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Worksheet listening unit 1

 

STUDENT WORKSHEET (LKPD)

Unit 1: Digital Literacies and My Identities

 

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School Name	: SMA Negeri 1 Banggai
Subject	: English
Grade/Semester	: XI (Eleven) / One (Odd)
Teacher's Name	: Mahfud S. Paukunding, S.Pd., M.Pd.
Student's Name	: ...........................................................
Class	: ...........................................................

 

Worksheet 1: LISTENING (Meeting 1)

Objective: To identify expressions for stating opinions, agreeing, and disagreeing from a transactional conversation.

Instructions:

Listen to the audio/video conversation played by the teacher. As you listen, write down the expressions you hear in the table below.

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Listening Section

Mahfud Paukunding

Stating Opinions	Agreeing	Disagreeing
Example: In my opinion...	Example: I agree with you.	Example: I'm not so sure about that.
1.	1.	1.
2.	2.	2.
3.	3.	3.
4.	4.	4.

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Speaking Unit 1

Unit 1: Digital Literacies and My Identities

Introduction (20 mins) 

Apperception 

What do you think they are talking about?

Learning Objective

The learning objective for the day: to learn how to express opinions, agree, and disagree politely in English. The teacher emphasizes the importance of this skill for everyday conversations and discussions.

Main Activity (95 mins)

Problem or topic for discussion: "Our school is thinking about a new rule: 'No Smartphones Allowed on School at All'. What are your thoughts on this?" (15 mins)

Explanation (20 mins)

1. Expressing Your Opinion
When you want to share your point of view, you can use these phrases. They signal to others that this is your belief, not necessarily a universal fact.

Common & Neutral Phrases:
"I think..."
"I believe..."
"In my opinion, ..."
"As I see it, ..."
"It seems to me that..."

Example:
"I think this new coffee shop is the best one in town." "In my opinion, the final episode of the series was a bit disappointing."

Slightly Stronger Phrases (Use when you are more confident):
"I'm convinced that..."
"I strongly believe that..."
"From my perspective, ..."

Example:
"From my perspective, working from home increases productivity."

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2. Agreeing with an Opinion
Agreeing is usually simple and positive. Here are some ways to show you share the same view.

Simple Agreement:
"I agree."
"You're right."
"That's true."
"I think so, too."

Strong Agreement:
"I couldn't agree more."
"Absolutely!" / "Exactly!"
"That's exactly how I feel."
"You've hit the nail on the head." (Idiom meaning: You're precisely right.)

Example:
A: "I think learning a new language is very beneficial for the brain." 

B: "I couldn't agree more. It really opens up your mind."

Teacher's Tip: To show you were listening carefully, you can add a short reason for your agreement. For example, instead of just saying "I agree," you could say, "I agree, because it also helps you understand another culture."

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3. Disagreeing Politely (The Most Important Skill!)
This is the trickiest part. Direct disagreement like "You're wrong" or "I disagree" can sound aggressive. The goal is to be gentle and respectful. A good strategy is to acknowledge their point first before introducing your own.

Polite Disagreement Phrases:
"I see your point, but..."
"I understand what you're saying, however..."
"That's a valid point, but I have a different perspective."
"I'm not so sure about that. In my opinion..."
"I respect your opinion, but I think..."

Example 1:
A: "I think action movies are the most exciting genre." 

B: "I see your point about the excitement, but I personally prefer comedies because I love to laugh."

Example 2:
A: "We should cancel the company picnic because the weather forecast is bad." 

B: "That's a valid point about the weather, however, maybe we could just move it to an indoor location instead of canceling it completely?"

!! AVOID THESE !!
"You're wrong."
"That's a bad idea."
"I completely disagree." (This can be used, but it's very strong and should be reserved for formal debates, not casual chats.)

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Activity

Work in groups of 4 or 5 based on the materials given:

Group A (Auditory/Visual Learners): Watch a short YouTube video (e.g., a movie scene) with subtitles where characters are discussing a topic. You must list the expressions used.

