Developing a set of integrated english instructional materials for the advanced level students of St. Aloysius Gonzaga English Language Institute, Taunggyi Myanmar - USD Repository
DEVELOPING A SET OF INTEGRATED ENGLISH INSTRUCTIONAL
MATERIALS FOR THE ADVANCED LEVEL STUDENTS OF ST.
ALOYSIUS GONZAGA ENGLISH LANGUAGE INSTITUTE, TAUNGGYI
MYANMAR
A Thesis
HOPE
By Emily Dickinson
Hope is t he thing wit h f eat hers
That perches in the soul,
And sings t he t une wit hout t he words,
And never st ops at all,
ACKNOWLEDGEMENTS
Many people have contributed to the completion of this undergraduate thesis and my study in Sanata Dharma University. First of all, I would like to express my great thank to Almighty God for His continuous blessings on me. My deep gratitude goes to Sanata Dharma University that has granted
I am deeply thankful to my academic advisor, Drs. Concilianus Laos
Mbato, M.A and all lecturers of English Language Education Study Program
for their guidance, knowledge and care in educating me. I also would like to thank all staffs of PBI department, Yayasan and Sanata Dharma University for their help and hospitality.
My special thanks to Ibu Indri from Semarang for her generosity care and support. I would be in trouble without her help. I also would like to thank to
TABLE OF CONTENTS
Page PAGE OF TITLE …….……………………………………..………............ i APPROVAL PAGES ……………………………………….…………….... ii DEDICATION................................................................................................ iv
CHAPTER 2. LITERATURE REVIEW ………………….....…….…....…
8 2.1 Theoretical Description ……………………….......…….
8 2.1.1 Instructional Design Models ………………...………..
8 2.1.2 Communicative Language Teaching ……….......….....
11 2.1.3 Integrated Language Instruction …………..……….....
14 2.1.3.1 Content-Based Instruction……………….…….…....
15
3.2 Research Participants ………………………….…....…..
26 3.2.1 Participants of Needs Survey …………………....…....
26
3.2.2 Participants of Evaluation Survey …………….………
27 3.3 Research Setting ……………………………….…....…..
27
3.4 Research Instrument ………………………….....………
27 3.5 Data Gathering ………………………………………….
28
BIBLIOGRAPHY ………………………………….......…………….……..
51 List of Appendices ……………………………………………….….…...…
53
1. Permission letter to conduct a research survey in St. Aloysius Gonzaga English Language Institute, Taunggyi, Myanmar
2. A sample of student questionnaire
3. A sample of the questionnaire for the evaluation survey
LIST OF FIGURES
Page Figure 1. Kemp’s Instructional Design Model .............................................
11 Figure 2. Steps of Conducting the Study ......................................................
22 Figure 3. Comparison of Kemp’s Instructional Design Model & R&D
LIST OF TABLES
Page Table 1. The participants of the need survey..................................................
32 Table 2. Descriptive statistics on the Participants’ opinions of the need Survey .............................................................................................
33
ABSTRACT
Doi Seng. (2008). Developing a Set of Integrated English Instructional Materials
for the Advanced Level Students of St. Aloysius Gonzaga English Language
Institute, Taunggyi, Myanmar. Yogyakarta: English Language Education Study Program, Sanata Dharma University. This study aims to develop a set of Integrated English Instructional
Materials for the Advanced Level students of St. Aloysius Gonzaga English
In brief, the writer hopes that this study of developing integrated instructional English materials will enable the students in both senses of developing proficiency of language skills in English and social awareness to be part of the solution in solving problems.
ABSTRAK
Doi Seng. (2008). Developing a Set of Integrated English Instructional Materials
for the Advanced Level Students of St. Aloysius Gonzaga English Language
Institute, Taunggyi, Myanmar. Yogyakarta: Pendidikan Bahasa Inggris, Universitas Sanata Dharma. Studi ini bertujuan untuk mengembangkan seperangkat materi pembelajaran bahasa Inggris terpadu untuk para pelajar tingkat Advanced lembaga bahasa Inggris di St. Aloysius Gonzaga, Taunggyi, Myanmar. Desain ini Penulis berharap studi mengenai pengembangan seperangkat materi pembelajaran bahasa Inggris terpadu tidak hanya dapat mendorong para siswa dalam pengembangan keterampilan berbahasa Inggris mereka tetapi juga membuat mereka mampu ikut menyumbangkan ide-ide kritis mereka dalam menyelesaikan masalah sosial disekitarnya.
