English Teaching Module 4

Exposition Text
Phase E, Grade X, Semester 2
Academic Year 2023/2024
The students have learned English for 3 years at Junior High School.
They are considered A-2 Level. According to CEFR guidelines they
can:
1. understand sentences and frequently used expressions related to
areas of most immediate relevance (e.g. very basic personal and
family information, shopping, local geography, employment).
2. communicate in simple and routine tasks requiring a simple and
direct exchange of information on familiar and routine matters.
3. describe in simple terms aspects of his/her background,
immediate environment and matters in areas of immediate need.

Meaningful Understanding:

An expository text provides explanations, information, or ideas related to various aspects of

people's lives. For example, economics, health, environment, social, culture, law, and other
aspects of community life.

Expository text is used to convince the reader that the topic presented is an important topic, to
get attention by providing arguments that support the main topic. The arguments should be
presented in AREL (Assertion, Reasoning, Evidence, and Link Back.

The generic structure: (1) Thesis (Introducing the topic and indicating the writer’s point of view),
(2) Arguments, and (3) Reiteration / Conclusion.

Mastering this text type will help you in the future when you have to write your college
assignment.

Media: Pictures, Audio, Video, Articles, Google Form, Quizizz, PadLet, WhatsApp Group

Tools: LCD, Speaker, Laptop, etc

Learning Model: Project Based Learning (PjBL)

Designed by
Agusanaterny Ully
Email: enyully@gmail.com
IG: ennyully
 The First Meeting

Time Allocation: 2 x 45 minutes

Pancasila Student's Profiles:

1) Thinking critically in identifying main ideas and details regarding the

topic of the expository text being listened to.

2) Collaborating in using English to communicate with teachers, peers

and other people in conveying opinions regarding exposition texts.

Learning Objectives:

E.1.10 Identifying main ideas and details regarding the topic of the
expository text being listened to.

E.1.11 Using English to communicate with teachers, peers and other

people in conveying opinions regarding exposition texts.

E.1.12 Using non-verbal elements such as body language, speech rate, and
tone of voice to be understood in some contexts.

Trigger Questions / Fundamental Questions:

What are the environmental issues that Indonesia is facing?

Why do they happen?

Why is it important to overcome them?

What will happen if they are not overcome?

How do we overcome them?

Note: those questions can be used in designing your group poject.

Activity 1: Take a look at these pictures and say something about each of them!

2
3

4
Activity 2: Read the following words and find the meaning in your dictionary.
1. ......
2. ......
3. ......
4. ......
5. ......

Activity 3: Let's play Hot Seat! (Teacher Explains the rules of the game)
1. ......
2. ......
3. ......
4. ......
5. ......

Activity 4: Fill in the blank with the words from the list!
1. ......
2. ......
3. ......
4. ......
5. .....

Activity 5: Listening to the following recording answer the questions:

1. What is the issue discussed by the speaker?
2. Where does it happen?
3. Why does it happen?
4. What will happen if it is not overcome?
5. What is the solution offered?

Activity 6: Listening to the following recording answer the questions:

1. What is the issue discussed by the speaker?
2. Where does it happen?
3. Why does it happen?
4. What will happen if it is not overcome?
5. What is the solution offered?
 Reflection
Name : Date :

What activity that I really enjoyed today?

What I learned from today's class?

I want to be better at
 Teacher Self-Evaluation

What went well in this lesson? Why?

What problems did I experince? Why?

What could I have done differently?

What did I learn from this experience? How can it help

me in the future?
 The Second Meeting

Time Allocation: 2 x 45 minutes

Pancasila Student's Profiles:

1) Thinking critically in getting information from the expository text being

watched and identifying the author's purpose in composing the text

2) Collaborating in reading and understanding the structure of expository

text and learning simple present tense, active & passive voice

Learning Objectives:

2.2.12 Getting information from audiovisual exposition text

E.2.15 Identifying the author's purpose in writing a particular expository

text

E.2.10 Reading and understanding the structure of expository text

E.2.11 Learning simple present tense, active & passive voice

Activity 1: Answer these questions dealing with last meeting's material (Review)
1. ......
2. ......
3. ......
4. ......
5. ......

Activity 2: Let's watch a video and answer the questions:

Link: https://www.youtube.com/watch?v=TbmD-3ud3gI&ab_channel=AlJazeeraEnglish
1. What is the issue being discussed in the video?
2. Who is the narrator?
3. What is expected from the viewers by the video maker?
4. Where does this issue happen?
5. What will happen if it is not overcome?
6. What is the solution offered?

Activity 3: Guess the meaning of the following words!

1. ......
2. ......
3. ......
4. ......
5. .....

Activity 4: Read the text and answer the questions:

1. What is the issue discussed by the text?
2. Where does it happen?
3. Why does it happen?
4. What will happen if it is not overcome?
5. What is the solution offered?

