INTRODUCTION TO KIKS ECS MODULE

How we communicate, whether written or spoken will carry a great deal of

weight as we progress through life. Bad grammar makes one look and sound
employers are lamenting
the lack of grammar, punctuation and pronunciation knowledge among
employees.

It is with that premise, BPM has decided that this module would have all
the following language skills; grammar, reading, speaking, listening and writing.
The purpose of this module is primarily to provide teachers with some materials
to be used during the KIKS period. It is also a guide for future preparations for
all the lesson in upper form incorporating 21st century skills; communication,
critical thinking, collaboration and creativity. The content of the module is put
into different themes in order to provide a variety of topics for students to sharpen
their language skills.

For the subsequent lessons (post KIKS), teachers are encouraged to use the
same approach in this module for the effective teaching and learning of English.
Other than that, students should be encouraged to acquire the reading habit which
would further enhance their competency in English. This collective effort by both
parties will eventually meet the aims and objective of the English syllabus which

needs for English in everyday life, for knowledge acquisition, and for future
workplace needs.
 COURSE CONTENT FOR KIKS ECS 2.0

2022

________________________________________________________________

MODULE CONTENT HOUR

Module 1 Diagnostic Test 1

Module 2 Ice Breaking: Charade 1

Module 3 1-2-Freeze 1

Module 4 Pitching Idea 2

Module 5 Product Poster Ads 1

Total of Hours 6
In carrying out the activities, it is hoped that such opportunity will help to
inculcate the characteristics of a good language learner among our students.
(1983).
1 Good learners find their own way.
2 Good learners organize information about language.
3 Good learners are creative and experiment with language.
4 Good learners make their own opportunities and find strategies for getting practice in using
the language inside and outside the classroom.
5 Good learners learn to live with uncertainty and develop strategies for making sense of the
target language without wanting to understand every word.
6 Good learners use mnemonics (rhymes, word associations, etc. to recall what has been
learned)
7 Good learners make errors work.
8 Good learners use linguistic knowledge, including knowledge of their first language in
mastering a second language.
9 Good learners let the context (extra-linguistic knowledge and knowledge of the world) help
them in comprehension.
10 Good learners learn to make intelligent guesses.
11 Good learners learn chunks of language as wholes and formalized routines to help them
perf
12 Good learners learn production techniques (e.g. techniques for keeping a conversation going)
13 Good learners learn different styles of speech and writing and learn to vary their language
according to the formality of the situation.

THINK TANK TEAM

FATIHAH NUR IZZATI BENJAMIN ABDULLAH (MRSM KOTA PUTRA)
MARWATI @ NUR MADIHAH BINTI MOHAMED (BPM)
NURUL BINTI SAHARUDIN (BPM)

ONLINE EDITION 2022

MARWATI @ NUR MADIHAH BINTI MOHAMED (BPM)
RASHID (MRSM PDRM KULIM)
 Module 1: Diagnostic Test
Title/Theme Grammar
Duration 1 hour
Objective(s)
Learning Outcomes Students will be able to answer all questions.
Skills Writing
Pre-requisite Skills/ Grammar
Knowledge
Materials/ Resources Diagnostic Test and Answer Sheet (Appendix 1)
Google Form Link
Activities Offline Online
1. Teacher distributes the 1. Teacher shares Google Form
question paper to the students. link to students.
2. Students are given thirty 2. Students are given thirty
minutes to answer the test. minutes to answer the test (1
hour grace period).
 APPENDIX 1
DIAGNOSTIC TEST
You are advised to spend 30 minutes on this test. All the best.

Name : Class :

Part A
Read the questions carefully and circle the correct answer.

