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LESSON PLAN 1

School Name: SMA N 7 PURWOREJO

Subject

: English

Class / Program: XI / Science

Semester

: 2

Year

: 2013 / 2014

Time Allocated: 4 x 45 ‘

I. STANDARD OF COMPETENCY :

Listening

To understand transactional and interpersonal communication in the context of daily life.

II. BASIC COMPETENCY :

To respond to transactional (to get things done) and interpersonal (socialization) communication, both formally and informally using simple, accurate, fluent, and acceptable oral language in the context of daily life and involving the functions of: expressing approval/disapproval, love and sadness.

III. INDICATORS:

· To identify the relationship between the speakers.

· To identify the function of approval/disapproval of something.

· To respond to the function of approval/disapproval of something.

· To identify the functions of expressing sadness.

· To respond to the functions of expressing sadness.

· To identify the function of expressing love.

· To respond to the meaning of the function of expressing love.

· To identify the contexts of a certain situation.

· To identify the context of a certain situation in the expressions they have learned

cooperatively.

IV. GOAL OF TEACHING/LEARNING ACTIVITIES :

Students are able to:

· identify the relationship between the speakers

· identify the function of approval/disapproval of something

· respond to the function of approval/disapproval of something

· identify the functions of expressing sadness

· respond to the functions of expressing sadness

· identify the function of expressing love

· respond to the meaning of the function of expressing love

· identify the contexts of a certain situation

· To identify the context of a certain situation in the expressions they have learned

cooperatively.

V. MATERIALS :

· Expressing Approval/disapproval

Example:

A : I’m against the idea

B : I can’t agree more

· Expressing love

Example:

A : I love you

B : I love you too

· Expressing sadness:

Example:

A : This the lowest time in

my life

B : Take it easy

VI. TEACHING METHOD

· Demonstration

· Practice

· Assignment

VII. TEACHING / LEARNING ACTIVITIES :

Lesson

Teaching Activities

Core

Value

Time

(minutes)

1.

Introduction

· Teacher Greets the students religiously.

· Teacher checks the students attendance and communicates creatively. (discipline)

· Teacher asks the students about the previous materials which relate to the materials they will learn.

· The teacher gives motivation to the students in learning the topic he/she will give.

· Teacher tells the students about the goal of teaching/learning activities and basic competency they will attain.

· Teacher grows the students’ sense of wonder by asking some questions related with the goal of the learning topic. (curious)

Main Activities

Exploration:

· The teacher gives the explanation about the expressions of approval/disapproval.

· In groups, the students do library study for identifying many kinds of expression of approval/disapproval, and their responses. (hardworking)

· The teacher asks the students to give examples of expression used in that situation. (Creative)

Elaboration :

· The students listen to the interpersonal/transactional conversation by using CD/cassette classically

· The students discuss the expressions used in the conversation heard in pairs. (independent)

· The students discuss the responses given in the expression heard.

· The teacher asks the students to make conversation in pairs. (communicative)

· The students demonstrate their performance in front of the class. The other students listen to the information.

· Confirmation :

· The teacher ask the students to review the expressions they have learned.

· The teacher ends the lesson by asking the students to make conclusion.


Closing:

· The teacher ask the students to make a brief resume about the expressions they have learned.

· Post Test: Complete the blanks based on what the students hear in the recording about the expressions of approval/disapproval.

· Teacher tells the students about the goal of teaching/learning activities and basic competency they will attain for the next meeting.

· Discipline

· Curious

· Hard-

working

· Creative

· Indepen-

dent

· Commu-

nicative

10

70

10

2

Introduction




· Teacher gives motivation to the students in learning the topic he/she will give.



Main Activities

Exploration:

· The teacher gives the explanation about the expressions of love, and expressions of sadness.

· In groups, the students do library study for identifying many kinds of expressions of love, and expressions of sadness and their responses. (hardworking)


Elaboration :


· The students discuss the expressions used in the conversation heard in pairs. (independent)


· The teacher asks the students to make conversation in pairs. (communicative)

· The students demonstrate their performance in front of the class. The other students listen to the information.

· Confirmation :




Closing:


· Post Test: Complete the blanks based on what the students hear in the recording about the expressions of expressions of love, and sadness.

· Teacher tells the students about the program and the goal of the learning topic he/she will teach in the next meeting.

Structured assessment:

· Listen to English broadcasting news/stories/songs in the radio and try to find the new words (for building your vocabularies), to understand the contents of them and the expressions you have already learned.

· Discipline

· Curious

· Hard-

working

· Creative

· Indepen-

dent

· Commu-

nicative

10

70

10

VIII. EVALUATION

The frame work of evaluation


Class /Program : XI / Science

Subject

: English

Semester : 2

No.

Basic Competency

Class/sem

Materials

Indicator

Type of test

Number of test

1.

To respond to transactional (to get things done) and interpersonal (socialization) communication, both formally and informally using simple, accurate, fluent, and acceptable oral language in the context of daily life and involving the functions of: expressing approval/disapproval, love and sadness.

XI/2

Expressing Approval/disapproval

Example:



· Expressing love

Example:

A : I love you

B : I love you too


Example:


my life

B : Take it easy

The students should be able to :

· identify the relationship between the speakers

· identify the function of approval/disapproval of something


· identify the functions of expressing sadness

· respond to the functions of expressing sadness

· identify the function of expressing love

· respond to the meaning of the function of expressing love

· identify the contexts of a certain situation

Written test

A,B,C,D,E.F

A. Complete the blanks based on what you hear in the recording.

Vita and Gita are browsing on the internet after school.

