ENGLISH MODULE

Submitted to fulfill the project work of Philosophical Basic of ESP

By:

Akbar Fauzan

NIM: 1210204006

ENGLISH EDUCATION DEPARTMENT

FACULTY OF TARBIYAH AND TEACHER TRAINING

STATE ISLAMIC UNIVERSITY SUNAN GUNUNG DJATI

BANDUNG

2014

INRODUCTION

This module is aimed at helping students in the intermediate level. English

teachers promote effective speaking in their classrooms by engaging their students in

communicative activities to develop oral proficiency. The module aims to develop

students‟ confidence in using English in various communication situations, both

formal and informal. The ability to speak English effortlessly in a variety of situations

requires good pronunciation, a wide range of vocabulary, grammatical accuracy and

also the knowledge of what to say to whom and when. In short, proficiency in

speaking includes knowledge not only of the language but also social and cultural

norms, and the ability to respond appropriately in a variety of situations. This module

contains a range of activities for the teacher to use in the classrooms to encourage

students to speak effectively and with confidence. The activities are mainly designed

around shared experiences, to be done in pairs and groups so that students learn to

respond spontaneously in any communication situation.

A. The objectives of this module are to:

Enable teachers to help their students develop the ability to speak

English effectively and with confidence;

Help teachers develop activities to encourage students to express

Themselves fluently using appropriate grammar, vocabulary and

Pronunciation;

Enable teachers to help students organize their ideas logically and to

Present them appropriately in various communication situations;

Help teachers make their students understand the importance of

Performing language functions in English such as requesting, greeting,

Clarifying, apologizing, inviting and so on; and

Encourage English teachers to collaborate with teachers of other

Subjects to develop students‟ academic skills such as oral

Presentations, extempore speech, debate, etc.

B. After Completing this module, you will be able to:

Teach students how to express themselves effectively using appropriate

grammar, vocabulary and pronunciation;

Show students how to describe people, events and objects appropriately in

English;

Teach students how to perform common language functions in social

situations, such as making a request, asking for clarifications, giving and

accepting invitations and so on; and

Help students develop their oral skills for academic purposes (making

presentations, participating in debates, extempore speech, group discussions

and so on).

UNIT 1

Introduction to Discourse and Intonation

Objective:

Introducing the concept of discourse and intonation with its aspects

A. Why is Sound Discrimination Important?

But what is this skill, and why is it so important? Listening for sounds and

telling the difference between one and the other is called sound

discrimination. Sound discrimination is very important to early readers and writers,

because when a child wants to write the words “pig” or “bat,” it will be very

important to be able to identify all of the sounds in those words. Otherwise, reading

and writing small words like these will be impossible without memorizing every what

every single word looks like, right down to the last letter. Imagine trying to write

long words such as “encyclopedia” without being able to separate that word into

syllables in your head as you write it down! You would be relying only on memory

to spell these long words, and might forget a letter or two. Kids that learn to listen for

and distinguish between each syllable and letter sound in the words that they read

have a much better chance of reading and writing well than those that do not. In

addition, rhyming is a foundational skill for language arts, and depends entirely on

sound discrimination. Phonics in general is also highly dependent on sound

discrimination skills as well.

B. Intonation in Discourse

The term intonation refers to the way the voice goes up and down in pitch

when we are speaking. Intonation is considered a fundamental part of the way we

express our own thoughts and enables us to understand the other people‟s thoughts

when they talk to us. Intonation enables us to know the speaker‟s attitude and how

she/he feels about what she/he is saying.

Discourse is any meaningful stretch of language. If we analyze intonation in

discourse, it means that we analyze intonation in a wider context of conversation or

monologue; we see how intonation conveys ideas and information.

Here is the guidance related to intonation:

1. Information questions with Who, what, where, etc. Falling intonation (if

being asked for the first time), e.g. What’s your name? What’s the time?

Where do you live?

2. Questions expecting a „yes/no‟ answer Rising (Is it the blue one? Have

you got a pen?)

3. Statements Falling (He lives in the house on the corner. It’s over there.)

4. Imperatives Falling (Sit down. Put it on the table.)

5. Question tags expecting confirmation Falling (You’re French, aren’t you?

He’s very tall, isn’t he?)

