SECOND GROUP (ENGLISH FOR PHARMACIST)

COURSE SYLLABUS

English Pharmacist Students in STIKES Jambi

A.    COURSE IDENTITY AND DESCRIPTION

Course Name             :TOEFL

Credits                        :4

Semester                     :V

Teacher(s)                  :1). Fadlaini          ( A1B214002 )

                                    2). Agsellia           ( A1B214005)

                                    3). Ika                   ( A1B214014)

                                    4). Yola D.N.R     ( A1B214016)

B.     COURSE DESCRIPTION

This course discusses the skills of TOEFL. There are listening, reading, and written and structure skills. The focus here is the relationship about pharmacist and the question of each skill. The pharmacist students will learn and practice each skill.

C.    COURSE SYLLABUS

a.       Competencies

1)      Be familiar with the format and directions of the TOEFL test

2)      Be familiar with the types of questions that are asked in each section

3)      figure out their weak and strong areas

4)      develop the English language skills that are necessary to be successful on the test.

5)      Pass the TOEFL test with the good score

b.      Materials/Topics

1)      What is TOEFL: format and directions of the TOEFL test

2)      types of questions that are asked in each section :

Structure and Written Expression

-The elements of sentence

1.Subject

2.Verb

3.Object

4.Complement

5. Adjective

6. Verb

7. Adverb

-Tense

1.Present

2. Future

3. Past

-Article

-Passive Voice

Reading

-Identifying the ideas of the passages

-Finding detailed factual information in a passage

-Word meaning

-Summarising information

Listening

Short Dialogue

-Agreement

-Suggestion

-Restatement

-Negative

-what, who, where

-Passive

c.       Teaching Methods

       -Lecturing

-Discussion

-Question and answer

-Individual assignments

-Games

d.      Media/Resources

            Books and e-books

           Toefl Practitioner

           Websites on toefl

                       Real toefl courses

e. Evaluation & Grading

No	Aspect	%
1	Class Discussion	20%
2	Individual Activities	20%
3	Mid Test	20%
4	Individual Assignments	20%
5	Final test	20%

f.    Time Allotment

No	Activities	Total	Duration
1	Meeting	20	1,5 jam/meeting
2	Individual Task
3	Simulation Toefl Test -Listening -Reading -Grammar	1	-35 minutes -50 minutes -25 minutes
4	TOEFL TEST	1	110 minute

 g. References (Required and suggested)

1.      Forum Tentor Indonesia, 2014. TOP TOEFL. Yogyakarta ; Forum Edukasi.

2.      Phillips, Deborah. 2001.Complete Course For The TOEFL Test: Preparations for The Paper and Computer Test. New York: Longman