Vita

: Hey, look what I found!

Gita

: What is it?

Vita

: It’s an article about planting and gardening.

Gita

: Uhm ... seems like a good article. Can we copy it? If we copy and print it out,

we’ll be able to read it quite easily.

Vita

: Great! That’s a good idea. You see now Gita, the internet provides you with

endless information.

Gita

: That’s true! It is also easy to get the information, because we can print it out and

read it.

Vita

: You’re right.

B. Underline the expression of approval/disapproval in the dialogue after you have filled in the blanks.

C. Here is a dialogue. Complete the blanks based on what you hear in the recording.

At the city morgue.

Mr William: Are you sure this our son? Can you ... (1) him? His face is broken awfully.

Mrs. William: I can’t believe that this is the body of Jody. But look at the ... (2) in the neck.

This is our son.

Mr. William: Oh, look! He has only one hand and one leg. Oh I’m sorry. I didn’t mean to ...

(3) you to come home. I ... (4). I really didn’t know that you had lost your arm

And leg. Oh …

Mrs. William: Why did he choose to commit a ... (5) ? We have made a big ... (6). Please

forgive me, son. We shouldn’t have to say badly to you.

Mr. William: He must have felt very sad because of our words when he called us. ... (7) to

treat him that way.

Mrs. William: Now we understand that we should love others without seeing their physical ...

(8).

Mr. William: Yes, you are right. We have learnt a lesson how to ... (9) others.

Mrs. William: Uh . . . well. Let’s take our son home and ... (10) him soon.

D. Underline the expression of feeling of love in the dialogue after you have filled in the blanks.

E. Here is a dialogue. Complete the blanks based on what you hear in the recording.

At the living room.

Ben

: Amel, you look so ... (1). What happened?

Amelia

: Something’s bothering me, Ben. Will you just ... (2)?

Ben

: I am sorry to have bothered you then.

Amalia

: No, I’m sorry for ... (3).

Well ... Erm ... I lost my money.

Ben

: You did? The money for your ... (4)? How come?

Amelia

: Sssh! ... (5) your voice! Yes, it was indeed for my school fee. I put it in my bag

pocket. I soon learnt that it’s ... (6) when I was in the canteen.

Ben

: Did you ... (7) it somewhere or someone has stolen the money?

Amelia

: I don’t know. Tomorrow I have to pay it because the semester test will be

coming ... (8).

Ben

: Mm ... I see. Don’t be sad. I’ll help you. I’ll tell mom to ... (9) the way out.

Amelia

: No, please don’t!! She will be angry.

Ben

: Don’t worry dear, she won’t. I am going to ... (10). Just trust me, okay? Or

you’ve chosen to miss the test?

Amelia

: OK then, thanks a lot. You’ve made a bit relieved now.

F. Underline the expression of sadness in the dialogue after you have filled in the blanks.

Scoring Rule

School Name : SMA N 7 PURWOREJO

Class /semester : XI / 2

Subject : English

Year

: 2013/2014

Type of Test : Written test

No.

Criteria

Score

A.

B.

C.

D.

E.

F.

· The students are asked to complete the blanks based on what they hear in the recording about the dialogue expressing approval/disapproval.

· The students are asked to underline the expression of approval/disapproval in the dialogue after they have filled in the blanks.

· The students are asked to complete the blanks based on what they hear in the recording about the dialogue expressing love.

· The students are asked to underline the expression of feeling of love in the dialogue after they have filled in the blanks.

· The students are asked to complete the blanks based on what they hear in the recording about the dialogue expressing sadness.

· The students are asked to underline the expression of sadness in the dialogue after they have filled in the blanks.

10

10

10

10

10

10

Marks = (score gotten : maximum score) X 100

IX. SOURCE / MATERIAL / TEACHING AID

- Cassettes

- CD

- English Alive 2 for Senior High School grade XI – Yudhistira

- English Student Worksheet

Approved by the headmaster,

Purworejo, January 2 , 2014

Subject teacher,

Padmo Sukoco,M.Pd

Dra. Rahmi Bekti Utami

NIP 19640718 198703 1 010

NIP 19620529 198903 2 003

LESSON PLAN 2


Subject

: English


Semester

: 2

Year

: 2013 / 2014



Speaking

To express transactional and interpersonal communication in the context of daily life.


Expressing the meaning of transactional and interpersonal dialog (to get things done) formal and informal by using the simple oral language in the context of daily life which related to :

· approval/disapproval of something

· Expressing love

· Expressing sadness

III. INDICATORS

· To use the function of expressing approval/disapproval of something

· To respond to the function of approval/disapproval of something

· To use the function of expressing love

· To respond to the function of expressing love

· To use the function of expressing sadness

· To respond to the function of expressing sadness



· use the function of expressing approval/disapproval of something


· use the function of expressing love

· respond to the function of expressing love

· use the function of expressing sadness

· respond to the function of expressing sadness

V. MATERIALS :

· Expressing Approval/disapproval

Example:



· Expressing love

Example:

A : I love you

B : I love you too


Example:


my life

B : Take it easy

VI. TEACHING METHOD

· Demonstration

· Practice

· Assignment


Lesson

Teaching Activities

Core

Value

Time

(minutes)

1.

Introduction







Main Activities

Exploration:

· The teacher gives the explanation about the expressions of approval/disapproval.

