Basic Communicative

English
Communicative approach English module for
9th grader

Edwin Sidik
SMPN 3 MALANGBONG
 MODUL
BAHASA INGGRIS UNTUK KELAS IX

SMPN 3 MALANGBONG

JUDUL MODUL :

“Basic Communicative English”

DI SUSUN OLEH :

NAMA : EDWIN SIDIK

UNIT KERJA : SMPN 3 MALANGBONG

HALAMAN PENGESAHAN
 MODUL
BAHASA INGGRIS UNTUK KELAS XI
SMPN 3 MMALANGBONG

PENYUSUN: EDWIN SIDIK

Telah dibuat, diperiksa dan disahkan oleh,

Kepala SMPN 3 Malangbong Kab. Garut
untuk digunakan dalam Pembelajaran dan arsip perpustakaan
di SMPN 3 Malangbong

Garut, 1 November 2022

Mengesahkan

Kepala SMPN 3 MALANGBONG

NINING SARININGSIH, S.Pd

NIP. 197002101999032006

PEMERINTAH KABUPATEN GARUT

 DINAS PENDIDIKAN
SMPN 3 MALANGBONG
JL. Yayasan 11 April No. 02 Malangbong 44188, Garut

LEMBAR PUBLIKASI

Kepala Perpustakaan SMPN 3 Malangbong, dengan ini menerangkan bahwa :

Nama : Edwin Sidik

Jabatan : Guru Bahasa Inggris SMPN 3 MALANGBONG

Telah mendokumentasikan pada perpustakaan, modul Bahasa Inggris untuk Kelas XI

dengan judul : “Basic Communicative English”

Demikian surat keterangan ini dibuat untuk dapat dipergunakan seperlunya.

Garut 1 November 2022

Kepala Perpustakaan
Penulis

Usman Syahmidan, S.Pd

Edwin Sidik, S.Pd
NIP. 196906091992021002

Kepala SMPN 3 MALANGBONG

NINING SARININGSIH, S.Pd

NIP. 197002101999032006

KATA PENGANTAR
 Dengan mengucapkan syukur kepada Yang Maha Kuasa, penulis sajikan modul
yang berjudul ‘BASIC COMMUNICATIVE ENGLISH” kepada para rekan guru dan
siswa siswi SMPN 3 Malangbong. Modul ini berfungsi sebagai bahan pembelajaran
tambahan dengan pendekatan komunikatif yang memungkinkan siswa siswi untuk bisa
menguasai kecakapan berbahasa Inggris pada aspek speaking skill.

Penyajian pembahasan dilakukan secara terpadu dan gradual ke tingkat yang

lebih tinggi sehingga kemampuan peserta didik diharapkan bisa meningkat dalam
kecakapan berkomunikasi secara verbal maupun non verbal. Pembahasan modul ini
dimulai dengan menjelaskan tujuan yang akan dicapai yang disertai dengan soal soal
dengan topic yang beragam yang dapat diukur berdasarkan tingkat ketercapaian dan
ketuntasan.

Penyusun menyadari bahwa dalam penulisan modul ini masih banyak

kekurangan, maka dari itu penyusun membuka saran dan kritik yang membangun agar
nantinya bisa dijadikan masukan untuk membuat modul ini lebih baik dan bisa
bermanfaat bagi penggunanya.

Penyusun

DAFTAR ISI
Halaman pengesahan

Lembar publikasi

Kata pengantar

Pendahuluan

Orientation

Introducing Oneself and Others

Talking About One’s Interests, Dreams, and Goals

Welcoming Visitors

Asking For and Expressing Opinions

Describing Experiences

Describing Routines

Describing Preferences

Asking For and Giving Directions

Clarifying and Confirming Information

Making small talk

Giving Advice

references

Lesson title: Getting to Know BCE

Learning Targets:
 Prepare for BCE

A. INTRODUCTION
Preparation

Before knowing BCE, how often do you use English in situations? Rate yourselves:

5 - Always 4 - Most of the time

3 - Sometimes
2 - Rarely
1 - Never

I speak English at home. -

I speak English in school. -
I watch English TV shows or movies -
I listen to English songs -
I read English books -
I write in English -
I understand English movies and songs -
I like learning English -
I am afraid to speak in English -
I like Korean pop (K-Pop) -

Now we will prepare to study English together. Download Duolingo and also ELSA speak to
improve your English.