3.      Any related sources : google scholar and websites on toefl

D.    COURSE OUTLINE

NO	Topics/Subtopics	Indicator	Activities	Evaluation	References
1.	What is TOEFL	-Student are able to know the format of the TOEFL test	Lecture Class discussion	Class Participation	Forum Tentor Indonesia, 2014. TOP TOEFL. Yogyakarta ; Forum Edukasi
2.	Structure and Written Expression The elements of sentence 1.Subject 2.Verb	- Students are able to identify the elements of sentence	Class discussion	Oral explanation, class participation (oral question and answer)	1 : 62-79 2 : 200
3	Structure and Written Expression The elements of sentence 3.Object 4.Complement	- Students are able to identify what the elements of question is	Class discussion	Individual assignment(written test)	1: 80-83 2 : 201
4	Reading - Identifying the ideas of the passages	- Students are able to identify every idea of the paragraphs in the reading - Students are able to find key words in every paragprah - Students are able to determine where specific information is found	- Lecture -Discussion -Question and answer	-  Quiz -Individual assignment	1 : 381-382 2 : 368-377
5	Reading Finding the detailed information -Stated detail question	-Students are able to find key information -Students are able to find key word signal and locate specific -Students are able to identify detail factual information	- Lecture -Discussion -Question and answer	-  Quiz -Individual assignment	1 : 392 -416 2 : 379-402
6	Structure and Written Expression -Article	Students are able to identify an article in a sentence or incomplete paragraph	Grammar Test	Individual Test	1 : 211-216
7	Structure and Written Expression -Tense 1.Present 2. Future 3. Past	-Students are able to identify the tense -Students are able to use the tense in a context.	- Lecture -Discussion -Question and answer	-Quiz -Individual assignment	1 : 124-127 2 : 205-206
8	Reading Word meaning	-Students are able to use context todetermine meanings of difficult words -Students are able to use context to determine meanings of simple words	- Lecture -Discussion -Question and answer	-Quiz -Individual assignment	1 : 422-423 2 : 411-422
9	Reading Summarizing Information	-  Students are able to complete short summary of information in the passages -Students are able to find a title for thewhole passages	- Lecture -Discussion -Question and answer	-  Quiz -Individual assignment	1 : 438-439 2 : 431-441
10	Mini test of Structure and Written Expression Skills of TOEFL	-Students are able to conduct the post test of all the listening skills in TOEFL	Structure and written test	Individual test	Forum Tentor Indonesia, 2014. TOP TOEFL. Yogyakarta ; Forum Edukasi. Phillips, Deborah. 2010. Longman Preparation Course for the TOEFL Test. Longman
11	Mini test of Reading Skills of TOEFL	-Students are able to conduct the post test of all the listening skills in TOEFL	Reading test	Individual test	Forum Tentor Indonesia, 2014. TOP TOEFL. Yogyakarta ; Forum Edukasi. Phillips, Deborah. 2010. Longman Preparation Course for the TOEFL Test. Longman
12	Listening Introducing Listening Paper Test	-Student are able to identify the types of listening comprehension	Lecture, Class discussion	Class participation	Forum Tentor Indonesia, 2014. TOP TOEFL. Yogyakarta ; Forum Edukasi
13	Listening 1.      Short Dialogues a.       Agreement b.      Suggestion	-Students are able to analyze what the question is	- Lecture -Discussion -Question and answer	-Quiz -Individual assignment	1 : 20-21 2 : 55-57
14	Listening Short Dialogue c.       Restatement d.      Negative	-Students are able to answer the answer what the speaker states is	- Lecture -Discussion -Question and answer	-Quiz -Individual assignment	1 : 22-23 2 : 45
15	Listening Short Dialogue -what, who, where	-Students are able to identify and answer what, whom where in dialogue conversation	Lecture -Discussion -Question and answer	Quiz -Individual assignment	2 : 36-41
17	Listening Short Dialogue -Passive	-Students are able to analyze what the speaker said in passive utterances	Lecture -Discussion -Question and answer	Quiz -Individual assignment	1 : 22
18	Mini test of TOEFL’s Listening Comprehension	-Students are able to conduct the post test of all the listening skills in TOEFL	Listening Test	Individual Test	Forum Tentor Indonesia, 2014. TOP TOEFL. Yogyakarta ; Forum Edukasi. Phillips, Deborah. 2010. Longman Preparation Course for the TOEFL Test. Longman
19	Review the mini test	Students are able to answer the question of skills	Mini test simulation	-Class disccussion
20	Simulation of TOEFL test	Students are able to answer the simulation of TOEL test

LESSON PLAN FOR THE FIFTH MEETING

ENGLISH PHARMACIST STUDENTS IN STIKES JAMBI

Student           : Pharmacist

Semester          : V (Fifth grade)

Duration          : 2 x 30 minutes

Meeting           : Fifth meeting

A.    Standard Competence   :    Finding detailed factual information in a passage.

                                             (stated detailed question)

B.        Basic Competence          :    1. To locate information with speed and accuracy.

  2. To demonstrate basic comprehension

C.        Indicators                       :    1. Students are able to find key information

  2. Students are able to identify keyword signals and locate specifics

  3. Students are able to identify detailed actual information

D.       Methods                          :    Lecturing, Class Participation, Quiz, Test Assignment

E.        Sources                           : -Forum Tentor Indonesia, 2014. TOP TOEFL.Yogyakart:       Forum Edukasi.

-Phillips, Deborah. 2001.Complete Course For The TOEFL Test: Preparations for The Paper and Computer Test. New York: Longman

-Any related sources :google scholar and websites on toefl

F.     Teaching Procedure

Activities	Method	Time
1.      Opening ·         Greeting ·         Warm-up activities ·         Informing the target achieved indicators		5’
2.      Main Teaching Activities ·         Inviting students to share about the stated detail question ·         Giving explanation about what the stated detailed question is ·         Giving some method to find the stated detailed question is ·         Asking the understanding of the student ·         Giving some passage to discuss together ·         Giving test assignment		45’ 30’
3.      Closing ·         Inviting the randomized students to sum up the teaching and learning process about the detailed question ·         Giving motivation and the preview of the next meeting ·          Closing and Leave-taking		5’ 5’

G.    Teaching Material          :

1.      The definition of detailed actual information

            Finding detailed actual information in the passage it is about one piece of information in the passage rather than the passage as a whole. The answers to these questions are generally given in order in the passage.

