Big Respect

RESPECT
Kurikulum Merdeka
Rd. Karunia Swandarini, M.Pd
English Module
Class/Phase 10/E
Semester 1 2022-2023
SMA NEGERI 3 BANDUNG

Kata Pengantar
Alhamdulillah saya panjatkan puja dan puji syukur kehadirat Allah swt yang senantiasa
melimpahkan segala rahmat, taufik dan hidayah-Nya sehingga penyusun dapat
menyelesaikan modul ini. Modul ini disusun untuk memenuhi kebutuhan peserta didik Kelas
X di SMAN 3 Bandung. Selain itu, modul ini disusun sesuai dengan Kurikulum Merdeka yang
mulai diterapkan di sekolah ini pada Tahun Pelajaran 2022-2023. Lebih dari itu, Modul Mata
Pelajaran Bahasa Inggris ini disusun sesuai dengan tujuan pembelajaran Bahasa Inggris.
Tujuannya adalah mengembangkan kompetensi komunikatif dalam bahasa Inggris
dengan berbagai teks multimodal (lisan, tulisan, visual, dan audiovisual).
Mengembangkan kompetensi interkultural untuk memahami dan menghargai
perspektif, praktik, dan produk budaya Indonesia dan budaya asing.
Mengembangkan kepercayaan diri untuk berekspresi sebagai individu yang
mandiri dan bertanggung jawab. Mengembangkan keterampilan bernalar kritis
dan kreatif.
Teknik penyajian modul ini dilakukan secara sistematis dan terpadu sesuai dengan
capaian pembelajaran yang terdapat dalam Kurikulum Merdeka. Cara ini diharapkan bisa
meminimalisir terjadinya pengulangan topik berdasarkan fase-fase yang terdapat pada
jenjang SMA. Pembahasan modul ini dimulai dengan menjelaskan tujuan yang akan dicapai.
Tujuan setiap kegiatan yang memuat elemen pembelajaran. Berbagai tugas yang dirancang
sedemikian rupa yang diharapkan bisa meningkatkan kemampuan dan ketrampilan
berbahasa Inggris. Tak lupa di dalam modul ini terdapat konsep-konsep atau teori kebahasaan
Bahasa Inggris. Selain itu, terdapat pembelajaran berbasis proyek yang didesain sedemikian
rupa sehingga peserta didik mengalami berbagai pengalaman belajar baik secara mandiri
ataupun kelompok. Di dalam modul ini terdapat rubrik penilaian sesuai dengan tugas besar.
Tak lupa, terdapat refleksi bagi peserta setelah menyelesaikan satu materi atau topik
pembelajaran.
Penyusun menyadari bahwa di dalam pembuatan modul ini masih memiliki banyak
kekurangan. Oleh karena itu penyusun menerima saran dan kritik yang membangun guna
memperbaiki modul ini. Mudah-mudahan modul ini memberikan manfaat bagi peserta didik
SMAN 3 Bandung pada khususnya dan peserta didik lainnya pada umumnya. Akhir kata, saya
ucapkan banyak terima kasih atas perhatian yang diberikan kepada modul ini.
Penyusun
SMA NEGERI 3 BANDUNG ENGLISH MODULE FOR PHASE E ii

Table of Content
Kata Pengantar ................................................................................... i

My Untold Story .................................................................................. 3
• This is Me! .................................................................................. 4
• It’s My Secret .................................................................................. 6
Let’s Do These Steps .................................................................................. 12
• Healthy Breakfast .................................................................................. 13
• Let’s Do This Together .................................................................................. 16
The Story Has Begun .................................................................................. 22
• It is A Legend .................................................................................. 23
• Mulan, the Female Warrior .................................................................................. 27
SMA NEGERI 3 BANDUNG ENGLISH MODULE FOR PHASE E 3

MY UNTOLD EXPERIENCE
Enhancing critical thinking and understanding global
diversity
Listening-speaking elements. Students use English to communicate with teachers, peers and
others in a range of settings and for a range of purposes. They use and respond to questions
and use strategies to initiate and sustain conversations and discussion. They understand and
identify the main ideas and relevant details of discussions or presentations on youth-related
topics. They use English to express opinions on youth-related issues and to discuss youth-
related interests. They give and make comparisons. They use non-verbal elements such as
gestures, speed and pitch to be understood in some contexts.
Writing-presenting elements. Students write a variety of fiction and non-fiction texts,

through guided activities, showing an awareness of purpose and audience. They plan, write,
review and redraft a range of text types with some evidence of self-correction strategies,
including punctuation and capitalization. They express ideas and use common/daily
vocabulary and verbs in their writing. They present information using different modes of
presentation to suit different audiences and to achieve different purposes, in print and
digital forms.