Group B (Linguistic Learners): Read a written dialogue script. You must highlight the expressions for opinion, agreement, and disagreement.

Dialogue
Let's see how three friends, Leo, Mia, and Sam, discuss a topic: Are social media platforms good for society?
Leo: "In my opinion, social media is mostly harmful. It makes people compare their lives to others and feel unhappy."
Mia: "That's a valid point, Leo. I agree that the comparison culture can be toxic. However, I also think it's a powerful tool for connecting with people who live far away. I get to see my cousins in another country every day."
Sam: "I couldn't agree more with you, Mia. For me, the good outweighs the bad. As I see it, it's all about how you use it. You can choose to follow positive and educational accounts."
Leo: "I understand where you're both coming from, but it seems to me that the platforms are designed to be addictive, which is a big problem, especially for teenagers."

Group C (Needs Scaffolding): Receive a categorized list of expressions with Indonesian translations. Your task is to create simple sentences using three phrases from each category.

Expressing Opinion	Agreeing	Disagreeing
"I'm convinced that..."	"Absolutely!" / "Exactly!"	"That's a valid point, but I have a different perspective."
"I strongly believe that..."	"That's exactly how I feel."	"I'm not so sure about that. In my opinion..."
"From my perspective, ..."	"You've hit the nail on the head."	"I respect your opinion, but I think..."

Assignment (30 mins)

Each groups prepare a 3-5 minute role-play conversation about a specific topic.

Choose the topics below:

• "Online vs. Offline Games," 
• "Is social media good for teenagers?", 
• "Should school hours be shorter?"

Presentation

Each group performs your conversation in front of the class.

Feedback

"Did they state their opinion clearly? Yes/No," 

"Did they use expressions for agreeing/disagreeing? Yes/No"

Closing (20 mins)

Summary and feedback

Reflection: 

"What was the most useful expression you learned today?" 

"What was the most challenging part of the activity?"

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Listening Unit 2

Unit 2: Love Your Environment 

Theme: Environmental Awareness 
Topic: Preserving Our Environment

Skill Focus: Listening

Sub-topic: Identifying Expressions Related to Domestic Waste Issues.
Learning Objective:

• By the end of this lesson, you are able to correctly identify types of expressions that relate to issues of domestic waste.

Warm-up Activity

Hello, students! Let's look around our homes. Every day, we produce waste.

• What kind of waste do you see most often in your house? (e.g., plastic bottles, food scraps)

• Where does this waste go after it leaves your home?

• Have you ever felt worried about the amount of waste we produce?

Today, we will listen to a conversation about this exact topic and learn how people express their feelings and ideas about it.

Core Activity: Listening Activity

Students will listen to a dialogue between two friends, Budi and Sarah, who are talking about a pile of trash in their neighborhood.

Dialogue Transcript (For the Teacher)

Budi: Sarah, have you seen the pile of trash near the river bridge lately? It's getting bigger every day. It's really worrying that no one seems to be cleaning it up.

Sarah: I know! What bothers me is the smell, especially in the afternoon. And it's mostly plastic waste from households.

Budi: Exactly. People just throw their garbage there. I think we should talk to the head of our neighborhood (Pak RT) about this. We can't just ignore it.

Sarah: That's a good idea. What if we also suggest creating a community composting pit for organic waste? That could reduce the amount of trash going to the pile.

Budi: Brilliant! So we separate organic and inorganic waste. The good thing is, I heard some teenagers from the next block have already started a 'bank sampah' or waste bank.

Sarah: Oh, really? That's great news! Hopefully, we can work together with them to make our environment cleaner.

Differentiation of Process and Content

To achieve the learning objective, students will be divided into three groups based on their readiness level. Each group will receive a different task after listening to the dialogue.

Group A (Requires Visual/Auditory Support)

• Objective: To recognize key expressions with visual aid (highlighted transcript).