1. In cold countries people wear

a for keeping b to keep c for to keep

2. In deserts there isn't

a the b some c any

3. Due to the current financial situation,

a less b little c few

4. Mohammad world title in 1960.

a has won b won c is winning

5. Lee Chong Wei hard work is important in order to be a great badminton

player.
a believe b is believing c believes

6. Tina in everyone but that can also be her weakness.

a sees b see c has seen

7. a good way to learn a language.

a Live b Life c Living
8.

a should b would c could

9. She works
a b c

10. Mr. Jive is the seek help from for the murder case.
a whom b that c who

11. He's due to arrive

a b c

12. Grandmother was preparing dinner house.

a coming b come c came

13. In Dec 2021, Taman Sri Muda experienced the worst flood in history. The floodwaters
in two weeks.
a preceded b receded c seeped

14. Take a sandwich with get hungry later.

a so as not b in case c when

15. I time for myself and my family.

a working, having b to work, having c working, to have

16. I the 19th Century.

a have lived b lived c have been lived

17. easy for Mary. Her parents died when she was only 4 years old.
a b c
 18.
a beautiful long black b long beautiful black c black long beautiful

19. works
a hard, hard b hard, hardly c hardly, hard

20. By next exams, and I can relax!

a would finish b would have been finishing c would have finished

Total: ____/ 20
Part B
For each of the sentences below, fill in the correct form of the word in brackets.

1. Every himself busy by reading story books.

2. Their
3. book is the teacher asked.
4. a letter to his mother.
5. the books she borrows to the library
tomorrow.
6.
in Pahang area.
7. Neither the windows nor the door (be) open at the time.
8. As he was eating, he saw some children (play) outside the
restaurant.
9. The Royal Professor, Ungku Abdul Aziz is a man of great
(learn).
10. We have to be more empathetic and (consider) when dealing
with small children.
Total: _____/ 10
 Part C
Read the questions carefully and circle the correct answer.

1. How often do you play tennis?

a On Tuesday b For two hours c Almost every day

2. What kind of work do you do?

a I work every day. b c I worked for two hours.

3. What is your busiest day of the week?

a In the morning b Every day c Tuesday

4. Chef Wan is a good cook.

a I agree with you. b I agree you. c I agree for you.

5. What did you do yesterday?

a I am swimming. b I swam. c I swim.

Total: _____/ 5
 APPENDIX 1
KIKS DIAGNOSTIC TEST ANSWER SCHEME
PART A
1. B 11. B
2. C 12. C
3. C 13. B
4. B 14. B
5. C 15. C
6. A 16. A
7. C 17. A
8. B 18. A
9. C 19. C
10. A 20. C

PART B PART C
1. keeps 1. C
2. enjoyable 2. B
3. Whose 3. C
4. written 4. A
5. return 5. B
6. worst
7. was
8. playing
9. learning
10. considerate
 Module 2: Ice Breaking: Charade
Title/Theme Parts of Speech (Noun/ Verb/ Adjectives/ Adverb)
Duration 1 hour
Objective(s) Promote kinaesthetic intelligence and spatial awareness among
students.
Encourage better awareness on how to form sentences using parts
of speech.
Learning Outcomes Students will be able to:
a. write and prepare their own set of charade cards
b. guess the opponent sentences
Skills Writing
Pre-requisite Skills/ Grammar (The function of adverbs and adjectives)
Knowledge
Materials/ Resources Dictionary Mahjong paper/ Whiteboard
A4 Papers
Markers
Parts of Speech Clip
Charades Sentence (Appendix 2)
Adjective & Adverbs (Appendix 2a)
Team Leader Tag & Challenge Flag (Appendix 3)
Empty Jars/ Envelopes (For adjectives, adverbs and the strips of
sentences)
Google Slides, Google Docs, YouTube
Note: Students are required to switch on their camera for this
module.
Activities Offline Online
Prior To Charades Game: 1. Teacher shares YouTube link
1. Teacher spends 10 minutes to on the introduction to Parts of
recap lessons on parts of speech. Speech.
Example: (Parts of Speech Clip) https://www.youtube.com/
https://www.youtube.com/ watch?v=nQJtIYQ_OgU
watch?v=nQJtIYQ_OgU
Introducing Parts of Speech
(Noun/ Verb/ Adverb)
Noun:
- A word that identifies a person,
animal, place, thing or idea.
Example: The dog barked at the
cat.
Adjective:
- Describes, modifies, or further
defines a noun or pronoun.
Example: The clever squirrel
got into the bird feeder.
Verb:
- A Verb expresses an action or
a state of being.
Example: John kicks the ball.
Adverb:
- Adverbs modify Verbs.