This is Me!
Learning Objective
Analyzing and inferring the contextual meaning of social functions, text structures, and
linguistic elements of spoken text in the form of critical, creative and polite personal
experience regarding topics of biographies, auto biography, and historical events with
optimum fluency and accuracy which will be presented through multimodal.
Warm you up
A. There are information that people want to know about other people.
Find out things that usually people ask to someone by tapping this link
https://bit.ly/Peoplewanttoknow or scanning the QR-code given.
B. Write a sentence by using the words you found from part A above.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
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Text bite
A. Introducing oneself is a common thing that someone does when she or
he wants to be recognized by someone else. It is important to make a
good impression when you meet people for the first time. A good
impression is able to influence people about you. Scan QR Code as
example of self introduction. You can also tap this link,
https://youtu.be/r8GY3itwv64 .
B. Watch and learn carefully the video given here. This is the basic lesson on
how to talk about yourself. Imitate the host's way to introduce himself. It
will be beneficial for you. As usual you can either scan the QR-code or tap
this link, https://www.youtube.com/watch?v=fiXs8xQgmmU&t=3s .
C. Do these following activities.

1. Identify expressions of giving and asking for information relate related to one's
identity.
2. Find out the different ways of expressing introductions based on the context.
3. Learn the structure and language features of self introduction
4. Compose a script on how to do self introduction

5. Create a video about you based on your compositions just like the example above,
in part A, creatively. The video duration is not under one and a half minute but not
more than 2 and a half minutes
6. Share your video by using your favorite video application.
Practice makes perfect

Continue your activities at home. Create your video attractively by putting pictures, music,
special fonts etc.
Reflection
Reflect your today in English activities by tapping this
https://forms.gle/vreG2fm7mLitSsE37 or scanning the QR-code given.
Rubric of self-introduction video
Score
Content
Pronunciation
Structure
Creativity
Score

It’s My Secret
Learning qObjectives
Designing a variety of recounttexts through the writing process by taking into account the
purpose of writing and the interests of the readers within the scope of interest of teenagers
which will be presented through multimodal.
Warm you up
A. There were experiences that people keep for themselves. They do not
want any people to know the situation they had in their past. The
followings are the common situations that people usually never talk to
others. Scan the QR-code given or tap https://bit.ly/Untold_Experience
and figure them out.
B. Put a tick (✓) to show your idea on opinions given and give your reasons.
I don't have
No Opinion Agree Disagree
any idea
Embarrassing experience is the most
1
experienced that people do not want to tell.
People do not want to talk about a
2 traumatized experience because it makes them
scared.
Never push someone who does not want to tell
3
his or her stupid actions.
Talking about your bad experience to someone
4
somehow can help you to be more relaxed.
You have an experience that you don't want
5
anybody to know it.
Text bite
A. One way to deal with the embarrassment is by writing it. By writing the embarrassing
in the form of an essay, people can release depression, anxiety, and insecurity. They
can write the feeling when the embarrassing moment happened to them. Worries
and other feelings that annoy them can be written to heal to heal their hurt. The
following is an example of the text.

My Most Embarrassing Situation
Everyone has been embarrassed at one time or another.

It is that moment in time when you wish the earth would
open up and swallow you. The anxiety and discomfort
felt during that time which may only last a few seconds
feels like time has stood still.
I remember so well when I had my most embarrassing moment. I was in Form 4

and it was during the school recess. The minute the bell rang for recess, I rushed
to the toilet because I had been controlling my urges since class started. I didn't
want to miss class because the lesson taught that morning as to include tips for
the forthcoming examination.
Without realising, I had rushed to the girls' toilet. The prolonged

control and an upset stomach made worse by two glasses of cold
milk in the morning made me grunt and groan in what I thought
was the privacy of the cubicle. I thought I heard giggling outside
and wondered why the giggles sounded unusually near. A few
minutes later I came out the cubicle and discovered my horror
that I had entered the girls' toilet. To make matters worse, the
few girls standing outside didn't even turn away when I came out. Instead they
looked down at me, then only they turned quickly away. Horror of horrors, I had
forgotten to zip up! No beetroot could have matched the colour of my face at this
point in time!
They news of my predicament spread like wild fire throughout school. I was truly
the talk of the town. I felt like I could either walk around feeling perpetually self-
conscious and embarrassed or I could turn the situation round, perhaps even to
my advantage. I remembered my mother's words that 'if you can't beat them, join
them'. So I decided to make fun of myself, to laugh at myself too. It works.
Everyone got bored after a while and nobody teased me after that.
It was indeed an eye-opening experience for me. I

have learnt that when people laugh at you, you
should laugh along. You must not take yourself
seriously. Learn to look at yourself through other
people's eyes and you will realise that most of the
time when they laugh at you, they just want to have
some fun. They mean no harm. If you can make
people laugh, it's like bringing sunshine into their
lives and as someone said, 'those who bring
sunshine to the lives of others cannot keep it from
themselves.'