· In groups, the students do library study for identifying many kinds of expression of approval/disapproval and their responses. (hardworking)


Elaboration :

· The students listen to the interpersonal/transactional conversation by using CD/cassette classically.

· The students discuss the expressions used in the conversation heard in pairs. (Independent)


· The teacher asks the students to make conversation in pairs. (Communicative)

· The students act out the dialog related to approval and disapproval in front of the class. The other students listen to the information.

Confirmation :

· The teacher ask the students to review the expressions they have learned by summarizing the expression of approval and disapproval from the video.


Closing:


· Post Test: create your own dialogue using the expressions of “approval and disapproval”

after that practice them in front of the class!


· Discipline

· Curious

· Hard-

working

· Creative

· Indepen-

dent

· Commu-

nicative

10

70

10

2.

Introduction







Main Activities

Exploration:

· The teacher gives the explanation about the expressions of love and expressions of sadness.

· In groups, the students do library study for identifying many kinds of expression of love and expressions of sadness and their responses. (Hard working)


Elaboration :


· The students discuss the expressions used in the conversation heard in pairs. (Independent)


· The teacher asks the students to make conversation in pairs.

· The students act out the dialog related to the expression of love in front of the class. The other students listen to the information. (Communicative)

Confirmation :

· The teacher ask the students to review the expressions by summarizing the expression of love from the video they have learned.


Closing:


· Post Test: create your own dialogue using theexpression of love and expressions of sadness ”



Structured Assessment:

Make a dialog by using the expressions of approval/disapproval, expressions of love and expressions of sadness based on the situation given by the teacher and then present it in front of the class.

· Discipline

· Curious

· Hard-

Working

· Creative

· Indepen-

dent

· Commu-

nicative

10

70

10

VIII. EVALUATION




Subject

: English

Semester : 2

No.

Basic Competency

Class/sem

Materials

Indicator

Type of test

Number of test

1.

Expressing the meaning of transactional and interpersonal dialog (to get things done) formal and informal by using the simple oral language in the context of daily life which related to approval/disapproval of something, expressing love, and expressing sadness

XI/2

Expressing Approval/disapproval

Example:



· Expressing love

Example:

A : I love you

B : I love you too


Example:


my life

B : Take it easy


· use the function of expressing

approval/disapproval of something


· use the function of expressing love

· respond to the function of expressing love

· use the function of

expressing respond to the function of expressing sadness

performance

A, B, C, D

A. Read the short dialogues individually and pay attention to the expressions of approval

and disapproval!

1. Vina

: What if we just download this article. Then save it onto a floppy disc.

Vita

: Great! We can read it at home then.

Note: “Great” is an expression of approval. You say it to someone in an informal situation,

such as to your friends.

2. Secretary: In my opinion, this proposal is good enough.

Director: I don’t think I can give my approval. It needs revisions.

Note: “I don’t think I can give my approval” is an expression of disapproval. You say it to

someone in a formal situation.

B. Now, create your own dialogue using the expressions of “approval and disapproval”


C. Role-play: work with your friend to act out the following situation. Prepare for some minutes!

a. You heard that your good teacher passed away. You like him very much. He is one of your favourite teachers at your school. You won’t be able to see him anymore. You feel deeply sad. Then, your friend comes to you and you express your deep sadness.

b. Your friend borrowed your mathematics notebook and next week you will have a mathematics test. He told you that he lost your notebook. You will feel very sad because the notebook is very important for you to understand the mathematics lessons. You feel very sad. You sadness can be seen in your face. When your mother / father (your friend’s role) comes to you, express your sadness.

c. You study at a popular college in Malaysia. You enjoy studying there. But suddenly you feel very sad because there is a call from your hometown that your mother is badly sick. It is almost impossible for you to go home because it is the time to have the semester test. Express your sadness to your friend when he / she comes to see you.

D. Role-play: work with your friend to act out the following situation. Prepare for some minutes!

a. You pass the exam, and then your mother (or father) gives you a present ( a gift) for your success in the exam. You feel that your parents love and care about you so much. Express your feeling.

b. Suppose you are already married to your beloved woman or man. Express your love to him / her because you really love him / her. Tell him / her that your love is endless. (A female student may play a role of a man, and vice versa.)

c. Suppose you are a parent of your only child (play a role as a mother / father). You love your son / daughter very much. One day he / she wants to do bad things. Because you care and love him / her, you should express your love and advice him / her not to do so.

d. (Create your own situation)

Scoring Rule



Subject : English

Year

: 2013/2014

Type of Test : performance

No.

Criteria

Score

A.

B.

C.

The students are asked to prepare themselves by reading the short dialogues individually and pay attention to the expressions they have learned (expression of approval/disapproval, love and sadness).

The students are asked to create their own dialogue using the expressions they have learned (the expression of approval/disapproval, love and sadness).

The students are asked to work with their friends to act out the dialogue expressing approval/disapproval, love and sadness they have created based on the situation given.

10

15

25

Marks = score gotten X 2


- Cassettes

- CD





Subject teacher,

Padmo Sukoco,M.Pd


NIP 19640718 198703 1 010

NIP 19620529 198903 2 003

LESSON PLAN 3


Subject

: English


Semester

: 2

Year

: 2013 / 2014



Listening

To understand transactional and interpersonal communication in the context of daily life.