loudly
Sentence Construction (10 15 1. Teacher puts students in
minutes): groups 1 to 8 (3-4 students in a
1. Teacher assigns students to group). Teacher shares the list in
smaller group (5-7 members the chat box.
whichever works best with the 2. Students choose their own
respective colleges. group leader.
2. Each team leader will pick out 3. Teacher shares the list of
5 adjectives from the adjective adjectives and adverbs on the
jar and 5 adverbs from the screen. Students get the list
adverb jar. based on their group number.
3. Each group will need to use E.g. Group 1 will get list No 1.
the adjectives and adverbs (that
they have pulled out from the 4. Each group needs to use the
jars) and write out the sentences adjectives and adverbs to form 5
on an A4 paper. Each group sentences incorporating all the
produces 10 15 sentences (10- different parts of speech.
15 words per sentence) that Note: Students may create a
incorporates all the different private WhatsApp/ Telegram
parts of speech. Example: group for the discussion.
(i) The wacky clown laughs 5. Teacher sets up Google
(adjective) (noun) (verb)
hysterically. Slides/ Google Docs. Each
(adverb)
group gets a slide to type the
(ii) The cheerful child clapped sentences (10 15 words per
(adjective) (noun) (verb)
enthusiastically. sentence) they have formed with
(adverb)

5 adjectives and 5 adverbs.

(iii) The diligent boss almost quit 6. Teacher asks students to
(adjective) (noun) (adverb) (verb)
his job during the internal crisis. correct the mistakes (if any).

4. These sentences will be cut

into strips and placed in a jar.
Each group will have their own
jar / envelope.
5. Teacher reminds students to
check their sentences before the
game is carried out.
Charades (15 20 minutes): 1. Students need to switch on
1. Teacher gets two groups to go their camera.
against each other. 2. A representative from each
2. Teacher appoints group group acts out the first sentence
leaders for both teams. Team and other students need to guess
leader will nominate a the adjectives or adverbs in the
representative to pick a sentence sentence by typing in the chat
(without looking) from the box.
3. Teacher records the points
The appointed student will act and announces the winner.
 out or create movement to help
his team to guess the sentence.
3. The opposing team will
determine if the other group has
guessed the sentence correctly.
Correct answers will be
awarded points.
4. Team A will have 2 minutes
to guess the sentence. Correct
answers will be awarded points.
And the steps continue with the
next sentence for team B and so
forth.
*If the other team challenges
the validity of the sentence,and
manages to prove it, bonus point
will be awarded.
5. Group leaders make sure
points are recorded on the
whiteboard or Mahjong paper.
6. Winner is decided based on
the points accumulated.
Notes 1. Teacher needs to cut out the list of words for adverbs and
adjectives. Teacher can add more to the list.
2. Teacher needs to appoint timekeeper.
 APPENDIX 2

CHARADES
Write your sentences in the columns below.
 APPENDIX 2(a)
LIST OF ADJECTIVES
Group 1

FAINT YOUNG ROTTEN ANCIENT SCRAWNY

Group 2

EARLY LOUD BITTER FRESH EAGER

Group 3

MELTED THUNDERING STRONG GREASY CONFUSED

Group 4

PRICKLY STICKY BOILING BROKEN ADORABLE

Group 5

ROUND CROOKED DIRTY CUDDLY RESTFUL

 Group 6

WARM SQUARE MAJESTIC DEEP NOISY

Group 7

GENTLE HOLLOW PUNY BIG GLAMOROUS

Group 8

GIGANTIC FLAT FIRM CURLY STILL

 LIST OF ADVERBS

Group 1

CAUTIOUSLY VICIOUSLY KINDLY HASTILY THANKFULLY

Group 2

CARELESSLY WILFULLY LOUDLY SLOWLY LAZILY

Group 3

RAPIDLY GRACEFULLY EASILY LOUDLY PAINFULLY

Group 4

SILENTLY SOFTLY BRIGHTLY CUTELY FORCEFULLY

Group 5

HAPPILY CALMLY GUILTILY LOVINGLY WISELY

 Group 6

FUNNILY SECRETLY WICKEDLY NICELY MADLY

Group 7

SWEETLY ANGRILY TENDERLY SAFELY MERRILY

Group 8

URGENTLY WEAKLY WORRIEDLY REPEATEDLY LOOSELY

 APPENDIX 3

TEAM LEADER CHALLENGED!