• Process: Students are given the dialogue transcript where the key expressions are already in bold. Their task is to match the expressions with their functions.

• Instructions for Students: "Read the dialogue transcript while you listen. The important expressions are already in bold. Your task is to match the bold expressions with their function in the table below."

Expression	Function
1. It's really worrying that...	A. Proposing a solution
2. What if we...	B. Expressing concern
3. The good thing is...	C. Showing hope/optimism
4. ...	...

Group B (At Grade Level)

• Objective: To independently identify and categorize expressions from the dialogue.

• Process: Students listen to the dialogue (with or without a blank transcript) and are asked to write down the expressions they find, then group them into the correct categories.

• Instructions for Students: "Listen to the dialogue carefully. Identify the expressions used to express concern, propose a solution, and show hope. Write them down in the correct category in the table."

Expressing Concern	Proposing a Solution	Showing Hope/Optimism

Group C (Needs More Challenge)

• Objective: To analyze the function, nuance, and impact of the expressions used.

• Process: Students listen to the dialogue, identify expressions, and answer higher-order thinking questions.

• Instructions for Students: "Listen to the dialogue. After identifying the key expressions, answer the following questions:"

  1. What is the difference in feeling between "It's really worrying that..." and "What bothers me is..."?

  2. Besides "What if we...", what is another way Budi or Sarah could have proposed a solution?

  3. How does the expression "The good thing is..." change the tone of the conversation?

  4. Create a new short sentence to express hope about the environment.

The Teacher

Here is the identification and categorization of the expressions from the dialogue:

Category	Expressions Used
Expressing Concern	• It's really worrying that...  • What bothers me is...
Proposing a Solution	• I think we should...  • What if we...
Showing Hope/Optimism	• The good thing is...  • Hopefully, we can...

Reflection and Follow-up (Closing)

• Reflection (For all students): "After this lesson, what is one expression you can use when you see an environmental problem around you? What would you say?"

• Follow-up (Suggestion): The teacher can continue the lesson to the speaking skill, where students are asked to create their own short dialogues using the expressions they have learned to discuss other environmental issues (e.g., air pollution, illegal logging).

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Speaking Unit 1 (not used)

 

Unit 1: Digital Literacies and My Identities

Theme: Digital Safety 

Topic: Digital Literacies for Youth’s Identity Construction

Skill Focus: Speaking

Sub-topic: Using Expressions for Stating Opinions, Agreeing, and Disagreeing.

Learning Objective:

• By the end of this lesson, you are able to use suitable expressions for stating opinions, agreeing, and disagreeing in a spoken transactional conversation with your peers.

Warm-up & Review

Hello, students! In our last lesson, we listened to a conversation and identified how people share their thoughts on digital safety. We learned to recognize expressions for stating opinions, agreeing, and disagreeing.

Today, it's our turn to use these expressions. Let's quickly review them.

Stating an Opinion	Agreeing	Disagreeing (Politely)
• In my opinion...	• I agree. / I totally agree.	• I'm not so sure about that.
• I think... / I believe...	• You're right. / You're absolutely right.	• I see your point, but...
• From my perspective...	• That's a good point. / That's true.	• I have to disagree.

Pronunciation Focus: Remember the stress on these words: o-pin-ion, per-spec-tive, a-gree, dis-a-gree.

Core Activity: Differentiated Speaking Practice

Now, you will work in pairs to practice using these expressions. Each group will get a different task based on your readiness level. The goal for everyone is to have a successful conversation.

Group A: Structured Role-Play

• Objective: To use target expressions correctly within a guided conversation.

• Process: Students will complete and act out a dialogue with provided sentence starters. This helps focus on correct usage and pronunciation.

• Instructions for Students: "Work with a partner. Choose one of the scenarios below. Read the dialogue and fill in the blanks using the expressions from the table. Then, practice acting it out."

Scenario: Deciding on a new profile picture for a class social media account.

• Student A: Look at this photo. In my opinion, this one is the best for our new profile picture.