background, problem formulation, objectives of the research, problem limitation of the research and definition of terms. and further education. Sometimes it is inadequate just to learn the language in general. People need to have the knowledge about the language and competence to use the language so that they can attain certain purposes.Nowadays, people are trying to upgrade their education so that they can have better lives especially in developing countries, including Myanmar. Most of the Myanmarese students know that English is really necessary for their future
The second problem for the students in accomplishing the communicative skills is the process of teaching learning activities and facility. For instance, school does not provide integrated materials to learn English. Generally the English subject curriculum used in schools does not help to improve the students’ skills of listening and speaking. Furthermore, teaching learning materials discourages the learners to improve their English which is the effect of non- their teaching approach, methods and techniques by creating/using integrated materials in teaching and learning process.
Teaching English helps the students to master their English language skills so that their language mastery supports them in achieving their goals. In other words, mastering the language prepares them to be ready to work in the world of globalization, further education, economy and other aspects of needs. Therefore, ability. This study will enrich the knowledge and language competence of the learners or teachers.
The problems are formulated as follows:
1. How is a set of integrated English instructional materials for the advanced
This study will be beneficial for those who want to improve their English language competence and communicative ability in English. The benefits of this study can be clarified as follows:
Hopefully, this study is expected to help the students to develop their
1.6.2 Integrated Materials
Richard & Rodgers, (2001, p.64) states that “Integrated Materials mean a set of instructional materials that contains of all four skills language” (reading, listening, speaking and writing are integrative).
1.6.3 Advanced Level Students
In this study, the advanced level students are the students who had already theoretical framework. The first part evaluates the related theories implemented in
require to be implemented. Third, a model should be flexible in order to facilitate the designers to be able to do the adaptation between the instructional objectives and the strategy, to accomplish the objectives.There are several instructional program design models. Yet, in this study, the writer adapts Kemp’s models because it mostly fits with the writer’s purpose for designing the instructional materials. students’ behavioral outcomes. In the firth section, he develops a pre-assessment test to determine the students’ background and present the level of knowledge about the topic. In the sixth step, he selects learning or teaching activities and instructional resources that will treat the subject content so that the students will accomplish the objectives. Seventhly, he coordinates support services such as budget, personnel, facilities, equipment and schedules to carry out the
Goals, topics, general purposes
Learner’s Evaluation characteristi c Support Learning
Revision
services objectives applied in this study. The reason is that this approach focuses on language functions and uses in communication and stresses on communicative competence which is the objective of the advanced level learners of St. Aloysius Gonzaga English Language Institute and which meet the learners’ target needs. In addition, Communicative Language Teaching framework moderately encounters with the principles of learner-centered, cooperative, interactive, whole language based,
Based on the Richards and Rodgers statement (2001), the characteristics of this communicative view of language - Communicative Language Teaching views language is a system for expressing meaning and its primary function is for interaction and communication. The structure of language is for functional and communicative uses. The main components of language are not merely its grammatical and structural features but types of functional and communicative learners are demanded to interact with others by the teaching/learning activities of communicative activities in classroom.
In interactive language teaching classroom, group work is the main activity. Group work means more than two members in group or just two in pair.
Consequently group work in interactive language teaching encourages the learners to take responsibility to participate in language learning. This is one of the main language processes within a context in and out of school. (Regina, cited from Saskatchewan Education, 1997)
To extend each student’s ability to understand and communicate meaning effectively is the goal of integrated language study. In students’ daily language use and experiences, there should be an instruction about language knowledge and skills, spelling, grammar, usage and mechanics. It is essential to come up with language learners and native English speakers are enrolled. This model requires substantial coordination between the language and content. An adjunct program is usually limited to cases where students have language skills that are sufficiently advanced to enable them to participate in content instruction with English speaking students.”
The planned separation of second/foreign language students from native speakers of the target language for the purpose of content instruction forms sheltered model. In sheltered model, all the materials and references are taught by tasks – discussions, problems, games and so on, which involve learners to use the language for themselves.
