TUGAS esp SMESTER 7

COURSE DESIGN

Instructor : Alhuda

Department : English

Course : Structure III

Credit hours : 2

Code : 3092020

Semester : III

Session : 1

Topic : Introduction to clause

Time allotment : 100 minutes

I. Competency standard : Students are expected to be able to understand, use and analyze complicated structure of English sentence

II. Basic Competency Students are able to identify independent and dependent clause

III. Indicators After following the class : 1. Students are able to differentiate clause from phrase 2. Students are able to distinguish independent and dependent clause. 3. Students are able to give examples on clause.

IV. Material 1. Introduction : Learning contract 2. Independent and dependent clause 3. Fragment and run-on sentence

V. Learning strategies: Lecturing, class discussion, individual task, structured task

VI. Learning Procedures : A. Pre- activity 1. Students recognize the basic concept of clause. 2. Students recognize the difference between independent and dependent clause. B. Main activity 1. In groups, students are given a text and practice identifying clauses. 2. In groups, students practice distinguishing independent and dependent clause. 3. Students hold a class discussion comparing the result of group discussion C. Post activity 1. Students get review from the instructor. 2. Students practice making clauses individually.

VII. Learning media and Learning sources A. Learning media : OHP, LCD, laptop, whiteboard B. Learning sources : 1. Downing, Angle and Philip Locke. 2002. A University Course in English Grammar. Routledge, London. PP 275-282. 2. Frank, Marcella. 1972. Modern English Exercise for Non-Native Speakers. (Part II: Sentences and Complex Structures). Prentice Hall, Inc. 3. Wishon,George E. and Julia M. Burks. 1980. Let’s Write English.. Litton Educational Publishing. Inc. unit 8 4. Handout

VIII. Evaluation A. Techniques and instruments for evaluation 1. Students’ involvement in class discussion 2. portfolio 3. Essay test 4. Example of essay test : a). Identify the clauses in the following text and then, decide whether or not the clauses are independent or dependent. b). Make two of each independent clause and dependent clause B. Evaluation Criteria Formative Grade = 30% x Portfolio + 20% x Process + 50% x Essay test

COURSE DESIGN

Instructor : Alhuda

Department : English

Course : Structure III

Credit hours : 2

Code : ---

Semester : III

Session : 2 and 3

Topic : Noun clause

Time allotment : 100 minutes

I. Competency standard : Students are expected to be able to understand, use and analyze complicated structure of English sentence

II. Basic Competency Students are able to identify and use noun clause

III. Indicators After following the class : 1. Students are able to identify noun clause used in text. 2. Students are able to give example of noun clause. 3. Students are able to make kinds of noun clause. 4. Students are able to make basic sentence pattern using noun clause

VIII. Material Noun Clause 1. Subordinators in the noun clause a. whether /if + SP b. 7 WH + SP c. who/what + P d. that + SP 2. Noun Clause after Adjectives and verbs of Urgency

IX. Learning strategies: Lecturing, class discussion and presentation, individual task

X. Learning Procedures : A. Pre- activity 1. Students recognize the basic concept of noun clause. 2. Students recognize Subordinators in the noun clause. 3. Students recognize the function of noun clause. B. Main activity 1. In groups, students are given a text and practice identifying noun clauses. 2. Each group of students presents the result of their practice. C. Post activity 1. Students get review from the instructor. 2. Students practice making kinds of noun clause and clauses make basic sentence pattern using noun clause.

XI. Learning media and Learning sources A. Learning media : OHP, LCD, laptop, whiteboard B. Learning sources : 1. Murphy, Raymond. 1998. Grammar in Use. Cambridge University Press. Unit2-5, 19-23 2. Frank, Marcella. 1972. Prentice Hall, Inc. Modern English (A Practical Reference Guide). PP 61-77 3. Downing, Angle and Philip Locke. 2002. A University Course in English Grammar. Routledge, London. PP 403 4. Wishon,George E. and Julia M. Burks. 1980. Let’s Write English.. Litton Educational Publishing. Inc. PP.173 5. Handout

VIII. Evaluation A. Techniques and instruments for evaluation 1. Students’ involvement in class activity 2. portfolio 3. Essay test 4. Example of essay test : a). Identify the noun clauses in the following text b). Make kinds of noun clause using the following subordinators : what, when, that, who, what c). Use the noun clauses you have made to create sentences. B. Evaluation Criteria Formative Grade = 30% x Portfolio + 20% x Process + 50% x Essay test