B. The text that you read is called the recount text. The recount text is a text that tells
its reader or audience set of events happened at a past time. The events usually
written based on people daily experience. Sometimes, this text can entertain the
readers just like narrative text. However, the characters in the report text are more
realistic than the narrative text. The followings is the generic structure of the recount
text.
1. Orientation. Orientation may be considered as the introduction part of the
text. It introduces the main character, time, date, place, and situation. In brief,
this part answer questions who, when, where, and what.
2. Events. Events are experiences that the characters have been through in their
life. The experiences contains problems and solutions of the characters which
are arranged in good order. From one experience to the next experience is
connected by conjunction or connective words properly.
3. Re-orientation. Re-orientation is a part of the recount text that tells
conclusion, moral value, or character’s live ending. More over, it can be a
personal comment about the events or what happened in the end.
C. Do the following activities to make you understand the text better.

1. Identify difficult words and learn the meaning of them.
2. Identify the generic structure of the recount text above. Underlined or
highlighted the point of orientation, events, and re-orientation on the text.
3. Who was the main character of the text?
4. How could you identify the gender of the character?
5. Why did the writer control the urge to go to the toilet?
6. What made the writer feel in the horror situation?
7. How did the writer’s feel at that time?
8. How did the writer do to overcome the problem?
9. If you had the same problem what would you do?
D. Besides learning the generic structure, you must learn the language
features of the recount text. The features are as follows.
1. Past tense. There are two tenses in English – past and present.
The past tense in English is used:
• to talk about the past
• to talk about hypotheses (when we imagine something)
• for politeness.
There are four past tense forms in English:

To understand the tense, tap the link https://bit.ly/Past3ns3 or scan the QR-
code. You can read and do some exercises there. However, if you find
difficulties, ask your teacher to explain it more.
2. Action verb. Action verb is a verb involving active body movement, for
instance, run, walk, dance, jump, sit down, etc.
3. Specific noun. Specific noun is a noun that is as pronoun of human, animal,

plant, thing, etc. for instance, I, she, he, my mother, and many more.
4. Time connectives. Time connectives are words that join

phrases or sentences together to help us understand when
something is happening. Words such as before, after, next, just
then, shortly, afterwards, last, eventually, firstly, secondly, and
thirdly, are all-time connectives. To understand this better, tap
this link , https://bit.ly/Timeconnectives , or scan the QR-code
5. Conjunction. Conjunctions are words that link other words,

phrases, or clauses together. Without conjunctions, you’d be
forced to express every complex idea in a series of short,
simplistic sentences: I like cooking. I like eating. I don’t like to
wash dishes. It will make the sentence not cohesive. However,
if you put conjunction then, the sentences will be more effective and efficient.
I like cooking and eating but don’t like wash dishes. For understanding please
tap this link, https://bit.ly/conjunctionsword or scan the QR-code given.
E. Now, it’s your time to write your embarrassing moment essay. The
following is a template to compose a recount text. Use it as a tool for
making your draft. You can also write the text in this link
https://bit.ly/Recounttextdraft or scan the QR-code.
Title
Orientation
Who?
When?
What?
Where?
Event 1
Who?
When?
Where?
How?
What?
Why?

Event 2
Who?
When?
Where?
How?
What?
Why?
Event 3
Who?
When?
Where?
How?
What?
Why?
Reorientation
Who?
How?
What?
Why?
Conclusion,
comment

Continue your activities at home. Compose your recount text carefully by writing a nice
content, arranging the generic structure in good order, using grammar correctly, choosing
dictions properly, putting punctuation and capitalization neatly.
Reflection
Reflect your today English activities by tapping this

Rubric of the recount text composition evaluation
No Evaluation 25 22 19 16
Aspect
1 Content The topic is The topic is The topic is The topic is not
complete and complete and complete and complete and
clear and the clear and the clear and the clear and the
details are details are details are not details are not
relating to the almost relating relating to the relating to the
topic to the topic topic topic
2 Generic Orientation is Orientation is Orientation is not Orientation is not
structure complete, events almost complete, complete, events complete, events
are arranged events are are arranged are arranged
with proper arranged with with a few with a few
connectives, and almost proper proper improper
re-orientation connectives, and connectives, and connectives, and
wrap the text up re-orientation re-orientation re-orientation
attractively. wrap the text up wrap the text up wrap the text up
attractively. plainly. plainly or
incoherently.
3 Sentence Very few Few sentence Numerous Frequent
structure sentence structure or sentence sentence
structure or agreement structure or structure or
agreement inaccuracies but agreement agreement
inaccuracies understandable inaccuracies inaccuracies
4 Dictions and Effective choice View misuse of Limited range Very poor
mechanics of words and vocabulary word confusing words knowledge of
word forms. It forms but not and word form. It word forms word
uses correct change the has frequent forms and not
spelling, meaning. It has errors of spelling, understandable.
punctuations, occasional errors population, and It is dominated
and of spelling, capitalizations. by errors of
capitalizations. punctuation, and spelling,
capitalization. punctuation, and
capitalization.
Score
Content
Pronunciation
Structure
Creativity
Score