To respond to transactional (to get things done) and interpersonal (socialization) communication, both formal and informal using simple, accurate, fluent, and acceptable oral language in the context of daily life and involving the functions of: expressing embarrassment, anger and annoyance

III. INDICATORS

· To identify the meaning of the function of expressing embarrassment

· To respond to the function of expressing embarrassment

· To identify the meaning of the function of expressing anger

· To respond to the function of expressing anger

· To identify the meaning of the function of expressing annoyance

· To respond to the function of expressing annoyance



· identify the meaning of the function of expressing embarrassment

· respond to the function of expressing embarrassment

· identify the meaning of the function of expressing anger

· respond to the function of expressing anger

· identify the meaning of the function of expressing annoyance

· respond to the function of expressing annoyance

V. MATERIALS :

· Expressing embarrassment

Example:

A : I was so embarrassed

B : I don’t think it’s a big deal

· Expressing anger

Example:

A : There is nothing to talk about. Get out of here!

B : If you say so

· Expressing annoyance

Example:

A : I can’t take this anymore

B : Sorry about that

VI. TEACHING METHOD

· Demonstration

· Practice

· Assignment


Lesson

Teaching Activities

Core

Value

Time

(minutes)

1.

Introduction







Main Activities

Exploration:

· The teacher gives the explanation about the expressions of embarrassment.

· In groups, the students do library study for identifying many kinds of expression of embarrassment and their responses. (Hard working)


Elaboration :


· The students discuss the expressions used in the conversation heard in pairs.(Independent)



· The students demonstrate their performance in front of the class. The other students listen to the information. (Communicative)

Confirmation :




Closing:


· Post Test: Complete the blanks based on what you hear in the recording and then underline the expression of embarrassment.


· Discipline

· Curious

· Hard-

working

· Creative

· Indepen-

dent

· Commu-

nicative

10

70

10

2.

Introduction







Main Activities

Exploration:

· The teacher gives the explanation about the expressions of anger and expressions of annoyance.

· In groups, the students do library study for identifying many kinds of expressions of anger, and expressions of annoyance and their responses. (Hard working)


Elaboration :


· The students discuss the expressions used in the conversation heard in pairs.(Independent)




Confirmation :




Closing:


· Post Test: Complete the blanks based on what you hear in the recording and then underline expressions of anger and annoyance.



· Listen to English broadcasting news/stories/songs in the radio and try to find the new words (for building your vocabularies), to understand the contents of them and the expressions you have already learned.

· Discipline

· Curious

· Hard-

working

· Creative

· Indepen-

dent

· Commu-

nicative

10

70

10

VIII. EVALUATION




Subject

: English

Semester : 2

No.

Basic Competency

Class/sem

Materials

Indicator

Type of test

Number of test

1.

To respond to transactional (to get things done) and interpersonal (socialization) communication, both formally and informally using simple, accurate, fluent, and acceptable oral language in the context of daily life and involving the functions of: expressing embarrassment, anger and annoyance.

XI/2


Example:



· Expressing anger

Example:


B : If you say so


Example:




· identify the meaning of the function of expressing

embarrassment

· respond to the function of expressing embarrassment

· identify the meaning of the function of expressing anger

· respond to the function of expressing anger

· identify the meaning of the function of expressing annoyance

· respond to the function of expressing annoyance

Written test

A,B,C,D,E.F

Test for Students grade XI

A. Here is a dialogue. Complete the blanks based on what you hear in the recording.

Judie: You won’t ... (1) what’s happened to me.

Pinkan: What is it?

Judie: I am not sure I want to tell you about it.

Pinkan: Come on, you’ve made me ... (2). What happened to you anyway?

Judie: OK. Last night I went to buy a watch. I soon picked out one and asked the shop assistant

to cut the strap since it was too big for my wrist. It looked great on ... (3) after the cut.

Pinkan: Then?

Judie: I rushed to the cashier. Standing in line, I watched an old man ...(4) his Rp 150.000,- to

the cashier for a freaky watch. I whispered to myself, “Why on earth does this old man

spend much money on a ... (5) crap?”

Pinkan: Why did you think that way?

Judie: Just because I would get a ... (6) watch only with Rp 21.000,-.

Pinkan: That’s totally cheap. Then what?

Judie: I had my turn and waited for the cashier to declare how much I should pay. But you

know what?

Pinkan: You left your wallet at home?

Judie: No, the price was ...(7) bigger than what I saw on the display.

Pinkan: Was it? How could that happen?

Judie: I clearly ... (8) the real price. I thought it was Rp21.000,- yet it is Rp210.000,-.

I missed the fourth nought.

Pinkan: Oh my God, what did you do then?

Judie: I apologized to the cashier, whom I thought the owner, and ... (9) out of the place.

I got my bike and rode away.

Pinkan: That’s so ... (10)!

Judie: It surely is. I’ve disgraced my self, for sure.

B. Underline the expression of embarrassment in the dialogue after you have filled in the blanks.

C. Here is a dialogue. Complete the blanks based on what you hear in the recording.

a. In the classroom

Debby

: Is this your book, Mila?

Mila

: Oh yes. But why ... (1) it? I can’t stand it when you took my book

without ... (2).

Debby

: Oh it’s not that way. I’d like to discuss this matter.

Mila

: Okay. What can you ... (3)?

Debby

: I didn’t steal your book. Yesterday I ... (4) on the table

when the students had all gone home.

Mila

: Is that so?

Debby

: Yes, it’s true.

Mila

: Oh, I am very sorry, then. ... (5).

Debby

: Don’t worry. It’s not a big deal.

b. Someone is entering Mr. Leave’s garden. Mr. Leave is irritated of it.