B. CONTENT NOTES
Content

Welcome to BCE, The Basic Communicative English module.

The BCE module aims to prepare you for English skills that you can use in your study.
The topics follow the common of daily life conversation and relates to the recent issues.
 For the program, you will do different activities to prepare you to use English for you to
enhance communicative skill. Your performance will be based on graded quizzes and
exams.
.

Lesson title: Introducing Oneself and Others

Learning Targets:

In the end of this module, students are be able to:

● Use vocabulary to introduce oneself and others

1.

A. INTRODUCTION
Preparation

It’s the first day of school. You are a new student in the school. You do not know any of
your classmates' names. How will you start a conversation?

B. CONTENT NOTES
Content
Look at these key phrases:

Introducing Oneself
● Hi, I’m Rizki. Nice to meet you.
● Hi, my name is Nabilah. It’s my pleasure to meet you.
● I don’t think we’ve met. My name is Aulia. I am pleased to meet you.
● Let me introduce myself. I am Sharif. It’s a pleasure to meet you, too.
Introducing Others
● Arif, I’d like to introduce you to Frisca.
● Arif, please meet Frisca.
● Arif, I’d like you to meet Frisca.
● Arif, have you met Frisca?
● Arif, this is Frisca. Frisca, this is Arif.
● Arif, there’s someone I’d like you to meet.
● May I present my friend Frisca?

Skill-Building
Look at this sample dialogue:
LIA : Hello, my name is Lia. Welcome to SMPN 3 Malangbong Kharisma.
ANGGA : Thank you! I am Angga.
LIA : Nice to meet you.
ANGGA : Nice to meet you, too.
LIA : Where are you from, Angga?
ANGGA : I am originally from Jakarta. How about you?
LIA : I'm from here, Garut. Is this your first year in our school?
ANGGA : Yes, it is!
LIA : How exciting! I am having fun studying here. I hope you do, too!
ANGGA : I hope so, too.
LIA : Well, good luck on your first year. Have fun! I have to go to class now.
It was nice talking with you.
ANGGA : Thank you! It’s a pleasure to meet you. See you around!
LIA : See you!

II. Practice
1. In groups of three, choose one scenario:
a. At a K-Pop concert: Three fans meet each other for the first time. (You can use
these words in your dialogue: applause, crowd, cheer).
b. At an English club meeting: There are two new members and one old member.
They introduce themselves to each other. (You can use these words in your
dialogue: literature, speech, scrabble)
c. At an inter-school seminar: Three students from different schools make
introductions. (You can use these words in your dialogue: paper, icebreaker,
presentation)

2. Write a dialogue using appropriate expressions that we learned.

3. Prepare to present the dialogue.

C. LESSON WRAP-UP
I. Thinking about Learning
Name one thing you’re excited or anxious about in this lesson.

II. Review
 You are the chairman of your English club. Use the key phrases to:
1. Introduce yourself to the new members
2. Introduce your vice-chairman to the new members

Lesson title: Talking About One’s Interests, Dreams,

and Goals
Learning Targets:
In the end of this module, students are able to:
● Use vocabulary and relevant expressions to talk about their interests, dreams, and
goals

A. INTRODUCTION
Preparation

● What food do you like to eat? Dislike to eat?

● What TV shows or movies do you like to watch? Dislike?
● What do you want to be someday?
● What are fun things you want to do this year?
B. CONTENT NOTES
Content
Look at this sample conversation and the key phrases about interests (likes and dislikes)

A: I like fruits.
B: What kind?
A: I like oranges and bananas.

A: I do not like coffee.

B: Really? Do you like tea?
A: Yes, I do.

A: I dislike action movies.

B: Oh, what kind do you like?
A: I like romantic comedy movies.

A: Are you interested in playing musical instruments?

B: Yes, I am interested in playing guitars and violins.
A: How about playing the piano?
B: Playing the piano doesn't interest me.

A: I like cats more than dogs.

B: How about other animals?
A: I hate anything that has no legs!

Look at these sample sentences that express dreams and goals:

● I want to buy a brand new laptop.

