-
FINAL TASK
MATERIAL DEVELOPMETNT
TASK
Muhammad Arif Fadhilah 1409200080021
-
TABLE OF CONTENT
Material development
...................................................................................
1
Advertisement
.........................................................................................................
1
Picture
......................................................................................................................
3
Teaching Material
.........................................................................................
5
Teaching Material for Lesson 1
..............................................................................
5
Teaching Material for Lesson 2
..............................................................................
10
Lesson Plan
..................................................................................................
12
Lesson Plan 1 (Speaking and Listening)
...............................................................
12
Lesson Plan 2 (Reading and Writing)
...................................................................
14
-
1 | P a g e
MATERIAL DEVELOPMENT
Advertisement
Instructions
Lesson : Adjective (emotion)
Level : Novice
Activities
Dialogue
Teacher : What do you do to make you feel
better?
Student : I drink the coke.
Teacher : Will it make you feel happier?
Student : Yes.
Teacher : If you cant find the coke, will it be
worst?
Student : Perhaps, but I can do something to make me happy.
Teacher : what do you do to make you happy?
Student : Singing a song will make my sadness gone for a
while.
-
2 | P a g e
Games
Board game
Direction
Bring a dice and totems
Each student have to explain the activity they do while feeling
emotion as the
picture in the blocks.
If they cannot answer, they lose one turn.
-
3 | P a g e
Picture
Instruction
Lesson : Imperative sentence (procedure)
Level : Intermediate
Text
You can do three simple ways to prevent dengue. First, drain the
water container to avoid
mosquitos ovulation. Second, bury the garbage which probably can
proliferate rain
water. Finally, put the lid on the water container. You can do
these ways to protect your
family from dengue.
-
4 | P a g e
Matching sentence and picture
-
Page | 12
LESSON PLAN 1
Level : Intermediate
Skill : Speaking and Listening
Theme/Topic : Direction
Objectives : - Students will be able to give spoken directive
guidance.
Time : 2 X 45 minutes
Pre Activities (10 minutes)
Apperception.
Teacher can open the class by provoking students, as the
following.
o While going to the swimming pool yesterday, I was lost.
o I dont know the way to go to the supermarket, do you know way
to get there?
Warm up activities.
Teacher shows a map. (see material for lesson 1)
Teacher asks students by using the following questions.
o Can you find the swimming pool for me?
o Is there any fire station in the town?
o How to go to supermarket?
Core Activities (50 minutes)
Presentation
Teacher shows basic vocabularies about direction. (See material
for lesson 1)
Teacher shows the way to use basic vocabularies about direction
by engaging map.
Teacher gives a model of short conversation regarding direction.
(See material for
lesson 1)
Practice Mechanical practice
Teacher asks students to follow the directions given by using
the map.
Example:
Go straight at Park Street!
Turn right at Station Road!
What is the building beside the park?
What is the building in front of post office?
Teacher asks students to practice the given dialogue in
pair.
-
Page | 13
Communicative practice
Teacher ask students to change the name of building in
conversation, then asks
students to practice the dialogue.
Produce
Teacher asks students to make conversation how to go from
certain place to another
one.
Starting Point Finish
Hospital Park
Cinema Park
Fire station Swimming pool
Supermarket Post office
Bookshop Police station
Extended Activity (15 minutes)
Treasure hunt game. (See teaching material for lesson 1)
Post Activities (10 minutes)
Teacher resumes the vocabularies studied
Teacher explains the lesson that will be studied in the next
meeting.
Evaluation
Performance evaluation (observation)
During the practice and produce, observe the language use of
students, including
vocabularies, grammatical order as well as fluency.
Observation and scoring guidance
Aspects Score Criteria Description
Vocabularies use
-
Page | 14
20-30 Excellent Prepositions are used in variations
at various degree of usage.
Fluency
-
Page | 15
LESSON PLAN 2
Level : Intermediate
Skill : Reading and Writing
Theme/Topic : Food for Luck
Objectives : - Students will be able to write a short
descriptive text
Time : 2 X 45 minutes
Pre Activities (10 minutes)
Apperception.
Teacher can open the class by giving brainstorming. Some
pictures of special food
for celebration around the world. (See material for lesson
two)
Teacher asks students as the following.
Do you know what foods are in the picture?
Have you ever eaten them?
Warm up activities. o Teacher asks students to guess what foods
and where they are from based on
picture.
Core Activities (40 minutes)
Presentation
Teacher give texts about various food for celebration around the
world. (See
material for lesson two).