2.      The question which is generally ask in detailed actual information

A.    According to the passage…..

B.     It is stated in the passage…..

C.     The passage indicates that…..

D.    Which of the following statements is true?

3.      The method for answering the detailed actual information

1.      Choose a key word in the question.

2.      Skim in the appropriate part of the passage for the key word or idea.

3.      Read the sentence that contains the key word or idea carefully.

4.    Eliminate the definitely wrong answers and choose the best answer from the remaining choicesmaterial

Example Passages

Passage 1

Breast cancer is malignant tumor which lives in breast. Cancer is able to grow in mammary gland, main-mammary, fat, and string net in breast. The first phenomenon of it is a protruding which is usually felt different from other parts. It doesn’t emerge agonies and it usually has a irregular form. It can be easily moved by fingers. It is under the skin.

1.      Which of the following statement is not correct

A.    Breast cancer lives in breast

B.     The first phenomenon of breast cancer is a protruding

C.     The protruding can be easily moved by fingers

D. The protruding is outer part of the skin.

Passage 2

Neuroscientists are increasingly showing that there’s actually a lot that can be done. It turns that the brain need exercises in much the same way our muscles do, and the right mental workouts can significantly improve our basic cognitive functions. Thinking is essentially a process of making neural connections in the brain. To a certain extent, our ability to excel in making the neural connections that drive intelligence is inherited. However, because these connections are made through effort and practice, scientist believe that intelligence can expand and fluctuate according to mental effort

1.      Which of the following statements is true

A.    The right mental workouts cannot significantly improve our basic cognitive functions.

B.     A process of making neural connections in the brain essentially is thinking

C.     According to the scientist, intelligence cannot expand

D.    Intellegence is stagnate.

Passage 3

Carbohydrates, which are sugars, are an essential part of a healthy diet. They provide the main source of energy for the body, and they also function to flavor and sweeten foods. Carbohydrates range from simple sugars like glucose to complex sugars such as amylose and 5 amylopectin. Nutritionists estimate that carbohydrates should make up about one-fourth to one-fifth of a person's diet. This translates to about 75-100 grams of carbohydrates per day.

A diet that is deficient in carbohydrates can have an adverse effect 10 on a person's health. When the body lacks a sufficient amount of carbohydrates it must then use its protein supplies for energy, a process called gluconeogenesis. This, however, results in a lack of necessary protein, and further health difficulties may occur. A lack of carbohydrates can also lead to ketosis, a build-up of ketones 15 in the body that causes fatigue, lethargy, and bad breath

1.      According to the passage, what do most nutritionists suggest?

A. Sufficient carbohydrates will prevent gluconeogenesis. 

B. Carbohydrates are simple sugars called glucose. 

C. Carbohydrates should make up about a quarter of a person's daily diet. 

D. Carbohydrates should be eaten in very small quantities. 

2.      Which of the following do carbohydrates NOT do?

           A. prevent ketosis 

           B. cause gluconeogenesis 

           C. provide energy for the body 

           D. flavor and sweeten food 

3.      According to the passage, which of the following does NOT describe carbohydrates?

A. a protein supply 

B. a necessity 

C. a range of sugars 

D. an energy source 

Test Assignment

Passage 1

This passage bellow for question 1-4

Before we are going to smoke, it is better to look at the fact. About 50 thousand people die every year in Britain as direct of smoking . This is seven times as many as die in road accidents. Nearly a quarter of smokers die because of disease caused by smoking

Ninety percent of lung cancers are caused by smoking. If we smoke five cigarettes a day, we are six times more likely to die of lung cancer than a non-smoker. If we smoke twenty cigarettes a day, the risk is nineteen greater. Ninety five percent of people who suffer of bronchitis are people who are smoking. Smokers are two and half times more likely to die of heart disease than no smokers.

Additionally, children of smoker are more likely to develop bronchitis and pneumonia. In one hour in smoky room, non-smoker breathes as much as substance causing cancer as if he had smoked fifteen cigarettes.

Smoking is really good for tobacco companies because they do make much money from smoking habit. Smoking however is not good for everybody else.

