ideas.
Acquiring vocabulary by word association: Aquaculture = prawns, fish, demand, high prices, disease, ruin
Acquiring vocabulary by word collocation: bread and butter and not butter and bread.
Encouraging students to give logical reasons.
Getting students to read and tell the views of different people who saw the incident as reported in the newspaper.
Explaining or describing the views of different people who witnessed an event or incident.
Mind mapping ideas in various ways.
Getting students to use the process approach to writing.
Providing the framework/structure/scaffolding of the text to be written.
Make students aware of the purpose and the audience to whom they are writing for.
Helping learners overcome fears of presentation.
Give students tips on how to present a speech for example addressing the audience, making eye contact.

Suggested Activities for Skill 2.3

Getting students to use the process approach to writing.
Provide also the framework/structure/scaffolding of the text to be written.
Making students aware of the purpose and the audience to whom they are writing for.
Giving students tips on how to present a speech for example addressing the audience, making eye contact. Help th

Suggested Activities for Skill 3.1

Reciting poems with feeling and expression, once they have understood the poem well.
Getting students to look for words and phrases that describe the place and location.
Getting students to look for words and phrases that describe characters – either what the author says or what the o
Drawing students’ attention to the fact that some cultures have different customs and beliefs from our culture but th
Telling and explaining how a certain character or event in the story reminds them of a certain character or event in
Getting learners to note the similarities and differences of characters or events to those that exist in real life.
Expressing views on the theme/message, character, events and values explored in the text.
Identifying and listing similes, metaphors, turns of phrase, etc.

Suggested Activities for Skill 3.2

Choosing a section of the text and dramatize it.
Looking at events and characters from the perspective of another character’s point of view .
Knowing the story thoroughly, interpreting how the characters behave and the kind of personalities they are.
Writing out dialogues from short stories with stage direction.
Representing a prose text in a series of pictures.
Writing a dialogue based on a story.
Looking at a cartoon strip and writing a poem/story.
Rewriting a poem in prose form.
Using pictures, unusual news items, etc. to get learners to start writing.

LANGUAGE CONTENT/RESOURCES/INTEGRATION/VALUES
Grammar/Sound
System

1. Nouns (i) Concrete Nouns (a) common nouns, (b) proper nouns.
1. Nouns (ii) Abstract Nouns – names of qualities, states, activities.
1. Nouns (iii) Countable Nouns.
1. Nouns *(iv) Uncountable Nouns.
1. Nouns (v) Number (a) Formation of the plurals by adding the suffix [-s], [-es], and words ending in [-s], [-sh], [-ch
1. Nouns (v) Number (b) Formation of the plurals for irregular plurals – indicated by a change of vowel.
1. Nouns *(vi) Concord (subject-verb agreement).
1. Nouns (vii) Gender – masculine, feminine.

2. Articles (i) of singular countable nouns – ‘a’, ‘an’, ‘the’.

2. Articles (ii) of plural countable nouns.
2. Articles *(iii) The use of ‘some’ with plural countable nouns.

3. Adjectives (i) of colour, size and shape.

3. Adjectives (ii) of qualities.
3. Adjectives *(iii) of negative: adding of prefixes [un-], [dis-], [im-], [il-], [bi-].
3. Adjectives (iv) of possessive – ‘my’, ‘your’, ‘his’, ‘her’, ‘our’, ‘their’.
3. Adjectives (v) of comparison: regular forms.
3. Adjectives *(vi) Adjectives functioning as nouns.
3. Adjectives *(vii) Nouns functioning as adjectives.

4. Pronouns (i) Personal – ‘I’ (first person), ‘you’ (second person), or ‘he’, ‘she’, ‘it’ (third person).
4. Pronouns (ii) Possessive – ‘mine’, ‘yours’, ‘his’, ‘hers’, ‘ours’, ‘theirs’.
4. Pronouns (iii) Demonstrative – ‘this’, ‘that’, ‘these’, ‘those’.
4. Pronouns (iv) Interrogative – ‘who’, ‘which’, ‘what’, ‘whose’.

5. Verbs (i) Regular and Irregular Verbs

5. Verbs (ii) Negative Verbs – adding ‘not’, or the contracted form n't.
5. Verbs (iii) Tenses – (a) Simple Present Tense: for habitual actions, instructions and directions, describing feeling
5. Verbs (iii) Tenses – (b) Simple Past Tense: ‘was’ and ‘were’, regular verbs, irregular verbs.
5. Verbs (iii) Tenses – (c) Present Continuous Tense
5. Verbs *(iii) Tenses – (d) Present Perfect Tense – [has/have + past participle]
5. Verbs *(iii) Tenses – (e) Past Perfect Tense – [had + past participle]
5. Verbs (iv) (a) Gerunds as complements of verbs-to-be.
5. Verbs (iv) (b) Gerunds as objects of preposition.
5. Verbs (iv) (c) Gerunds as subjects.
5. Verbs *(v) Special Finites or Modals – (a) ‘may’, ‘might’ (positive and negative forms), (b) ‘may have’ or ‘might ha
5. Verbs (vi) (a) Infinitives as object of verbs, (b) Infinitives as complements of verbs 'to-be'.