Teacher explains the structure of descriptive texts.
Descriptive text
Descriptive text is a text is a genre of text which explain
thing, place, person
and also occasion. It aims to inform reader about particular
matter regarding the
object. In order to give brief explanation, a writer can
describe the characteristic of
and also quality of the object. Then, the readers may get a
clear picture in their mind
about the object.
Features
It focuses on a particular object.
Simple present tense is used in expressing idea.
Adjectives are often used to clarify objects characteristic.
The information given is purposed to give brief explanation
about object. Then
readers may imagine the appearances of objects
-
Page | 16
Generic structure of descriptive text.
Identification
Identification contains the general matter which will be explain
further.
Description
Description is the explanation of object by giving exact
information; as
adjectives are used to make it clear.
Practice Mechanical practice
Teacher asks students to answer the following question.
How old are you?
What do you look like?
What kind of clothes do you wear? Why?
What kind of job do you do? Do you like it?
What are your favorite hobbies? Why do you like them?
Where do you live?
Do you like living there? Why or why not?
Teacher asks students to fill in the gaps below based on the
information obtained
from the questions before.
I am _________ years old, I _________________ (your looks). I
wear
________________ because ______________. I am a ______________.
I like /
don't like my job because _____________________. I enjoy
______________. I
often _____________ (describe how often you do your hobby). I
also like
________________ (write about another hobby) because
________________. I
live in ____________. People in ____________ are
________________ . I enjoy
/ don't enjoy living in ______________ because ____________
Communicative practice
Teacher ask students to share their information to their partner
based on question
before. Then, by using paragraph pattern, ask the students to
write descriptive
paragraph about their friend.
Produce
Teacher asks students to find information about the following
food. Then, they are
assigned to write descriptive paragraph about it.
-
Page | 17
Choose one of food, find the information about it, then composed
a descriptive
paragraph toward the food.
Kuah Belangong
Timphan
Bu Lukat
Lontong
Post Activities (30 minutes)
Teacher gives evaluation
Teacher resumes the lesson
Teacher explain the next lesson.
Evaluation
Written test.
-
Page | 18
Give score of students composition based on the following
criteria.
Aspects Score Criteria
Conte
nt
27-30 Very good to excellent:
Knowledgeable, substantive, relevant to topic.
22-26 Good to average:
Some knowledge of subject, adequate range, mostly relevant to
topic but lack
detail.
17-21 Poor to fair:
Limited knowledge of subject, little substance, inadequate
development of
topic
13-16 Very poor:
Does not show knowledge of subject, non substantive, not enough
to evaluate
Org
aniz
atio
n
18-20 Very good to excellent:
Fluent expression, ideas clearly stated and supported, well
organized, logical
sequencing, cohesive
14-17 Good to average:
Main idea is stand out, logical but incomplete sequencing
10-13 Poor to fair:
Mon fluent, ideas disconnected, lack of development
7-9 Very poor:
Does not show knowledge of subject, non substantive, not enough
to evaluate
VO
CA
BB
UL
AR
Y 18-20 Very good to excellent:
Sophisticated range, effective word, idioms choice and
appropriate register.
14-17 Good to average:
Adequate range, occasional errors of word
10-13 Poor to fair:
Limited range, frequent errors
7-9 Very poor:
Essentially translation, little knowledge of English
vocabulary.
LA
NG
UA
GE
US
E
22-25 Very good to excellent:
Effective complex construction, few errors of agreement, tense,
number,
word order, article, noun and preposition
18-21 Good to average:
Simple construction, several error of agreement, tense, number,
word order,
article, noun and preposition but meaning are not obscured
11-17 Poor to fair:
Major error in construction, frequent error of agreement, tense,
number, word
order, article, noun and preposition, meaning confused or
obscured
-
Page | 19
5-15 Very poor:
virtually no mastery of sentence construction rules, dominated
by error, does
not communicate
5 Very good to excellent:
Demonstrates mastery of convention, few error of spelling,
punctuation,
paragraphing and capitalization
ME
CH
AN
ICS
4 Good to average:
occasional error of spelling, punctuation, paragraphing and
capitalization but
meaning are not obscured
3
Poor to fair:
Poor handwriting, frequent error of spelling, punctuation,
paragraphing and
capitalization
2 Very poor:
no mastery of convention riles, dominated by error of spelling,
punctuation,
paragraphing and capitalization
Assessing Criteria
Score Category
90-100 Excellent
75-90 Good
65-75 Fair
< 65 Poor