Integrating the language skills is a determination of a teacher’s reflection and systematic planning in developing language teaching and learning. When the language teaching and learning plan is interwoven well, learners can communicate with others in English. grammatical competence, discourse competence, sociolinguistic competence and strategic competence is the effective way for the learners. It shows that the learners are able to communicate with others by having the abilities underlying speaking proficiency. (Hymes 1971, cited in Richards & Renandya, 2002, p.206)
The role of listening comprehension in second language acquisition can be
In this section, the writer illustrates the theories reviewed and presents the steps in designing the instructional materials of this study.
Learning to speak a language is basically a task of learning to listen to it first. Comprehending a speaker’s message as the internal reproduction of that at message in the listener’s mind is listening comprehension, so that successful materials are related with learner’s purposes and daily situations linked to expansion of personal, social, professional and academic background. It is designed to develop the learners’ communicative competence.
The writer also applies Integrated Language Instruction in this study to design a set of integrated materials especially for listening and speaking skills which consists of other language skills. It gives the benefits to the students by listening, reading, speaking and writing skills. It will be conducted to the advanced level students of St. Aloysius Gonzaga English Language Institute in Taunggyi, Myanmar.
The second step is purposed to determine the goal of the course and lists the topics to be designed based of the learners’ target needs.
Conducting needs survey Formulating the goals and list of topics Stating instructional objectives participants, research setting, research instruments, data gathering technique, data
product revision, main field testing, operational product revision, operational field testing, final product revision, and dissemination and implementation. Yet, the writer applied just five steps in this study as it has similarity with the steps of the theoretical framework in chapter II. The steps are explicated as follows:Research and information collecting included review of literature,
After accomplishing the second step, the third step was to develop the preliminary form of product. This step was preparation of instructional materials, handbooks, and evaluation devices. In this step, the writer had to design instructional materials based on the need survey to achieve the goals. Designing materials meant to consider content, to develop types of instructional
Research and information collecting Planning Conducting needs survey
Formulating the goals and list of topics This survey was aimed to obtain the opinions and attitudes toward the designed materials. The participants of the survey research on this project were the teachers of St. Aloysius Gonzaga English Language Institute. This survey research was really needed so that the writer could revise and evaluate the designed materials.
The questionnaires consisted of three parts. The first part was the introduction about the questionnaire and its instruction. Then second part was the participant’s profile – name, age, education, gender, occupation and future goal. In addition, there were more items in participant’ profile for evaluators like name, age, gender, future goal, educational background, teaching experiences and opinions on learning English. Overall, two different questionnaires were to
After gathering the questionnaires, the data was documented in the columns as raw data. Then the data from the needs survey was analyzed and presented in the form of table. Descriptive statistics was used for the survey study to describe or summarize the data. Descriptive statistics was one of the analyses to describe the measures of central tendency. It was applied to find the tendency of
The writer explored the following procedures in the study: Conducting a need survey Searching the resources from books and internet Formulating the purposes and listing the topics
CHAPTER IV
RESEARCH FINDINGS AND DISCUSSION This chapter deals with the answer to the first question formulated in Chapter I, how to design a set of integrated instructional English materials. Itconsists of two sections: the first section describes the survey result of Pre-design Survey and the second part discusses the result of evaluation research for Post- gender, education, present occupation, future career. The second section inquired the participants’ agreement on the statements about the target learning needs.
The participants of the survey research for target learning needs were the advanced level students of St. Aloysius Gonzaga English Language Institute. The total number of the participants was 10, and the description is as follows:
SA: Strongly Agree
2
3. Do you think that language SA: Strongly Agree
20
80
2
8
D: Disagree SD:Strongly Disagree
A: Agree
2. Does proficiency of English language take a big role for your future career or further education?
No Questions Responses Number Raw Data
20
80
2
8
D: Disagree SD:Strongly Disagree
A: Agree
SA: Strongly Agree
1. Do you think that learning English is important?
20
11. What kinds of reading texts are important for you? a. Information texts
b. Discussion
10
40
30
6
1
4
3
d. Public speaking
c. Debate
12. What kinds of speaking skills need to be improved? a. Presentation
b. History texts
60
10
20
40
6
1
2
4
c. Scientific publication texts d. All of them
60 difficulty in reading skill. More than 50 % of the participants found difficulty in identifying the meaning of the idioms, terms or expressions in listening skill.
