Nia Pebriyanti

1112014000034

Muhammad Soeharto

1112014000050
Chapter III
Its My Birthday

Activity 1
Skill(s) focus: Reading and Listening
Extended lesson:
1. Reading the names of days in the week
http://www.umiuma.net/2015/05/nama-hari-dan-bulan-dalam-bahasa-inggris-danartinya.html

2. Listening the names of the day in the week by watching a video

https://www.youtube.com/watch?v=PCaGffcw0iY

3. Letters of days with a capital

Green Light One, page 66
Extended task: In this activity, the students read the names of days. Then, they will watch the
videos about names of days and repeat after it. After that, they are asked to write a capital letters
of days in order to make them able to write names of days correctly.
Assessment: Listening Cloze
Reason :In this assessment the students will be asked to listen to story, monologue, or conversation
and supply an appropriate word in a listening cloze task, test-takers see a transcript of the passage
that they are listening to and fill in the blank (write the missing word) with the words or phrases
that they hear. According to our anlysis this test is suitable to improve the students listening and
reading comprehension because of the test is the combination between the listening and the reading
comprehension that will make the teacher easy to measure the two skills in one test.

Activity 2
Skill(s) focus: Reading
Extended lesson:
1. Learning the present tense verb to be is/are
Alex Fernandez, Grammar without Tears, page 56 and 60.
http://www.learnenglish.de/grammar/verbtobe.html
http://www.tinyteflteacher.co.uk/learning-english/grammar/be.html

2. Preposition of before and after

http://grammar.reverso.net/R_2_preposition_of_time.shtml

3. Reading conversations about days

Lets Communicate in English Book 1, page 11.

Extended task: The teacher explains present tense verb (is and are) and prepositions of time
(before, after) and the students pay attention to him/her then asks them to make the example of its.
Then, they read the conversation in pair monitored by the teacher. The purpose is to make the
students able to converse about days with their friends.
Assessment: Contextualized multiple-choice grammar task
Reason: In this assessment the students will be asked to choose the true answer of the grammar
task question. This contextualized multiple-choice assessment will be useful for the students in
practicing English and make the teacher easier to identify whether the students have understood
the material or not.

Activity 3
Skill(s) focus: Reading and Speaking
Extended lesson:
1. Adverbs of time yesterday, today, and tomorrow
http://www.learn-english-online.org/Lesson28/Lesson28.htm

2. Simple past tense verb to be (was/were)

http://www.learnenglish.de/grammar/verbtobe.html
http://www.tinyteflteacher.co.uk/learning-english/grammar/be.html

Extended task: In this activity, the teacher explains the use of adverbs of time yesterday, today,
and tomorrow and verb (was/were) in simple past tense and the students pay attention then asks
them to make the example of each.
Assessment: Gap-filling Tasks Sentence completion task
Reason: In this assessment the students will be asked to read and complete the sentences which
has blank space by writing a phrase. Why using this assessment because this assessment has many
advantages they are; little scope for the learner to guess the correct answer, useful for assessing
recall, scoring can be perfectly reliable, rapid and economic, and cheating is likely to be more
difficult. Yet the disadvantage as the brown states is its questionable assessment of reading ability.

Activity 4
Skill(s) focus: Reading and Listening
Extended lesson:
1. Schools schedule (timetable)
Green Light One, page 66
http://www.yorksj.ac.uk/changing-englishes/changing-englishes/unit-3-learning-english.aspx

2. Preposition of time on
Grammar Form and Function 1A, page 39
http://www.espressoenglish.net/prepositions-of-time-in-english/

Extended task: In this activity, the students are asked to read schools schedule by using table and
identify school subjects and days following to the teacher. Then, the teacher explains the use of
preposition of time on and the students pay attention then asks them to put in a sentence.
Assessment: Information transfer: chart-filling
Reason: In this assessment the students will be asked to see the blanks schools schedule
(timetable) and listen to the audio and write the blank table base on that they hear from the audio.
Why using this type of assessment because as Brown considers that chart filling task is good
example of aural scanning strategies. A listener must discern from a number of pieces of
information which pieces are relevant.