TEAM LEADER CHALLENGED!

TEAM LEADER CHALLENGED!

 Module 3: 1-2-Freeze
Title/Theme People & Culture
Duration 1 hour
Objective(s) 1. Inculcate creativity in storytelling
2. Provide an insight into multicultural dimension in English
communication
Learning Outcomes Students will be able to:
a. predict a suitable ending for the story
b. come up with a freeze frame depicting the last scene (ending of
the story)
Skills Reading
Pre-requisite Skills/ Problem solving, Decision making
Knowledge
Materials/ Resources http://dramaresource.com/still-images-and-freeze-frames/
Short stories (Appendix 4): shorturl.at/mACDF
Comic creator platform: makebeliefscomix.com
Google Drive/ OneDrive
Instagram layout/ Artory application
Activities Offline Online
1. Teacher assigns students into 1. Teacher assigns students into
smaller groups ideally 6 smaller groups ideally 6
groups. groups.
2. Teacher distributes the 2. Teacher gives the link to the
stories (Story 1, 2 & 3) to the stories in Google Drive/
respective groups. OneDrive to students. Teacher
3. Two groups will be assigned distributes the stories (Story 1, 2
to read the same story . & 3) to the respective groups.
(Either story 1, 2 or 3). 3. Two groups will be assigned
4. Students (in their respective to read the same story.
groups) read the story assigned (Either story 1, 2 or 3).
to them and predict the ending. 4. Students (in their respective
5. Students are required to think groups) read the story assigned
of a freeze frame moment that to them and predict the ending.
would best illustrate the ending 5. Students are required to think
of the story. of a freeze frame moment that
6. Students stage their freeze would best illustrate the ending
frame in front of the classwhile of the story.
the story is displayed on a 6. Students create a comic strip
screen. to illustrate the ending of the
7. Teacher gets the class to story at makebeliefscomix.com.
respond to the ending depicted 7. Students share their comic
from the freeze frames strip to the class on the screen
performed by the two groups. and teacher gets the class to
8. Students decide which ending respond to the ending.
would best suit the story. 8. Students decide which ending
would best suit the story.
Notes:
1. Students may create a private
WhatsApp/ Telegram group for
the discussion.
2. Students may combine their
comic strips by taking
screenshot of their comic strips
and putting them in a layout.
They can use Instagram layout/
Artory application or any
platform to combine the images.
Freeze-frame, whereby the action in a play or scene is frozen, as in
a photograph or video frame. Freeze frame requires individuals or
groups to invent body-shapes or postures. Groups can be asked to
tell a story through a series of freeze frames. This can be an effective
method for students who are less inclined to improvise dialogue.
The still images can also be brought to life through improvisation.

Freeze frames can easily be used across the curriculum, for

example:
 a. Groups can tell a story by using three images to create a
beginning, middle and end.
b. You can help to improve vocabulary skills by asking
them to illustrate a word or phrase in a story using a still image.

How to create comic strip using makebeliefscomix.com:

1. Go to makebeliefscomix.com and click Create Comix!

2. You may login using your Google Account or just click X.

3. The template is ready for you to create the comic strip.

4. You can choose the characters and other features from this menu.
5. You can set your characters by using this menu.

6. Once the comic strip is done, you can just take the screenshot/ print screen of it.
 APPENDIX 4

STORY 1
Once, in the royal city of Isfahan, there lived a young man named Ahmed, who had a wife
named Jamell. He knew no special craft or trade, but he had a shovel and a pick. That was enough for
Ahmed. But it was not enough for Jamell.
One day, Jamell went to the public bath. At the entrance, the
taking