5. Verbs *(vii) Passive Construction – using ‘is done’ , ‘was done’.

6. Adverbs *(i) of manner, time, frequency, degree.

7. Preposition (i) of place.

7. Preposition (ii) of time – 'at', 'on', 'by', 'before', 'after', 'since', 'during', 'until', 'within'.
7. Preposition *(iii) of direction – 'out of', 'away from'.
7. Preposition (iv) of purpose – 'for', 'so that', 'in order to'.
7. Preposition (v) of association – 'among', 'between'.
7. Preposition *(vi) Verb and preposition combination – phrasal verbs.
7. Preposition *(vii) Adjective and preposition combination – phrasal verbs.

8. Connectors (i) Conjunctions.

8. Connectors *(ii) Logical connectors.
8. Connectors (iii) Sequence connectors.

9. *(vi) Reported Speech

10. Sentences Structures (i) Simple sentence.

10. Sentences Structures (ii) Compound sentence.
10. Sentences Structures (iii) Complex sentence.
10. Sentences Structures (iv) Positive statements.
10. Sentences Structures (v) Negative statements

11. Punctuation (i) Capital letters

11. Punctuation (ii) Commas [٫] – to separate items in a list.
11. Punctuation (iii) Exclamation mark [!]
11. Punctuation (iv) Full stop [.]
11. Punctuation (v) Question mark [?]
11. Punctuation (vi) Apostrophe [ ] - for contraction.
11. Punctuation (vii) Semi-colon [;] - to indicate a relationship between two pieces of information in the same sente
11. Punctuation (viii) Underlining - for emphasis.
11. Punctuation (ix) Brackets [( )] - to separate extra information.
11. Punctuation (x) Hyphen [─] - to connect parts of a compound word.
11. Punctuation (xi) Colon [:] - to announce parts (a fact or a list) that the first part of the sentence has led us to bel
11. Punctuation (xi) Colon [:] - serves to introduce a quotation or a report.

Teaching Aids

Form Five Textbook, page:

Worksheet(s)
Slide(s)
Audio-Visual(s)
CD/Video Clip(s)
Picture(s)
Workbook(s)
Dictionary(ies)
Reference Book(s)
Computer/Projector/Screen
Cassette/Electronic Player
Shareware/Courseware
Internet

Moral Values

Patriotism
Good Citizenship
Honesty
Responsibility
Politeness
Kindness
Cooperativeness
Patience
Hardwork
Diligence
Perserverance

Reflection/Evaluation:
Supervision/Date:
07.40 - 08.20
07.40 - 09.00
08.20 - 09.00
08.20 - 09.40
09.00 - 09.40
09.00 - 10.20
09.40 - 10.20
09.40 - 11.00

11.20 - 12.00
11.20 - 12.40
12.00 - 12.40
12.00 - 13.20
12.40 - 13.20
12.40 - 04.00
13.20 - 04.00
 lly and in writing.

, interests, part events, feelings, personal experiences and understanding when others talk about themselves.
opinions on topics of interest.

ing problems, and making decisions.

as talks, speeches and viewing television documentaries and multimedia.

h as reports and articles and using other electronic media such as the Internet.
 diagrams, tables, graphs.

ons, recounts, explanations, messages, letters, speeches, reports and articles.

ting, explaining and reporting orally.
comments orally and in writing.
n-linear forms including tables, graphs, diagrams, charts and vice-versa.

ng drafts and checking accuracy of spelling, punctuation and grammar.

als such as instructions, directions and reports clearly and fluently.

nventions, and grammar when presenting the information.

n one’s own words the story and poem heard and read, and giving one’s opinion of the text.
story such as characters and setting.
e writer is trying to convey and discussing how this relates to one’ life.
e’s cultures, traditions, customs, and beliefs.
g and expression.

role-playing characters.
a different point of view, and presenting it in another genre.
ems, stories and dialogues.

nants, vowels, diphthongs, consonant clusters, homophones, homographs, and words borrowed from other languages.
d making statements with the correct intonation, word stress and sentence rhythm.
 he views of others, defending one’s point of view with reasons.

ar magazines by first discussing them and then writing letters to the editor.

er/yellow pages and identifying a number of similar services and products.

on a choice.

roduct orally and in writing.

thanking the writer orally and in writing.

what the text is about.

ant details ( e.g. place, date, time, number) of the text.
ns to demonstrate understanding of the text heard.

ings of words.
association word collocation.

standing word formation through the use of prefix and suffix, contextual clues.

lected from graphs, tables, charts and diagrams.

nciation, intonation, stress and rhythm.
ontextual clues.
 queue in the post office.

a product bought recently.

better after that.

d volume of his speech.
erous driving; oil spills and the cost to the environment.

o buy as it is getting late.

g. the possibility of being stranded because of landslides due to the heavy rains) and reaching a compromise.
o has joined a group of wayward boys and girls.
hat is required.
aiting on one or to a person of authority e.g. in a shop/restaurant.

s, reports, speeches, brochures.

hrasing, pauses, stress, emphases, fluency and rhythm.

th key words or the title of the passage.

e when buying goods..”
in details, etc.

igh prices, disease, ruin

nt as reported in the newspaper.

nce, making eye contact.

ence, making eye contact. Help them overcome fears of presentation.

what the author says or what the other characters say about these characters.
and beliefs from our culture but they must be respected nevertheless.
of a certain character or event in real life.
 those that exist in real life.

d of personalities they are.

N/VALUES

nd words ending in [-s], [-sh], [-ch], [-x], or [-y]

by a change of vowel.

(third person).
and directions, describing feelings and senses.

orms), (b) ‘may have’ or ‘might have’ (past event).

of information in the same sentence.

of the sentence has led us to believe.

ther languages.