Activity 5
Skill(s) focus: Speaking and Writing
Extended lesson:
1. Present tense the use verb has/have
http://www.englishpractice.com/quiz/verb-simple-present-tense/

2. Telling students school schedule by using has/have and preposition on

Green Light One, page 66.
Extended task: the teacher explain the pesent tense and the students are asked to make a sentence
orally then practice with their friends in pair. Then, the students are asked to tell their schools
schedule by using has/have and preposition of time on.
Assessment: Oral Questionnaire Directed response tasks
Reason: In this assessment the students will be asked to see the interview questions and respond
with certain expected form or the appropriate responses. Using this assessment because as what
Underhill (1987) argues that this technique is useful for controlling the test-takers output: form
filling, or might he renames oral questionnaire here the test-taker sees questionnaire that ask for
certain categories of information and supply the information orally.

Activity 6
Skill(s) focus: Listening and Writing
Extended lesson:
1. Vocabulary activities in school
http://chagall-col.spip.ac-rouen.fr/IMG/didapages/comparative/index.html

2. Simple present tense verb for first, second and third person
Interchange, page 37
Extended task: In this activity, the teacher gives vocabularies of school activity and asks the
students to read the use of it in a sentence. Then, the teacher explains the use of simple present
tense verb for first, second and third person.
Assessment : Writing (Picture-cued task)
Reason: In this assessment the students will be given the pictures of school activity and ask them
to describe each pictures with correct written english sentences. This type of assessment has high
authenticity, reliability, and validity that makes the teacher able to measure the students writing
ability.

10

Activity 7
Skill(s) focus: Speaking
Extended lesson:
1. Wh- Question (When) with do, does
Grammar Form and Function, page 80-81
ICON International Communication through English, page 46
http://www.learnenglish-online.com/grammar/whquestions.html

Extended task: In this activity, the teacher makes a question by using wh- question with do, does
orally and the students pay attention then asks them to make the the different questions but the
same form. The purpose is to make the students able to make question orally.
Assessment: Speaking Dialogue completion task
Reason: In this assessment the students will be asked to respond the teachers wh- questions about
names of days orally. Using this assessment is to measure the students speaking ability and as
Brown argues that the advantage of this technique lies in its moderate control of the output of the
test-taker. While individual variations in responses are accepted, the technique taped into learners
ability to discern expectancies in conversation and to produce sociolinguistically correct language.

11

Activity 8
Skill: Reading, Listening and Speaking
Extended lesson:
1. Learning numbers
New to English First Step to Academic Success, page 6
https://www.vocabulary.cl/Basic/Numbers.htm

2. Practice to pronounce numbers

https://www.youtube.com/watch?v=oxCld1SGrEE

12

Extended task: In this task, the students are asked to watch video about numbers and repeat after
it. Then, the teacher teaches them how to pronounce it accurately. The purpose is to make the
students able to count the numbers in oral correctly.
Assessment : Imitative Speaking
Reason: In this assessment the students will be asked to pronounce the numbers with the correct
pronunciation and base on Brown statement that a common form of scoring simply indicates a two
or three point system for each response. 2: acceptable pronunciation 1: comprehensible, partially
correct pronunciation 0: silence, seriously incorrect pronunciation. This assessment is effective to
measure the students speaking ability specifically in pronunciation because it forces the students
to produce the language.

