ENGLISH

FOR 1
21 st
FOR THE FIRST GRADE OF JUNIOR HIGH SCHOOL
STUDENTS

BY MAISA
ENGLISH DEPARTMENT
INDONESIA UNIVERSITY OF
EDUCATION
 INTRODUCTION
COURSE DESCRIPTION
English for the 21st century is fun, multi-skill course especially written and designed for
secondary students who are studying English as foreign language learners. It develops
speaking, listening, reading and writing skills while simultaneously connecting students with
one another, their community, and the world outside the classroom. Personalization tasks
provide many opportunities for students to talk about themselves and interact with one
another. These projects provide a local perspective, encouraging students to find out more
about the world outside the classroom. High-interest topics provide a global perspective and
present relevant, up-to-date information, which makes students eager to learn.
COURSE PRINCIPLES
English for 21st century is based on the notion that generating and maintaining motivation to
essential for successful learning. This is incorporated into the series in the following ways.

Motivational Strategies Features

1. Generate and maintain interest  The units are built around current,
contemporary topics
 The students can relate all tasks to
their own interests and experiences.

2. Promote success  The students are provided with

3. Promote fun in learning
4. Provide opportunities for students
to speak about themselves
adequate preparation and support for
tasks throughout the learning process.
 Tests assess only language that
students know and do not assume that
students know more
 The tasks are varied
 The games and game-like activities
make learning fun.
 Personalization tasks offer
opportunities for students to use
target language to speak about
themselves

COMPONENTS
LESSON STRUCTURE

Section Purpose
Word power Present and practices the vocabulary students need to talk about the
topic of the units. In English for the 21 st century part A introduces the
new vocabulary and illustrate or define meaning. Part B provides
additional practice of the vocabulary

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Language focus Presents and practices the grammar. In general, language focus
sections are divided into parts: a presentation, a language chart, and
practice tasks. New grammar structures are presented in either a
dialog or a mini-text to contextualize the new grammar and help
students understand how it is used in communication. The language
chart highlights the form of the new structure, and the practice tasks
provide controlled practice of new grammar.
Listening Provides tasks to develop receptive skills, such as identifying the
purpose of conversation and listening for specific information.
Speaking Provides an opportunity for students to practice the new grammar in a
natural context. Most of the tasks are interactive, and many allow
students to personalize the grammar.
Reading Provides tasks to develop skills as finding specific information, relating
the information in a text to the students’ lives, and inferring
information.
Writing Includes writing tasks that are natural extensions of the readings. Past
A serves to help students organize their ideas for the writing task in
part B

TIME ALLOCATION
1 year 2 semesters
36 weeks
72 sessions
1 semester 18 weeks
36 sessions
1 week 2 sessions
4 lesson time
1 session 2 lesson time
1 lesson time 40 minutes
1 year 8 chapters
1 Semester 4 chapters

ENGLISH FOR 21ST CENTURY 2

 TEACHING TIPS
The following are suggested teaching methods and techniques to use when teaching English
for 21st century. You can modify to suit your own class needs

Teaching Methods an Approaches

Several teaching methods could be implemented and modify to suit your own class need,
such as:

 PPP (Practice-Present-Produce)
 Audio lingual methods
 Community Language Learning
 Communicative approach
 Genre Based Approach
 Scientific Approach
 Project based

Teaching Techniques
Giving and checking task information
Give the Instruction orally
At the beginning of the course. Give most instructions orally, as the tasks will be new to
students. If necessary, explain the tasks.
Have Students read the instruction
The instructions for the tasks in the books are simple and consistent, so the students should
understand them after a few lessons. For the reason, after the first few units, have students
read them on their own.
Model the tasks
In the case of more complex tasks, invite volunteers to model or demonstrate the task after
you have explained it or after students have read the instructions.
Note: Many tasks fail because students do not know how to do them. This can lead to
decreased motivation. It is thus very important to check that the students understand what
they are to do before they begin the task. This can be done by asking simple questions such
as individually or in pairs? Do you say it, or do you write it?
Monitoring
Once students begin a task, either individually or in pairs or groups, go around the
classroom and check that they are doing the task correctly. Offer help and correct students
when necessary. This is also a good opportunity to note common mistakes students have
completed the task.

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Pair and group work
Many of the tasks in English for 21 st century suggest the students work in pair
(collaboration). If working in pairs is mot appropriate or possible – for example, the number
of pairs in large classes could pose classroom management issues – the following
alternatives can be used:

 Open pairs. Invite pairs of volunteers to do task in front of the class. The rest of the
class offers help as necessary.
 Group work instead of pair work.
For conversations:
Divide students into two or three groups for tasks that involve reproducing a
conversation between two or three people, and have group say their part of the
conversation simultaneously. To divide the class into groups, use criteria such as the
boys are group A, and the girls are group B or Rows one, three, and five are group A,
and rows two, four and six are group B. Assign a role to each group – for example,
Group A is Andi, and Group B is Fahmi. Motion to the groups when it is their turn to
speak.
For the games in the Mini-reviews:
Have students play the games in small groups of four or five instead of pairs.