That evening, when Ahmed handed her his wages for the day, she said, at these few
measly coins! in the marketplace and be a
are you said Ahmed. do I know about fortune-
you just
throw the dice and mumble something. That, or I go to the house of my
That very night, at the palace of the King, the royal treasury was robbed. The theft was reported
he commanded. But though the fortune-
tellers cast their dice, not one could locate the thieves or the treasure.
The prime minister told the King about a new fortune-teller. So, he sent two guards to the
marketplace to bring Ahmed, who appeared trembling before him.
said the King, treasury has been robbed of forty chests. What can you tell me

you
find the
thieves and the tr

the King demanded.

day for

long time said the King. well, you shall have it. If you succeed, make you rich.

Back home, Ahmed told Jamell, see the trouble you have caused us? In forty days,the King

Ahmed one of
these dates each evening. That will tell me when my forty days
Now, it happened that one of the own servants was one of the forty thieves. That same
evening, he hurried to the meeting place and reported to their chief. is adiviner who says
he will find the treasure and the thieves in forty
said the chief. we afford to take chances. Go to his house and find out
house. Just then,
Ahmed took the first date from the jar and ate it. He told Jamell, The thief was so shocked,
he nearly fell down. He hurried back and told the chief, diviner has amazing powers. Without seeing
me, he knew I was on the roof! I clearly heard him say,
must have imagined said the chief. night, two of you will
So, the next they
tumbled over each
were the servant.

next
night four, then five, then six. And so it went till the fortieth night, when the chief said, time, go
with you all forty thieves climbed up roof to listen.
Adapted from Forty Fortunes told by Aaron Shepard
STORY 2
Once there lived an aristocratic family of hippopotamuses, the queen of hippopotamuses had
a child which she named Keo. He was the jolliest hippopotamus. On the same land, there lived a village
of black people. They were fond of eating hippopotamus meat whenever they could get it. This was no
secret to the hippopotamuses. Gouie was the son of the chief's brother and grandson of the village
considered many ways
of capturing the hippopotamuses and eventually, set about digging a great pit in the ground. When the
pit was finished, he covered it over with small branches of trees, so that no one would suspect there
was a big hole underneath.

to come here. I h
-uk-uk- laughed. Keo was in
such a happy mood that he scarcely noticed where he stepped, so he was much surprised when, in
the middle of a laugh, the ground gave way beneath him, and he fell to the bottom of Gouie's deep
pit. He was not badly hurt but began to think how he should get out again. Then Gouie peered over the
edge and he exclaimed: -- recognised the scent of a black
man. Gouie spoke in the hippopotamus language, which he had learned from his grandfather, the
work, and if I kill you for food I shall lose your tusks, which are not yet
grown. Why, O Jolly One, did you fall into my hole? I wanted to catch your mother or one of
your -uk-uk-

declared Gouie; as an afterthought, make a

bargain with me. I will let you go if you swear by the tusks of your grandfather that you will return to me

The youthful hippopotamus paused to think, for he knew it was a solemn thing to swear by
the tusks of his well; if you will now let me go I swear by the tusks of my grandfather

pleased, for he knew that in a year and a day Keo

o waddled away toward the river to see his mother.
When Keo returned to his mother safe and well, every member of his tribe was filled with joy. After he
told them that in a year and a day he must again become the slave of the black man, they began to
wail and weep. A great meeting
sworn by the tusks of his
try in some way to rescue him from death or a life of
Finally but a week of freedom remained to Keo, and his mother, the queen, became so nervous
and worried that another meeting of the tribe was called. By this time the laughing hippopotamus had
grown to enormous size and measured nearly fifteen feet long and six feet high, while his sharp tusks
my said
the mother, shall die of Uncle Nep, a wise and very big hippopotamus, said:
must keep his said the wise Uncle Nep. The mother hippopotamus groaned
continued.
rength is greater than that of
ten elephants. Let the man fear, for of all your race you are the The mother's heart
was full of joy. And when the day came for the Jolly One to give himself up to the black man they all
kissed him goodbye without a single fear for his safety.
Adapted from The Laughing Hippopotamus by L. FRANK BAUM
STORY 3
The boy is there, as he always is at 11:14 PM. I see him every day. And every day he stands
on the corner and watches, just watches. Every day his eyes track my movements as I walk home from