13

Activity 9
Skill focus: Listening, Reading and Speaking
Extended lesson:
1. Listen and practice to talk about time in English
New to English: First Step to Academic Success, page 12
http://www.learnenglish.de/basics/time.html

2. Preposition in expression of time at

http://www.perfect-english-grammar.com/prepositions-of-time.html

14

3. Reading a conversation about time

Interchange 3rd Edition, page 30.
Extended task: In this activity, the students are asked to listen to teacher who tell about time and
repeat after him/her. Then, the teacher explains the use of preposition of time at in telling about
time to the students. After the students understand it, they try to read and identify the time in a
conversation.
Assessment: Listening Cloze
The reason: Listening Cloze is chosen because this task is appropriate for assessing students
comprehension in learning about time. The test-takers write exact time in the blanks based on what
they hear. In addition, this assessment task consists of content and face validity because it provides
the objectives of this activity.

15

Activity 10
Skill focus: Reading and Writing
Extended lesson:
1. Reading a paragraph about someones daily activity
Grammar: Form and Function 1A, page 82.
2. Learning vocabulary related to daily activity
New to English: First Step to Academic Success, page 60
http://www.vocabulary.cl/Lists/Daily_Routines.htm

Extended task: In this activity, the students are asked to read someones daily activity. Then, they
try to identify some vocabularies related to daily activity guided by the teacher.
Assessment: Writing: Picture-cued story sequence
The reason: In this assessment task, the students are given some picture about daily activity which
contains the time, then they are asked to write short and simple sequence sentences. This task is
appropriate to be conducted because this task covers high content validity which covers students
comprehension about time and vocabularies theyve learned in this and previous activity.

16

Activity 11
Skill focus: Listening, Speaking and Reading
Extended lesson:
1. Listening to parts of the day
Interchange 3rd Edition, page. 31
http://www.learnersdictionary.com/qa/parts-of-the-day-early-morning-late-morning-etc

2. Adverbs of time always, usually, never, and sometimes

Green Light One, page 65
3. Daily routines based on parts of the day
http://www.grammarbank.com/english-daily-routine.html

17

Extended task: In this activity, the students listen to the teacher about parts of day and repeat after
him/her. Then, the teacher explains the use adverbs of time (always, usually, never, and sometimes)
in expression about someones activities. After that, they read daily routines based on parts of the
day.
Assessment: Information transfer: chart-filling
The reason: In this assessment task, the students are given a chart (weekly calendar grid). Then,
they are asked to listen to daily schedule, then they fill in the schedule to provide the information.
This task is appropriate for checking students comprehension about daily activities based on parts
of the day because it is a good strategy for increasing students aural scanning. Moreover, this task
consists of highly content validity, face validity, practicality and rater reliability.

18

Activity 12
Skill focus: Listening and Speaking
Extended lesson:
1. Learning months of the year
New to English: First Step to Academic Success, page 8
2. Practice to pronounce months of the year
https://www.youtube.com/watch?time_continue=68&v=OUjnPRgZKl0
http://www.elementalenglish.com/months-of-the-year-pronunciation/

19

Extended task: In this activity, the students listen to the teacher about months of the year. Then,
they practice to pronounce months of the year following to the teacher.
Assessment: Picture-cued tasks
The reason: In this task, the students are given some pictures, then they begin telling appropriate
month based on each picture. This task is chosen because it contains of content and face validity.
Through telling appropriate month based on the picture, the test administration can assess students
comprehension about months of the year. Moreover, this task consists of high rater reliability
because of assuming ambiguity in identifying the pictures.

20

Activity 13
Skill focus: Reading and Writing
Extended lesson:
1. Reading expression about months of the year
http://www.learnamericanenglishonline.com/Blue%20Level/B18%20Months.html

2. Preposition in expression of time in

Grammar: Form and Function 1A, page 39.
http://www.englisch-hilfen.de/en/grammar/preposition_time.htm

21

Extended task: In this activity, the students read aloud some expression about months of the year
following to the teacher. Then, the teacher explains the use of preposition of time in in expression
about months of the year.
Assessment: Ordering Tasks
The reason: In this assessment task, the students have to reorder words in a sentence correctly.
This task is the best task for assessing students comprehension about months of the year because
by reordering words into grammatical word-ordering rules, it means that the test-takers understand
the concept of both preposition; before and after and the position of each month of the year.

