272.

704 Assignment 3 PART I

Yuliandri-12174438

This unit will be presented as a part of a topical-functional s llabus specificall designed for first ear students of an agricultural pol technic. As !ocational tertiar education students" the learners are faced with the challenge of contradicting moti!ations# on the one hand" the must incorporate $nglish as one of the compulsor elements in their in!estment to face competition for future emplo ment" and on the other hand the ha!e to ma%e the learning e&perience as meaningful as possible to pre!ent them being alienated from the language the learned. The s llabus and the curriculum in general will put more emphasis on learners' communicati!e or oral competence with more lessons and acti!ities dedicated to listening and spea%ing" while at the same time still pro!ide a thorough e&perience of learning of the all four s%ills . This topic based lesson is one of the efforts to bring the learners as close possible to a meaningful learning b ad(usting the lesson to students' appropriate conte&t. Topic: Plant structures Time: 4 )four* hours" with a possibilit to split into two different sessions of 2 )two* hours + plan to split the lesson into two session since + mostl teach in a ma&imum 2 )two* hours duration for each classes in teaching conte&t. Rationale for the topic: +n an agricultural pol technic $,- conte&t" this topic would be familiar and interesting for the learners" not onl because it re.uires bac%ground %nowledge which is assumed to be alread possessed b the learners" but also because it facilitates the wish of learners to use the language in a conte&t the are alread familiar with. +t reduces the learners' percei!ed gap of $nglish as a foreign language with their dail routines as agricultural ma(or students since it will enable the learners to use the language communicati!el to their own sound purposes related to their ma(or. /hile it appears to be a topic found in an $01 course" it actuall also fit a general $nglish course which is designed specificall for learners with common le!el of pre-e&isting %nowledge of the topic. The lesson itself is also dri!en b a language function ob(ecti!e of describing ob(ects which is one of the target master areas for the learners as a part of the o!erall goal of the planned curriculum emphasi2ing oral s%ills competence.

272.704 Assignment 3 Language Function: Describing objects

Yuliandri-12174438

The presentation of this function of the language will be incorporated closel to the topic plant structures. -earners will deal mostl with plants and parts of plants as ob(ects in the lesson. 3ut it will not restrict the use of other ob(ects for warming up or more independent practice initiated b the learners or the teacher. Objectives: 1. -earners will be able to demonstrate their abilit to describe an ob(ect based on its shape" characteristics" position" similarities and differences with other ob(ects in an oral or written tas%. 2. -earners will be able to list and identif !ocabular items related to plants and plant structures. 3. -earners will be able to identif and summari2e the descriptions of ob(ects encountered in written or spo%en discourse. 4. -earners will be able to reconstruct and paraphrase descriptions the encounter in dedicated listening and reading acti!ities through bottom up listening and reading strateg . 4. -earners will be able to utili2e e&pressions of similarities and differences to build their written or oral descriptions of specific ob(ects )plants" or parts of it* Grammar focus: $&pressions of similarities and differences. $&pressions of similarities and differences are one of language features re.uired to support the master of the language function mentioned. A focus on e&pressions of similarities and differences is essential because the learners will be able to describe the distinction between an ob(ect to another ob(ect" as well as using it to construct their own description of the described ob(ect)s*. ocabular!: 5eneral parts of plants" parts of angiosperm )flowering plants*" noun and ad(ecti!es related to monocots" dicots and their differences. /ords or phrases related to general categori2ations of crops )i.e. food crops" estate crops" seasonal crops" tuber" etc.*" descripti!e ad(ecti!es )e.g. shapes" tastes" colors" si2e* Learning strateg!: Top down" bottom up )detailed* listening and reading# guessing words meanings from conte&t# self-monitoring for grammar accurac .