stands tall, his spine straight, and his eyes sweep

intensiveness to his gaze, like a big cat freezing up before it pounces on its unsuspecting prey. No
movements except that intense gaze following me.
ime I passed at 11:15; no sign of
him. His gray eyes are on me as they always are as I cross the street that goes into His Alley. His body

eyes. Without seeing him make any movements or gestures I could sense his confidence, he who had
to be about as old as me.
My hands shake as I tuck a lock of dark curls behind an ear. It has to be sensing, right? How
orner of an alley every night. Right? His face is
expressionless as he watches; no slight smirk, no grin, no frown. Nothing. And the guy I remember was
always sliding a smirk my way or grinning; he was never expressionless. Ever.

The wind whips a stray piece of hair into my eyes and I reach my hand up to re-tuck it behind
my ear as the breeze continues to tousle my hair.

deserted street. His hands are flat at his sides, not twitching, not shoved in his pockets like a normal

The chilly breeze picks up a notch, sending goose bumps racing across my skin.
eeze as a lone car passes us, the
driver only flickering a glance in my direction.

Hurrying across the street to the corner where the boy stands I push one hand into my jacket
pocket, squeezing the fingers shut against the cold. His eyes are still locked on me as I walked passed

11:15 as the alarm goes off.

My foot comes back down to the ground, continuing my step. And the boy, the same boy,