More than half of the participants (60%) found that public speaking is a big deal for them to be improved as well as especially in analytical exposition writing. The persuasive writing type was also hard job for 40% of the participants.
The participants in average (60%) preferred conversational texts, oral
After the writer analyzed the data of the need survey, the second step was to accomplish the objectives of the course. The objectives of the course for the advanced level are to facilitate the learners to interact and communicate with other people accurately, appropriately and fluently in English language. In addition, the purpose of this course is to enrich their knowledge, skills and ability to
5. Could It Happen Here!
6. Save Our Planet
7. Business Talk
8. Economic Era
9. Why Can’t They Stop? o o solve the health crisis organize informative speech independently
4. Health Awareness At the end of this unit, the students are able to: o o write news report accurately categorize the features of news o report solve about health and o environmental issues operate news/events/new
The listening activities developed into three different perspectives. The first type of activities is listening and answering comprehension questions. The second type of activities is task listening which aims to engage the learners to process spoken discourse for functional purposes. The third type of activities is interactive listening which insists the learners to develop critical listening and
4.1.3.4 Writing
The writing tasks contain realistic writing activities that encounter the context of the lessons and features of writing skills. They encourage the learners to practice and produce their knowledge and ideas in the written forms.
4.1.3.5 Grammar Focus & Expressions
This section provides the learners with the related language such as
After developing the instructional materials, it was needed to be evaluated in order to know whether the designed materials are relevant, challenging, and meaningful for the learners and meet the learners’ needs. The feedback from the evaluation research serves as the instrument to revise the designed materials. The writer conducted the evaluation research with the English teachers of the St.
Gender No. Participants’ Name
Male Female Education
Background Teaching years
1 Cornelia Anthony
- Female Bsc (Chemistry) 20 years
2 Daisy Deria - Female SPd. 3 years
To be able to identify the agreement degree of the participants’ opinions on the designed materials, the writer applied five rating points of the agreement.
The point of the agreement is illustrated as follows: Point of agreement Meaning
No The Participant’ Opinion Total Calculati % . score on 1. The Instructional Objectives are well formulated. 26 26÷30×1
86
00
2. The designed materials are able to meet the goals 24 24÷30×1
80 and objectives. 00 3. The topics are well selected and arranged. 24 24÷30×1
80
00 Based on the results of the descriptive statistics of the participants’ opinions on the designed materials, it was found that the grand mean was 4.15.
Thus, it could be assumed that the designed materials are relevant, appropriate and good for the advanced level students of St. Aloysius Gonzaga English Language Institute in Taunggyi, Myanmar.
However, it is still necessary to be revised the designed materials based on
This part is going to describe two sub sections – the revision to improve the designed materials and presentation of the main product version of the designed materials. The second part is to answer the second question stated in problem formulation in Chapter I that is presentation of the main product version of the designed materials.
As one evaluator suggested rearranging the topics of the course, the writer rearranged the topics in terms of changing the name of the topics in order to be more specific and clear context. The improvement of changing topics is shown in the following presentation of main product version of the designed materials. of this study and the second id the suggestions for the English teachers and other researchers.
5. evaluating the designed materials First of all, the writer conducted a need survey to obtain the learners’ needs, interests and difficulties. Second, the writer formulated goals and listed topics based on the need survey results. Thirdly, the writer constructed the learning objectives of the study. Then, the writer developed instructional materials which included a variety of teaching learning activities and tasks. Meanwhile, the
7. Business Talk
8. Economic Era
9. Why Can’t They Stop?
In this section, the writer gives some suggestions for the English teachers
BIBLIOGRAPHY: Borg, W.R., & Gall, M.D. (1983). Educational research. New York & London: Longman Press. Brown, H. D. (2001). Teaching by principle: An interactive approach to
language pedagogy. New York: Addison Wesley Longman, Inc. Brown, J. D. (1991). Understanding research in second language Willis, J. (1996). A framework for task-based learning. Harlow: Longman Pearson Education. Willis, D., & Willis, J. (2007). Doing task-based teaching. Oxford: Oxford University Press.
Student Questionnaire
This questionnaire is planned to help to identify the target Myanmarese learners’ needs, interest and difficulties on learning English language of Advanced level at St. Aloysious Gonzaga English Language Institute in Taunggyi, Myanmar. Your responses are very crucial for this project and evaluation of my thesis writing.