● I would like to be a nurse someday.
● I wish to be the first Asian to visit another planet!
● I would love to build a house for my parents.
● If I were the school president, I would like to have more language clubs.
● My goal for tonight is to finish my project in Anatomy.
● I aim to be the head of my own company in 10 years.
● I dream to be a famous Tiktok performer one day.

Skill-Building
 Look at this sample dialogue:
RAISHA : What do you want to be after schooling?
FAUZI : I want to be a pilot.
RAISHA : Are you interested in flying jets?
FAUZI : Yes, but I dream of flying planes for international flights. I wish to visit
many countries. How about you, Raisha?
RAISHA : Well, I want to be like my mother. My goal is to be the head chef of my
own restaurant. Four years from now, I will enroll in a culinary school.

Practice
1. Individually, write: (3 minutes)
3 sentences to express your interests and things that you like/dislike.
3 sentences to express your dreams and goals.
(You may use these words: ambition, entrepreneur, leisure)

2. Find a partner and share what you have written. (3 minutes)

3. As a pair, write: (4 minutes)

● 2 sentences expressing things that you like/dislike about your English classes so far.
● 2 sentences expressing your dreams and goals about learning English
C. LESSON WRAP-UP
I. Thinking about Learning
Name one thing you’re excited or anxious about in this topic:

II. Review

1. Which food do you like/dislike?

2. After you finish schooling in SMPN 3 Malangbong, what are your goals?

3. What are your dreams for your parents and loved ones?
Lesson title: Welcoming Visitors
Learning Targets:

In the end of this module, students are be able to:

● Use vocabulary to welcome visitors

A. INTRODUCTION
Preparation

Imagine your favorite movie actor/actress is visiting your home.

● What is the first thing that you will do?
● What will you say to him/her?
● What questions will you ask him/her?

B. CONTENT NOTES
Content
 Look at these key phrases:
Welcoming Visitors
● Thank you for coming.
● I am glad you came.
● It’s nice to see you in Garut.
● It’s good to see you again.
● Please have a seat.
● Would you care for a drink?
● May I offer you something?
● Is there anything I could help you with?
● Enjoy your stay.
● Just feel at home.

Skill-Building
Look at this sample dialogue:
SALMA : Oh, it’s you, Rio. Please come in. Thanks for coming to see me today.
RIO : It’s no problem. I was really missing you anyway.
SALMA : I missed you too. It’s been a while since we had a chat. How are you
now?
RIO : Great! Why haven’t you tried to come see me then?
SALMA : I’ve been really busy.
RIO : I would’ve come to see you sooner, but I’ve been busy, too
SALMA : okay. Feel free to see me when you have a time.

II. Practice
Choose a partner. Choose the scenarios then write a dialogue.
POSSIBLE SCENARIOS FOR PRODUCTION

● Scenario 2: You are tasked to welcome the band Sheila on 7 to your school. You want
to make the band members feel they are welcome. And show that your school is a
beautiful place. How are you going to talk with the band members?
(You can use these words in your dialogue: venue, perform, waiting room)
C. LESSON WRAP-UP
I. Thinking about Learning:
Name one thing you’re excited or anxious about in BCE
 II. Review
Use the key phrases to:
1. Welcome the governor of your province if he visits your school
2. Make him feel at home
Lesson title: Asking For and Expressing Opinions
Learning Targets:
In the end of this module, students are able to:
● Use vocabulary and relevant expressions to ask for & express their opinions

A. INTRODUCTION
Preparation

● What do you think is the best solution to prevent bullying at school?

● What is your opinion about the usage of social media by children 18 and below?
● What do you feel about the new normal?

A. CONTENT NOTES
Content
Look at these sample expressions and the key phrases used in asking for opinions

● What do you think?

● Do you have any thoughts on that?
● What’s your opinion?
● How do you feel about that?
● What are your ideas?
● Do you feel like _____?
● Do you think we should ____?
 Look at these sample sentences and the key phrases used in expressing opinions
● I think we should shift to a different program.
● In my opinion ____________.
● I don’t think we need to buy a new phone.
● I feel that it’s the right thing to do.
● I believe that smoking should be banned.
● I don’t feel that it is such a good idea.
● He should resign now.
● They should do something about this poor cable service.