272.704 Assignment 3

Yuliandri-12174438

+n both listening and reading acti!ities" the learners are re.uired to find specific information about descriptions of plants and plant structures. These acti!ities ser!e as forms of e&posure to the desired language function. +n order to find specific information" special attention to details is re.uired and it can foster the abilit of the learners in both recepti!e s%ills. +n !ocabular e&ercises" words and phrases are presented in sentences" to enable learners to ma%e guesses of their possible meanings. ,urthermore" grammar re!iew gi!es learners the chance to de!elop their sense of self-monitoring for better accurac . Listening "#ills: -istening for specific information in a short" normal speed speech. Rea$ing "#ills: 6eading for general and detailed information in a descripti!e te&t. -earners are assigned to spot the descriptions of specific ob(ects. "pea#ing "#ills: 7eaning negotiations" polite re.uests for repetition %riting "#ills: 1araphrasing" writing a short brief paragraph containing descriptions of specific ob(ects )plants or part of plants*. &ommunicative situation8 9escribing un%nown or forgotten words or phrases The command of the abilit to describe an ob(ect is necessar for learners" especiall in their interlanguage progress" it ser!es as one of the forms of communication strateg )circumlocution*# when learners forgot specific !ocabular items the will be e.uipped with the s%ill to describe the words or phrases the need and pre!ent communication brea%downs. Tas# an$ activities: 5roup information gap acti!ities of guessing based on pro!ided description for spea%ing and writing# written grammar and !ocabular e&ercises consist of clo2e" dictogloss procedure# to e&pose grammatical structures of comparison and preposition# listing and matching words" guessing meaning from conte&t# listening and reading for specific information. + choose not no e&plain the element of s llabus in a form of grid or table" but the items e&plained are adopted from 5ra!es' s llabus grid )5ra!es" 1::;" p. 24*. The wordings of the ob(ecti!es are referred to the guidelines pro!ided in 3rown )1::4* chapter 3.

272.704 Assignment 3

Yuliandri-12174438

PART II
Lesson ' )2 hours*

Unit: Plant structures

Lesson Planning

Objective(s): 1. -earners will be able to list and identif !ocabular items about plants and plant structures as well as its shapes and characteristics. 2. -earners will be able to notice the descriptions of ob(ects in a te&t. 3. -earners will be able to ma%e a short description of plant parts based on its shape and characteristics. "e*uence an$ proce$ures: Activit! Rationale Interaction 1 +ntroduction-warmer To acti!ate students' T=> schema and retrie!e %nown !ocabular items 0"0"0 Proce$ure T pla s a children song about part of plants. 00 are listening T as%s 00 opinion about the song and as%s them to listen one more time" this time the teacher as%s the students to note down an words the hear from the song. T as%s 00 to brainstorm words related to plants in a small group" completing the mind map in the wor% sheet. T draws a word map on the whiteboard" as%s the 55 to elicit the words the ha!e listed. T shows 3 pictures of plant@ plant parts on the pro(ector and as%s 00 to e&plain what the ob(ect the see b using an ad(ecti!es" descripti!e nouns" etc. T acti!ate 00 schema. T as%s 00 to complete the e&ercise in the wor% sheet. The e&ercise is related to ad(ecti!es of shapes and other characteristics plants. Time 2A 4A 10A 4A

T=55 T?=55 T=>

10A 14A

<ocabular e&ercise

To elicit new !ocabular items as well as to retrie!e %nown !ocabular " especiall ad(ecti!es.

0"0"0

272.704 Assignment 3 T?=> 3 . 6eading -anguage e&posure to written form of ob(ect description. T=>

Yuliandri-12174438 T as%s 00 to compare their answers" answers are discussed with the whole class T displa s a picture of flower on the screen. 00 are encouraged to discuss their %nowledge about functions and parts of flowers in pairs" using -1. T as%s 00 to read a te&t about flower parts and complete the related e&ercise on the wor%sheet. T discusses the answers with the whole class T di!ides the class into 4 groups of 4 students. $ach group is gi!en one picture of plant or plant part. T as%s 55 not to show their picture into members of other groups 55 are as%ed to ma%e their descriptions of the ob(ect in the picture" based on its shape" functions" and characteristics. 4A 10A

0"0"0 T?=> 4 . 0pea%ing@ +nteraction acti!it ,reer practice to enable students to use learned !ocabular items to ma%e simple descriptions. To foster meaningnegotiation process and polite repetition re.uest between students. T=> T=55 55 0?=0