Using the students’ native language in the classroom

In monolingual classes judicious use of their native language can help students learn faster
and more efficiently. It may be beneficial to use the native language for following purposes:

 To check that students, understand the instructions for a task when using English
would be too difficult and modelling too time-consuming.
 To convey the meaning of target or incidental vocabulary.
 To check understanding of the meaning and form of the new grammar when
checking in English would be too difficult.
 To help students understand information in reading or listening text. They can then
focus on doing the reading or listening tasks rather than wasting valuable time trying
to figure out the meaning.
 To enable students to give opinions about the materials, tasks, and their learning
process.
Correcting Mistakes
Correction is an integral and crucial part of the learning process. When to correct students
depends on the tasks type and whether the aim of the task is for accuracy or fluency.
For vocabulary, grammar, and pronunciation tasks, it is important that students pronounce
the words or phrases correctly or use the grammar correctly. These are accuracy-focused,
and it is advisable to correct mistakes as they occur. Speaking tasks, in which students’
express ideas or opinions or have a conversation, provide students with an opportunity to

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experience “real” communication in English. These are therefore fluency-focused, and it is
advisable to correct mistakes at the end of the tasks.
Not all mistakes need to be corrected. In the process of using English, students will become
more comfortable and their attention will gradually shift from accuracy to fluency. If their
mistakes are corrected too often, students may be discouraged from trying to use the
language. It is important to stress to students that learning a new language involves taking
risks and that making mistakes is a natural and unavoidable part of the learning process.
INTEGRATED 21st CENTURY SKILLS (4Cs) With CHARACTER BUILDING
Communication
It is expressing thought clearly, crisply, articulating opinions, communicating coherent
instruction, motivating others through powerful speech.
What does this mean to the students?
To build effective communication skills students must learn to:

 Communicate using digital media such as facebook, whatsapp, Edmodo, Schoology,

Ruangguru, etc to support personal and group learning.
 Share information efficiently and effectively using appropriate digital media and
environments.
 Communicate idea and thought clearly and effectively to different audiences using
various media and format in English
Collaboration
It occurs when two or more people work and study together to accomplish a shared, a
common goal of learning.
What does this mean for the students?
To build good Collaboration Skills, students must learn to:

 Work effectively with different groups of people, including people from diverse
cultures.
 Be flexible and willing to compromise with team members to reach a common goal
of learning
 Demonstrate responsibility as a team member working toward a shared goal of the
learning
Creativity
Creativity is the ability to produce new, diverse and unique ideas. Thinking creatively means
looking at things from a different perspective and not be restricted by rules, customs, or
norms.
What does this mean to the students?

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To build effective Creatively Skills students must learn to: Use a wide range of idea creation
techniques (such as brainstorming)

 Create new and worthwhile ideas (both incremental and radical concepts)
 Elaborate, refine, analyse and evaluate their own ideas to improve and maximize
creative efforts
 Act on creative ideas to make a tangible and useful contribution to the field in which
the innovation will occur
Critical thinking
Critical thinking involves logical thinking and reasoning including skills such as comparison,
classification, sequencing, cause/effect, patterning, webbing, analogies, deductive and
inductive reasoning, forecasting, planning, hypothesizing, and critiquing.
What does this mean to the students?
Today’s students need to develop Critical Thinking skills by learning to:

 Use different kinds of reasoning, such as deductive and inductive, to understand a

situation.
 Analyse complex systems and understand how their interconnected parts support
the systems.
 Gather relevant information.
 Ask important questions that clarify points of view and help solve problems.
 Make decisions by selecting appropriate criteria and identifying alternatives to make
reliable choices
CHARACTER BUILDING
Six Character-Building Behaviours Students Should Learn
These six attributes of character are the six pillars of the Character Counts youth-ethics
initiative.
o Caring - Kind, compassionate behaviour, expressing gratitude, forgiving others, and
helping people in need.
o Citizenship - Helping to make school and community better, staying informed,
obeying rules and laws, respecting authority, and protecting the environment.
o Fairness - Playing by the rules, taking turns and sharing, being open-minded,
listening to others, not taking advantage of others, and not blaming others.
o Respect - Being tolerant of differences, using good manners and appropriate
language, not threatening, hitting, or hurting anyone, and dealing peacefully with
anger, insults, and disagreements.

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 o Responsibility - Doing what one is supposed to do, persevering, doing one's best,
maintaining self-control, thinking before acting, and being accountable for one's
choices.
o Trustworthiness - Being honest, doing what you say you'll do, doing the right thing,
building a good reputation, being loyal to family, friends, and country, and not
deceiving, cheating, or stealing.

