Page 34 - MUET My Way (2022)

MUET My Way Teacher's Handbook

2 Using the vocab booster tables for Writing phrases either to describe and ‘solution’ then ask them
Task 1 (pg __ - __), students write about problems and let downs, and to share the audio files in
their ‘problems’. They MUST use at least later to use various positive the class WhatsApp group or
3 of the phrases provided in the list and expressions to give advice and to be played aloud in class.
do encourage them to use better quality hope. When they are recording, they
phrases instead of ‘I’m sick.’, ‘I’m sad.’, ‘I had are practicing speaking with
a bad time.’. an authentic reason and do
3 Get students to describe their problem remind them to look up the
according to one of these categories – pronunciation of unfamiliar
love, money, friendship, health, career (you words in Google or similar
may want to assign the genres to get a fair which will help them master
distribution of topics or they will all write the new lexis. Alternatively,
about love and/or friendship!) they can make a TikTok video
4 After students ‘post’ their letters, give out the to showcase their unique
letters to students and get them to reply to ‘problem’ and ‘solution’ for their
the letters using ‘positive phrases’ from the agony column then share in
vocab list. They must use at least 3 phrases their class WhatsApp.
they have never used (to avoid using phrases
they already know) in their responses.
5 Reader’s Digest Word Power Students will be motivated to Students design their own quiz
1 Students attempt the vocab quiz section of learn new and better quality using the same format as in
the popular magazine. words when they try out the Reader’s Digest. They may
2 Students select 3 new words and the word power quiz in this photocopy for friends or post
demonstrate their understanding by using popular magazine. to their blogs and students
them in a single sentence. can try to answer their friend’s
3 They then volunteer to read the sentence quizzes.
aloud and the other classmates try to write
down (dictation) the 3 new words. It can be
turned into a game where the student who
gets the most correctly spelt words wins a
prize.

C Teaching Syntax

No Suggested Lessons Rationale Enrichment
1 Simple vs Compound vs Complex Sentences Students need to learn that Rather than the teacher
1 Using the notes in Writing Task 1 (pg. ), discuss they only warrant higher marks explaining the concepts,
the example sentences with the students. for language fluency when assign each group one of the
2 Explain that simple sentences have one main they are able to use the various types of sentences and ask
verb, a subject and sometimes a predicate. syntax types with ease. them to do research using
3 Compound sentences usually use posters found on Google
conjunctions (teach them the acronym images or Pinterest. They can
FANBOYS – For, And, Nor, But, Or, Yet, So) then present in front of class
4 Teach them how to rearrange sentences by in the traditional way, 1 stay
moving the object to the front, starting the and 3 stray method, prepare a
sentence with a linker in front and a comma PowerPoint presentation or do
in the middle (inverted sentence). Teach a poster exhibition etc.
them how to add relative clauses – ‘yang’
in BM = that/which/who/whom /whose/
where/when
5 Students present their sentences and
teacher gives feedback.
2 Sentence Type Identification Students are more likely to be This lesson can be repeated
1 Students select an article of their own topic motivated when they have multiple times, or at least once
choice. They may print from the internet or a say in the topics that they a month. The art block paper
photocopy from books or newspapers, etc. research. This activity uses a can be filed and made into
TEACHER'S HANDBOOK

274