6. Question tags showing less certainty Rising (You’re French, aren’t you?

Your train leaves at six, doesn’t it?)

7. Lists of items Rising, rising and finally falling (You need a pen, a pencil

and some paper. The stall sells ribbon, bead, elastic and buttons.)

C. Tones, Tonic Syllables and Tone Units

Tones is the main movements of pitch, within a tone unit.

Tonic syllables are the syllables where the main pitch movement in the utterance

occurs. Tonic syllable is the last stressed syllable in a tone unit.

Tone units are the utterance with tonic syllables. One tone unit is composed by only

one tonic syllable.

Example:

She LIVES in LONdon. Lon is tonic syllable.

She lives in London. The tone is fall.

// She LIVES in LONdon // The sentence is one tonic unit and conventionally is

noted by being enclosed within two pairs of slanted lines.

UNIT 2

BUILDING VOCABULARY

Objective:

Introducing the strategies of buildings vocabulary with its methods to make the

students easier to learn.

A. INTRODUCTION

No English program is complete without a section on building vocabulary.

Words are the building blocks of written and spoken communications. The more

words you know, the easier it is to understand the messages you receive from others.

A good vocabulary also means that you can say exactly what you mean when you

send a message. This module presents strategies that will help you learn new words

easily. Like any kind of learning, however, you will need to experiment with a variety

of study techniques until you find the ones that work best for you and suit your

learning style.

B. WHAT IS VOCABULARY?

The word vocabulary simply means a list of words. The vocabulary of the

English language contains more than a million words, many of them scientific. About

200,000 of these are in common use. Words are being added to and dropped from the

language all the time, so everyone needs to work to keep his/her vocabulary up-to-

date. The invention of the computer has added many new words like byte, download,

cursor, and internet. On the other hand, you never hear the word some (meaning

disgusting) although it was around for 500 years and can still be found in some

unabridged dictionaries.

Many people think that a good vocabulary means knowing lots of big,

important-sounding words. Long, complicated words do have very important uses,

but improving your vocabulary is much more than being able to scatter big words

throughout your writing or speaking. The goal of any communication is to be

understood. A good vocabulary makes it easy to write (or say) exactly what you mean

and to understand what you read (or hear). A good writer or speaker communicates

ideas, even complicated ones, in words that his/her particular audience will

understand clearly.

C. Understanding the Parts of Speech

Parts of speech help you understand how a word should be used. The part of

speech for each vocabulary word is identified using the following abbreviations:

Noun = n.

Verb = v.

Adjective = adj.

Adverb = adv.

Preposition = prep.

D. Definitions of the Parts of Speech

Noun (n)

A noun is a person, a place or a thing.

Example: Tom ran to the store to buy chocolate.

Adjective (adj.)

An adjective is a word used to describe a noun.

Example: Little Tom ran to the corner store to buy white chocolate.

Verb (v.)

A verb is a word used to show an action.

Example: Little Tom ran to the corner store to buy white chocolate.

Adverb (adv.)

An adverb is a word used to describe a verb. Example: Little Tom ran quickly to the

corner store to buy white chocolate.

Preposition (prep.)

A preposition is a word that links nouns, pronouns and phrases to other words in a

sentence. Example: Little Tom ran quickly to the corner store to buy white chocolate.

E. Other Terms You Will Need to Know

Synonym

A synonym is a word that means the same as another word.

Example: large is a synonym for big

Example: tiny is a synonym for small

Antonym

An antonym is a word that means the opposite of another word.

Example: hot is an antonym for cold

Example: on is an antonym for off

Homonym

A homonym is a word that sounds the same as another word but means something

else and is sometimes spelled differently.

Examples of common homonyms:

•their (belonging to them) and there (in that place)

•hear (to listen to something) and here (in this place)

•to (toward), too (also), and two (the number 2)

Anagram

An anagram is a word or phrase that contains all the letters of another word orphrase

but in a different order.

Example: “post” is an anagram of “stop”

Example: “astronomers” is an anagram of “no more stars”

Analogy

An analogy links two things that are related in some way. For example, an apple is

like a ball because they are both round.

