TEACHING MODULES

(Languange Curriculum Design)

Student Name : Ahmad Rama Ramadhan

Student ID Number : 2110510092
Field of Study : English Education Department

ENGLISH EDUCATION DEPARTMENT

 FACULTY OF TARBIYAH
KUDUS STATE ISLAMIC INSTITUE
2023

ENGLISH TEACHING MODULE PHASE E CLASS

10 KURIKULUM MERDEKA

A. GENERAL INFORMATION

School Name : Pecangaan Senior High School

Subject : English
Phase and Class : B Grade 11
Author : Ahmad Rama Ramadhan
Approach /
Learning Model : GenreBased–Approach
Pancasila Student Profile : Global Diversity, Creative, Critical Reasoning, and Independent

B. MAIN COMPONENTS
1. Learning Outcomes-Elements of Outcomes :
Reading-Viewing
In this lesson, we will explore the fundamentals of simple sentences. Simple
sentences are concise and effective in conveying a single complete thought.
Understanding how to construct and use simple sentences is essential for clear
communication in English.
2. Learning Objectives :
Reading-Viewing
1) Identify the components of a simple sentence.
2) Recognize subject-verb agreement in simple sentences.
3) Analyze examples of simple sentences in various contexts.
4) Expand simple sentences by adding modifiers and additional information.
3. Total Time Allocation : 2x45(2 Meetings)

4. Trigger Question :
- How does subject-verb agreement contribute to the clarity and coherence of a simple
sentence?
 - What role do modifiers play in enhancing the meaning and impact of a simple
sentence?
- Can you think of examples where simple sentences are commonly used in everyday
communication? Why are they effective in those contexts?
- How can the addition of prepositional phrases or subordinate clauses expand the
meaning and complexity of a simple sentence?
5. Learning Activities :
Introduction
BKOF - Engage students in a discussion or brainstorming activity about
(Building simple sentences.
knowledge of - Ask guiding questions to assess prior knowledge and introduce key
Field) concepts.
- Share examples and provide explanations to build a solid foundation
of understanding.

The core
MOT (Modelling of - Present a model text or sentence that exemplifies the use of a simple
Text) sentence.
- Analyze the model text together, identifying the subject, verb, and
(25 minutes) object.
- Discuss the effectiveness and impact of using a simple sentence in
that context

JCOT ( Joint - Collaboratively construct a simple sentence as a class, using a given

Construction of prompt or topic.
Text ) - Invite students to contribute ideas and participate actively in creating
the sentence.
(30 minutes) - Discuss the process of constructing the sentence, highlighting
subject-verb agreement and sentence structure.

ICOT 1. Provide students with a variety of prompts or topics related to

(40 minutes) simple sentences.
2. Ask them to generate their own ideas, then choose one idea to focus
on.
3. Guide students through the process of contracting their ideas into a
clear and concise simple sentence.
4. Assist them in organizing their sentence effectively, ensuring
subject-verb agreement.
5. Encourage students to transfer their learning by independently
creating additional simple sentences using different prompts or
topics.
Closing

Refleks 1. Allocate time for students to reflect on their learning experiences and
(5minutes) outcomes.
2. Facilitate a class discussion or provide reflection prompts for students
to express their understanding, challenges, and areas for improvement.
3. Encourage students to share examples of their own simple sentences
 and discuss how their understanding of the topic has evolved.

6. Sources/media:

Source:

Amira Rahayu, dkk. Moodul Belajar Praktis Bahasa Inggris SMA/MA DAN
SMK/MAK Kelas X.2022.Kementerian Pendidikan, Kebudayaan, Riset, Dan
Teknologi Republik Indonesia.

Media :

 English-Indonesian, Indonesian-English Dictionary

 Mobile phone
 YouTube media application
 LCD screen

7. Formative
Assessment

Nu Statement Good Enough Less

1. Provide a set of simple

sentences to students.

2. Ask students to analyze each

sentence by identifying the
subject, verb, and object.

3. Instruct students to expand each

sentence by adding modifiers
(adjectives and adverbs) to
provide more details or additional
information.

4. Encourage students to be
creative in their sentence
expansion while maintaining
clarity and coherence.
5.
Collect the completed
assessments for evaluation
and feedback.

Writing skills test

Nu Statement Score

Less Enough Good

1. Content: Complete, and appropriate 11-20 21-30 31-40

2. Grammar 11-21 21-25 26-30

 3. Neatness 11-21 21-25 26-30

C. ATTACHMENT
1. Supporting Materials
D. LKPD
Look at the pictures of how to make omelette below!

Based on the pictures above, tell a procedure text verbally! Remember to mention things
what you need and the method!
………………………………………………………………………………………………………

………………………………………………………………………………………………………

………………………………………………………………………………………………………

………………………………………………………………………………………………………

E. Learner Reflection Instrument

You've learned about procedure of how to make something. Now give thick (v) to the statement
below.

Already Need to learn

In this Chapter: able to more
1. What did you learn about simple sentences?

2. How has your understanding of subject-verb

agreement improved?

4. Did you find the modeling of text and joint construction

activities helpful? Why or why not?
5. Did you encounter any challenges or difficulties while
expanding simple sentences with modifiers?
6. How has your ability to analyze sentences and identify
the subject, verb, and object evolved?
7. Reflect on your writing practice with simple sentences.
Did you feel confident in constructing your own
sentences?
8. How do you think the knowledge and skills you've
gained with simple sentences can be applied in real-life
situations?
9. What strategies or techniques have you found most
effective in improving your understanding and
application of simple sentences?

Knowledge or skills that I have learned:

1.
2.
3.
4.
5.
6.