Skill-Building
Look at this sample dialogue

JAMAL: What do you think about posting one's opinions on social media like
Facebook?
ERIKA : I think it's ok to post your personal thoughts. We are free to express
our ideas.
JAMAL : Don't you think some opinions are too personal?
ERIKA : I feel that if you express ideas in a constructive manner, it's ok. But I
agree that some should be shared privately.
JAMAL : We share the same opinion… So, what do you think about the picture I
posted on IG last night?
ERIKA : I think your puppy will have more likes than you!

Practice
1. Individually, match the situations in the first column to the list of items in the second
column!

Column 1: Column 2: I think you…

1) My eyes hurt.
2) I bought this but it’s broken.
3) I want to lose some weight.
4) I want to stop smoking.
5) The salary is not good enough.
6) I’m still feeling very sick.
7) My purse has been stolen.
...should take it to the back of the shop.
...should ask him for it.
...shouldn’t spend so much on clothes.
...should eat less bread.
...should try nicotine patches.
...should go to the police.
8) I wish I had more money. ...should call the doctor.
9) I don’t know where to go. ...shouldn’t spend much time with
10) Paul still hasn’t repaid me the money he lent. computer.
...should go to Paris. It’s beautiful there.
...should get another job.

2. In groups of 4, write a dialogue about asking for and expressing your opinions on one of
the following topics:
● Korean TV shows and movies
● Learning a new language
● The right age to get married
● Exercising at least 10 minutes a day
● Living in the world of “New Normal”

B. LESSON WRAP-UP
I. Thinking about Learning
Name one thing you’re excited or anxious about in this BCE topic
 II. Review
Express your opinions and ask for the opinions of your classmates about 2 of the
following topics:
● Learning new languages
● After junior high school: vocational school or senior high school?
● Recent social media
● Indonesian movies
● Fitness and exercise

Lesson title: Describing Experiences

Learning Targets:

In the end of this module, students are be able to:

● Use vocabulary to describe experiences

A. INTRODUCTION
Preparation

Think of a word that best describes your English class. And explain why.
B. CONTENT NOTES
Content
Look at these key phrases:

Describing Experiences
● I felt so happy during our adventure.
● The food there made me feel hungry.
● The playground was clean.
● The place was too crowded.
● The house we went to was really big.
● They served us some hot soup.

Skill-Building
Look at this sample dialogue:
WANDA : Tell me about your weekend, Gina.
GINA : We went to the city park. It is really clean. It is a place with lots of green
grass and big trees.
WANDA : Did you see some interesting spots?
GINA : Yes. I was so happy to see a playground there. But it was crowded.
Many kids were playing.
WANDA : Did you try the strawberry ice cream sold there?
GINA : Yes. It tastes good. We ate that when we were already hungry. But it
melted fast because it was hot that day.
WANDA : I wish I could experience that, too.

II. Practice
ACTIVITY A: Match the adjectives on the left with their opposite meaning on the right.
1. happy a. small
2. hungry b. full
3. clean c. dirty
4. crowded d. sad
5. big e. cold
6. hot f. spacious
 ACTIVITY B: List 2 adjectives to describe each of the following words:
1. vacation: …, ...
2. your crush: …, ...
3. family event: …, ...
4. first day of school. The first day is … I feel …
5. travel to another country: …, ...

ACTIVITY C: Complete the following statements.

1. What do you feel when going on a vacation?
I am ...
2. How can you describe your experience when you first went to school?
The school is …
I saw …
I feel ...
 C. LESSON WRAP-UP
I. Thinking about Learning
Name one thing you’re excited or anxious about in BCE:

II. Review
Use the key phrases to write 3 sentences to describe your experience as a SMPN 3
Malangbong student.
Lesson title: Describing Routines
Learning Targets:
In the end of this module, students are able to:
● Use vocabulary and relevant expressions to describe their routines or daily activities

A. INTRODUCTION
Preparation

● What do you usually do before going to school?

● What do you normally do before sleeping at night?

A. CONTENT NOTES
Content
Look at these sample expressions and the key phrases used in describing routines

1. a: What time do you go to school?

b: I usually leave the house around 7:30 in the morning.

2. a: What day do you usually do laundry?

b: I usually do it on Saturday afternoons.

3. a: When and where do you exercise?

b: I go to a gym everyday in my neighbourhood.

