next tasks. In the controlled practice stage, students use the target language vocabulary, structures and functions. In the authentic reading practice, students do
reading comprehension activities. In the focus on linguistic elements stage, students are expected to understand the linguistics elements of the descriptive
texts. In the providing freer practice stage, students do less guided tasks in pairs or groups. In the last stage that is introducing the pedagogical tasks, students have
grammar and vocabulary review.
a. The Course Grid of Unit 1
The course grid of Unit 3 is derived from core competence 1, 2, 3 and basic competence 1.1, 2.2 and 3.10. The topic of this unit is the characteristics of
particular pets . Unit 1 focuses on descriptive texts. The title of Unit 1 is “Missing
Pets”. The title indicates that the unit focuses on the description of a particular animal. The focuses of the grammar are simple present tense, the use of pronouns
and adjectives.
b. The Course Grid of Unit 2
The course grid of Unit 1 is derived from core competence 1, 2, 3 and basic competence 1.1, 2.2 and 3.10. The topic of this unit is the characteristics of
missing person. Unit 2 focuses on descriptive texts. The title of Unit 1 is “A Missing Person”. The title indicates that this unit focuses on the description of a
particular person. The focuses of the grammar are simple present tense, the use of pronouns, the use of adjectives and the degree of comparison.
c. The Course Grid of Unit 3
The course grid of Unit 2 is derived from core competence 1, 2, 3 and basic competence 1.1, 2.2 and 3.10. The topic of this unit is the characteristics of a
particular house. Unit 1 focuses on descriptive texts. The title of Unit 1 is “Houses for Sale”. The title indicates that this unit focuses on the descriptive texts about
particular houses. The focuses of the grammar are simple present tense, the use of adjectives and preposition of place behind, in front of, between, beside, and next
to
3. The Unit Design of the Materials
After the course grid was developed, the next step was developing the materials. The figure below presents the parts of each unit of the materials.
Figure 4.1. The Unit Design of the Materials
Schema Building Controlled Practices
Authentic Reading Practices
Focus on Linguistic Elements
Freer Practices Pedagogical Tasks
Reflection Are you ready?
Be ready Let’s Read
Let’s find out
Let’s do this
Reflection
UNIT DESIGN