Word analogies compare two pairs of words. The second pair of words must be

related in the same way that the first two words are related. For example, if the first

pair of words are antonyms, the second pair of words must also be antonyms.

Example: dark is to light as laugh is to cry (antonyms: dark and light are opposites

and laugh and cry areopposites)

Example: shoe is to foot as tire is to wheel (a shoe goes on a foot and a tire goes on a

wheel)

Example: post is to stop as drawer is to reward (anagrams: the same letters are used

to spell each pair of words)

F. UNDERSTANDING NEW WORD

1. Ask Someone You Trust

The first and easiest way to get information about new words, particularly if

you hear them in conversation is to ask about the meaning. Usually, you will get a

general definition or a synonym. This may be enough for you to understand the

general idea, but you should probably make a point of checking it out for yourself

before you add it to your list of words to learn.

2. Use Context Clues

When you are reading, looking up every unfamiliar word may make the task

so difficult and boring that you lose interest in what you are doing. Sometimes, you

can skip over a word you don‟t know because something else in the sentence

(context) will give you a general idea of what it means.

After he broke his ulna, he had to wear a sling to support his injured arm. Al’s

lawyer checked the court docket to find the date of his client’s next appearance

before the judge.

Paraffin, the British name for kerosene, can be extremely dangerous. At the hospital,

she asked the radiologist to explain what her x-rays showed.

What do the words in bold type in the sentences above mean? What clues did you use

to make your guess? Are these words you need to add to your everyday vocabulary?

3. Use a Good Dictionary

A dictionary can really help you zero in on the exact meaning(s) of new words

and how to use them correctly.

1. If you have only read the word, you may need to find out how to pronounce

it. Use the phonetic symbols and accent marks.

2. Some words have multiple meanings. Each separate meaning is usually

preceded by a number in bold type. Make sure you find the meaning that

matches what you are reading. Be careful. Some words even have opposite

meanings like bolt which can mean to fasten securely as in “He bolted the

door.” or can mean to run away as in “The horse bolted from the barn when

it smelled smoke.”

3. Some dictionary entries offer a list of synonyms (words with similar

meanings). Use these to help you create clearer idea about the word‟s

meaning.

4. Many dictionaries include phrases (or idioms) that show unusual uses of the

word or suggest prepositions that follow it. For example, the first meaning of

the verb dabble describes the action of a duck turning itself upside down in a

pond to find food on the bottom. The ducks dabbled in the pond. Later,

another entry shows (~ in the stock market) which means that people dabble

in something if they do it irregularly or as a secondary6 interest.

5. Good dictionaries also include brief explanations of “often confused” words.

4. Use a Thesaurus

A thesaurus can often help you understand the meaning of a new word. Use

the list of synonyms provided with each entry word to get a better idea of how and

when to use the word. Thesauruses are also useful when you are needed to find the

“right” word when you are writing. Never use a word found in a thesaurus without

checking its meaning in a dictionary first. If you make a mistake and use it

incorrectly, you will look very foolish.

5. Ask Someone

Everyone meets new words every day. There is nothing wrong with asking

what a strange word means. This is an important strategy if you don‟t have a

dictionary with you.. It‟s better to get an answer right away than risk a

misunderstanding. As well, if you wait until you get home, you will probably have

forgotten the word or else decided that it really wasn‟t that important anyway.

UNIT 3

ORAL SPOKEN

1. Expressions for Agreeing and Disagreeing

Stating an opinion

In my opinion...

The way I see it...

If you want my honest opinion....

According to Lisa...

As far as I'm concerned...

If you ask me...

Asking for an

opinon

What's your idea?

What are your thoughts on all of this?

How do you feel about that?

Do you have anything to say about this?

What do you think?

Do you agree?

Wouldn't you say?

Expressing

agreement

I agree with you 100 percent.

I couldn't agree with you more.

That's so true.

That's for sure.

(slang) Tell me about it!

You're absolutely right.

Absolutely.

That's exactly how I feel.

Exactly.

I'm afraid I agree with James.

I have to side with Dad on this one.

No doubt about it.

(agree with negative statement) Me neither.

(weak) I suppose so./I guess so.

You have a point there.