2. Does proficiency of English language take a big role for your future career or further education?
3. Do you think that language input is important in improving four skills of language?
4. Is learning English interesting and challenging?
11. What kinds of reading texts are important for you?
a. Information texts (technology, politics, economy, new discovery, etc.)
b. History texts (biography, autobiography, politics, etc.)
c. Scientific publication texts
d. All of them
Questionnaire for Evaluation on the Designed Materials QUESTIONNAIRE
This questionnaire is intended to evaluate the materials designed for the advanced level students of St. Aloysius Gonzaga English Language Institute. Your objectives.
3. The topics are well selected and arranged.
4. The designed materials are relevant to the learners’ need and interest.
5. The units are arranged systematically and appropriately.
6. The teaching-learning tasks and activities are well designed in order to motivate learners to participate in them.
7. The listening activities are meaningful and interesting in
______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ____________________
At the end of this unit, the students are able to: o
1 o discuss with other people o criticize on the value of diverse cultures o analyze the content of the discussions express their opinions/ideas to others At the end of the unit, student are able to: o
write an issue in the form of discussion o text evaluate the cultures values o
2 discuss discussion type of reading o passages analyze discussion text type Read the following passage. While reading, analyze to its features especially A the marked sentences. Then answer the following questions in groups of three.
Q: Where did the Australian Aborigines Originate? Discuss these giving different points of view.
There are a number of theories which have been put
Introduction-state the issue forward to explain the origin of the Aboriginal people.
One early theory suggested that the Aborigines did not migrate to surprising thing about both the Kow Swamp and Lake Mungo sets of remains is that they have neither the characteristics of modern or relatively recent Aboriginal skulls. The Kow Swamp population could have been the remnants of a group which entered Australia in great antiquity and descended from the Homo erectus communities in South East Asia. The low sea level at 160,000 B.P. and the long time the sea was low would
Supporting idea
fit such a theory. The Mungo type could have entered Australia at this time or more recently at 50,000 years B.P. It may be that the in Southern India are two such groups while nearer to Australia there are the Sakai in the northern Malaysia and groups in Indonesia, New Guinea, and New Caledonia. These people have some physical and cultural similarities to the Aborigines. The Dravidians have also used the boomerang and resemble the Aborigines in other ways of living. Ancient fossil skulls found in India and Indonesia such as the Wadjuk skull found in Java late in
More supporting data/proof
the 19th Century resemble those of fossil skulls of Aborigines found at several places in Australia.
Work in pairs. Read the following article. Then analyze the features of the C text in the following given space.
How Agriculture Changed-Competing Complexes A glance at Bali shows the mainland's succession did not have to happen. As
Balinese agriculture evolved slowly in situ, wet rice intensified around house gardening. Farmers, it seems, got the best of both. Seeing another successful outcome shows how the adaptations teleology errs. Greater rigor bids us specify immediate causes or, failing that, the conditions of change. and later paradigms makes sense of their relative closure and eventual competition. Here Wallace's theory suggests the conditions of change, although its immediate causes remain unknown.
Adapted from: http://www.jstor.org Find Out:
Work in pairs. The following is the guidelines for the analysis of the reading text above. Issue ____________________________________________________________________
______ ethnography
a. scientific description of the races of mankind ______ arbitrariness
b. integration ______ peculiar
c. make stronger ______ paradigm
d. fortune ______ forestall
e. standard/model ______ pragmatic
f. practical/realistic ______ bundle
g. prevent/anticipate A B
Introduction/state the issue
__________________________________________________ st __________________________________________________
1 theory, supported by data & examples of evidence
__________________________________________________ __________________________________________________ __________________________________________________ __________________________________________________
Discussion
Purpose To present both sides of an issue, and come to a recommendation
which is a logical conclusion based on the evidence/data given in the text.
Contextual Factors Subject matter (field) Both sides of an issue that is in the public interest – a topical issue.
Roles and relationships between writer and reader Writer to unknown readers. Mode Medium Look at the pictures. Then, answer the questions. A
BListen to the following dialog. While listening, fill in the blanks. Then, answer the questions.
CHINESE NEW YEAR CURWOOD: It's Living on Earth. I'm Steve Curwood.