Mr. Leave: Can you see the man in garden? I wished I could have a ... (1) here,

but what do I have? Everyone comes into my home. ... (2) when

a stranger ... (3) and broke my privacy.

Mrs. Leave: I don’t like that either. Our home is not ... (4). I can’t stand hearing

everyone’s voice outside.

Mr. Leave: I’d like to discuss this matter. How do we get rid of them? Let me see ... how

about meeting them and ask what they want?

Mrs. Leave: ... (5). All right, I’ll help you make it.

D. Underline the expression of anger in the dialogue after you have filled in the blanks.

E. Here is a dialogue. Complete the blanks based on what you hear in the recording.

In the livingroom

Liz

: (While watching TV) Look! The movie is good. It’s about the monster that ... (1) a city.

Andy: (While reading a book) Oh. That’s ... (2). It’s my favourite movie.

Liz

: So come here to see the movie.

Andy: Oh. I am very sorry. I have to study.

Liz

: You can do that later after the movie.

Andy: Yes, that’s a good idea. ... Emm, but I’ll have ... (3). If I really watch the movie,

I’ll be ... (4) after that and I won’t study.

Liz: Come on. ... (5). It’s already started. What are you waiting for?

Andy: No, Liz. I won’t watch TV now. I have no more time to study for tomorrow’s test.

Would you please ... (6) the TV’s volume?

Liz: Yes. But it won’t be interesting. I cannot ... (7) the movie with such a ... (8).

Andy: Oh, Liz. It really ... (9) me. Please turn down the volume.

Liz: What?

Andy: (Speaking more loudly) Turn down the volume!

Liz: Oh Yes. How about this?

Andy: Yes, that’s enough. But, ... (10), don’t shout or make any noise.

F. Underline the expression of annoyance in the dialogue after you have filled in the blanks.

Scoring Rule



Subject : English

Year

: 2013/2014


No.

Criteria

Score

A.

B.

C.

D.

E.

F.

The students are asked to complete the blanks based on what they hear in the recording about the dialogue expressing embarrassment.

The students are asked to underline the expression of embarrassment in the dialogue after they have filled in the blanks.

The students are asked to complete the blanks based on what they hear in the recording about the dialogue expressing anger.

The students are asked to underline the expression of anger in the dialogue after they have filled in the blanks.

The students are asked to complete the blanks based on what they hear in the recording about the dialogue expressing annoyance.

The students are asked to underline the expression of annoyance in the dialogue after they have filled in the blanks.

10

10

10

10

10

10

Marks = (score gotten : maximum score) X 100


- Cassettes

- CD





Subject teacher,

Padmo Sukoco,M.Pd


NIP 19640718 198703 1 010

NIP 19620529 198903 2 003

LESSON PLAN 4


Subject

: English


Semester

: 2

Year

: 2013 / 2014



Speaking

To express transactional and interpersonal communication in the context of daily life.


To express simple transactional and interpersonal communication both formally and informally in accurate, fluent, and acceptable way, in the context of daily life involving the functions of expressing embarrassment, anger and annoyance

III. INDICATORS

· To use the function of expressing embarrassment

· To respond to the function of embarrassment

· To use the function of expressing anger

· To respond to the function of anger

· To use the function of expressing annoyance

· To respond to the function of annoyance



· use the function of expressing embarrassment

· respond to the function of embarrassment

· use the function of expressing anger

· respond to the function of anger

· use the function of expressing annoyance

· respond to the function of annoyance

V. MATERIALS :


Example:



· Expressing anger

Example:


B : If you say so


Example:



VI. TEACHING METHOD

· Demonstration

· Practice

· Assignment


Lesson

Teaching Activities

Core

Value

Time

(minutes)

1.

Introduction







Main Activities

Exploration:

· The teacher gives the explanation about the expressions of embarrassment and expressions of anger.

· In groups, the students do library study for identifying many kinds of expressions of embarrassment and expressions of anger. (Hard-

Working)


Elaboration :


· The students discuss the expressions used in the conversation heard in pairs.


· The teacher asks the students to make conversation in pairs. (Independent)

· The students act out the dialog related to the expressions of embarrassment and expressions of anger in front of the class. The other students listen to the information. (Communicative)

Confirmation :

· The teacher ask the students to review the expressions they have learned by summarizing the expression of embarrassment from the video.


Closing:


· Post Test: create your own dialogue using the expressions of “embarrassment and anger”



· Discipline

· Curious

· Hard-

working

· Creative

· Indepen-

dent

· Commu-

nicative

10

70

10

2.

Introduction







Main Activities

Exploration:

· The teacher gives the explanation about the expressions of annoyance.

· In groups, the students do library study for identifying many kinds of expression of annoyance and their responses. (Hardworking)


Elaboration :


· The students discuss the expressions used in the conversation heard in pairs.


· The teacher asks the students to make conversation in pairs. (Independent)

· The students act out the dialog related to the expression of annoyance in front of the class. The other students listen to the information. (Communicative)

Confirmation :

· The teacher ask the students to review the expressions by summarizing the expression of annoyance from the video they have learned.


Closing:


· Post Test: create your own dialogue using the expressions of “annoyance”




· Making a dialog by using expressions of embarrassment, expressions of anger and expressions of annoyance based on the situation given by the teacher and then present it in front of the class.

· Discipline

· Curious

· Hard-

working

· Creative

· Indepen-

dent

· Commu-

nicative

10

70

10

VIII. EVALUATION




Subject

: English

Semester : 2

No.

