chapter 3 when english rings a bell

7/23/2019 Chapter 3 When English Rings a Bell

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Nia Pebriyanti 1112014000034

Muhammad Soeharto 1112014000050

Chapter III

It’s 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-dan-

artinya.html

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

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



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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.



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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



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3. Reading conversations about days

Let’s 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.



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Activity 3

Skill(s) focus: Reading and Speaking

Extended lesson:

1. Adverbs of time – yesterday, today, and tomorrowhttp://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



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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.



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Activity 4

Skill(s) focus: Reading and Listening

Extended lesson:

1. School’s 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/



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Extended task: In this activity, the students are asked to read school’s 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 school’s 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.



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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 school’s

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 respondwith 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.



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Activity 6

Skill(s) focus: Listening and Writing

Extended lesson:

1. Vocabulary – activities in schoolhttp://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 themto 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.



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Activity 7

Skill(s) focus: Speaking

Extended lesson:

1. Wh- Question (When) with do, doesGrammar 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’ whquestions aboutnames 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 learner’s

ability to discern expectancies in conversation and to produce sociolinguistically correct language.



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Activity 8

Skill: Reading, Listening and Speaking

Extended lesson:

1. Learning numbersNew 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



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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 student’s speaking ability specifically in pronunciation because it forces the students

to produce the language.



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Activity 9

Skill focus: Listening, Reading and Speaking

Extended lesson:

1. Listen and practice to talk about time in EnglishNew 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



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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.



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Activity 10

Skill focus: Reading and Writing

Extended lesson:

1. Reading a paragraph about someone’s 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 someone’s 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 they’ve learned in this and previous activity.



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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



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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 someone’s activities. After that, they read daily routi nes 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.



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Activity 12

Skill focus: Listening and Speaking

Extended lesson:

1. Learning months of the year


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/



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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.



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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”


http://www.englisch-hilfen.de/en/grammar/preposition_time.htm



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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.



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Activity 14

Skill focus: Reading and Speaking

1. Wh- Questions to ask time, day, and month


https://books.google.com/books?id=EBCFAgAAQBAJ&pg=PT154&lpg=PT154&dq=conve

rsation+nama+hari&source=bl&ots=6gwQIm662_&sig=6nSsxC3TYKNSujb1qu7-

DkgLcT4&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).



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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.



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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


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)



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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/



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.

chapter 3 when english rings a bell

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