Instructor : Alhuda

Department : English

Course : Structure III

Credit hours : 2

Code : ---

Semester : III

Session : 4

Topic : Reported speech

Time allotment : 100 minutes

I. Competency standard : Students are expected to be able to understand, use and analyze complicated structure of English sentence
II. Basic Competency Students recognize and are able to use reported speech
III. Indicators After following the class : 1. Students are able to change direct speech into indirect speech 2. Students are able to change indirect speech into direct speech
IV. Material Reported speech 1) Reported speech derived from statement 2) Reported speech derived from Yes/No Question 3) Reported speech derived from Wh-Question 4) Reported speech derived from exclamations
V. Learning strategies: Lecturing, class discussion, individual task, structured task

VI. Learning Procedures : A. Pre- activity 1. Students recognize the basic concept of reported speech. 2. Students recognize Subordinators in reported speech. 3. Students recognize the function of reported speech. B. Main activity 1. Students make kinds of direct speech : statement, Yes/No Question, Wh-Question and exclamations 2. Students exchange the direct speech with their friends. 3. Students practice changing the direct speech into reported speech. C. Post activity 1. Students discuss the result of their practice. 2. Students get review from the instructor.

XII. Learning media and Learning sources A. Learning media : OHP, LCD, laptop, whiteboard B. Learning sources : 1. Celce-Murcia, Marianne and Diane Larsen- Freeman. 1983. The Grammar Book, An ESL/EFL Teacher’s Course. Newbury House of Publishing Inc. London. PP 459 2. Murphy, Raymond. 1998. Grammar in Use. Cambridge University Press. Unit 46-47 3. Frank, Marcella. 1972. Prentice Hall, Inc. Modern English (A Practical Reference Guide). PP 75-77 4. Handout

VIII. Evaluation A. Techniques and instruments for evaluation 1. Students’ involvement in class activity 2. portfolio 3. Essay test 4. Example of essay test : a). Change the following direct speech into indirect speech. B. Evaluation Criteria Formative Grade = 30% x Portfolio + 20% x Process + 50% x Essay test

Instructor : Alhuda

Department : English

Course : Structure III

Credit hours : 2

Code : ---

Semester : III

Session : 5-6

Topic : Adjective clause

Time allotment : 2X100 minutes

I. Competency standard : Students are expected to be able to understand, use and analyze complicated structure of English sentence

II. Basic Competency Students are able to identify and use adjective clause

III. Indicators After following the class : 1. Students are able to identify restrictive and non restrictive adjective clause 2. Students are able to use restrictive and non restrictive adjective clause in larger construction.

IV. Material Adjective clause 1. The basic concept and the function of adjective clause 2. Adjective clause a. using subject pronoun b. using object pronoun c. using whose, where, when 3. Restrictive and non restrictive adjective clause 4. Punctuation of adjective clause 5. Using expressions of quantity in adjective clause

V. Learning strategies: Lecturing, class discussion, individual task, structured task

VI. Learning Procedures : A. Pre- activity 1. Students recognize the basic concept of adjective clause. 2. Students recognize function of adjective clause. 3. Students recognize the difference between restrictive and non-restrictive adjective clause. B. Main activity 1. In pairs, students are given a text and practice identifying adjective clause and distinguishing between restrictive and non-restrictive adjective clause. 2. Students practice using adjective in a construction. 3. Students exchange their works with their friends and do peer checking. C. Post activity 1. Students get review from the instructor. 2. Students revise their works

VII. Learning media and Learning sources A. Learning media : OHP, LCD, laptop, whiteboard B. Learning sources : 1. Celce-Murcia, Marianne and Diane Larsen- Freeman. 1983. The Grammar Book, An ESL/EFL Teacher’s Course. Newbury House of Publishing Inc. London. PP 376 2. Murphy, Raymond. 1998. Grammar in Use. Cambridge University Press. Unit 91-95 a. Frank, Marcella. 1972. Prentice Hall, Inc. Modern English (A Practical Reference Guide). PP 47-60 4. Downing, Angle and Philip Locke. 2002. A University Course in English Grammar. Routledge, London. PP 511 5. Wishon,George E. and Julia M. Burks. 1980. Let’s Write English.. Litton Educational Publishing. Inc. PP.164 6. Handout

VIII. Evaluation A. Techniques and instruments for evaluation 1. Students’ involvement in class discussion 2. portfolio 3. Essay test 4. Example of essay test : a). Identify the adjective clauses in the following text and then, decide whether or not the clauses are restrictive or non- restrictive adjective clause. b). Combine the following sentences using the second sentence as the adjective clause. B. Evaluation Criteria Formative Grade = 30% x Portfolio + 20% x Process + 50% x Essay test

Instructor : Alhuda

Department : English

Course : Structure III

Credit hours : 2

Code : ---

Semester : III

Session : 7 – 13

Topic : Adverbial clauses and related structures

Time allotment : 7X100 minutes

I. Competency standard : Students are expected to be able to understand, use and analyze complicated structure of English sentence

