The next task for this cycle is Task 5 which becomes the follow-up activities for the previous task. In this task, the learners are required to listen again
to the same dialogue they have listened in task 4, and then fill the blanks in the script provided.
Task 6 is the production section of the listening and speaking section. There is a script of a conversation between a pedestrian and a foreign tourist. This
script contain expressions of asking for and giving directions. In pairs, the learners have to perform the dialogue in front of the class. By the end of this task, there is
a “For Your Information” column. In the next task, the learners are required to study the expressions of
asking for and giving directions. A Table of the expressions of asking for and giving directions is provided and the learners are required to pronounce them
aloud. In this task, there is also an explanation about the prepositions of place as well as the examples how to use them.
Task 8, the follow-up for the grammar focus section, requires the learners to arrange some jumbled sentences of asking for directions. There are five
jumbled sentences, containing different forms of the expressions of asking for directions.
In the next task, task 9, the learners is provided with a simple town map. They are required to study the map, and based on the map decide whether
the following statements are tre or false, and if it false, they have to give corrections. The function of this task is to introduce the reading and writing
section of this unit. The learners are required to read a map and get the
information about the locations in the map so that they can use it to give directions.
In task 10, the types of activities are completing sentences based on the information contained in a town map. The learners are required to use correct
prepositions of place to complete the sentences. This task also help deepen the learners’ knowledge about the prepositions of place. By the end of this task, there
is a “Did You Know?” column that will enrich the learners’ knowledge with a unique fact about the hotel around the world.
Task 11 is the ultimate task in this unit. In pairs, the learners are provided with two maps of the same town, but containing different information.
The learners are required to complete the map by getting the information they lack form their partner. They have to use the expressions of asking for and giving
directions, and perform a role play in front of the class. The next section is Homework. This section involve task 12 and 13. In
task 13, the learners are provided with an incomplete map. They are also provided with some information they can use to complete the map. Then they are required
to compose a dialogue containing the expressions of asking for and giving directions to complete the map. In task 13, the learners, in pairs are required to
draw their own map. From their map, they have to perform and record a conversation containing the expressions of asking for and giving directions and
submit it to the teacher. The next section is Reflection. The function of this section, the same as
in the previous unit, is to measure how much the learners have learnerd from this
unit.The final section is Summary. The learners are provided with some important materials contained in this unit so that they can learn again at their will.
c. The Description of Unit 3
The title for Unit 3 is “I suggest you to visit Prambanan temple, sir” The title was taken from one of expressions used in giving suggestion. The
description about the objectives of this unit was provided in the introductory paragraph.
Based on the design, the first section is Lead-in. In this section, the learners are provided with tasks which create background knowledge and a
context for the further activities. There are two tasks provided in this section, Task 1 and Task 2. The type of activities for Task 1 is matching pictures with names.
The pictures themselves are pictures of some examples of tourism spots. The purpose of this task is to build the learners’ knowledge about this unit as well as to
enrich their vocabularies about tourism spots so they can use them later in this unit.
Task 2 contains a paragraph with some blanks on it. In this task, the learners are required to fill in the blanks using words provided. The paragraph is a
descriptive paragraph about a famous tourism place. After the Lead-in section, there is the Lesson Proper section. In this
section the learners are to do and to perform a number of tasks which are given in order to achieve the learning objectives. The tasks were developed from the
course grid. The total tasks for this section are 10 tasks which start from Task 3 to
Task 12. The tasks are divided into two parts, i.e listening and speaking and reading and writing.
The first task for the Lesson Proper section is Task 3. It functions to enrich the learners’ vocabulary mastery. The type of activities in this task is
listening to vocabularies pronounced by the teacher. Then, the learners have to write down the vocabularies in the table provided. There is a list of phonetic
transcription that helps the learners guess the vocabularies. After that, the learners are required to compose simple sentences using the vocabularies they have written
down. Task 4 belongs to listening cycle. In this task, the learners have to
listen to a dialogue and answer short questions related to the dialogue. The dialogue itself is a conversation between a reception staff and a guest. It involves
some expressions of asking for and giving suggestions. Task 5 is the follow-up activity for task 4. In this task, the learners
have to listen again to the dialogue. After that, they have to decide whether the statements are true or false based on the dialogue.
The next task belongs to spoken cycle. The learners are provided with a dialogue containing some expressions of asking for and giving suggestions.
They have to perform the dialogue in front of the class in pairs. One learner acts as the guest 1 and the other acts as the guest 2. The learners’ level of fluency and
pronounciation will be measured from this task. In task 7, the learners are provided with an explanation about
expressions commonly used for asking for and giving suggestions. There are also
stated the formality categories of the expressions. Besides, they are also provided with the pattern of simple present tense. The leareners are required to study this
pattern as well so that they can decribe tourism places correctly when giving suggestions. By the end of this task, there is a “For Your Information” column
which gives the learners unique cultural information. The next task in this unit is Task 8 which was designed to help the
learners understand the expressions which were explained in the previous tasks. In this task, there are five jumbled expressions of asking for and giving suggestions.
The learners must re-arrange those expressions into correct ones and pay attention to the puctuation used.
The reading and writting section starts at task 9. The type of activities in this task is composing a dialogue based on certain information. The learners are
provided with some information by the teacher. They are required to compose a dialogue containing some expressions of asking for and giving suggestions using
the information. By the end of this task, there is a “Did You Know?” column which gives a unique fact about a famous hotel to the learners.
In the next task, Task 10, the learners are asked to study a brochure. The brochure is about tourism spots. Then, the learners are required to answer the
questions related to the content of the brochure. Task 11 is the follow-up task for the previous task. In this task, the
learners are required to read the brochure again and decide whether the statements are true or false based on the information contained in the brochure. If the
statement is false, they have to provide the reasons.