LET’S DO THESE STEPS
Improving independent and mutual cooperation
Writing-presenting elements. Students write a variety of fiction and non-fiction texts,

through guided activities, showing an awareness of purpose and audience. They plan, write,
review and redraft a range of text types with some evidence of self-correction strategies,
including punctuation and capitalization. They express ideas and use common/daily
vocabulary and verbs in their writing. They present information using different modes of
presentation to suit different audiences and to achieve different purposes, in print and
digital forms.
Listening-speaking elements. Students use English to communicate with teachers, peers and
others in a range of settings and for a range of purposes. They use and respond to questions
and use strategies to initiate and sustain conversations and discussion. They understand and
identify the main ideas and relevant details of discussions or presentations on youth-related
topics. They use English to express opinions on youth-related issues and to discuss youth-
related interests. They give and make comparisons. They use non-verbal elements such as
gestures, speed and pitch to be understood in some contexts.

Healthy Breakfast
Learning Objectives
Designing a variety of procedural texts independently or collaboratively through the writing
process by taking into account the purpose of writing and the interests of the readers within
the scope of interest of adolescents which will be presented through multimodal.
Warm you up
A. There are people whose hobby is eating. It could be that you
have the same hobby like them. The following is a mukbang
show, you can tap this link https://youtu.be/FRiMb81zM4Y or
scan the QR-code to watch it.
B. Write your opinion about the mukbang show that you watched just now in a
paragraph.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
Text bite
A. Many people like eating delicious food but find difficult to cook it.
They need manual book consisting the ingredients and steps to
cook the food. Find out what the book's name is by scanning the QR-
code and tapping https://bit.ly/PProcedurePuzzle . After that write
the book’s name here _______________________.
B. Everybody needs to have breakfast. It includes you. By consuming

healthy breakfast you get sufficient energy to support your
activities for that day. Watch and listen to the video given here. You
can either scan the QR-code or tap https://youtu.be/ALGcvImf_hk

C. Answer and do these following activities.
1. What does the video talk about?
2. Why is bananas chosen as the main ingredient of the smoothie?
3. What makes the smoothie sweet?
4. How can smoothie be considered as healthy breakfast?
5. What are the ingredients to make smoothie in the video besides bananas?
6. Write the recipes of making smoothie based on the video you watched just
now.
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____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
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____________________________________________________________________
____________________________________________________________________
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____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
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Continue your activities at home. Write the smoothie recipe carefully. Make sure that you
write it completely.
Reflection
Rubric of writing a smoothie recipe from the video

Nol Evaluation 25 22 19 16
Aspect
relating to the almost relating relating to video. relating to video.
video. to the video .
2 Sentence Very few Few sentence Numerous Frequent
structure sentence structure or sentence sentence
structure or agreement structure or structure or
agreement inaccuracies but agreement agreement
inaccuracies understandable inaccuracies inaccuracies
3 Dictions Effective choice View misuse of Limited range Very poor
of words and vocabulary word confusing words knowledge of
word forms to forms but not and word form. word forms word
describe the change the forms and not
video content. meaning. understandable.
4 Mechanics It uses correct It has occasional It has frequent It is dominated
spelling, errors of spelling, errors of spelling, by errors of
punctuations, punctuation, and population, and spelling,
and capitalization. capitalizations. punctuation, and
capitalizations. capitalization.
Score
Content
Pronunciation
Structure
Creativity
Score

Let’s Do It Together!
Learning Objectives
Identifying context, main ideas, and detailed information from various oral and written the
procedure texts presented in multimodal form within the scope of interest of adolescents
and demonstrating effective and polite communication.
Warm you up
A. People tend to skip to read a manual book when they want to operate
their electronic devices. They think that all have the same operation.
However, when they find difficulties they will ask a favor to other or
go to internet to find out the solution. The following are the common
reasons why the people usually never read the manual book. Scan the
QR-code given or tap https://wapo.st/3Q1IMzy to figure them out.
B. Put a tick (✓) to show your idea on opinions given and give your reasons.
I don't have
any idea
People do not need to read a manual book
1 when they will operate their electronic devices
for the first time.
People do not want to read the manual book
2
because the paragraphs are too long.
The language in the manual book is hard to be
3
understood.
It is easier to understand by watching
4 someone to operate the device rather than
reading the manual book.
Many questions given actually have been
5
written in the manual book.
The manual book should be written more
6
simple with understandable language.
Text bite
A. Several electronic devices companies notice that many customers or users do not read
the manual book enclosed in their box when they buy electronic devices. They are
certain with this because their customers questions their problems that actually the
answers are written in the manual book. They assume one of the reasons is the manual
is written too long with some special terminologies that they do not understand.
Because of that, many companies try to simplify the manual by creating a video
tutorial about the device or writing a simple manual instruction.