CURWOOD: This week marks the start of the Chinese New Year. So, watch out for dancing dragons and (1) firecracker . And look out for piles Find out:
1. What are the specific things used in Chinese New Year?
2. What kind of tradition does the Chinese do in first days of the New Year?
3. What is the symbol of keeping garbage in house before New Year’ Eve?
4. How do the Taipei officials handle a big amount of trash?
5. What kinds of food give fortune to the Chinese family?
1
st
man : I hate it when people use their cell phones on the bus. On the bus that I take everyday to (8) work , one guy’s always talking to his girlfriend; I can hear every word he says.
2
nd man : It seems like we all have our (9) pat-pees .
1
st
man : Why are people so rude? What do you think …..? Emmy : Parents have to teach the children to be polite.
Jim : People are rude because they have (10) so much stress . Susan : (11) The electrical waves from computers, cell phones and
‘against’ arguments Let me tell you the negative sides of ….
First… Another thing is …. What’s more is ….
Your partner states the conclusion
From our discussion, you have stated the negatives sides of …Very true, but to me ….
You state your conclusion
You have stated the positive sides of …. Even so… At the end of the unit, students are able to:
Health o Awareness demonstrate informative speech orderly and fluently o
3 o define the health problems o solve the health crisis organize informative speech Work in pairs. Find out the mosquito born-illness and solutions/ways to prevent A those mosquito-born illnesses!
a. Mosquito born-illness
b. Solutions to prevent mosquito-born diseases
1. Malaria
1. Using mosquito-net 2. ----------------- 2. ---------------------- 3. ----------------- 3. ----------------------
B Listen carefully to the following passage. Then, answer the questions in your
Answer the following questions in your own words!
What do you think?
1. What kinds of fish are called the mosquito fish? Describe its characters!
2. What kinds of affects can mosquito-born disease cause?
3. Can the mosquito fish suffer from the dengue epidemic, or other mosquito-born illnesses? Explain Why?
4. In what kinds of water both the mosquito fish and mosquito breed?
5. In your opinion, are the mosquito fish species really reliable in fighting dengue
4. Gather Information: search and analyze the suitable information relating to your chosen topic.
5. Prepare Visual Aids: objects, models, pictures, charts, diagrams, PowerPoint and so on.
6. Organizing Your Speech: 5 components o Body o Preview o Attention-getting opener o
Now you understand the symptoms of stage fright. Let’s continue our investigation by
examining the causes of stage fright.II. Causes of stage fright a. Many people worry that they’ll forget what they want to say.
b. Others are afraid that they’ll look silly.
c. Some people think that the audience won’t like them.
d. International students might worry that their English isn’t very good.
Now you are aware of some of the causes of stage fright. Let’s continue our inquiry into
You should now understand four important facts about stage fright.
I. The physical symptoms of stage fright
II. The causes of stage fright
III. Famous people who have had stage fright
IV. What can be done about stage fright? In conclusion, stage fright is like a lion in a cage. It’s only dangerous if it’s allowed to roam free! Now that you know how to deal with stage fright, you’ll be able to keep this beast under control. Remember, as long as you are in control of it, your stage fright, like
a) __________________________________________________________________
b) __________________________________________________________________
c) __________________________________________________________________ 4. Prepare an attention-getting opener. ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ 5. Prepare a preview.
Figure 3: -------------------------- Figure 4: --------------------------
5. ……………… Severe awakening or destruction of the body’s immune system by the human immune deficiency virus. 6. …………….. Inflammation of the tonsils, causing sore throat and fever. 7. …………….. A disease that causes chills, fever, and sweating. It is transmitted by the bite of anopheles mosquito. 8. …………….. Form of mental illness in which the person loses the wish to eat, causing severe weight loss (especially among adolescent female). 9. …………….. A malignant tumor anywhere in the body caused by uncontrolled At the end of the unit, students are able to: o Epidemic in
write news report accurately o Community o categorize the features of news report solve about health and environmental 4 o issues operate news/events/new information smoothly
Discuss in groups of three. How do you think about alcohol consumption? Give A your opinions on its advantages and disadvantages!
Advantages of alcohol consumption: Disadvantages of alcohol consumption: I. ------------------------------ I. ------------------------------- a. no protective
b. protective
c. supportive Read the following news report. While reading, pay attention to the generic
C structure.