II. Basic Competency Students are able to identify and use various adverbial clauses

III. Indicators After following the class : 1. Students are able to identify various adverbial clauses 2. Students are able to make various adverbial clauses 3. Students are able to use various adverbial clauses in making sentence

IV. Material Adverbial clauses and related structures : 1. Adverbial Clause of time and place 2. Adverbial Clause of reason and Cause 3. Adverbial Clause of Contrast, Concessive and Adversative 4. Adverbial Clause of Result and purpose 5. Adverbial Clause of comparison 6. Adverbial Clause of manner 7. Adverbial Clause of Condition a. Factual conditional sentences b. Hypothetical conditional sentences c. Imaginative conditional sentences

V. Learning strategies: Lecturing, class discussion, individual task, structured task

VI. Learning Procedures : A. Pre- activity 1. Students recognize the basic concept of adverbial clause. 2. Students recognize the function of each kind of adverbial clause. B. Main activity 1. Students are given a text and practice identifying adverbial clauses. 2. Students discuss kinds of adverbial clauses the have identified. 3. Students practice creating sentences using various adverbial clauses. C. Post activity 1. Students get review from the instructor. 2. Students revise their task.

VII.Learning media and Learning sources A. Learning media : OHP, LCD, laptop, whiteboard B. Learning sources : 1. Celce-Murcia, Marianne and Diane Larsen- Freeman. 1983. The Grammar Book, An ESL/EFL Teacher’s Course. Newbury House of Publishing Inc. London. PP 308, 340 2. Murphy, Raymond. 1998. Grammar in Use. Cambridge University Press. Unit 37-39, Unit 112-119, 3. Frank, Marcella. 1972. Prentice Hall, Inc. Modern English (A Practical Reference Guide). Pp 21-45 4. Downing, Angle and Philip Locke. 2002. A University Course in English Grammar. Routledge, London. PP 546 5. Wishon,George E. and Julia M. Burks. 1980. Let’s Write English.. Litton Educational Publishing. Inc. pp 154 6. Azar, Betty Schrampfer. 1992. Fundamentals of English Grammar, 2nd edition. Prentice Hall Inc, New Jersey. Unit 8-9 7. Handout

VIII. Evaluation A. Techniques and instruments for evaluation 1. Students’ involvement in class discussion 2. portfolio 3. Essay test 4. Example of essay test : a). Identify the adverbial clauses in the following text and then, decide what kind of adverbial clauses they are. b). Make sentences using kinds of adverbial clauses. B. Evaluation Criteria Formative Grade = 30% x Portfolio + 20% x Process + 50% x Essay test

Instructor : Alhuda

Department : English

Course : Structure III

Credit hours : 2

Code : ---

Semester : III

Session : 14

Topic : Compound Complex sentence

Time allotment : 100 minutes

I. Competency standard : Students are expected to be able to understand, use and analyze complicated structure of English sentence

II. Basic Competency Students are able to identify and use compound complex sentence

III. Indicators After following the class : 1. Students are able to identify compound complex sentence 2. Students are able to make compound complex sentence

IV. Material 1. Coordinating and subordinating conjunction 2. Compound complex sentence

V. Learning strategies: Lecturing, class discussion, individual task, structured task

VI. Learning Procedures : A. Pre- activity 1. Students review compound sentence. 2. Students review complex sentence. 3. Students recognize compound complex sentence. B. Main activity 1. Students are given a text and practice identifying compound complex sentence. 2. Students practice combining sentence by using coordinating and subordinating conjunction. 3. Students practice making compound complex sentence. C. Post activity 1. Students get review from the instructor. 2. Students revise their tasks.

VII. Learning media and Learning sources A. Learning media : OHP, LCD, laptop, whiteboard B. Learning sources : 1. Celce-Murcia, Marianne and Diane Larsen- Freeman. 1983. The Grammar Book, An ESL/EFL Teacher’s Course. Newbury House of Publishing Inc. London. PP 308 2. Frank, Marcella. 1972. Prentice Hall, Inc. Modern English (A Practical Reference Guide). 3. Wishon,George E. and Julia M. Burks. 1980. Let’s Write English.. Litton Educational Publishing. Inc. PP 341 4. Handout

VIII. Evaluation A. Techniques and instruments for evaluation 1. Students’ involvement in class discussion 2. portfolio 3. Essay test 4. Example of essay test : a). Identify the compound complex sentence in the following text. b). Combine the following sentences by using coordinating and subordinating conjunction. B. Evaluation Criteria Formative Grade = 30% x Portfolio + 20% x Process + 50% x Essay test