The following are the instructions to turn on Samsung Galaxy A20 smartphone in the
form a video and a writing text. Tap this link https://vz.to/3vrKT7U for the writing text
and tap this link https://youtu.be/MTDTeSdkle4 for the video. You can scan the QR-
code for another way.
Writing text Video
B. The text that you read and watch is called the procedure text. The procedure text is
a text that tells or explains its reader or audience on how to operate, make, or do
something. Like other texts, the procedure text has generic structure. The following is
the generic structure of the procedure text.
1. Goal. Goal is the part of the procedure text that tells the objective of the process
or steps conducted.
2. Ingredients, materials, or something are needed. Ingredients, materials, or
something are needed is the part that contains substances or things that should
be prepared.
3. Steps. Steps are actions that actions that should be taken in order to achieve the
goal. To make the text more understandable and logic, the step to the next step is
connected by conjunction or connective words properly.
C. Besides learning the generic structure, you must learn the language features of the
procedure text. The features are as follows.
1. Present tense. There are two tenses in English – past and present. The present
tense in English is used:
• to talk about the present
London is the capital of Britain.
He works at McDonald’s.
He is working at McDonald's.
He has worked there for three months now.
He has been working there for three months now.
• to talk about the future
The next train leaves this evening at 17.00.
I'll phone you when I get home.
He is meeting Peter in town this afternoon.
I'll come home as soon as I have finished work.
You will be tired out after you have been working all night.

There are four present tense forms in English:
To understand the tense, tap the link

https://bit.ly/PresentT3ns3 or scan the QR-code.

plant, thing, etc. for instance, I, she, he, my mother, and many more.
3. Time connectives. Time connectives are words that join phrases or sentences
together to help us understand when something is happening.
Words such as before, after, next, just then, shortly,
afterwards, last, eventually, firstly, secondly, and thirdly, are
all-time connectives. To understand this better, tap this link ,
https://bit.ly/Timeconnectives , or scan the QR-code

if you put conjunction then, the sentences will be more
effective and efficient. I like cooking and eating but don’t like wash dishes. For
understanding please tap this link, https://bit.ly/conjunctionsword or scan
the QR-code given.
5. Now, it’s your time to write your procedure text. The following
is a template to compose a recount text. Use it as a tool for
making your draft. You can also write the text in this link
https://bit.ly/WritingProcedureText or scan the QR-code.

Titlegoal
What?
Ingredients,
materials, or
something
What?
How many?
How much?
Steps
How?
What?
Closing

Continue your activities at home. Compose your recount text carefully by writing a nice
dictions properly, putting punctuation and capitalization neatly. After that, present your
composition creatively and attractively by using your favorite application. It can be in the
video form or writing form. Do as you please.
Reflection

Rubric of the procedure text composition evaluation
Aspect
complete and clear complete and clear complete and clear complete and clear
and the details are and the details are and the details are and the details are
relating to the topic almost relating to not relating to the not relating to the
the topic topic topic
2 Generic Goal is brief. The list Goal is brief. The list Goal is brief. The list Goal is brief. The list
structure of Ingredients, of Ingredients, of Ingredients, of Ingredients,
materials, or tools, materials, or tools, materials, or tools, materials, or tools,
are complete. Steps are almost are almost are not complete.
are organized well complete. Steps are complete. Steps are Steps are not
with proper organized well with almost organized organized well with
connectives, and proper connectives, well with proper improper
closing wraps the and closing wraps connectives, and connectives, and
text up nicely. the text up nicely. closing wraps the closing wraps the
text up nicely. text up nicely.
3 Sentence Very few sentence Few sentence Numerous sentence Frequent sentence
structure structure or structure or structure or structure or
agreement agreement agreement agreement
inaccuracies inaccuracies but inaccuracies inaccuracies
understandable
4 Dictions Effective choice of View misuse of Limited range Very poor
and words and word vocabulary word confusing words knowledge of word
mechanics forms. It uses forms but not and word form. It forms word forms
correct spelling, change the has frequent errors and not
punctuations, and meaning. It has of spelling, understandable. It
capitalizations. occasional errors of population, and is dominated by
spelling, capitalizations. errors of spelling,
punctuation, and punctuation, and
capitalization. capitalization.
5 Creativity Video or specific Video or specific Specific application Office word is used
application is used application is used is used as writing as writing
as writing as writing presentation presentation
presentation presentation media. There are media. There is no
media. There are media. There are many pictures pictures supporting
pictures relevant to some pictures irrelevant to the the topic. Some
the topic. The font irrelevant to the topic. Some fonts fonts and their size
and its size are topic. Some fonts and their size are are inappropriate.
appropriate. The and their size are inappropriate. The
contrast and inappropriate. The contrast and
brightness are contrast and brightness are not
clear. brightness are clear. clear.
Score
Content
Pronunciation
Structure
Creativity
Score