Headline
JAPANESE LAUNCH SURPRISE ATTACK ON NEW GUINEA
By line Andrew Jones in Port Moresby: th
The Papuan Infantry Battalion and the Australian 39 Battalion are now defending the Kokoda area, but due to delays in organization the Japanese have advantage and have easily been able to land.
Due to the fact that what the men are fighting is not just enemy
More information
but a foreign and hostile land, the battle on the Kokoda trail is difficult
difficulties of battle for them.
The number of casualties so far since the landing of the
Reference to
Japanese is not yet known due to monsoons and communication consequences i.e.
D Listen carefully to the news report about“Hidden Epidemic in Myanmar” and write down the outlines of the news report.
Myanmar’s Hidden Epidemic
Summary of main event and place :
------4. Talking about HIV dangerous contradicts the official line is considered an offense
to the state.------5. This opium farmer’ fields around here were planted under the orders of the local
military commander.
According to the listening passage,
1. How do you think about the Myanmar government’s responsibility in heroin trafficking? ____________________________________________________________ ____________________________________________________________
Newspaper Report
Purpose : to inform (the public) of events.Contextual factors : - subject matter (field) World events, local events and current issues.
- Roles and relationships between writer and reader Writer (reporter) to readers of a newspa
- - Mode Medium
Language functions Signals/features
th
Telling abut the past time signals e.g., on the 29 July Past tense verbs e.g., Present perfect verbs to describe a past action connected with or up to the present time, i.e. not completed e.g.,
Cause and effect consequently, due to, because of At the end of the unit, students are able to: o
5 o arrange persuasive speech o analyze the environmental issues o demonstrate persuasive speech persuade the audience to theirs opinions/ideas/beliefs A The following pictures are examples of causes and effects of Global Warming. Provide some more examples of its causes and effects on our environment based on your knowledge. Work in pair.
Make groups of five. Choose one person from each group to practice the
B
following speech about “Global Warming” in your group. Then, discuss the speech
in group by answering the provided questions. Finally, write the answer in your
exercise book. Global Warming
bodies. So the next time you get into your car, or your motorbike, think - do I have to
make this journey by vehicle or can I walk?When you are at home, and your getting a little cold. Put a jumper on and do not adjust
the heating. The extra heat produced by our homes also affects the planet. So try wearing
an extra layer in winter.If possible, buy your fruit and vegetables from local suppliers. And try to avoid imported
goods. The more foreign food that we import the more pollution from aeroplanes and
boats it will create.Keeping to the speed limit can also help the environment. The more you speed the more
Speaking t o Per suade
o Determining Your Specific Purpose To change audience’s belief (that something is true or false) C Listen carefully to the following passages about “Global Weirding” from Living on Earth. Then do the exercises.
Global Weirding
The better terms for ‘global warming & climate change’ from Listeners:
st
1 listener
Ian Quirk : climate change - ____________________________________________
Convince a friend to smoke less. Convince your family not to use air-condition. Convince your turning off unused sources of power such as televisions and heaters.
Convince the people to stop cutting down trees. Convince the fishermen to reduce fishing and maintain the species of fishes from the river.
3. Role play the situation As quoted sarcastically from the WRM's bulletin No 65, "The beauties of globalization!" Commercial logging and fishing are the two main causes of deforestation in Burma.
In Burma, mangroves are cut down to make room for fish and prawn farms, their products mostly to be exported. Teak is unsustainably logged to be made into furniture.
Deforestation in highland forests cause landslides and the erosion of soil. This in turn causes sedimentation of rivers and streams. In fact, Burma's Irrawaddy River has the fifth highest sedimentation rate in the world. At the end of the unit, students are able to: o
6 o make persuasive letter/easy o analyze the environmental issues o identify persuasive text type argue the readers for theirs opinions/ideas Read the following letter to a newspaper editor on an issue that has already been A discussed in the newspaper.
Dear Sir,
After reading C.Riga’s letter titled, “Crocodiles, and Russian Roulette”,
Purpose of I could not agree more, however, I do not think he or she has stated the letter/state opinion more strongly opinion strongly enough. Find out: Answer the questions in your exercises book.
1. What is the writer’s purpose writing this letter?
2. What is the writer’s thesis statement in this letter?
3. What are the writer’s arguments to support his/her thesis statement?