Course Syllabus for Police
Course : English for Police in POLDA Jambi
Length of the
course :
Three
months
Course time : Once a week
Time Allocation : 2x45 minutes
Lecturers :
1.
Erni Mawarni
2. Nur Indah Rahmawati
3. Ody Rizki Rilla
4. Tiara Indah Sari
Purpose :
Learning English
for the police is very important because police is in a world of constant
evolution that daily requires to have greater powers to tackle the new
challenges of globalization, taking into account that the use of this universal
language.
Course
Description :
This course
discusses the current practice of teaching English for Specific Purpose in the field of Police. Standard
competence of this course are:
1.
Speaking
a.
Communicate by using English in daily
conversation in Police environment.
b. Express the expression of interpersonal
and transactional text in speaking to police circumstances.
c. Use English when they get duty from
their cop to be delegation for foreign country.
2.
Listening
a. To
able understand what people or citizens say in English.
Course
Goals :
a.
Students are able to speak English in daily conversation in police field
b.
Students are able to interact with foreign people when they get duty to
be delegation of Indonesia
c. Students
are able to understand what people say in English
Course
Objectives :
To reach those goals, students will:
1.
Practice greeting and introducing
2.
Listen and watch the example of
conversation in very common office situation.
3.
Learn some vocabularies that related
with the topic that has showed in video
4.
Make some conversations that work in
pair with their partner
5.
Explain some vocabularies that have
studied in each meeting
6.
Present what they have learned in front
of class in each meetings.
Evaluation
:
NO
|
Aspect
|
%
|
1
|
Class
Participation
|
25 %
|
2
|
Individual
assignment
|
25%
|
3
|
Middle
Test
|
25 %
|
4
|
Final
test
|
25 %
|
References :
1.
Elliott,
M. ( 2000). Feeling Happy, Feeling Safe: A safety guide for Young Children.
Communications Directorate, Home Office.
2.
Lane,
C. O. (2000). Talking with the Police. An English Language and Civics Workbook
. California: Monterey Park
3.
Be
safe, be secure: your guide to crime reduction. (January 2003). the Home Office
Communications Directorate.
4.
Evans,
V., & Dooley, J. (2014). Career Paths Police (Esp) Teacher's Guide. Express
Publishing.
5.
Other
references from the internet website / webpage.
English
Course Materials for Police office on PAM OBVIT field in
POLDA
Jambi
NO
|
TOPICS/SUBTOPICS
|
INDICATORS
|
ACTIVITIES
|
EVALUATION
|
REFERENCES
|
1
|
Introducing the course
|
a. Students get the visualization
about what is going to learn. They have a plan of their own learning process.
b. Teacher gets visualization about student’s prior knowledge.
|
a. Discussion
about the course.
b. Pre-Test to know students’ previous
knowledge
-
Speaking test about basic skills (Introducing, and
greeting)
|
Oral question and answer.
|
Course
Syllabus
|
2
|
Pulling people
over
|
Students
know the strategy or technique and ethic in pulling people over.
|
a. Watch related video.
b. Discuss
the
vocabulary and related video.
c. Learn
phrases that are related to the topic
d. Role
play
- Pretend to be the driver and
police. The driver is pulled over by the police.
|
a. Class Participation
b. Review what the students have learned.
|
a.Fourth book
b.
|
3
|
Checking
ID’s
|
The
students know the different types of identity card (KTP and SIM). They are
able to get (read) any identity from the ID card.
|
a.Guessing types of identity card through
flashcard
b. Role play
|
a. Class Participation
- Students present what they have
learned in front of class
|
a.Fourth book
|
4
|
Interrogation
and solving the crime
|
Students
know the procedure to interrogate and
solve the crime in English
|
a.Learn basic vocabulary.
-Interrogative sentences
b. Role Play
- The roles of witnesses will be
assigned to some students and have the police team (question
the witnesses
and figure out “who done it.” )
|
a. Class Participation
b. Present what students’ have learned in topic Interrogation and
solving the crime
|
a. First book
b. Third book
c. Fourth book
|
5
|
Helping
tourists
|
Students
can interact with tourist to help solve their problem
(some
basic questions from tourist like question about place, road, public facility
etc.)
|
a. Reading activities
- Expression of giving direction
-Common information that needed for a
tourist
-Expressions
of answering questions (Direct and indirect questions)
-Expressions
of offering help
b.
Watching the related video
b. Students
conduct the role Play
|
a. Class Participation
b. b.
Checking students’ understanding
- Oral question and answer
c. c. Students present
what they have learned.