Rubric of the procedure text speaking evaluation
Aspect
complete and clear complete and clear complete and clear complete and clear
and the details are and the details are and the details are and the details are
relating to the topic almost relating to not relating to the not relating to the
the topic topic topic
2 Generic Goal is brief. The list Goal is brief. The list Goal is brief. The list Goal is brief. The list
structure of Ingredients, of Ingredients, of Ingredients, of Ingredients,
materials, or tools, materials, or tools, materials, or tools, materials, or tools,
are complete. Steps are almost are almost are not complete.
are organized well complete. Steps are complete. Steps are Steps are not
with proper organized well with almost organized organized well with
connectives, and proper connectives, well with proper improper
closing wraps the and closing wraps connectives, and connectives, and
text up nicely. the text up nicely. closing wraps the closing wraps the
text up nicely. text up nicely.
3 Sentence Very few sentence Few sentence Numerous sentence Frequent sentence
structure structure or structure or structure or structure or
agreement agreement agreement agreement
inaccuracies inaccuracies but inaccuracies inaccuracies
understandable
4 Dictions Effective choice of View misuse of Limited range Very poor
and words and word vocabulary but not confusing vo knowledge of word.
fluency forms. Proper change the vocabulary. It has It is dominated by
pronunciation and meaning. It has frequent errors of pronunciation and
intonation. occasional errors of pronunciation and intonation errors.
pronunciation and intonation
intonation.
5 Creativity Video or specific Video or specific Video is used as Video is used as
application is used application is used speaking speaking
as speaking as speaking presentation presentation
presentation presentation media. There are media. There is no
media. There are media. There is many pictures additional pictures
pictures and music music in the video. irrelevant to the supporting the
relevant to the There are some topic. Some fonts topic. There is no
topic. The font and pictures irrelevant and their size are caption to support
its size are to the topic. Some inappropriate. the presentation.
appropriate. The fonts and their size Some contrast and Some contrast and
contrast and are inappropriate. brightness are not brightness are not
brightness are The contrast and clear. clear
clear. brightness are clear.
Score
Content
Pronunciation
Structure
Creativity
Score

THE STORY HAS BEGUN
Emphasizing religiosity, mutual cooperation, and creativity
Reading-watching elements. Students read and respond to a variety of texts, in this time is
the narratives text. They read to learn or to find information. They locate and evaluate
specific details and main ideas of a variety of texts. These texts may be in the form print or
digital texts, including visual, multimodal or interactive texts. They are developing
understanding of main ideas, issues or plot development in a variety of texts. They identify
the author’s purposes and are developing simple inferential skills to help them understand
implied information from the texts.

It is A Legend
Learning Objectives
Capturing the explicit and implied meanings of various narrative, recount, procedure texts
both oral and written in multimodal form related to the scope of interest of adolescents and
presenting critically.
Warm you up
A. Do you like watching movies? This one is a famous movie trailer.
Watch and enjoy it then let's talk about it. Scan the QR-code or
tap/type the https://youtu.be/aWzlQ2N6qqg .
B. Put a tick to show your opinion about this movie trailer and let's
talk about it.
I don’t have
any idea
1 I found myself getting interested in the movie.
2 I watched the movie
3 The movie entertains people
4 The movie has a moral value
The characters of the movie have their own
5
obstacles
Text bite
A. Every country has its own mystical legend. One of them is Japan. This
country has many mysterious legendary characters believed to exist up
to now. One of them is Hachishakusama. This is the story of this
character. To know more about this, watch the video by scanning the
QR-code or tapping https://youtu.be/2C9JOVTJhJ8.
B. Answer the questions directly orally or writtenly before you speak.

1. What do you think of the story? (Scary, interesting, funny etc.)
2. Mention the characters of the story.
3. Who is Hachishakusama?
4. What is Hachishakusama’s capability?
5. What did the main character and her family do to run away from the evil spirit?
6. Which was the most thrilling part of the movie?
7. Do you think the girl can save from Hachishakusama?
8. What would you do if you were the girl?

C. The text that we watched just now is known as the narrative text. It is a text that has
purpose to entertain or amuse the readers or audience. This text may have a happy,
sad, or unfinished ending.
D. Students write or draw the story based on the video using their own
words. Scan the QR-code or tap https://bit.ly/Narrativelegend.
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E. Watch and enjoy the short movie here to connect yyou to previous
activity. Scan the QR-code or tap/type https://youtu.be/TvRhfaouBHs
in your browser. Afterthat, tell me your opinion about it.
F. Now, you have two stories. Pick one of them to be retold. Use your
own words to tell the story. While you are telling a story, there are
three students who listen to your story. They will evaluate your
performance by using https://bit.ly/AppreciationAstory or scan the QR-
code.