Basic Competency

Class/sem

Materials

Indicator

Type of test

Number of test

1.

To express simple transactional and interpersonal communication both formally and informally in accurate, fluent, and acceptable way, in the context of daily life involving the functions of expressing embarrassment, anger and annoyance .

XI/2

Expressing embarrassment

Example:



Expressing anger

Example:


B : If you say so

Expressing annoyance

Example:




· use the function of expressing embarrassment

· respond to the function of use the function of expressing l embarrassment o

· respond to the function of expressing anger.

· use the function of

expressing respond to the function of expressing annoyance.

performance

A, B, C

A. Read the short dialogues individually and pay attention to the expressions of embarrassment!

When someone or something embarrasses you, what would you say?

Mr. Darwis: How much is it?

Cashier

: Fourty-five thousand rupiahs, please.

Mr. Darwis: Gosh! Where is my wallet? I can’t find it.

Cashier

: Are you sure you had it with you?

Mr. Darwis: How embarrassing! I am so sorry.

· Sometimes we do something that puts us in a situation of embarrassment. The condition

around us comes to be so uneasy because of what we did on something or to other

people.

We feel a splash of sudden discomfort that we hope to disappear from where we are.

Now, create your own dialogue using the expressions of “embarrassment”


B. Read the short dialogues individually and pay attention to the expressions of anger!

When someone or something makes you angry, what would you say?

At a work place

Mr. Jody: It burns me up when you work too slowly.

Yoko

: I’m sorry, sir. The job is pretty hard for me.

Mr. Jody: You have completed the training, haven’t you?

Yoko

: Yes, I have, sir. But . . .

Mr. Jody: Can you work faster? Otherwise we can lose the customers!

Yoko

: I’ll try my best, sir.

· Sometimes we face something that is out of our expectation. We really don’t want it to happen.

We get disappointed with the situation. If we can control ourselves, we won’t get angry.

However, sometimes we can’t control the feeling of anger.

Now, create your own dialogue using the expressions of “anger”


C. Role-play: play some roles in the following situations. Create some dialogues. However, you can make your own situation if you think it is better. Act out the situation as if you were in the real situation. Your language, gesture and expressions will contribute to your performance.

· You are on a trip to Jakarta (or another city). You go by bus.Someone (your friend’s role) beside you is smoking badly. The smoke really disturbs you. You get cough. Express your feeling of annoyance.

· You are going camping on a mountain. When you are going to sleep, some mosquitoes disturb you. They really make a bad noise. Express your feeling of annoyance to your friend.

· You are coming to your friend’s house. You go there to borrow Math book because yesterday you didn’t go to school. When you are in his / her house, your friend’s cat always follows you and touches her body to your feet. You feel irritated. Express it to your friend.

· (Your own situation)

Scoring Rule



Subject : English

Year

: 2013/2014


No.

Criteria

Score

A.

B.

C.

The students are asked to prepare themselves by reading the short dialogues individually and pay attention to the expressions they have learned (expression of embarrassment, anger and annoyance ).

The students are asked to create their own dialogue using the expressions they have learned (the expression of embarrassment, anger and annoyance ).

The students are asked to work with their friends to act out the dialogue expressing embarrassment, anger and annoyance they have created based on the situation given.

10

15

25



- Cassettes

- CD





Subject teacher,

Padmo Sukoco,M.Pd


NIP 19640718 198703 1 010

NIP 19620529 198903 2 003

LESSON PLAN 5


Subject

: English


Semester

: 2

Year

: 2013 / 2014



Listening

To understand simple, short, functional texts and simple monologue texts in the genres of report, narrative, spoof and hortatory exposition in the context of daily life.


To respond to transactional and interpersonal communication, both formal and informal using simple, accurate, fluent, and acceptable oral language in the context of daily life.

III. INDICATORS

· identify the topic of a short functional text

· identify certain information of the text

· identify the purpose of communication of the functional text






V. MATERIALS :

- Short functional text

(oral announcement)

VI. TEACHING METHOD

· Demonstration

· Practice

· Assignment


Lesson

Teaching Activities

Core

Value

Time

(minutes)

1.

Introduction







Main Activities

Exploration:

· The teacher gives the explanation about short functional text (oral announcement).

· In groups, the students do library study for identifying many kinds of short functional text (oral announcement). (Hardworking)

· The teacher asks the students to give examples of oral announcements used in certain situations. (Creative)

· The teacher gives the explanation about the Narrative Text.

· In groups, the students do library study for identifying many kinds of Narrative text. (Hardworking)

· The teacher asks the students to give examples of Narrative Text. (Creative)

Elaboration :

· The students listen to the interpersonal/transactional oral announcement by using CD/cassette classically.

· The students discuss the expressions used in oral announcement heard in pairs.

· The teacher asks the students to make oral announcement in pairs. (Independent)


· The students listen to the Narrative Text by using CD/cassette classically.

· The students complete the Narrative text while listening to the text.

· The students discuss the Narrative Text heard.

· The students discuss the content of the Narrative Text heard. (Independent)

· The teacher asks the students to answer the questions based on the text heard.

Confirmation :

· The teacher ask the students to review the expressions (oral announcement) they have learned.


· The teacher ask the students to review the expressions (oral announcement) they have learned.

· The teacher ask the students to review the text they have learned.


· The teacher ask the students to review the narrative text they have learned.

Closing:

· The teacher ask the students to make a brief resume about the expressions (oral announcement) they have learned.

· The teacher ask the students to make a brief resume about the Text they have learned.