-
|
a. First book
|
6
|
Middle
test
|
Speaking and
Listening test
|
|||
7
|
Asking for
Cooperation
|
Students
can negotiate to ask cooperation when they work
|
a.Reading activities
-Expression of apologizing politely
b.Group/Pair work (Role Play)
|
a.Group
assignment
b.Class
Participation
c.Present
what the student’s have learned
|
a. Fourth book
|
8
|
Citizens Request
|
Students can interact with citizens, and know how to require or
give explanation with request of citizens
|
a.Reading activities
b.Watch the related video
c.Role play
|
a. Class participation
b. Students present what they have learned in front of class
|
a. First book
b. Fourth book
|
9
|
Deals
with the rules, safety, and etiquet
Tes
|
Studens can explain the rules, safety directions, and etiquettes
in English
|
a.Reading activities about some rules (sign, symbol), safety
directions, etiquettes
b. Games
c. Role Play
|
a. Class Participation
b. Students present what they have learned in front of class
|
a. First book
|
10
|
Basic speech about current issue
|
Students are able to give information or speak in front of
citizens
|
a.Lecturing
b. Reading activities
|
a. Class Participation
b. Students present what they have learned
|
a.
|
11
|
Speech about current issue
( Conduct the conference for citizens or delegation of foreign
country)
|
Students are able to elucidate in front of people about vital
place, the dangers of drug abuse, building trust between police and citizens,
etc
|
a.Watching the related video
b. Making a speech
c.Practice
|
a. Practice speech in front of class
|
|
12
|
Final test
|
Speaking,
listening and written test
|
|||
Materials
for 5th meeting
Topic :
Helping Tourist
Time
Allocation : 2x45
minutes
Indicator : Students can
interact with tourist to help solve their problem
(some
basic questions from tourist like question about place, road, public facility
etc.)
Materials and activities :
1. Students will watch the video about
helping tourist to give background knowledge.
2 2. Students
will learn some directions use flash card to make them enjoy the learning.
1 1.
Things in town
What are some tourist sites in Jambi?
With your partner make a list of things
below. Write them in English.
Famous old buildings:
1.
....................................................
2.
....................................................
3.
....................................................
Famous worship place:
1. ....................................................
2.
....................................................
3.
....................................................
Restaurants for tourists:
1. ....................................................
2. ....................................................
3.
....................................................
Parks:
1. ...................................................
2.
...................................................
3. ...................................................
Good views:
1. ...................................................
2.
...................................................
3.
...................................................
2.
Talking to Tourists
Ways of offering help:
1.
Pardon me sir. Can I help you?
2. Excuse me ma’am. Do you need any help?
3. Excuse me. How can I help you?
Understanding requests for directions:
1.
Could you tell me the way to X?
2. Can you show me the way to X?
3. How do I get to X?
4. How can I get to X?
5. Where is X?
6. Do you know where X is?
7. Do you know how I can get to X?
8. I’m looking for X?
Questions about distance:
1.
Is it very far?
2. How far is it?
3. Is it a long way?
4. Can I walk there?
Giving directions:
1.
Go down to the end of the road.
2. Go past the City Hall.
3. It’s on the corner.
4. Go straight on at the lights.
5. Take the next right.
6. It’s the second right.
7. Turn left at the traffic lights.
4.
Sample
Conversation
A Spanish police officer helps a
British woman to find her missing child...
Woman : Help! Police!
Police : What's
wrong?
Woman : My daughter is missing. I can't
find her anywhere!
Police : Okay.
Calm down. I'm going to help you find her. What's her name?
Woman : Erica. She's only five. She
doesn't know how to speak Spanish!
Police : Okay.
What does Erica look like?
Woman : She has brown curly hair. She's
skinny and small for her age.
Police : Okay. What
is she wearing today?
Woman : Blue shorts and a pink T-shirt.
She has a hat on too, I think.
Police : How long
ago did she go missing?
Woman : I've been looking for her for
almost an hour now.
Police : And
where did you last see her?
Woman : We were just shopping in the vegetable section. I turned
around and she was gone.
Police : Don't
worry, everything is going to be okay.
Woman : What should I do?
Police : Stay right at the front of the store in case she comes
looking for you.
After
students read the conversation above, teacher will check their understanding
with giving some questions :
Why
is the woman panicking?
Which
is true about Erica?
Where
was the little girl last seen?
Comforting a tourist in distress
- Please stay calm. I am going to help you.
- We will do everything we can.
- I'll give you a map of the city.
- Try not to panic.
- The ambulance is on its way.
- Don't worry, everything is going to be okay.
EVALUATION
1. Write a short conversation between a
tourist and a police officer. The tourist needs help about place. The police officer
gives the tourist directions.
For the third group I think it is great syllabus because it is simple and complete but I just want to give suggestion for the course syllabus at the first meeting in your activities. In your course outline it has 2 activities, the first is discussion about the course and the second is pretest about their background knowledge (in your syllabus you give pretest about introduction and greeting). In my opinion it’s better if you do pretest first and then you explain about your course I think it is more systematically and we can relate the pretest with the course syllabus, as the teacher you can explain why you have to do pretest first because in your course is speaking and listening then you can tell them what the course exactly and I think it is better you can ask them by asking them why you give pretest about introduction yourself first. Next for the fifth meeting in your syllabus why do not you put the assessment for the fifth meeting because I think it is important to know how you asses their understanding?
ReplyDeleteNice syllabus, material and evaluation that you made there. I see it has been constructed well enough. One of my comments for you actually had already pointed out by Ika, about the first meeting arrangement. Your pre-test is a speaking test, right? So, I think it will be more suitable if the pre-test is done before the discussion, after doing the course greeting first, of course. One more point is that, I don't know whether it's a typo, but, I don't see you use your second book from references in your syllabus. You include some websites in your references column instead, and I know that maybe you didn't put those websites' citation in your References because you consider them all as references number 5. Maybe. I think that's all from me. Ah, and I love your video, by the way. Nice one.