Skill-Building
Look at this sample dialogue
KARIM : What time do you usually wake up, Melanie?
MELANIE : Usually, I’m up by 6:00 AM, even on weekends.
 KARIM : Why do you get up so early?
MELANIE : I always exercise for an hour before getting ready for work.
KARIM : When do you go to work?
MELANIE : I leave my house at 6:30. I arrive at the school a little before 7:30..
KARIM : Where do you eat?
MELANIE : Usually at canteen.
KARIM : What time do you leave the school for the day?
MELANIE : I try to get out of there by 2:00 p.m.
KARIM : What do you do after school?
MELANIE : I go home and feed my cat. Then I watch TV or listen to music until I go
to bed. On weekends I usually go out with friends.
KARIM : What time do you go to bed?
MELANIE : I go to bed by 10:30 but I read for at least a half an hour before I fall
asleep.

Practice
In pairs, write a short dialogue for one of these scenarios:
a) You and one of your classmates are talking about your everyday routine at home from
your arrival from school until before you sleep.
b) You and your friend chat on WhatsApp and discuss what you do during weekends.
 B. LESSON WRAP-UP
I. Thinking About Learning
Name one thing you’re excited or anxious about in this BCE topic

II. Review
What does your family usually do on a weekend? (2 sentences)

Lesson title: Describing Preferences

Learning Targets:
In the end of this module, students are able to:
● Use vocabulary and relevant expressions to describe their preferences

A. INTRODUCTION
Preparation

● Which do you prefer when you do assignments: online or printed books?

● Would you rather choose a partner who is intellectual or sporty?
● Do you prefer talking face to face or texting/chatting?

A. CONTENT NOTES
Content
Look at these sample sentences and the key phrases used in describing preferences:

● "I prefer living on my own."

● "Would you prefer to see a movie or go to a club?"
● "Would you rather go shopping with me?"
● “I would prefer to see him in person.”
● “I would rather go home now.”
● “Would you rather stay at a hotel?”
● “I'd prefer living in a city to living in the country.”
● “I would prefer being alone to being with the wrong person”.

Skill-Building
Look at this sample dialogue:
TAMARA : Where shall we go for our vacation this year, Ted?
TEDI : How about Yogyakarta? It's cheap, and good weather is guaranteed.
TAMARA : I'd rather do something more exciting this year. Have you seen this ad
for adventure holidays in Bali and Lombok Island?
TEDI : I prefer lying on a beach to go hang-gliding and canoeing.
TAMARA : But we do that every year. I’d prefer to do something different this time.
I’d rather not go anywhere so crowded.
TEDI : Well, you have a point. Kuta Beach was very crowded last time. I'd
prefer somewhere a little more quiet too, but I don't fancy anything too active.
 TAMARA : How about Papandayan in West Java? The weather is usually good and
there are some lovely walks around the mountains.
TEDI : Sounds OK to me. Would you prefer to stay in a hotel or rent a cottage?
TAMARA : I would prefer to stay in a hotel.

Practice
Individually:
1. What do you prefer: sweet food or spicy food?
2. Would you prefer studying at night or studying very early in the morning?

B. LESSON WRAP-UP
I. Thinking About Learning
Name one thing you’re excited or anxious about in this BCE topic:
 II. Review
Using any of the following words, describe your preferences:
● Mall or Water Park
● Sports or Online Games
● Motorcycle or Car
● Alone or With friends

Lesson title: Asking for and Giving Directions

Learning Targets:
In the end of this module, students are able to:
● Use vocabulary and relevant expressions to ask for and give directions

A. INTRODUCTION
Preparation
 Look at the map below and do this activity:
● Student 1: You are a new student. You don't know how to go from the school to the
museum. How will you ask for directions?
● Student 2: How will you help the new student? Give clear directions.

A. CONTENT NOTES
Content
Look at these sample expressions and the key phrases used in in asking for directions:

● How can I get to …?

● Where is the …?
● How far is the … from the …?
● Is there a … around here?
● Could you tell me how to get to …?
● How do I find …?
● Pardon me, I’m lost. how do I get to …?
● Which is the best way to …?
● Could you direct me to …?
● Which way do I go to get to …?
● What’s the best way to …?
● Excuse me, do you know where the … is?
● Is this the right way to…?