20A 8A 2A 1A 10A

T pair up students from different groups. 00 will describe their ob(ect to 10A each other without showing his@her partner the picture. $ach student is re.uired to guess the ob(ect based on his@her partner descriptions. +n the process of guessing" each student is allowed to as% 3 .uestions and as%s their partner to repeat the descriptions. )Teacher obser!es students' performance and participation at glances for formati!e assessment* Teacher re!iews the lesson" what are being learned. 2A

>losing 4

T=>

272.704 Assignment 3

Yuliandri-12174438

. -esson plan table" adapted from Barmer )2007" p. 374* TCTeacher 00C0tudents >C/hole class 0C +ndi!idual student Lesson + )2 hours*

55C5roup

Objective(s): 1. -earners will be able identif and use !ocabular items about plants and plant structures as well as its shapes and characteristics. 2. -earners will be able to identif and summari2e the descriptions of ob(ects encountered in spo%en discourse. 3. -earners will be able to reconstruct and paraphrase descriptions the encounter in dedicated listening acti!ities through bottom up and top down listening and reading strateg . 4. -earners will be able to utili2e e&pressions of similarities and differences to build their written or oral descriptions of specific ob(ects. 4. -earners will be able to demonstrate their abilit to describe an ob(ect based on its shape" characteristics" position" similarities and differences with other ob(ects in an oral or written tas% "e*uence an$ proce$ures Activit! Rationale 1 /armer- !ocabular To introduce new . e&ercise !ocabular items that will appear in the forthcoming listening acti!it -istening 2 . 0po%en language e&posure about descriptions of ob(ects. To show students bottom up listening strateg @ how to listen for specific information. Interaction 0"0"0 Proce$ure T as%s students to complete words-meaning matching e&ercise on the wor%sheet T chec%s and discusses 00 answers. Time 4A

T?=> 0"0"0

4A

T pla s a short clip about monocots and dicots" without displa ing the 4A !ideo. /hile listening to the audio" 00 are as%ed to fill the information the hear about specific ob(ects in the dedicated table in wor%sheet. The audio will be pla ed twice" first with no pause" and the second with pauses. +n pairs" T as%s 00 to compare their answers with their partners 4A

0?=0

272.704 Assignment 3 0"0"0 /riting 2 5rammar re!iew8 $&pressing similarities and differences. To enable students to reconstruct and paraphrase the information gained to their own words. Doticing language patterns of comparison in ob(ect descriptions. Acti!ate students' self -monitoring strateg to the use of correct form of this language feature in construction of ob(ects descriptions b ma%ing other ob(ects as clues. 0?=0

Yuliandri-12174438 T pla s the clip again" this time with !ideo" 00 are as%ed to complete the information the missed. 4A

0till in the same pairs" 00 recall all the information the got from the 10A clip" with the aid of information written on the completed table from the wor%sheet" 00 ha!e to write a paragraph containing a summar of the clip. 9ictogloss procedure8 T dictates a short paragraph containing comparison with normal speed" 00 are not allowed to ta%e notes +ndi!iduall " 00 are instructed to rewrite the paragraph to their own words based on memor . 00 are as%ed to reconstruct their paragraph in pairs. 0till in pairs" T as%s the students to compare their indi!idual and pair wor% paragraph. 4A 4A 4A 4A

T?=> 0"0"0 0?=0 0?=0 T?=>

3 .

T displa s the te&t of the dictation on the pro(ector" 00 chec% for missed 4A information. T emphasi2es structures of comparison within the te&t" and help 00 to notif . Teacher e&plains e&amples of e&pressions used to show similarities and difference on the handout" discusses the use in the e&amples with the whole class. Teacher di!ides the class into 4 groups of fi!e. T as%s each 55 to do brainstorming to choose one uni.ue species of 10A

T?=>

+nteraction acti!it @ 5roup pro(ect

,reer practice to construct descriptions of ob(ect in groups" facilitating

T=> 55

3A 12A

272.704 Assignment 3 4 . scaffolding between more able learners and less able learners as well as establishing the sense of achie!ement at the end of the unit.