ReplyDeleteOMG mumun, thanks for your correction. yah where is the second book? we forgot to put the second book in references in second and third meeting. may we repair it ?
DeleteSimply syllabus, material and evaluation. I just notice that by and large has been organized as simply as systematically. Anyway why don't you also attach any photos related to the foreign polish or even the building (e.g., United States, ) in order to make more attractive rather than only attach the traffic symbols.
ReplyDeleteyou create those greatly. the material is appropriate and creative enough, the allocation time is good enough especially for the police who may be busy, the design is easy to read. yet, i found that in "course description" in listening you did typo. I think it should be able to... :). then in Lesson plan, it should be better, in my opinion, if it is clear how long time that you need for each activity and it's not clear enough which one is first and next :). Good Job I learn lot of you
ReplyDeletethis is kind of good syllabus. the materials is really related to what they usually meet as a police. but for the conversation, why don't you add more direction because as you said in your syllabus that in indicators is solving the question about a place, road and so on. i mean that why you just give a conversation about missing child why don't you put an example about tourist who get lost? so, what they have learned is really used. but, what you have done is good.
ReplyDeleteyou make those extraordinarily. the material is fitting and sufficiently innovative, the designation time is adequate particularly for the police who might be occupied, the plan is anything but difficult to peruse. however, i found that in "course portrayal" in listening you did mistake. I think it ought to have the capacity to... :). at that point in Lesson arrange, it ought to be better, as I would see it, in the event that it is clear to what extent time that you requirement for every action and it's not sufficiently clear which one is first and next :). Great job I learn part of you
ReplyDeletei just give suggestion in the outline course about the references, it would be a great course if you make a more clearly about the page of number of books that you use in every meeting. it's because for make students easier to find the material. then, the picture that is used for evaluation is not clear, so try to make it clear. Overall, your course is good for police
ReplyDeleteIn my opinion, you have designed the great syllabus. because, you have arranged the material from the simple material until the difficult thing. but, I have a suggestion for the course objective and course goals. I think, both of them is almost the same. so, it is be better if you make to be one point. I mean, maybe you can choose one point from that. you can choose course objective or course goals. thank you...
ReplyDeleteYour syllabus is great. You conduct your course with the goog way. Most of your courses is about how to interact with the tourist right. I think your syllabus will be better if you put role play in your exercise. Ask them to work in pairs and perform it in front of class. It can be an effective way for them to practice speaking with the tourists.
ReplyDeletethis is syllabus from you guys. you have designed well as structured as possible. but, an addition from me, in introducing the course, in activities i think that it will be better if you do pre-test first before discourse the course, because it will help students to know how far their knowing the course as well and for teacher it will help you to know their background knowledge. so, after got the data, the teacher can explain more about what students have to learn later
ReplyDeleteIn my humble opinion, this syllabus is good enough to be innovative for making syllabus. From the first point of "purpose" until "evaluation" are genereally exemplary as your group make it balanced with. Then, perhaps, because of unexpectable thing in editing this file on this blog, it may be causal this untidy design of syllabus. For the references, it could be more detailed and easy to check if you put how pages you will use it in every meeting. For the final test, it should only give speaking and listening test only for student because it will be more equally good with standard competence. Overall, this work is remarkable. Thank you.
ReplyDeleteIt is a great syllabus, they use an interesting media such video (audiovisual) to make their students interest in the class. Maybe I just give some comments about this syllabus. First, I have a question “Why references no. 2 not include in the course outline?”. It is better for us to make all of the references include in the course outline. Also, I want to comment from their course objective. On no. 3, 4 and 5 in the course objective, it is better to don’t use “some” in this syllabus. I think, they can use word “a”, because word “some” contains meaning of little or bit. In other word, students can make “MORE” hopefully.
ReplyDeleteFor this syllabus, I think it is quite interesting and it has been constructed well. So, my suggestion is in course outline at the references, you could add what page in the book that they will learn. So, with attach the page, they will easy to search it. That's it, thank you
ReplyDeleteI think your syllabus is good because you can organized well it and coherence in each point. Then, your materials are easier to understand. Same as Kasmun, I want to comment about your references, in the course outline, you did not put the second book. Then, you have to organize your references well. Anyway, for your evaluation, you use not clear photo. It’s better for if you put the clear one there. Over all your syllabus is great.
ReplyDeleteI think this is a very good syllabus and designed systematically. your group are clear in explaining what to do in order to help your student in achieving their goal. but I think you need to put what skill you're focus on so you can explain a clear indicator about what to achieve in each meeting. moreover, the material given also a very clear one, it is related to their environment and will be very helpful for them. after all, you've designed a very good and suitable syllabus for Police.
ReplyDeleteI think it is great syllabus, because the materials that you choose are appropriate for Police. for the suggestion, I agree with others, its about references, you should mention what book is and what page in the book. for syllabus design, its organized well.
ReplyDelete