Adapted from goodreads.com

 Module 4: Pitching Idea
Title/Theme Science and Technology
Health and Environment
Duration 1 hour (Brainstorm & Research: 15 minutes, Preparing the Pitch:
15 minutes, Pitching Idea: 30 minutes)
Objective(s) 1. Inspire students to make a difference in everyday life
2. Build confidence in their use of spoken English
3. Give exposure to students on ways to deliver their ideas
effectively
Learning Outcomes Students will be able to:
a. Observe their surrounding and come up with possible solutions
for everyday problem or qualms.
b. pitch ideas for 2 minutes on various issues
Skills Speaking, Critical Thinking
Pre-requisite Skills/ Interviewing skill
Knowledge i-Think
Materials/ Resources Newspapers/ MagazinesBooks
Teacher/ Staff
Google Slides/PowerPoint Online, YouTube
Kid President Clip:
https://www.youtube.com/watch?v=4z7gDsSKUmU
Problem-Solving Form (Appendix 5)
Google Form link: https://forms.gle/nnvQ9piHNZJhHbTp6
Pitching Idea Peer Evaluation Form (Appendix 6)
Google Form link:
https://www.youtube.com/watch?v=Y9GBDSz9DSA
Suggestions of clips to generate ideas:
Epic Home Idea:
https://www.youtube.com/watch?v=-Xjm89LNU_M
Activities Offline Online
Brainstorm & Research (15 Brainstorm & Research (15
minutes): minutes):
1. Teacher writes 1. Teacher types
about how to about how to
.
2. Teacher elicits response from in the chat
students about this. box.
3. Teacher plays the video: 2. Teacher elicits response from
https://www.youtube.com/ students about this. Students
watch?v=4z7gDsSKUmU (Kid type in the chat box.
President Clip) and see if 3. Teacher shows this video on
students can add more to the list YouTube:
they had earlier. https://www.youtube.com/
4. Teacher discusses with class watch?v=4z7gDsSKUmU (Kid
changes they would like to see President Clip) and see if
take place in their life. students can add more to the list
5. Teacher plays the second they had earlier.
inspiring video about making a 4. Teacher discusses with class
difference: changes they would like to see
https://www.youtube.com/ take place in their life. Students
watch?v=-Xjm89LNU_M may respond verbally or type in
6. Before teacher plays the the chat box.
video, teacher asks students to 5. Teacher plays the second
discuss how John-Son Oei inspiring video about making a
managed to ensure the difference:
continuity of this project. https://www.youtube.com/
(Possible Answer: Ordinary watch?v=-Xjm89LNU_M
People can make change 6. Before teacher plays the
happen, ensuring the cost would video, teacher asks students to
not be an issue, paying it discuss how John-Son Oei
forward-relying on human managed to ensure the
charity tohelp others) continuity of this project.
7. Teacher asks students to (Possible Answer: Ordinary
discuss in small groups what people can make change
possible change can take place happen, ensuring the cost would
in their class and share with not be an issue, paying it
others. forward relying on human
charity to help others)
 7. Teacher asks students to
discuss in small groups what
possible change can take place
in their class and share with
others.
Note: Students may create a
private WhatsApp/ Telegram
group for the discussion.
Preparing the Pitch (25 Preparing the Pitch (25
minutes): minutes):
8. Teacher assigns the class into 8. Teacher assigns the class into
smaller group and gives each smaller group and shares
student the Problem-Solving Problem-Solving Form on the
Form (Appendix 6) and explains screen (Appendix 5) and
to the class that by using the explains to the class that by
form they get to conduct their using the form they get to
own research within the school conduct their own research
compound and find ideas/ within their house area and find
solutions. ideas/ solutions.
9. Teacher gives suggestions on *Teacher copies link to the
possible topics of interest for Google Form.
example: 9. Teacher gives suggestions on
- Excessive use of polystyrene possible topics of interest for
- Scattered books in the college example:
- How media literacy can help - Excessive use of polystyrene
students discern fake news - Scattered books in the college
- Creating awareness on organ - How media literacy can help
donation students discern fake news
- rest - Creating awareness on organ
about a product: donation
(i) book -
(ii) movie about a product:
(iii) gadget (i) book
10. Students are allowed to go (ii) movie
around colleges utilising the (iii) gadget
resources available. 10. Students are encouraged to
11. Students return to respective utilise the resources available.
classes and brainstorm the best 11. Students brainstorm the best
way to pitch their idea. (10-15 way to pitch their idea. (10-15
minutes. minutes.
Pitching of Ideas (20 minutes): Pitching of Ideas (20 minutes):
12. Teacher explains that each 12. Teacher explains that each
student needs to pitch their ideas student needs to pitch their ideas
and shares how it is going to be and shares how it is going to be
conducted. conducted.
13. Teacher allows students 13. Teacher allows students
time to prepare for their pitch. time to prepare for their pitch.
Each student pitches their ideas Each student pitches their ideas
for two minutes in their for two minutes in their
respective groups. (Refer to respective groups. (Refer to
Teacher Notes on the Teacher Notes on the
Guidelines for a Pitch) Guidelines for a Pitch)
14. Students nominate the best 14. Students nominate the best
pitch idea for the group. pitch idea for the group by
Students may use Appendix 6 to filling in the Google Form
evaluate the pitching. provided by teacher.
2-minutes Pitching Ideas
How to do it?
a. Greetings
b. Start with a connection: fact/ example/ story that helps audience
to connect with the topic/ issue.
c. What are the Challenges/ Opportunities?
d. How can this be started fast and in a small scale (achievable)
e. Conclude and thank you
How to assess the scope of an idea, from narrow to grand:
a. Tiny tweak to something already in existence
b. New feature or enhancement of existing product/ website/
company
c. A major new area of an existing product/ website/ company
d. An entirely new, but small, and simple project
e. An organisational, directional, or philosophical change to an
existing organisation
Note: Students are encouraged to use i-Think during the drafting
process.
 APPENDIX 5
PROBLEM-SOLVING FORM

Step 2:
Step 1:
Analyse The Step 3:
Identify
Data & Finding
Problem &
Generate Solution
Gather Data
Solutions

What is going on? What are the roots What is the best
causes? thing to do?

What do we know? What could we do? How do we go about

it?

You can draw your solutions here:

 APPENDIX 6

PITCH IDEA PEER EVALUATION FORM

NAME:

of reflections that you need to assess. Please tick in the suitable box for each reflection.

Reflection

1 I can hear the pitch clearly.

2 I understand the pitch.

3 I think he/she has done

his/her best.

