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Unit Topics
Basic Competences
involves the expressions of asking and offering help
Unit 4 WHERE IS THE
SCHOOL? Giving direction
Understanding basic expressions for
daily communication that involves the expression of
asking and giving direction
B. Learning Objectives
According to Kemp, Morrison and Ross 1998, learning objectives are statements that define the expected goal of a curriculum, course, lesson or activity
in terms of demonstrable skills or knowledge that will be acquired by a student as a result of instruction. The learning objectives of each unit are presented in Table
4.3 The Learning Objectives.
Table 4.3 The Learning Objectives Unit
Learning Objectives
Unit 1 HOW ARE YOU?
The students are able to: Identify greetings and leave-taking expressions in the
conversation Mention the expressions of greetings and leave-
taking expressions in the conversation Greet others using an appropriate expression
Respond to greetings and leave-takings using an appropriate expressions
Unit 2 HER NAME IS AJENG
The students are able to: Identify the expressions of introducing themselves
and others Mention some expressions that are used to
introduce themselves and others Introduce themselves and others using an
appropriate expression Respond to others’ introduction using appropriate
expressions
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Unit Learning Objectives
Unit 3 LET ME HELP YOU,
SIR The students are able to:
Identify the expressions of asking and offering helps
Mention some expressions that are used to asking and offering help
Ask a help using appropriate expressions Respond to others’ request using appropriate
expressions Unit 4
WHERE IS THE SCHOOL?
Mention the vocabulary used to give direction Mention the expressions used to give direction
Ask direction using appropriate expressions Give direction using appropriate expressions
C. Teaching and Learning Activities
The writer formulated the teaching and learning activities based on the result of the pre-design questionnaire. From the data, the writer understood the teaching
and learning activities that were demanded by the students. It helped the writer to make the appropriate teaching and learning activities. After selecting the teaching
and learning activities, the writer selected the materials and designed the materials based on the
students’ characteristics, the goal, topics and general purposes, the learning objectives, the teaching and learning activities and the theory of task
based language teaching. In the material design, the writer divided each unit into five sections. The
sections are Recall Your Memory, Be Ready, What to Say, L et’s Practice, and
Time to Reflect. The model unit of the materials can be seen in the Table 4.4 The Model Unit.
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Table 4.4 The Model Unit Unit
Section Activities
Unit 1 HOW ARE YOU?
Recall Your Memory Share past experience
Be Ready Listen to the recorder
Read a dialogue Underline the
expression What to Say
Language expressions Let’s Practice
Make a conversation Practice in a group
Time to reflect Recall what they have
learn
The explanation of each section are as the follows.
a. Recall Your Memory
The first section of each unit was Recall Your Memory This section had function as the schema building in the Nunan
’s task based procedure. In this section, the students would try to recall their past experiences about the topic. By
recalling their past experiences, the students could guess the topic of the lesson. Pictures stories, sharing personal experiences, question and answer activities are
used in this section. This section aimed to prepare the student before entering the main activity. The example of this section can be seen in Figure 4.1 The Example
of Recall Your Memory Section.
