1. use cardinalordinal numbers in several contexts appropriately.
2. arrange words to describe things according to its colours, shape, origin, size, materials,
quality and quantity appropriately. 3. arrange words to describe people according
to the profession, nationality, physical appearance,
characteristic, quality,
and activities appropriately.
4. arrange words to describe an event according to the time of the day, name of
daydate, month, year appropriately. 5. apply antonym synonym appropriately.
4 Could you help me?
At the end of the lesson, the students are able to:
1. apply the expressions of regrets and
apologies appropriately. 2. apply
the expressions
of sympathy
appropriately. 3. apply the adjectives of feelings, adjectives
‘–ing’ vs
‘–ed’, and
adjectives set
expressions appropriately. 4. apply
subject- verb
agreement appropriately.
5. apply the expressions of asking for and giving permission appropriately.
6. apply the expressions of commands and requests appropriately.
7. apply the expressions of offering things and services appropriately.
8. apply modal + auxiliary appropriately.
d. Classifying the Subject Contents of the Designed Materials
The contents of the designed materials were determined based on the needs survey data, goals, topics, general purposes and learning objectives. Adapting the
concept of scaffolding in teaching-learning cycle Feez and Joyce, 2002: 28, the subject contents of each unit was divided into two main sections. First section is
Oracy Cycle which focuses on Listening and Speaking skills. Second section is
Literacy Cycle which focuses on Reading and Writing skills. Each cycle in the
designed materials consisted of four activities, namely Building Knowledge of the Field, Modelling of the Text, Joint Construction of the Text, and Independent
Construction of the Text. It would be explained further as follows:
1 Building Knowledge of the Field
The activities
involved in
this part
are brainstorming
ideas from
imagespictures, practicing sample of dialogues, discussing some questions, and dictating. This part is aimed to brainstorm the students’ prior knowledge toward the
topic given. It describes what the students already know about it. It enables the students to comprehend the lesson easier. Besides, this part is aimed to give the
students deeper explanation of the topics. This part provides both oral and written pronunciation exercises.
2 Modelling of the Text
In this part, the activities involved are practicing sample of dialogues and texts which are intended to provide examples for the students to comprehend particular
topics. This part facilitates the students with oral and written practice. Besides, it is also aimed to enable the students to do the next activities in the next part.
3 Joint Construction of the Text
The activities involved in this part are in the form of role playing, arranging jumbled dialogue into a proper dialogue. By doing the activities, the students are
expected to practice the topics have learned. This part provides oral and written exercises which can be done individually or in a group.