Yuliandri-12174438 plant# it can be food crops" flowering plants" etc. 55 After the 55 ha!e chosen their plant" T as%s 55 to prepare a slideshow presentation to e&plain about the specimen the chose to the entire classroom. The slideshow contains the description of the plant along with its characteristics and benefits. 55 displa their slide on pro(ector" the whole class gi!es feedbac% b deciding which 55 has the best presentation Teacher re!iews the lesson" what are being learned 20A

55?=> >losing T=>

13A 2A

4 . -esson plan table" adapted from Barmer )2007" p. 374* TCTeacher 00C0tudents >C/hole class 0C +ndi!idual student

55C5roup

272.704 Assignment 3

Yuliandri-12174438

272.704 Assignment 3 "tu$ent ,or#sheets

Yuliandri-12174438

10

Plant Structure

Lesson I

'- In pairs. please recall all ,or$s !ou #no, relate$ to plants- Put as man! ,or$s as possible on the ,or$ map belo,-

Plants

+- &omplete the sentences belo, ,ith ans,ers provi$e$ in the bo/ 1. 9urian is a tropical plant with EEEEEEEEEEEEEEfruit s%in. 2. The stem of cotton tree can be as EEEEEEEEEas a barrel. 3. EEEEEEEE andEEEEEEEE are the characteristics of taproot s stem. 4. $ggplant fruit is not e&actl EEEEEEEEEli%e an egg. +t is rather long andEEEEEE. roun$ long big hair! gigantic carnivorous oval spi#!

272.704 Assignment 3

Yuliandri-12174438

11

4. Rafflesia Arnoldi is a EEEEEEEEEEEplant with EEEEEEEEEE flowers.

0- Rea$ this follo,ing passage about parts of flo,er an$ complete e/ercise 1 an$ 2 belo,-

272.704 Assignment 3

Yuliandri-12174438

12

1- Label each parts of flo,er on the picture belo, base$ on the $escription on previous te/t-

272.704 Assignment 3

Yuliandri-12174438

13

"ource: http://cnps.site.aplus.net/flower_parts.pdf 2- 3ase$ on the complete$ picture of flo,er above. match the flo,er parts in column A ,ith their correct $escriptions in column 3- Dra,ing a lin#ing arro, bet,een ,or$s in column A ,ith their meaning in column 3A '-Pistil 2.Sepals 0-Ovar! 1-Filament 5.Sta en !.Petals 4-"t!le 5-"tigma ".Anthers #$.Pollen B 1rotecti!e leaf-li%e enclosures for the flower buds" usuall green" collecti!el called calyx. 0ometimes highl colored li%e the petal as in iris. b* Fsuall colorful petal-li%e structures ma%ing up the GflowerA" collecti!el called the corolla- The ma contain perfume and nectar glands c* 1ollen-producing organs d* 7ale flower organ e* 6ecei!es pollen" t picall flattened and stic% f* 0tal% supporting anthers g* >onnecti!e tissues between stigma and o!ar h* >ontains o!ules or embr o sacs i* The fine spores that contain male gametes and that are borne b an anther in a flowering plant (* >entral female organ of the flower. +t is generall bowling-pin shaped and located in the center of the flower a*

Source: http://www.cmg.colostate.edu/gardennotes/135.pdf

272.704 Assignment 3

Yuliandri-12174438

14

Plant Structure

Lesson II '- 6atch the $escriptions ,ith the correct ,or$s an$ phrases- Dra, an arro, to lin# each $escription ,ith its correspon$ing ,or$7phrase. a- ,lowering plant with one cot ledon# the stem grows b deposits on its inside. b- An of the !ascular bundles or ribs that form the branching framewor% of conducting and supporting tissues in a leaf or other plant organ. monocot taproot c- 7ain root of a plant growing straight downward from the stem. $- 6oot s stem formed b thin" moderatel branching roots growing from the stem. e- ,lowering plant with two cot ledons# the stem grows b deposit on its outside.