Look at these sample expressions and the key phrases used in giving directions:

● Go straight ahead.
● Turn back./Go back.
● Turn left/right.
● Go along …
● Cross …
● Take the first/second road on the left/right.
● It’s on the left/right.
● Go past.
● The easiest way is to …
● The best way is to …
● It’s on the corner
● It’s in the middle of the block.

Skill-Building
Look at this sample dialogue:
1. A: Excuse me sir. Is there a bank around here?
B: Yes, there is one right across the street next to the library.

2. A: Can you give me directions to the petrol station?

B: Of course I will, just follow this road until you come to the main road. Turn right and
then continue for about 100 metres. You will see the petrol station on the left.
3. A: Is there a bank near here?
B: Yes, there is one in Orange Street. Orange Street is the third road on your right.

4. A: Excuse me, where is the School?

B: It is across from the police office.
5. A: Excuse me! Could you tell me where the nearest bank is, please?
B: Walk two blocks and turn left at the bookstore. The bank will be across the street,
next to the post office.
A: Is it far from here?
B: No, it’s just a ten-minute walk.
A: Thank you very much.
B: You’re welcome.

Practice
In pairs, write a short dialogue using expressions for asking for and giving directions
about this map.
 B. LESSON WRAP-UP
I. Thinking About Learning
Name one thing you’re excited or anxious about in this BCE topic:

II. Review
How will you ask/give directions:
● From your house to the nearest mall/police station
● From your house to convenient store (Indomaret/Alfamart)
● From the main gate to the administrar office of SMPN 3 Malangbong

Lesson title: Clarifying and Confirming

Information
Learning Targets:

In the end of this module, students are be able to:

● Use vocabulary to clarify and confirm information

A. INTRODUCTION
Preparation

● You didn’t understand the directions given by your teacher. How will you clarify the
directions of your teacher?
● Your friend invited you to attend her birthday party. She gave you directions on how to
get to their house. You wanted to confirm if you heard it correctly. How will you confirm
the information from your friend?

B. CONTENT NOTES
Content
Look at these key phrases:

Clarifying your own ideas

● In other words,
● What I mean is ...
● What I’m trying to say is ...
● What I wanted to say was …
● To clarify
Asking for clarification
● What do you mean (by that)?
● What are you trying to say?
● What was that again?
● Could you clarify that?
Clarifying another’s ideas
● You mean
● What you mean is …
 ● What you’re saying is …
● (I think) what she means is …
● What he’s trying to say is …
● If I understand you, (you’re saying that …)
● If I’m hearing you correctly,
● So you think (that) …
● So, your idea is ...

Skill-Building
Look at this sample dialogue:
TEACHER : Okay class do you have any questions?
DHANI : Sir, I’m afraid I did not hear you clearly. Could you repeat it?
TEACHER : What was the part that you didn’t understand, Dhani?
DHANI : I wasn’t able to hear the last part of the lesson, Sir.
TEACHER : To clarify the conclusion part, Idioms are groups of words established by
usage as having a meaning not deducible from those of the individual words.
DHANI : In other words, Sir, idioms are phrases or expressions that convey a
meaning which cannot be derived from the conjoined meanings of its elements.
TEACHER : Yes you are correct.

Practice
Write a 2-minute dialogue using expressions asking for clarifying and confirming
information.

Scenario 1. Anna is ordering through an online food delivery service. She selects the restaurant
and her order. A few minutes later, the delivery man called her because the order she placed on
the website was not available. Prepare a dialogue between the two that highlights how each
Anna clarified/confirmed her order through the phone.
(You may use these words in your dialogue: signal, location, service)

Scenario 2. Jordan is planning to transfer to the new university in the city. He goes there and
asks about the enrollment process. Upon arriving, he sees the information desk and asks for his
needed information. Prepare a dialogue highlighting how each conversation participant
clarified/confirmed information about enrollment processes.
(You may use these words in your dialogue: submit, form, documents)
Scenario 3. You received a call from a freight service that your online purchase is ready to be
delivered to you. However, they cannot find the street where your house is. Prepare a
conversation about how you and the delivery man clarified/confirmed the needed direction.
(You may use these words in your dialogue: unknown, signage, convenience store)

C. LESSON WRAP-UP
I. Thinking about Learning
Name one thing you’re excited or anxious about in GWEP:

II. Review
Use the key phrases to:
1. Clarify your own ideas to your friend
2. Ask for clarification from your friend
 3. Clarify your friend’s ideas

The topic is about the final English project.