ASSESSMENT AND EVALUATION

An authentic assignment is one that requires application of what students have learned to a
new situation, and that demands judgment to determine what information and skills are
relevant and how they should be used. Authentic assignments often focus on messy,
complex real-world situations and their accompanying constraints; they can involve a real-
world audience of stakeholders or “clients” as well. According to Grant Wiggins (1998), an
assignment is authentic if it
 is realistic.
 requires judgment and innovation.
 asks the student to “do” the subject.
 replicates or simulates the contexts in which adults are “tested” in the workplace or
in civic or personal life.
 assesses the student’s ability to efficiently and effectively use a repertoire of
knowledge and skills to negotiate a complex task.
 allows appropriate opportunities to rehearse, practice, consult resources, and get
feedback on and refine performances

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 TABLE OF CONTENT
CHAPTERS TITLE MATERIALS OF TEACHING
LISTENING SPEAKING READING WRITING
ONE Back to school Saying hello/ Introducing Girls names Vs Register
greetings yourself Boys names yourself at
international e-
mail club
TWO Favourite Listen to Andi talk Talking about Do you have Writing e-mail
people about his favourite people friends from to e-pal
favourite people around you other country?
in his album Read Rita’s
message to her
e-pal
THREE Everyday Things Listen to Andi and Talk about your A cool tree Write about
Rita mention the classmates’ house your virtual
things in the things. classroom using
living room the words given
in the box
FOUR Around Town Look at he Think of a place Welcome to Write sentences
photos. And in your town or Borobudur about three or
where are the city. Your four famous
people. Listen classmates places in your
and number the guess the place town or city
places
FIVE Family and Listen to Maria Tell the class A very Big Family Write about
Home talk about her about your your family and
family family your house
SIX At School People talk about Tell about your Welcome to Write about
their schools. schools. What “short-holiday your dream-
Listen and answer do they have? camp” school holiday
the questions Do they have camp”
yard?
SEVEN Around the Listen to what Talk about Holidays in Write about
world countries around nationalities of Indonesia your three
the world where famous persons favourite
English spoken in the world holidays
EIGHT Teen Time Listen to Andi talk Tell the class Bandung Edu- Write about
about three about your tech exhibition your favourite
favourite places favourite places event in your
town or city
APPENDICE
S

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CHAPTER ONE
BACK TO SCHOOL

LISTENING
A. It is the first day of school at SMP Abad 21st. Listen and practice

SPEAKING: INTRODUCING YOURSELF

A. Listen and Practice
Rita : Hi, I’m Rita.

What’s your name?

Andi : My name is Andi.

Rita : Nice to meet you, Andi

Andi : Nice to meet you, too

ENGLISH FOR 21ST CENTURY 9

 B. Move around the class. Introduce yourself to your friend in the classroom.

WORD POWER
Girls’ Name Boys’ Name
Marriam Wati Budi Dicky
Maya Kartika Rudi Andi
Annisa Sofia Septian Ibrahim
Aisyah Maisya Hamzah Rocky
Linda Nindy Galih Andhika
Susan Ratna Rangga Rio
Rita Cicih Adam Yusuf
What is your favourite girls’ name?
What is your favourite boys’ name?

LANGUAGE FOCUS
GREETING
A. Listen and Practice

Hallo, Linda. Good Hi, Ryan.

morning.
Good afternoon.

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 Good Good
afternoon, afternoon
Andi Rita.

B. Go around your school. Greet people you meet using the words in box.

Good morning, …..

Good afternoon, ……

Good evening, …..

SPEAKING
How do you spell your name?
A. Listen and Practice
Andi : Hi Rita. What’s your full name?
Rita : it’s Rita Efendy
Andi : how do you spell your last name?
Rita : It’s E-F-E-N-D-Y.
What about you. What’s your full name?
Andi : Andi Pratama.
B. Go around the class. And ask your friends’ full
name. and How do they spell it?

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SAYING GOOD-BYE

Good bye, Andi. Bye, Rita. Thanks.

Have a nice day You, too.

READING
Meet Maya from Malaysia and Kim from Singapore

Hello friends! My name is Maya. My last name is Ibrahim. I’m student of Malaya
Junior High School. I like gardening and I love Rose and sun flower a lot. Nice to
meet you, See you later

Good afternoon! I’m Kim Lee Yun. I am a student of Singapore Junior High
School. I love riding a bike and go surfing. An I’m great today. How about
you? How are you today?

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Read the articles slowly. Check your answers in Part A.
Circle the correct words to complete the sentences.
1. Maya’s last name is (Muharram / Ibrahim / Muhammad)
2. Maya likes (playing doll/ gardening / cooking)
3. Kim is a student of (Malay / Putra Kebangsaan / Singapore) junior high school
4. Kim loves (riding a bike/ riding a horse / riding motor cycle)
5. Maya and Kim are students of (junior / elementary/ senior) high school.

WRITING
Complete the chart.

First Name
Last Name
Nickname
School
How are you today?
I like ….

Write about yourself to your new e-pal. Use the chart in Part A to help you.

Hello! My name is ----------------------------------. My last name is

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