• Student B: [Choose an expression to disagree politely], I think we look too serious in that one.

• Student A: Hmm, [Choose an expression to agree partly]. What about this other photo where we are all smiling?

• Student B: Oh, yes! [Choose an expression to agree strongly]. That one is perfect. Everyone looks happy.

• Student A: Great! So we'll use that one.

Group B: Guided Role-Play

• Objective: To build a short, logical conversation using the target expressions.

• Process: Students receive a scenario and roles. They must create their own dialogue based on the prompts.

• Instructions for Students: "Work with a partner. Choose a role-play card and create a short conversation. Make sure you use at least four expressions from the table (opinions, agreeing, and disagreeing)."

Role-Play Card:

• Situation: Your class wants to create a TikTok video about "A Day at Our School". You are discussing what content to include.

• Student A: You want to include a funny blooper reel of students making mistakes in class. You think it will be popular and get many views.

• Student B: You are worried that showing students' mistakes, even if funny, might be embarrassing for some. You think the video should only show positive and successful moments.

• Task: Discuss your different ideas and try to come to an agreement.

Group C: Problem-Solving Discussion

• Objective: To use a wide range of expressions to negotiate a solution to a more complex problem.

• Process: Students are given a nuanced scenario that requires not just stating opinions, but also justifying them and working towards a compromise.

• Instructions for Students: "Work with a partner. Read the scenario below. Your task is to have a detailed discussion to solve the problem. You must:

  1. Clearly state and justify your different perspectives.

  2. Use a variety of expressions for agreeing and disagreeing.

  3. Work together to find a compromise or a solution that respects both viewpoints."

Scenario:

A friend in your group chat posted a screenshot of a private conversation you had with them. The screenshot isn't necessarily bad, but you feel it's a violation of your privacy. Your friend thinks it's harmless and funny.

• Student A (You): You need to express why you are uncomfortable and why you believe posting private chats is wrong, even among friends.

• Student B (Your Friend): You need to explain why you thought it was okay (e.g., "I thought it was funny," "I didn't think you'd mind"). You initially disagree that it's a big deal.

• Goal: Reach an understanding. Student B should understand Student A's perspective, and you should both agree on rules for sharing content within your group chat in the future.

Teacher's Observation Guide

While students are practicing, observe for the following:

• Expression Usage: Are students using the target expressions correctly in context?

• Fluency & Turn-taking: Is the conversation flowing naturally between partners?

• Politeness: Are students using polite forms for disagreement?

• Task Completion: Are students fulfilling the requirements of their specific task (e.g., reaching a compromise for Group C)?

Reflection and Follow-up (Closing)

• Reflection (For all students): "Which expression did you find most useful today? When in your real life, online or offline, could you use it?"

• Follow-up (Suggestion): As a next step, students could engage in a small group debate on a digital safety topic, such as "Should students be allowed to bring phones to school?" This would require them to use the expressions in a more dynamic, multi-person conversation.

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Reading Unit 1

 

Unit 1: Digital Literacies and My Identities

Theme: Digital Safety 
Topic: Digital Literacies for Youth’s Identity Construction

Skill Focus: Reading

Sub-topic: Identifying an Author's/Content Creator's Purpose in a Multimodal Text.

Learning Objective:

• By the end of this lesson, you are able to suitably identify an author’s/content creator’s purpose in their multimodal text (i.e., social media post).

Warm-up & Introduction

Hello, students! Every day, we scroll through dozens of posts on social media. We see photos, videos, stories, and articles. But have you ever stopped to think why someone created that post? What was their goal?

Today, we're going to become digital detectives. Our mission is to look at a social media post and figure out the creator's main purpose.

Core Concept: What is the Author's Purpose?

Every social media post is a multimodal text because it uses a mix of text, images, and sometimes sounds or videos to send a message. Creators always have a purpose, or a reason, for posting. The most common purposes are:

• To Inform: To give facts, news, or information. (e.g., A post from a science account explaining a new discovery).