4 I enjoy the pitch.

What I love about the pitch:

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

What can be improved:

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
 Module 5: Product Poster Ads
Title/Theme Consumerism & Financial Awareness
Duration 1 hour
Objective(s) Promote the discussion in English on general topics and
world problems
Learning Outcomes Students will be able to:
a. produce a poster ad for their product or idea
Skills Vocabulary
Pre-requisite Skills/ Negotiation
Knowledge Communication
Collaboration
Materials/ Resources Kahoot link: shorturl.at/gCTX4
Drawing block
Colour pencils
Markers
Sample stories (Appendix 7)
Sample posters (Appendix 8)
Activities Offline Online
Introduction: Introduction:
1. Teacher asks students to 1. Teacher asks students to
match the terms below to their match the terms below to their
meaning: meaning. Teacher shares
- Consumerism Kahoot link to students:
- Advertising shorturl.at/gCTX4
- Marketing - Consumerism
- Globalisation - Advertising
- Pricing - Marketing
- Mass production - Globalisation
- Ethics - Pricing
- Fair trade - Mass production
- Environmental sustainability - Ethics
- Fair trade
- Environmental sustainability
 2. Teacher distributes articles 2. Teacher shows how an idea
(Appendix 7) and asks students materialises (Appendix 7) on
to read how an idea materialises. the screen.
Prep Time: Prep Time:
1. Teacher assigns students into 1. Teacher assigns students into
groups of four. groups of four.
2. Each group has to come up 2. Each group has to come up
with a poster for a product or an with a poster for a product or an
idea they wish to promote. idea they wish to promote by
using any poster making
platform (e.g. Canva, PicsArt,
Artstory etc.)
Note: Students may create
poster using drawing blocks,
snap picture of their poster and
send it to their teacher.
Gallery Walk: Padlet Walk:
1. Students go around and have 1. Students share their posters
posters. on Padlet and have a look at
posters.
Suggestion:
Students can use the ideas from their pitch in Module 4 for the
poster Ads activity.

How to set up a Padlet:

a. Go to padlet.com and log in with your Google account.
b. Click Make A Padlet.

c. Choose a suitable layout.

d. Fill in the details for the Padlet.

Title: Product Poster Ads, Description:
e. Find Reactions and click on it.

f. Choose a suitable reaction to rate the poster and click on it. Then, click the tiny arrow
next to Reactions.

g. Click Next and click Start Posting.

h. Click Share and choose Copy link to clipboard. Share the link with students. Students
can start posting their poster by double clicking on the space in the Padlet.
 APPENDIX 7

Stranger hides £5 notes in books

Chris Topping got more than he

expected when he opened a book in his
local bookstore. The 24- year-old from
Liverpool was browsing through the
The Fox and the Star in
February 2016 when he came across an
anonymous note hidden in some of the
pages.

smiling at you today. Enjoy a cuppa on me or pass it along to give another a smile to

Chris said the note did indeed leave him smiling all day and he decided to do

is, so I thought
 APPENDIX 7
Café owner invites homeless person raiding her bins for free meals inside

A café owner's touching message to a

homeless person, which reads "You're
a human being and worth more than a
meal from a dumpster" has swept
across the internet.

Ashley Jiron, who runs P.B. Jams, a restaurant

in Oklahoma, USA specialising in peanut
butter and jelly (jam) sandwiches said she
was heartbroken when she noticed some of the
rubbish bags containing discarded food had
been torn open and some of the food removed.

told KFOR News.

She typed out a note addressed to the anonymous

homeless person and pinned it to her restaurant window.

"To the person going through our trash for their next meal," it began. "You're a human
being and worth more than a meal from a dumpster. Please come in during operating hours for
a classic PB&J, fresh veggies, and a cup of water at no charge.

help and we just needed someone to extend that hand and if I can be that one person to extend
APPENDIX 8
APPENDIX 8
APPENDIX 8
APPENDIX 8
 APPENDIX 8

EXAMPLE OF A GOOD POSTER DESIGN

 APPENDIX 8

EXAMPLE OF A BAD POSTER DESIGN