22

Activity 14
Skill focus: Reading and Speaking
1. Wh- Questions to ask time, day, and month
Grammar: Form and Function 1A, page 36.
https://books.google.com/books?id=EBCFAgAAQBAJ&pg=PT154&lpg=PT154&dq=conve
rsation+nama+hari&source=bl&ots=6gwQIm662_&sig=6nSsxC3TYKNSujb1qu7DkgLcT4&hl=en&sa=X&ved=0CCcQ6AEwAWoVChMIhf2P1fSKyQIVQismCh2t5A1g#v
=onepage&q=conversation%20nama%20hari&f=false
http://iteslj.org/questions/days.html

Extended task: The teacher explain the distinctions between wh- question to ask time, day and
month. Then, the students are asked to read the sentences and try to identify the pattern of each
question. After that, they repeat to say the questions after the teacher. The purpose is to make the
students able to ask in written and oral language.
Assessment: Oral Questionnaire Directed response tasks
The reason: This task is chosen because this task is responsive rather than intensive in speaking
which the test-takers respond with appropriate lines. Moreover this task consists of high content
and face validity, high authenticity (asking and telling about months) and beneficial wash back
(the test-takers can use the appropriate question form).

23

Activity 15
Skill focus: Reading, Listening and Speaking
Extended lesson:
1. Reading and Listening ordinal numbers and its words.
Interchange, page 72.
2. Practice pronouncing ordinal numbers and date
http://www.learn-english-online.org/Lesson22/Lesson22.htm

Extended task: In this task, the students are asked to read ordinal numbers and its words. Then, the
teacher teaches them to pronounce each ordinal numbers accurately.
Assessment: Converting numbers and abbreviations to words
The reason: In this assessment task, the students are given a paper which consists of ordinal
numbers. Then, they are asked to fill in the blanks by with appropriate words based on each
numbers. This task is chosen because converting abbreviations to words is more authentic that
ordinal numbers of course are often abbreviated with numbers. Moreover, this task consists of high
content validity and face validity.

24

Activity 16
Skill focus: Reading and Speaking
Extended lesson:
1. Learning date format
http://www.learnenglish.de/basics/dates.html

2. Reading expression of asking and telling date

Grammar Form and Function 1A, page 38
New to English: First Step to Academic Success, page 114
Extended task: In this task, the students are asked to read date format completely. Then, they will
follow the teacher to read aloud some expression of asking and telling date.
Assessment: Matching task
The reason: In this assessment task, the students are given a paper which consists of sentence
matching task. There are two column; some questions and some answers. Then, they are asked to
match each question with each appropriate sentence of its answer. This reading assessment task is
chosen because it is easier to construct rather than multiple choice format and it becomes more a
puzzle-solving process for the test takers that they struggle with the search for a match. In addition,
this task consists of high content and face validity, rater reliability, rater reliability and authenticity
(this task is contrived exercise that are endemic to academic that will be found in the real world)

25

Activity 17
Skill focus: Speaking
1. National days in Indonesia
http://www.timeanddate.com/calendar/
https://indonesiawafa.wordpress.com/2015/06/21/glosarium-of-indonesian-national-days/

26

2. Asking a question about national and special days

Green Light One, page 69.
Grammar: Form and Function, page 40.
Extended task: In this activity, the students are asked to see a column consists of national days in
Indonesia. Then, the teacher teach them how to ask questions about national days. After that, they
practice to ask and give an appropriate answer in pair.
Assessment: Picture-cued elicitation of responses and description
The reason: In this task, the students work in pair. Each pair is given a picture about national days
in Indonesia or special days. Then, they are asked to make a short conversation about asking and
telling about it. After that, they have to present it in front of the class. This assessment task is
chosen because of its high authenticity (the students will use it in real-world context). In addition,
it has content and face validity, and practicality. However, the subjectivity may be occurred in
scoring both students oral and written conversation.

27