• To Persuade: To convince you to do, buy, or believe something. (e.g., An influencer's post about why you should use a certain skincare product).

• To Entertain: To make you laugh, smile, or feel an emotion. (e.g., A funny meme, a beautiful travel photo, or a cute animal video).

• To Build Community: To connect with people who share similar interests or to make people feel like they belong to a group. (e.g., A post on a fan page asking, "Who's your favorite character?").

A post can have more than one purpose, but there is usually one primary (main) purpose.

Core Activity: Analyzing a Social Media Post

Let's look at this sample Instagram post together.

Username: @GreenLivingGems Caption:

"My morning coffee tastes even better knowing I’ve saved one paper cup from the landfill! 🌿 Small changes, big impact. What's one small eco-friendly change you've made this week? Share in the comments and let’s inspire each other! #GoGreen #SustainableLiving #ZeroWaste #EcoFriendly"

Differentiated Reading Tasks

Now, you will work in groups to identify the creator's purpose in the post from @GreenLivingGems.

Group A: Guided Identification

• Objective: To identify the primary purpose with guided questions.

• Instructions: "Read the post from @GreenLivingGems again. Then, answer the following multiple-choice questions to find the main purpose."

1. Does the post mainly give you facts, like a news report? a) Yes, it's full of scientific facts. b) No, it's more about a personal action.

2. Does the post mainly try to make you laugh or tell a story? a) Yes, it's a funny joke. b) No, it's more serious and encouraging.

3. Does the post ask you to do or believe something? a) Yes, it encourages making eco-friendly changes. b) No, it doesn't ask me to do anything.

4. Based on your answers, what is the MAIN purpose of this post? a) To entertain b) To inform c) To persuade

Group B: Identifying Purpose and Evidence

• Objective: To identify the purpose and find specific evidence from the text to support the choice.

• Instructions: "Discuss the post from @GreenLivingGems with your group. Answer the following questions in full sentences."

1. What do you think is the main purpose of this post? (To inform, persuade, entertain, or build community?)

2. Which words or phrases from the caption support your answer? Write down at least two examples.

3. Which part of the image supports your answer? Describe it.

4. Does the post have a secondary (second) purpose? If yes, what is it?

Group C: Analyzing Purpose, Audience, and Impact

• Objective: To analyze the primary and secondary purposes, identify the target audience, and evaluate the post's effectiveness.

• Instructions: "Have a detailed discussion about the @GreenLivingGems post. Answer the following questions with detailed analysis."

1. Identify and explain the primary and secondary purposes of this post. Why do you think one is primary and the other is secondary?

2. Who is the target audience for this post? How can you tell from the language, hashtags, and image style?

3. The creator uses a question ("What's one small eco-friendly change you've made...?") to engage the audience. How does this specific technique help them achieve their purpose?

4. In your opinion, is this post effective? Does it make you want to make a change? Why or why not?

For the Teacher

• Primary Purpose: To persuade (to convince people to adopt sustainable habits).

• Secondary Purpose: To build community (by asking people to share their own experiences and inspire each other).

• Evidence (Group B/C):

  • Text: "Small changes, big impact," "Share in the comments and let’s inspire each other," hashtags like #SustainableLiving and #GoGreen. The direct question to the audience.

  • Image: The use of a reusable cup is a visual representation of the persuasive message. The professional and appealing style makes the sustainable lifestyle look desirable.

• Target Audience (Group C): Likely young adults (millennials/Gen Z) who are interested in aesthetics, café culture, and environmentalism. The use of Instagram, trendy photo style, and specific hashtags points to this demographic.

Reflection and Follow-up (Closing)

• Reflection (For all students): "Next time you are on social media, find one post and try to identify its purpose. Is it trying to inform you, persuade you, or entertain you?"

• Follow-up (Suggestion): As a next step, students can find their own examples of social media posts for each purpose and share them with the class, explaining their reasoning. This moves from analysis to application.

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