1A Who are the learners? SMK students with low proficiency level.

2A What are the aims of the course?  The combination of EOP and AOP

3A The Language description curriculum 2013

Language Content based on the 2013 curriculum
description
Structural 1. Simple present verbal and nominal, question words.
2. noun clause
3. simple future (will and be going to)
4. simple past
5. interrogative sentence construction
Notional
Functional 1.introducing ourselves (pemaparanjatidiri)
2. extended compliments
3. expressing care
4. fixed plan
5. extended congratulation
Discourse-based
Some other kind

4AThe Language points that should be covered

Language points Content based on the 2013 curriculum
Particular structures
Functions
Vocabulary areas 1. Professions and Hobbies
2.d
3.
4.
5.
6.
5A The Proportion of work on each macro-skill (e.g. reading)
• Skill-integrated work

6A The needed Micro-skills

LOTs Low Order Thinking skills
7AThe text types that should be included
-Manuals,Letters, Dialogues, Experimental Reports, Visual texts (pictures, diagrams, charts,
graphs, cartoons etc.), Listening texts

8A
• What subject-matter area is required?
• What level of knowledge should be assumed?
• What topics are needed? Topic related to content area (Productive subject/TKR)
• What treatment should be the topics given?

9AHow should a content be organized throughout the course?

Content mapping

10AHow should a content be organized within the course units?

11AHow is the content sequenced throughout the course?

Sequenced of the contents are from preferred skill

12 AHow should the content be sequenced within a unit?

13 AWhat theory of learning should the course be based on?

14A What aspects of the learners' attitudes to learning English should the course take into
account?

15AWhat kinds of exercises\tasks are needed?

(guidedfree?)

16AWhatteaching-learning techniques are to be used?

17A What aids are available for use?

 Pictures
 Video
 Audio / mp3
 Ppt.
18A What guidance for teaching the course will be needed?
- How to use the listening materials
- Do brainstorming before doing the listening activity
- Play the recording for three times. Just listen, start answering the questions, and
checking the students answer, and discuss the answer
- How to use tasks in the book
- The teacher can use the exercise in the book as the ongoing assessment
- How to teach the specific vocabulary in the textbook
19AHow flexible do the materials need to be?

20AWhat price range is necessary?

21A When and in what quantities should the materials be available?

1B Who is the material intended for?

2B What are the aims of the materials?
3B
The Types of linguistic description used in the materials
4B
The Language points that the materials cover
5B The Proportion of work on each skill
Skill-integrated work
6B The Micro-skills that are covered in the material
7B
The kinds of texts in the materials
8B
• What is the subject-matter areas, assumed level of knowledge and types of topics in the
materials?
• What treatment are the topics given?
9B
• How is the content organised throughout the materials?
10B
• How is the content organised within units?
11B
• How is the content sequenced throughout the book?
12 B
• How is the content sequenced within a unit?
13B
• What theory of learning are the materials are based on?
14B What attitudes to learning English are the materials based on?
15BWhat kinds of exercises\tasks are included in the materials?
16BWhat teaching-learning techniques can be used with the materials?
17B What aids do the materials require?
18BWhat guidance do the materials provide?
19BIn what ways are the materials flexible?
20BWhat is the price?
21B When and how readily can the materials be obtained?