Continue your activities at home. Make sure that you write it completely, as you will perform
it in the next meeting.
Reflection

Rubric of retelling the story
No Evaluation 25 22 19 16
Aspect
1 Content The story is The story is The story is The story is not
relating to the almost relating relating to video. relating to video.
video. to the video .
2 Pronunciation Proper It has occasional It has frequent It is dominated
pronunciation errors of errors of by pronunciation
and intonation. pronunciation pronunciation and intonation
and intonation. and intonation errors.
3 Dictions Effective choice View misuse of Limited range Very poor
of words and vocabulary word confusing words knowledge of
word forms to forms but not and word form. word forms word
retell the story. change the forms and not
meaning. understandable.
4 Filler and gap The filler and gap The filler and gap Some native Many native
occurs due to the occurs due to the words appear words appear
needs of needs to search because the lack and the gap
speaking, such as the words. of vocabulary. among the words
coma or period is very long.
as well as to take
a breath.
Score
Content
Pronunciation
Structure
Creativity
Score

MULAN,
THE FEMALE WARRIOR
Learning Objectives
Students are able to read and respond to narratives to get information on main ideas, issues
or plot developments, identify the author's goals, make simple inferences to understand
implied information.
Warm you up
A. Do you know Mulan? She was a famous Asian Female legend who stood
up for her family honor and dignity. She was good at archery, martial art,
sword etc. To know more about her, let's enjoy a video by scanning the
following qr-code or tapping this https://youtu.be/PgVSbU4Eqk0
B. Let’s have fun with doing a crossword puzzle relating to the video. Find
out all about Mulan or a hero. For more interactive you can tap
https://bit.ly/Mulanthelegend or scan the QR-code.

Text bite
A. To enjoy a story, we can read it From the book a book or audio book.
In this case there is an interesting audio book story. If you want to
know the story, scan the QR Code or tap this
https://princess.disney.com/mulans-story
B. Please do the following activities.

1. Answer the following questions
a. How many pages of the book?
b. Who is the author?
c. What do you think of the book picture?
d. What do you think of the story?
2. Write the difficult words you’ve found from the story and search their
meaning.
a. Write a sentence using the word you’ve found, one word one
sentence.
b. Paraphrasing. Paraphrasing is a process to express the
meaning of (the writer or speaker or something written
or spoken) using different words, especially to achieve
greater clarity. To know more about paraphrasing you
can scan the QR-code or tap the link
https://www.scribbr.com/working-with-sources/how-to-
paraphrase/ .
c. Paraphrasing The Mulan story from the text. If you find
any difficulties please ask your teacher. You can write
your paraphrasing here or online by tapping
https://bit.ly/ParaphrasingMulan or scan the QR-code.
Remember, when you are paraphrasing you are allowed
to simplify a paragraph even a page. Furthermore, you are also
allowed to expand a paragraph if it is so short. You can use synonym,
antonyms, or description to replace words.
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C. The text that you read and watch is called the narrative text. The narrative Narrative
text is a text that has purpose to entertain or amuse the readers or audience. This text
may have a happy, sad, or unfinished ending. The Generic Structure of the Narrative
Text are as follows.
1. Orientation. Orientation is a kind of introduction part in the text. It contains
main character, time, date, place, and situation faced by the characters. In
brief, this part answer questions who, when, where, and what.
2. Evaluation. Evaluation is an explanation of characters, things, situation in
details. This part shows the quality of something. For instance, Cinderella was
very beautiful. Her skin was white like snow, her lips was red like roses. The
two last sentences are the evaluation of beautiful that the character has.
Evaluation is optional and there is no particular place of it. It can be placed in
any part that needs evaluation.
3. Complication. Complication(s) is problem(s), challenge(s), or obstacle(s) faced
by the story characters especially the main character. It contains conflicts that
influence the characters' live. In this part, a story is developed to make it
interesting.
4. Resolution. Resolution(s) is solution or ways taken by the main character. It
can be a good solution or not. It can solve the problem or not. Together with
complications, this part makes the story interesting and enjoyable.
5. Re-orientation. Re-orientation can contain conclusions, moral value, or
character's live ending.
D. Besides learning the generic structure, you must learn the language
features of the Narrative text. The features are as follows.
1. Past tense. There are two tenses in English – past and present.
The past tense in English is used:
• to talk about the past
• to talk about hypotheses (when we imagine
something)
• for politeness
To understand the tense, tap the link https://bit.ly/Past3ns3 or scan the QR-
code.
2. Action verb. Action verb is a verb involving active body movement, for
instance, run, walk, dance, jump, sit down, etc.

plant, thing, etc. for instance, princess, prince, king, queen, dragon, fairy, and
many more.
4. Time connectives. Time connectives are words that join
phrases or sentences together to help us understand when
something is happening. Words such as before, after, next, just
then, shortly, afterwards, last, eventually, firstly, secondly, and
thirdly, are all-time connectives. To understand this better, tap
this link , https://bit.ly/Timeconnectives , or scan the QR-code
if you put conjunction then, the sentences will be more effective and efficient.
I like cooking and eating but don’t like wash dishes. For understanding please
tap this link, https://bit.ly/conjunctionsword or scan the QR-code given.
E. Now, it’s your time to write your narrative text. You will create an
audio book story in group of four. The following is another sample of
audio book story. You can tap this link https://bit.ly/YukiTsunami or
scan the QR-code.
The following is steps to create your audio book story.
1. Make group of four.
2. Discuss the story that you will create as an audio book.
3. Pick a template that will be chosen as your media. For instance you can choose
PowerPoint, Canva, WPS, Google Slide, etc.
4. Paraphrase the story. Next, Proof read your paraphrasing.
5. Search pictures relevant to the story. It will be more attractive if you insert
music or change your voice suits the characters.
6. Organize your book’s layout including, table of contents, preface, reference,
etc.
7. The audio book cannot be in the form of video.