1.      Which of the following is true

A.    Smoking is good for everybody

B.     Lung cancer cannot recovered

C.     We should have smoking all the time

D.    In Britain about 50 thousand people die because smoking.

2.      The passages indicates that

A.    Smoking is good habit

B.     Smoking is nice

C.     Smoking is dangerous

D.    Smoking is undangerous

3.      Which of the following is not correct

A.    Smokers are two and half times get heart disease than non-smoker

B.     Children of smoker are easier to develop bronchitis and pneumonia.

C.     Tobacco companies are sad look at the fact that everybody smokes

D.    Smoking us not good for everyone

4.      Which of the following statement is not mentioned

A.    Most smokers suffer of bronchitis

B.     Smoking is bad for everybody else

C.     Smoking causes lung cancers

D.    Accidents are more dangerous than smoking

Passage 2

This passage below is for question 5-7

Although not usually a major source of energy during exercise, protein can be an energy source when carbohydrates and fats are unavailable, as in a state of starvation. Amino acids are the basic structural units of protein. Proteins are the building blocks of tissue for both growth and antibodies. Briggs and Calloway have recommended that 10 to 15 percent of the daily dietary energy intake should be in the form of protein or about 1g/kg of body weight for normal adult. A liberal margin over these daily recommendations can be a good way to ward off stress. Contrary to what some coaches and athletes believe. As muscle mass increases, greater protein intake is required. High protein diets can be harmful as they are dehydrating and can result in loss of appetite and diarrhea. Massive dosages of protein-80 to 85 percent of the total average intake- can contribute to kidney malfunction and excessive loss of calcium

5.      According to the passage, these are energy resources, excepts

A.    Carbohydrates

B.     Vitamins

C.     Proteins

D.    Fats

6.      According to Briggs and Calloway, the protein should be intaken ____ of the daily literary energy intake

A.    1 percent

B.     5 percent

C.     1-15 percent

D.    10-15 percent

E.      

7.      These are impacts of high protein diets, except

A.    Diarrhea

B.     As antibodies

C.     Loss of appetite

D.    Dehydration

Passage 4

This passage below is for question 7-9

            Eggplant is an excellent source of dietary fiber, which can help protect against colon cancer and keeps the digestive system regular. The vitamins in eggplant consist primarily of vitamin A ( in the term of beta-carotene), B vitamins, folate and vitamin C. Eggplant is also rich in minerals, boasting a large quantity of potassium, magnesium, calcium and phosphorous. With no fat, six crabs and 27 calories in a 1-cup serving, eggplant makes an excellent to any diet.

8.      All of the following statements are true, excepts

A.    Eggplant cannot help protect against colon cancer

B.     Eggplant keeps the digestive system regular

C.     Eggplant is source of vitamin A, B, C, and D

D.    Eggplant is rich in minerals

9.      The eggplant’s substance is in rich mineral, except

A.    Zink

B.     Potasium

C.     Calcium

D.    Magnesium

Passage 5

This passage for number 10

   Central park in a public park at the center of Manhattan in New York City. The park initially opened in 1857, on 778 acres of city-owned land. Is on 14 E 60^th St, New York, NY 10022

10.  Which of the following statement is true?

A.    Central Park is on 14 E 60^th, New York, NY 10002

B.     Central Park isn’t New York

C.     Central Park initially opened in 1875

D.    Central Park is a private park

Key Answers :

1. D                              6. D 2. C                              7. D 3. C                              8. B 4. D                              9. A 5. B                              10.C

Assessment

Indicator	Test	Instruments	Questions
Students are able to find actual information and relationship between facts in the passages/ reading in the forms	Summative	Written Test *paper	4.        . The question which is generally ask in detailed actual information a.        According to the passage….. b.        It is stated in the passage….. c.        The passage indicates that….. d.       Which of the following statements is true?

SCORING                                                                             STANDARD                        

SCORING	STANDARD
True    = 10 False   = 0 N         = True x The total of the question             = 10 x 10             = 100	A   =    Excellent         (80-100) B   =    Very Good     (70-79) C   =    Good               (60-69) D   =    Low                (50-59)

                                                                       

True     = 10

False    = 0

N         = True x The total of the question

            = 10 x 10

            = 100

Course Evaluation

Instruction

-          Read the teacher and course evaluation

-          Ring Yes/No in answers chart bellow according to your own perspective

-          Be honest to answer because you do not need to create your name

-          Give note bellow the charts (if needed)

A.     Teacher Evaluation

Teacher Evaluation	Answers
The teacher effectively presented the tools (e.g. materials, skills, and techniques) needed	YES                          NO
The teacher effectively presented concepts and techniques	YES                          NO
The teacher presented content in an organized manner	YES                          NO
The teacher explained concepts clearly	YES                          NO
The teacher clearly articulated the standards of performance for the course	YES                          NO
The teacher provided guidance for understanding course exercises	YES                          NO

Note :..............................................................................................................................

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B.     Course Evaluation

Course Satisfies	Answer
The course was organized in a way that helped me learn	YES                          NO
The course provided guidance on how to become a competent professional	YES                          NO
The course helped me make progress in my acquisition of the language	YES                          NO
Instructions for course materials (including manuals, handouts, etc.) were clear	YES                          NO
The course work helped me understand concepts more clearly (because of tips and trick in answering questions)	YES                          NO
The course developed my communication/presentation skills	YES                          NO
The course was effectively organized	YES                          NO

Note :..............................................................................................................................

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