I was just going to say that.

Expressing

disagreement

I don't think so.

(strong) No way.

I'm afraid I disagree.

(strong) I totally disagree.

I beg to differ.

(strong) I'd say the exact opposite.

Not necessarily.

That's not always true.

That's not always the case.

No, I'm not so sure about that.

Interruptions

Can I add something here?

Is it okay if I jump in for a second?

If I might add something...

Can I throw my two cents in?

Sorry to interrupt, but...

(after accidentally interrupting someone) Sorry, go

ahead. OR Sorry, you were saying...

(after being interrupted) You didn't let me finish.

Settling an

argument

Let's just move on, shall we?

Let's drop it.

I think we're going to have to agree to disagree.

(sarcastic) Whatever you say./If you say so.

2. The Presentation

Most presentations are divided into 3 main parts (+ questions):

1 INTRODUCTION

(Questions) 2 BODY

3 CONCLUSION

Questions

As a general rule in communication, repetition is valuable. In presentations, there is a

golden rule about repetition:

1. Say what you are going to say,

2. say it,

3. Then say what you have just said.

In other words, use the three parts of your presentation to reinforce your message. In

the introduction, you tell your audience what your message is going to be. In the

body, you tell your audience your real message. In the conclusion, you summarize

what your message was.

We will now consider each of these parts in more detail.

a. Introduction

The introduction is a very important - perhaps the most important - part of your

presentation. This is the first impression that your audience have of you. You should

concentrate on getting your introduction right. You should use the introduction to:

1. welcome your audience

2. introduce your subject

3. outline the structure of your presentation

4. give instructions about questions

The following table shows examples of language for each of these functions. You

may need to modify the language as appropriate.

Function Possible language

1 Welcoming

your audience

Good morning, ladies and gentlemen

Good morning, gentlemen

Good afternoon, ladies and gentleman

Good afternoon, everybody

2 Introducing

your subject

I am going to talk today about...

The purpose of my presentation is to introduce our new

range of...

3 Outlining

your structure

To start with I'll describe the progress made this year.

Then I'll mention some of the problems we've encountered

and how we overcame them. After that I'll consider the

possibilities for further growth next year. Finally, I'll

summarize my presentation (before concluding with some

recommendations).

4 Giving

instructions

about questions

Do feel free to interrupt me if you have any questions.

I'll try to answer all of your questions after the

presentation.

I plan to keep some time for questions after the

presentation.

b. Body

The body is the 'real' presentation. If the introduction was well prepared and

delivered, you will now be 'in control'. You will be relaxed and confident.

The body should be well structured, divided up logically, with plenty of carefully

spaced visuals.

Remember these key points while delivering the body of your presentation:

do not hurry

be enthusiastic

give time on visuals

maintain eye contact

modulate your voice

look friendly

keep to your structure

use your notes

signpost throughout

remain polite when dealing with difficult questions

c. Conclusion

Use the conclusion to:

1. Sum up

2. (Give recommendations if appropriate)

3. Thank your audience

4. Invite questions

The following table shows examples of language for each of these functions. You

may need to modify the language as appropriate.

Function Possible language

1 Summing up

To conclude,...

In conclusion,...

Now, to sum up...

So let me summarise/recap what I've said.

Finally, may I remind you of some of the main

points we've considered.

2 Giving

recommendations

In conclusion, my recommendations are...

I therefore suggest/propose/recommend the

following strategy.

3 Thanking your

audience

Many thanks for your attention.

May I thank you all for being such an attentive

audience.

4 Inviting questions

Now I'll try to answer any questions you may have.

Can I answer any questions?

Are there any questions?

Do you have any questions?

Are there any final questions?

d. Questions

Questions are a good opportunity for you to interact with your audience. It may

be helpful for you to try to predict what questions will be asked so that you can

prepare your response in advance. You may wish to accept questions at any time

during your presentation, or to keep a time for questions after your presentation.

Normally, it's your decision, and you should make it clear during the introduction. Be

polite with all questioners, even if they ask difficult questions. They are showing

interest in what you have to say and they deserve attention. Sometimes you can

reformulate a question. Or answer the question with another question. Or even ask for

comment from the rest of the audience.