Continue your activities at home. Compose your narrative text carefully by writing a nice
dictions properly, putting punctuation and capitalization neatly. After that, present your
composition creatively and attractively by using your favorite application.

Reflection
Score
Content
Pronunciation
Structure
Creativity
Score

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SMA NEGERI 3 BANDUNG

SMA NEGERI 3 BANDUNG ENGLISH MODULE FOR PHASE E ii

Kata Pengantar ................................................................................... i

SMA NEGERI 3 BANDUNG ENGLISH MODULE FOR PHASE E 3

Writing-presenting elements. Students write a variety of fiction and non-fiction texts,

SMA NEGERI 3 BANDUNG ENGLISH MODULE FOR PHASE E 4

C. Do these following activities.

SMA NEGERI 3 BANDUNG ENGLISH MODULE FOR PHASE E 5

Practice makes perfect

Rubric of self-introduction video

SMA NEGERI 3 BANDUNG ENGLISH MODULE FOR PHASE E 6

SMA NEGERI 3 BANDUNG ENGLISH MODULE FOR PHASE E 7

Everyone has been embarrassed at one time or another.

I remember so well when I had my most embarrassing moment. I was in Form 4

Without realising, I had rushed to the girls' toilet. The prolonged

It was indeed an eye-opening experience for me. I

SMA NEGERI 3 BANDUNG ENGLISH MODULE FOR PHASE E 8

C. Do the following activities to make you understand the text better.

SMA NEGERI 3 BANDUNG ENGLISH MODULE FOR PHASE E 9

3. Specific noun. Specific noun is a noun that is as pronoun of human, animal,

4. Time connectives. Time connectives are words that join

5. Conjunction. Conjunctions are words that link other words,

SMA NEGERI 3 BANDUNG ENGLISH MODULE FOR PHASE E 10

Practice makes perfect

SMA NEGERI 3 BANDUNG ENGLISH MODULE FOR PHASE E 11

SMA NEGERI 3 BANDUNG ENGLISH MODULE FOR PHASE E 12

Writing-presenting elements. Students write a variety of fiction and non-fiction texts,

SMA NEGERI 3 BANDUNG ENGLISH MODULE FOR PHASE E 13

B. Everybody needs to have breakfast. It includes you. By consuming

SMA NEGERI 3 BANDUNG ENGLISH MODULE FOR PHASE E 14

SMA NEGERI 3 BANDUNG ENGLISH MODULE FOR PHASE E 15

Rubric of writing a smoothie recipe from the video

SMA NEGERI 3 BANDUNG ENGLISH MODULE FOR PHASE E 16

SMA NEGERI 3 BANDUNG ENGLISH MODULE FOR PHASE E 17

Writing text Video

SMA NEGERI 3 BANDUNG ENGLISH MODULE FOR PHASE E 18

To understand the tense, tap the link

2. Specific noun. Specific noun is a noun that is as pronoun of human, animal,

4. Conjunction. Conjunctions are words that link other words,

SMA NEGERI 3 BANDUNG ENGLISH MODULE FOR PHASE E 19

Practice makes perfect

SMA NEGERI 3 BANDUNG ENGLISH MODULE FOR PHASE E 20

SMA NEGERI 3 BANDUNG ENGLISH MODULE FOR PHASE E 21

SMA NEGERI 3 BANDUNG ENGLISH MODULE FOR PHASE E 22

SMA NEGERI 3 BANDUNG ENGLISH MODULE FOR PHASE E 23

B. Answer the questions directly orally or writtenly before you speak.

SMA NEGERI 3 BANDUNG ENGLISH MODULE FOR PHASE E 24

SMA NEGERI 3 BANDUNG ENGLISH MODULE FOR PHASE E 25

Practice makes perfect

SMA NEGERI 3 BANDUNG ENGLISH MODULE FOR PHASE E 26

SMA NEGERI 3 BANDUNG ENGLISH MODULE FOR PHASE E 27

SMA NEGERI 3 BANDUNG ENGLISH MODULE FOR PHASE E 28

B. Please do the following activities.

SMA NEGERI 3 BANDUNG ENGLISH MODULE FOR PHASE E 29

SMA NEGERI 3 BANDUNG ENGLISH MODULE FOR PHASE E 30

SMA NEGERI 3 BANDUNG ENGLISH MODULE FOR PHASE E 31

Practice makes perfect

SMA NEGERI 3 BANDUNG ENGLISH MODULE FOR PHASE E 32

SMA NEGERI 3 BANDUNG ENGLISH MODULE FOR PHASE E 33

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