the language focus. Unit 3, just as Unit 1 and Unit 2, the language focus is divided into two namely grammar and vocabulary. The grammar focus in Unit
3 is the preposition used in itineraries like for, by, on, and at, while the vocabulary focus in Unit 3 is words and terms related to the trip in automotive
field and business. The fifth item is indicators. The indicators are created based on the
standard competence and also the syllabus used in the school. The sixth item is the learning activities. Similar with Unit 1 and Unit 2,
the sequence follows the with-in task sequence proposed by Nunan and the sequence of the skills is comprehension skills before production skills. The
first step in the Unit 3 is pre-task activities. In this step, the students are introduced with the topic through a picture and some questions.
The second step is task proper 1. In this step, the students are provided with some tasks to study about the expressions of asking for information,
public transportation schedules, and also itineraries. Students are provided with the vocabulary activity in this step as well. The next step is follow-up 1. In this
step, students are given tasks related to the previous explanation in order to check their understanding towards the materials.
After that, the next step is task proper 2. In task proper 2, the English skills are speaking and writing. Students are given chances to practice the
language and study about the grammar input. Then, the next step is follow-up 2. Here the students are given chances to produce the language that they have
been learnt before both in speech and in writing. After that, they make a reflection and read a summary on what they have learnt so far in this unit.
The last item in the course grid is the input. There are six inputs provided in Unit 3: short dialogues, public transportation schedules and itineraries, lists
of relevant vocabulary, the explanation of expressions of asking for information, features of public transportation schedules and itineraries, and
explanation of preposition used in itineraries.
3. The First Drafts of the Materials
The first drafts of the materials consist of three units. There are 16 tasks in each unit. The developed tasks in each unit will be described in the following
tables. Each description covers the title of each skill, tasks’ instructions, and brief
descriptions of the tasks.
Table 4.24: The First Draft of Unit 1 Let’s get ready.
Task 1 Instruction: With your friend, look at the following picture and
answer the questions. Description: This task makes the students understand what they
are going to learn in this unit.
Let’s listen and read.
Task 2 Instruction: Read the text about the description of a mechanic
tool box below. Description: This task is aimed at giving examples the materials
that students are going to learn in this unit. It makes students have some background knowledge about the text type that they
are going to learn in this unit.
Task 3 Instruction: The following words are taken from the previous
continued
task. Study these words and then match them with their definitions. Number one has been done for you. You may use
your dictionary if necessary. Description: This task is aimed at giving the vocabulary
enrichment for the students. The vocabulary list is related to the text that they find in the previous text.
Task 4 Instruction: Listen to the recording and complete the missing
information based on the dialogue that you heard from the recording.
Description: This task is aimed at giving examples the materials that the students are going to learn in this unit. It makes the
students have some background knowledge about the expressions that they are going to learn in this unit. Moreover,
they will enrich their vocabulary.
Task 5 Instruction: Study the explanation below.
Description: This task is aimed to provide students with the language features of asking for and giving description of
something and the typical words used to describe something.
Task 6 Instruction: Listen to the recording to complete the missing
expressions below. The expressions are provided in the box. Number one has been done for you.
Description: This task is aimed to give another example of expressions of asking for and giving description of something
and to check th e students’ understanding related to the previous
task. Task 7
Instruction: Study the note about descriptive texts below. Description: This task is aimed to provide students with the
characteristics and the parts of descriptive text.
Task 8 Instruction: Read the jumbled paragraphs about crocodile jacks
below. Then, number them into a good sequence of a descriptive text.
Description: This task is aimed to check the students’ understanding related to the previous task, to enrich the
vocabulary, and to master their pronunciation.
Task 9 Instruction: Now, answer the following questions based on the
text that you have arranged in Task 8.
continued
continued