· Post Test: complete the blanks based on what you hear in the recording about the Narrative Text and answer the questions based on the text you have heard.


· Discipline

· Curious

· Hard-

working

· Creative

· Indepen-

dent

· Commu-

nicative

10

70

10

2.

Introduction







Main Activities

Exploration:

· The teacher gives the explanation about the Spoof Text.

· In groups, the students do library study for identifying many kinds of Spoof text. ). (Hardworking)

· The teacher asks the students to give examples of Spoof text. (Creative)

Elaboration :

· The students listen to the Spoof Text by using CD/cassette classically.

· The students complete the Spoof text while listening to the text.

· The students discuss the Spoof Text heard.

(Independent)

· The students discuss the content of the Spoof Text heard. (Independent)


Confirmation :



· The teacher ask the students to review the Spoof text they have learned.

Closing:


· Post Test: complete the blanks based on what you hear in the recording about the Spoof Text and answer the questions based on the text you have heard.


· Discipline

· Curious

· Hard-

Working

· Creative

· Indepen-

dent

· Commu-

nicative

10

70

10

3

Introduction







Main Activities

Exploration:

· The teacher gives the explanation about the Hortatory exposition Text.

· In groups, the students do library study for identifying many kinds of Hortatory exposition text. (Hardworking)

· The teacher asks the students to give examples of Hortatory exposition text. (Creative)

Elaboration :

· The students listen to the Hortatory exposition Text by using CD/cassette classically.

· The students complete the Hortatory exposition text while listening to the text.

· The students discuss the Hortatory exposition Text heard.

(Independent)

· The students discuss the content of the Hortatory exposition Text heard. (Independent)


Confirmation :



· The teacher ask the students to review the Hortatory exposition text they have learned.

Closing:


· Post Test: complete the blanks based on what you hear in the recording about the Hortatory Exposition Text and answer the questions based on the text you have heard.


· Discipline

· Curious

· Hard-

working

· Creative

· Indepen-

dent

· Commu-

nicative

10

70

10

VIII. EVALUATION




Subject

: English

Semester : 2

No.

Basic Competency

Class/sem

Materials

Indicator

Type of test

Number of test

1.

To respond to transactional and interpersonal communication, both formal and informal using simple, accurate, fluent, and acceptable oral language in the context of daily life.

XI/2

Short Functional Text (oral announcement)

Narrative Text

Spoof Text





Written test

A,B,C,D,E.F

Evaluation:

A. Listen carefully to your teacher and complete the text!

Alphonso and the One Legged Goose

A long ago there lived a … (1) named Alphonso. He was such a good cook that the King asked him to work in his palace. Alphonso was very pleased to go. And he spent many happy months under the King’s … (2).

One day the King called Alphonso to him. “Today I want you to cook the best goose I have ever … (3),”he said.

Alphonso was very excited. Then he went to the market and bought a … (4) goose. As soon as he was back in the kitchen he plucked all the bird’s feathers. Then he cleaned it and popped in into the oven.

Before long a delicious smell came from the kitchen. It made everyone’s … (5). And one by one came to ask what it was. Alphonso showed them the roasted goose. It was golden brown and … (6). Everyone who saw it was tempted to take a bite, even Alphonso. But he pretended not to like it.

However, once he was alone he could not stop himself from tasting it. Quickly he pulled off a leg and … (7) it up. “Hmmm,” he sighed. “Even if I say so myself, that is the best roasted goose I have ever tasted!”

He looked … (8) at the other leg. Suddenly he had an awful thought. The goose had only one leg! What would the King say to a one-legged goose for lunch?

Alphonso was very worried. “What shall I do? It’s too late to cook another one,” he thought. Then he had an idea. He turned the goose on it’s side so that no one could see a leg was … (9).

In the afternoon he set it before the King. The King seemed … (10). But Alphonso did not wait for him to taste it. He hurried out of the room. He was so afraid that his knees knocked. The King would be … (11). And he was. He came shouting into the kitchen. “Why is one leg of this goose missing?”

Alphonso shrank back into a corner. He said the first thing that came to his mind. “It … it is a one-legged goose, your … (12)!”

“A one-legged goose? There aren’t one-legged geese!”

Alphonso had to think fast. Then he remembered what he had seen the day before. “Come with me, Sir. I’ll show you.” So the King followed Alphonso into the palace garden and to the lake. A goose was standing on … (13). Its head was tucked under its wing and one leg was pulled up into its feathers.

The King looked at it curiously. Suddenly he gave a loud shout. The startled bird … (14) its wings and flew up into the sky. Its two legs showed clearly.

“Now I’m really in trouble,” thought Alphonso. He stole a glance at the King. And what a surprise he had! The King was shaking with laughter!

“You may be a fine cook,” the King laughed. “But you’re the … (15) in the world!”

B. Answer the questions based on the listening text you have listened!

1. Who are the main participants of the story?

2. What is the meaning of ‘under the King’s roof’?

3. Who was Alphonso?

4. What did the King ask Alphonso to do one day?

5. What made everyone’s mouth-water?

6. Why did the goose have only one leg?

7. What is the meaning of “Even if I say so myself, that is the best roasted goose I’ve ever tasted!”?

8. How was the roasted goose?

9. According to the King, Alphonso was the fine cook but he was the worst liar. Find the

Sentence in the text!