Activity 5: Read the text once more and underline all verbs in simple present tense and
passive voice!
1. How many simple present tense verbs are used in the text?
2. How many passive voice verbs are used?
3. Mark the part of the text!

Activity 6: When you have free time at home, please watch this video and answer the
questions!
https://www.youtube.com/watch?v=nb0pM93tmi8&ab_channel=CNAInsider

1. What is the issue being discussed in the video?

2. Who is the narrator?
3. What is expected from the viewers by the video maker?
4. Where does this issue happen?
5. What will happen if it is not overcome?
6. What is the solution offered?
 Reflection
Name : Date :

What activity that I really enjoyed today?

What I learned from today's class?

I want to be better at
 Teacher Self-Evaluation

What went well in this lesson? Why?

What problems did I experince? Why?

What could I have done differently?

What did I learn from this experience? How can it help

me in the future?
 The Third Meeting

Time Allocation: 2 x 45 minutes

Pancasila Student's Profiles:

1) Collaborating in reading and understanding the structure of expository

text and learning simple present tense, active & passive voice

Learning Objectives:

E.2.11 Learning simple present tense, active & passive voice

 You can create creative, enjoyable,
and meaningful activities that will help
the students achieve the learning
objective.
Besides using Reflection, you can also
use Quizizz for the Formative
Assessment at the end of the meeting.
 The Fourth Meeting

Time Allocation: 2 x 45 minutes

Pancasila Student's Profiles:

1) Collaborating in reading and understanding an expository text

2) Thinking critically in getting information from the expository text being
read and identifying the author's purpose in composing the text

Learning Objectives:

E.2.13 Evaluate the specific details of a printed expository text

E.2.14 Understanding implied information in a printed expository text
E.2.15 Identifying the purpose of the writer
E.2.16 Making simple inferences to show understanding of implied
information in an exposition texts.
 You can create creative, enjoyable,
and meaningful activities that will help
the students achieve the learning
objective.
 The Fifth Meeting

Time Allocation: 2 x 45 minutes

Pancasila Student's Profiles:

1) Collaborating in designing a project plan regarding environmental

problems faced by Indonesia
2) Thinking critically in designing a project plan regarding environmental
problems faced by Indonesia

Learning Objectives:

E.3.6 Make a project plan regarding environmental problems faced by

Indonesia

Activity 1: Teacher devides students into groups of 5. The teacher ensures that each
student in the group chooses and knows the procedure for making the project/product
that will be produced.

Activity 2: Designing Project Plan

In their groups, students discuss what kind of environmental issue that they would like to
expose in their project.

Students discuss the plan for making a problem-solving project including the division of
tasks, preparation of tools, materials, media, resources needed.

The teacher has to check that every group finish their project plan.

Activity 3: Arrange the Schedule

Teachers and students make an agreement about the schedule for making the project
(stages and collection).

Learners arrange a project completion schedule taking into account the time limit that
has been determined together.
 The Sixth Meeting

Time Allocation: 2 x 45 minutes

Pancasila Student's Profiles:

1) Collaborating in writing a project report on environmental problems

faced by Indonesia
2) Thinking critically in designing a project plan regarding environmental
problems faced by Indonesia

Learning Objectives:

E.3.7 Write a project report on environmental problems faced by

Indonesia

Activity 1: Monitoring the Activity and Progress of the Project

The teacher monitors the activeness of students during the project, monitors the
realization of their progress, and guides them if experiencing difficulties.

Students do their projects according to the schedule, record each stage, discuss
problems that arise during project completion with the teacher.

Activity 2: Checking the Project Result Drafts

The teacher discusses the students' project result draft, monitors student involvement,
checks whether the group progress fulfills the expectation.

Stundets discuss the quality of projects that have been made and make product/work
reports to be presented to others.
 The Seventh Meeting

Time Allocation: 2 x 45 minutes

Pancasila Student's Profiles:

1) Collaborating in writing a project report on environmental problems

faced by Indonesia
2) Thinking critically in designing a project plan regarding environmental
problems faced by Indonesia

Learning Objectives:

E.3.8 Presenting project reports on environmental issues using various

presentation methods

Activity 1: Evaluation of Learning Experiences

The teacher guides the project presentation process, responds to the results, then the
teacher and students reflect/conclude.

Each group presents a report, other students provide feedback, and together with the
teacher concludes the results of the project.
 Reflection
Name : Date :

What do you really like about this project?

What do you really like about this project?

What difficulties did you face in this project? How did

you ovecome them?

I want to be better at
 Teacher Self-Evaluation

What went well in this project? Why?

What problems did I experince? Why?

What could I have done differently?

What did I learn from this experience? How can it help

me in the future?
To assess how well you have obtained this material scope, you
will have a summative test that will be given through a link.

Note: Teacher can also attach the following items:

Student's Worksheet
Remedial & Enrichment
Reading Material for Teacher & Students
Glossarium
References