Lesson title: Making Small Talk

Learning Targets:

In the end of this module, students are be able to:

● Use vocabulary to make small talk

A. INTRODUCTION

Preparation

● Have you been in a situation where you don’t know anybody?

● How did you start talking with others?
● What were the first topics of your conversation?

A. CONTENT NOTES

Content

Look at these key phrases:

Weather
● It’s a beautiful day, isn’t it?
● What do you think about all this bad weather this week?
● It looks like it’s going to rain.
Current events
● Did you hear about the news today?
● I saw online that we now have a free anti-COVID vaccine!
During a busy week
● Are you excited for the weekend, too?
● I can’t believe how busy we are this week!
● How are you doing all week with work?
 At a party
● Have you tried the salad? It’s good!
● Are you enjoying yourself?
● How do you know the birthday boy/girl?

Talk about common interests

Skill-Building
Look at this sample dialogue:
HADI : I’m glad the pandemic is over!
ERNA : Yes, me too! Have you heard that 90% of Indonesians have received the
vaccine?
HADI : That’s great news! We can now really enjoy the fine weather outside.
HADI : What do you usually do when you go out with your friends, Erna?
ERNA : Oh, we just hang out at the mall and eat … a lot! We enjoy singing at a karaoke
place, too.
HADI : I don’t sing but I enjoy singing for fun!
ERNA : Would you like to join me and my friends one time?
HADI : That would be amazing! I will sing Mungkin Hari ini, Esok Atau Nanti!
ERNA : And I will sing Kamu dan Kenangan!

Practice
Choose a scenario then create a dialogue:

A. You are at a birthday party. You are waiting for your friends to arrive. You make small
talk with one of the guests.
B. You are representing your school in an international English speech competition. You
make small talk with the representative from Germany.
C. You are a new employee of an international telecommunications company. It’s the
orientation day for the new employees. You make small talk with another employee.
 B. LESSON WRAP-UP

I. Thinking about Learning

Name one thing you’re excited or anxious about in BCE:

II. Review
Decide topics you will use for small talk for the given situations below.
1. while waiting for food order
2. attending a nursing or an IT seminar
3. while in line to buy concert tickets

Lesson title: Giving Advice

Learning Targets:
In the end of this module, students are able to:
● Use vocabulary and relevant expressions to give advice

A. INTRODUCTION
Preparation
1. Your best friend failed in her final exam. What will you tell her to help her deal with her
pain?
2. Your classmate is not so sure about his course program. He thinks he wants to shift. He
needs your thoughts. What will you tell him?
3. Your older sister wants to lose weight to be healthy. What advice can you give her?

B. CONTENT NOTES
Content

Look at the key phrases for giving advice:

● You should go to the hospital.
● You need to exercise daily.
● If I were you, I would talk to a guidance counselor.
● If I were in your position, I would unfriend him on FB.
● Could you try calling her first?
● How would you feel if you tried eating more vegetables?
● You should not work late every night.
● I don't think you should quit school.
● Whatever you do, think of your health first.
Skill-Building
Look at this sample dialogue:
Hadi calls Erna over the phone to give his friend advice.

HADI : Hi, Erna. I heard you got sick last week. What happened?
ERNA : I had difficulty breathing and felt dizzy. My doctor said I am overweight.
HADI : Really? What did your doctor say?
ERNA : She said I need to go on a healthy diet.
 HADI : You should listen to your doctor. How do you feel about cutting down on fast
food items and soft drinks?
ERNA : But I love eating burger, fries, and drinking Coke!
HADI : I love those, too, but you need to think about your health. If I were you, I
would try delicious fish and vegetable recipes.
ERNA : But it will be so hard.
HADI : I know what you mean. It is difficult to avoid certain food. Could you try it first?
I will help you cook delicious but healthy meals!
ERNA : Ok, but I can have one last cheeseburger, please?!