vein $icot

fibrous root (a$ventitious)

+- Listening
a- Listen to the follo,ing recor$ing about flo,ering plants- As !ou listen to the recor$ing. complete the table belo, about $ifferences bet,een $icots an$ monocots b! $escribing each provi$e$ criterion- The recor$ing ,ill be pla!e$ repeate$l!-

%riteria $&ample plant <ein ,lower 1etal 6oot s stem

&icots

'onocots

b- &ompare an$ $iscuss !our ans,ers ,ith one of !our frien$s. chec# ,hether !ou or !our partner misses some of the information

c- Double chec# !our ans,ers an$ complete all the information ,hen the recor$ing is
being pla!e$ again ,ith vi$eo-

0- In pair. ,rite a short paragraph about summar! of the recor$ing- 8se the information in the table above as !our clues-

1- Grammar revie, a- Listen to the teacher ,hile s7he $ictates a short paragraph- During listening. !ou are not allo,e$ to ta#e notes b- 3ase$ on !our memor!. re,rite the paragraph in !our o,n ,or$s

999999999999999999999999999999999999999999999999999999999999999999999999999 999999999999999999999999999999999999999999999999999999999999999999999999999 999999999999999999999999999999999999999999999999999999999999999999999999999 999999999999999999999999999999999999999999999999999999999999999999999999999 999999999999999999999999999999999999999999999999999999999999999999999999999 9999999999999999999999999999999999

c- Reconstruct !our paragraph ,ith a partner: complete the missing information in !our first $raft999999999999999999999999999999999999999999999999999999999999999999999999999 999999999999999999999999999999999999999999999999999999999999999999999999999 999999999999999999999999999999999999999999999999999999999999999999999999999 999999999999999999999999999999999999999999999999999999999999999999999999999 999999999999999999999999999999999999999999999999999999999999999999999999999 9999999999999999999999999999999999 $- &hec# !our paragraph ,hile the teacher $ispla!s the te/t of the $ictation on screen- Pa! attention to the errors !ou ma$ee- Rea$ this follo,ing e/tract about e/pressing similarities an$ $ifferences;our teacher ,ill $iscuss it further ,ith !ouf-

"I6ILARITI<" A=D DIFF<R<=&<" <>PR<""I=G "I6ILARIT; Fse the e&pressions below to show similarit 8 asHas" the sameHas" li%e" etc. This apple is as red as that apple. This apple has the same fla!or as that apple. This apple and the other apples are the same. This apple loo%s li%e that apple. This apple is similar to that apple. This apple is li%e that apple. This apple is (ust the same as that apple. <>PR<""I=G DIFF<R<=&<" Fse the e&pressions below to show dissimilarit 8 not asHas" differentHfrom" unli%e" etc. The apple is different from@ than the orange. This apple is not as sweet as this orange. The apple is more beautiful than the orange. The apple grows on a tree unli%e the tomato. The apple is more li%e a pear than the orange. The s%in of the apple contrasts to the s%in of the orange. The orange is sweet in contrast to the lemon which is bitter. 0ource8 http8@@www.grammar-.ui22es.com@compare.html

1- Group project a- In a group of five. $o a brainstorming about one uni*ue plant specimen. it can be a foo$ crop. flo,ering plants. etc- After !ou choose !our uni*ue plant.

prepare a po,er point sli$e containing the $escription of the plant ,ith its characteristics an$ benefits- <ach member of the group shoul$ contribute in the $evelopment of the presentation as the teacher ,ill monitor !our $iscussionb- Present !our sli$esho, in front of the class- The ,hole class ,ill vote for group ,ith the best sli$e sho, presentation

Teacher?s notes Lesson I %armer7Intro$uction 1la a clip from outube# children song about parts of plant. 1la the audio onl . The lin% to the clip http8@@www. outube.com@watchI!CsJrnBff2K(c

The audio is pla ed twice" in the second pla " students are re.uired to note down all the words the recall from the song. After the students finish their word map" draw the word map on the whiteboard" prompt students' participation to complete it 0how these following pictures on the pro(ector to acti!ate students' schema about the use of ad(ecti!es and descripti!e nouns to describe the picture. As% for class opinion about what the see in each picture. 1icture of plants

</ercise + <ocabular e&ercise8 Answer %e 8 1. 0pi% 2. 3ig 3. -ong" hair 4. L!al" round 4. >arni!orous" gigantic 3efore coming to point 0 in ,or#sheet (the rea$ing te/t). $ispla! the follo,ing picture on the screen to lea$ the stu$ents to $iscuss their #no,le$ge about parts of flo,er in L'.

