Learning Materials CONCLUSIONS, IMPLICATIONS, RECOMMENDATIONS
D. Learning Materials
Enclosed.E. Teaching and Learning Media
1. Handoutmodule 2. Laptop 3. SpeakerF. Evaluation
1. Students’ participation in class 2. Students’ answer some questions provided in a reflection part Let’s ReflectG. References
Azar, B. S. 2002. Understanding and Using English Grammar 3rd Ed. with Answer Key. New York: Longman Pearson Education. nurinuryani.wordpress.com www.theknot.com www.espressoenglish.netenglish-speaking-courses 44 LESSON PLAN Unit 4: That’s a Very Kind Offer from UsA. General Purposes
The general purposes of this unit are: 1. The students identify a wedding brochure. 2. The students explain a wedding brochure. 3. The students tell large numbers correctly. 4. The students reflect the lesson learned.B. Learning Indicators
In the end of the lesson, the students are able to: 1. Comprehend a wedding brochure carefully. 2. Give one sentence representing a content of a given wedding brochure. 3. Read and learn about how to explain a wedding brochure. 4. Listen and fill in the blanks of a passage about wedding brochure explanation. 5. Write a script of explaining a wedding brochure. 6. Explain a wedding brochure. 7. Read and learn about large numbers in English. 8. Do an exercise on large numbers in English. 9. Answer the questions about the lesson learned.C. Learning Activities
Learning Activities Time Allotment PRE-ACTIVITIES Let’s Begin 1. The students learn about an example of wedding brochure. 2. The teacher asks the students to mention one sentence that represents any information within the wedding brochure. 3. One by one in one turn, the students say one sentence or information from the wedding brochure. 4. The teacher might continue to the second turn if necessary and if the time allows. 20’ WHILST -ACTIVITIES Let’s Prepare 1. The teacher explains how to explain the wedding brochure. 2. The students listen to the teacher’s explanation about how to explain the wedding brochure. 3. The teacher asks the students to comprehend a wedding brochure to be used in a recording that will be listened to. 4. The students listen to a recording between a client and a wedding organizer discussing a wedding brochure using utterances learned previously. 5. While listening to the recording, the students fill in the blank spaces. 20’Parts
» English for wedding organizers: project-based learning.
» PROBLEM LIMITATION RESEARCH QUESTION
» RESEARCH OBJECTIVE ACCOUNTABILITY OF MATERIALS
» Situation in EOP English for Occupational Purposes EOP
» Participants as a resource in EOP courses
» Materials in EOP English for Occupational Purposes EOP
» Second Language Teaching and Learning Theory
» Wedding Organizer Profile Wedding Organizer
» Wedding Vendors Wedding Organizer
» Communicative Skills in English at the Workplace
» Project-Based Learning THEORETICAL REVIEW
» Task-Based Learning THEORETICAL REVIEW
» Educational Research and Development R D
» Instructional Design Model IDM
» Materials Adaption THEORETICAL REVIEW
» Materials Evaluation THEORETICAL REVIEW
» Related Studies THEORETICAL REVIEW
» THEORETICAL FRAMEWORK LITERATURE REVIEW
» Research and Information Collecting
» Planning Preliminary Form of Product Preliminary Field Testing
» Main Product Revision Main Field Testing
» Planning Preliminary Form of Product
» Preliminary Field Testing Main Product Revision
» Main Field Testing RESEARCH PROCEDURE
» The respondents in Research and Information Collecting
» The respondents in Preliminary Field Testing The respondents in Main Field Testing
» Survey Data Gathering Technique
» Interview Data Gathering Technique
» Observation Data Gathering Technique
» Test Data Gathering Technique
» Questionnaire Data Gathering Instruments
» Interview Protocol Data Gathering Instruments
» Field Notes Data Gathering Instruments
» Test Worksheet Data Gathering Instruments
» Descriptive Qualitative DATA ANALYSIS TECHNIQUE
» Descriptive Statistics DATA ANALYSIS TECHNIQUE
» Inferential Statistics DATA ANALYSIS TECHNIQUE
» Instructional Problems Research and Information Collecting
» Learner Characteristics Research and Information Collecting
» Let’s Begin The Steps of the Development of the Designed Materials
» Let’s Prepare The Steps of the Development of the Designed Materials
» Let’s Learn The Steps of the Development of the Designed Materials
» Content Sequencing Let’s Reflect
» Instructional Strategies Let’s Reflect
» Planning and Project Management
» Formative Evaluation Revision Let’s Reflect
» Designing the Message Preliminary Form of Product
» Development of the Instruction Support Services
» Teacher’s Book The Presentation of the Development Product
» Students The Presentation of the Development Product
» was the total mean score of this topic. The result represented the
» was the total mean score of this topic. All of the evaluators agreed
» Overview of the Suggestions in Preliminary Field Testing
» Main Product Revision The Acceptability of the Development Product
» Implementation Main Field Testing
» Materials Evaluation Main Field Testing
» Overview of the Suggestion in Main Field Testing Measurement Data
» Operational Product Revision The Acceptability of the Development Product
» CONCLUSIONS CONCLUSIONS, IMPLICATIONS, RECOMMENDATIONS
» IMPLICATIONS CONCLUSIONS, IMPLICATIONS, RECOMMENDATIONS
» Recommendations for material users
» Total Mean Score Recommendations for future researchers
» Unit 4: Persuading Clients Recommendations for future researchers
» Unit 5: Handling Clients Recommendations for future researchers
» Team Presentation Field notes by Evaluator 4
» General Purposes CONCLUSIONS, IMPLICATIONS, RECOMMENDATIONS
» Learning Indicators CONCLUSIONS, IMPLICATIONS, RECOMMENDATIONS
» Learning Activities CONCLUSIONS, IMPLICATIONS, RECOMMENDATIONS
» Learning Materials Teaching and Learning Media
» Evaluation References CONCLUSIONS, IMPLICATIONS, RECOMMENDATIONS
» Learning Materials CONCLUSIONS, IMPLICATIONS, RECOMMENDATIONS
» References CONCLUSIONS, IMPLICATIONS, RECOMMENDATIONS
» General Purposes Learning Indicators
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