Practice
As a pair, choose a scenario then create a dialogue:
1) Your friend is too shy to send an IG message to someone he likes. Give him advice.
2) Your classmate cannot finish all her online tasks on time. Give her advice.
3) Your best friend wants to study in another country but her parents don't want him to
leave Indonesia. Give him advice.

C. LESSON WRAP-UP
I. Thinking about learning
Name one thing you’re excited or anxious about in this BCE topic:
 II. Review
Use expressions you learned in giving advice for these pictures:

A B

Resource Section

Phrase in scope
Introducing Oneself and Others

1. I just wanted to introduce myself. I’m… [your name]

2. I don’t think we’ve met before. My name’s… [your name]
3. This is…
4. I’d like you to meet…
5. Have you met… ?
6. I’d like to introduce you to…
7. Nice to meet you.
8. It’s a pleasure to meet you.
9. Likewise.
10. And you.

Talking About One’s Interests, Dreams, and Goals

expression of like

Rumus:
 Subject + like/ like(s) + object (noun/verb-ing)
 Subject + to be + crazy about + object (noun/verb-ing)
 Subject + love/ love(s) + object (noun/verb-ing)
Contoh kalimat:
 I like working with you.
 He is crazy everything about you.
 She loves eating pizza.

expression of dislike

Rumus:
 Subject + dislike/ dislike(s) + object (noun/verb-ing)
 Subject + don’t like/ doesn’t like + object (noun/verb-ing)
 Subject + hate/ hate(s) + object (noun/verb-ing)
 Subject + to be + fed up with + object (noun/verb-ing)
 Subject + can’t stand with + object (noun/verb-ing)
Contoh kalimat:
 He really dislikes Korean boybands.
 We don’t like sleeping in the afternoon.
 I can’t stand with pepper.
 He hates lesson English.
 The boys are fed up with these cute pink things.

Language structure section 2.

Welcoming Visitors

Phrase in scope

 Welcome to Golden Shoes!

 I’m Harry Smith of/from Golden Shoes.
 You must be Mr./Ms. Jackson.
 Please have a seat and make yourself comfortable.
 Would you like something to drink?
 Is this your first time in the city?
 Did you have any trouble finding us?
 Did you find your way here all right?
 I can show you around the building, if you'd like.
 I could give you a quick tour of the company, if you want.

Asking For and Expressing Opinions

Phrase in scope

Elementary
1. Do you think … ?
2. How do you feel about … ?
3. In your opinion, … ?
4. Please tell me your opinion on …
5. What do you think about … ?
6. What’s your opinion on … ?
Pre-intermediate
1. Do you (also) think that … ?
 2. Do you believe that … ?
3. Do you have an opinion on … ?
4. Do you have any opinions on/about … ?
5. In your experience, … ?
6. In your honest opinion, … ?
7. What’s your view on … ?
8. Would you agree that … ?
Intermediate
1. Can you give me your thoughts on … ?
2. Do you (dis)approve of … ?
3. Do you agree with the opinion that … ?
4. Do you have any views on … ?
5. Do you share the/my view that … ?
6. If I asked your opinion about … , … ?
7. If I said … , … ?
8. I’d like (to hear) your views on …
9. I’m sure you’d agree that …
Upper-intermediate
1. What do you reckon?
2. Any (initial) thoughts on … ?
3. Are people right in thinking … ?
4. Are you in agreement with … ?
5. Do you have any particular views on … ?
6. Do you have any thoughts on … ?
7. From your point of view, … ?
8. I know this is not your specialist subject, but …
9. I know you haven’t had long to think about this
Advanced
1. Am I justified in saying … ?
2. Am I right in thinking … ?
3. Any objections to the statement … ?
4. Are you convinced by the argument that … ?
5. Are you of the opinion that … ?
6. Does … tally with your experience?
7. I imagine you will have strong opinions on …
8. I’d guess your view on this is …
9. Is it in fact the case that … ?
10. What reaction do you have to … ?
11. What’s your take on … ?
12. Would I be right in assuming that you think … ?
13. Would I be right in saying … ?
14. Would I/it be wrong to say … ?
15. Would it be logical to say … ?
16. Would you have any problems with the statement … ?
17. Would … be a fair summary of your views on … ?
18. Would … be out of the question?
19. You strike me as someone who would hold the opinion that …