</ercise 1

0uggested answers

</ercise 2 Answer %e 8 A '-Pistil 2.Sepals 0-Ovar! 1-Filament 5.Sta en !.Petals 4-"t!le 5-"tigma ".Anthers #$.Pollen B %* 1rotecti!e leaf-li%e enclosures for the flower buds" usuall green" collecti!el called calyx. 0ometimes highl colored li%e the petal as in iris. l* Fsuall colorful petal-li%e structures ma%ing up the GflowerA" collecti!el called the corolla- The ma contain perfume and nectar glands m* 1ollen-producing organs n* 7ale flower organ o* 6ecei!es pollen" t picall flattened and stic% p* 0tal% supporting anthers .* >onnecti!e tissues between stigma and o!ar r* >ontains o!ules or embr o sacs s* The fine spores that contain male gametes and that are borne b an anther in a flowering plant t* >entral female organ of the flower. +t is generall bowling-pin shaped and located in the center of the flower

The follo,ings are the pictures to be $istribute$ to 1 groups in group ,or#- <ach group is responsible to construct $escription for one picture- 6a#e sure the members of each group maintain the $iscreetness of their picture to the other groups-

Lesson II %armer </ercise ' <ocabular e&ercise Answer %e 8 a. monocot b. !ein c. taproot d. fibrous root )ad!entitious* e. dicot </ercise + -istening 1la a clip from outube about monocot and dicot. 1la the audio onl . The lin% to the clip http8@@www. outube.com@watchI!Cg+26&2AT-ww The length of the clip is 3818" pla the clip onl until 2807 6epeat the !ideo if the students demand it" but ma&imum three times onl . 1la the clip again later to chec% students' answers" this time with !ideo. </ercise 1 5rammar re!iew Te&t for dictogloss procedure Tomato and orange are two kinds of fruits we often meet in our kitchen. Just like orange, Tomato is rich with vitamin . !ut these two fruits are not the same, unlike orange, tomato is often taken "# people as vegeta"le. $eople add it into their cooking, in contrast to orange which often consumed as dessert or appeti%er.

After finishing the dictogloss procedure" discuss the use of these following e&pressions to show similarit and differences in the e&amples below with the whole class. 1ro!ide more e&amples when necessar .

<>PR<""I=G "I6ILARIT; Fse the e&pressions below to show similarit 8 asHas" the sameHas" li%e" etc. This apple is as red as that apple. This apple has the same fla!or as that apple. This apple and the other apples are the same. This apple loo%s li%e that apple. This apple is similar to that apple. This apple is li%e that apple. This apple is (ust the same as that apple. <>PR<""I=G DIFF<R<=&<" Fse the e&pressions below to show dissimilarit 8 not asHas" differentHfrom" unli%e" etc. The apple is different from@ than the orange. This apple is not as sweet as this orange. The apple is more beautiful than the orange. The apple grows on a tree unli%e the tomato. The apple is more li%e a pear than the orange. The s%in of the apple contrasts to the s%in of the orange. The orange is sweet in contrast to the lemon which is bitter.

References 3rown" M. 9. )1::4*. The elements of language curriculum: a systematic approach to program development. 3oston8 Beinle. 5ra!es" K. )1::;*. A framewor% of course de!elopment processes. +n K. 5ra!es )$d.*" Teachers as course developers. >ambridge8 >ambridge Fni!ersit 1ress.

Barmer" M. )2007*. The Practice of English Language Teaching. >ambridge8 1earson $-T .