10. What is the meaning of “Now I’m really in trouble,” thought Alphonso?

C. Listen carefully to your teacher and complete the text!

Green, Pink, and Yellow

Can you mention the colours in English? Yes, you are right. Blue, red, yellow, and so on. By the way, I have a funny story about the colours. Do you want to hear it? O.K. listen to me carefully.

One day, an English teacher … (1) about colours to his students.

After he had … (2) explaining, he asked his student. “Who can make a sentence using the words … (3), … (4), and … (5)?”

James, the … (6) student in the class, quickly … (7) his hand and answered, “When the yellow morning sun comes, I see a beautiful girl wearing a pink … (8) walking through the green grass.” “… (9)! James, you are a very good student,” … (10) the teacher.

“Me, me, sir”, Johny, the … (11) student in the class said while raising his hand. And then he said,” I heard the telephone … (12) green…green, then I pink up the receiver and said, “Yellow, who’s speaking there?”

D. Answer the questions based on the listening text you have listened!

1. Who were the participants of the story?

2. Where do you think the story happened?

3. When did the story happen?

4. What tense is mostly used in the sentence?

5. Which part of the story is funny?

6. How many events are there in the story?

7. Why do you think the story is funny?

8. What is the purpose of the writer telling the story?

E. Listen to the short announcement and answer the questions below by choosing A, B, C, D, or E!

1. Where is the announcement?

A. In the train.

D. In the Cinema.

B. In the bus.

E. In the airport.

C. On the plane.

2. What kind of flight is it?

A. HI 221.

D. GA 221.

B. HI 231.

E. GA 220.

C. GA 231.

3. How long does the flight need to reach London?

A. 16 hours.

D. 19 hours.

B. 17 hours.

E. 90 hours.

C. 18 hours.

4. Which statement is true according to the announcement?

A. Rosiana is one of the passengers.

B. The flight is from London to Indonesia.

C. You can’t smoke in this flight.

D. You can smoke in this flight.

E. It needs two hours to reach London.

5. When will the school trip be held?

A. 22nd October 2006.

D. 10th October 2007.

B. 22nd October 2007.

E. 12nd October 2007.

C. 2nd October 2007.

6. What time will the students depart from their school?

A. At 10.00 a.m.

D. At 10.00 p.m.

B. At 07.00 p.m.

E. At 08.00 a.m.

C. At 07.00 a.m.

7. How much should the students pay for the trip?

A. Rp. 70,000.00.

D. Rp. 75,000.00.

B. Rp. 73,000.00.

E. Rp, 55,000.00

C. Rp. 77,000.00.

8. Where is this announcement possibly announced?

A. In the aircraft.

D. In the station.

B. In the bus.

E. In the ship.

C. In the train.

9. What is the announcement about?

A. The flight on the danger.D. Everyone should be careful.

B. How to put the life jacket.E. How to use the life.

C. How to use seat belt.

10. Who is probably making this announcement?

A. The pilot.

D. The assistant.

B. The driver.

E. The captain.

C. The stewardess.

Scoring Rule



Subject : English

Year

: 2013/2014


No.

Criteria

Score

A.

B.

C.

D.

E.

The students are asked to complete the blanks based on what they hear in the recording about the Narrative Text.

The students are asked to answer the questions based on the text they have heard.

The students are asked to complete the blanks based on what they hear in the recording about the Spoof Text.

The students are asked to answer the questions based on the text they have heard.

The students are asked to choose the best answer based on the oral announcement they have heard.

15

10

12

8

10

Marks = (score gotten X 20) : 11


- Cassettes

- CD





Subject teacher,

Padmo Sukoco,M.Pd


NIP 19640718 198703 1 010

NIP 19620529 198903 2 003

LESSON PLAN 6


Subject

: English


Semester

: 2

Year

: 2013 / 2014



Speaking

To express simple, short, functional texts and simple monologue texts in the genres of report, narrative, spoof and hortatory exposition in the context of daily life


To express simple, oral, short, functional texts, e.g. banner, poster, pamphlet, etc. , both formal and informal, accurately, fluently, and acceptably in the context of daily life.

III. INDICATORS :

· To identify the topic of a short functional text

· To identify certain information of the text

· To identify the purpose of communication of the functional text

· To use spoken language for conveying short functional texts







V. MATERIALS :

· Short functional text

(oral announcement)

· Genres (Hortatory Exposition)

VI. TEACHING METHOD

· Demonstration

· Practice

· Assignment


Lesson

Teaching Activities

Core

Value

Time

(minutes)

1.

Introduction







Main Activities

Exploration:

· The teacher gives the explanation about the Hortatory Text.

· In groups, the students do library study for identifying many kinds of Hortatory Exposition Text. (Hard

Working)

· The teacher asks the students to give examples Hortatory Exposition Text. (Creative)

Elaboration :

· The teacher ask the students to practice the monologue text (Hortatory Exposition) Text with good pronunciation. (Independent)

· The teacher ask the students to answer the questions based on the Text they have just practiced.

· The teacher ask the students to change this hortatory exposition in written text (in the letter) into spoken text and then read it in front of the class. (Communicative)

· The teacher ask the students to write a hortatory exposition text by using many sources to get the data, and change it into spoken text and then read it in front of the class. (creative)

Confirmation :

· The teacher ask the students to review the hortatory exposition text they have learned.


Closing:

· The teacher ask the students to make a brief resume about the hortatory exposition text they have learned.

· The teacher ask the students to make a brief resume about the short functional text (oral announcement) they have learned.

· Post Test: write a hortatory exposition text by using many sources to get the data, and change it into spoken text!


· Discipline

· Curious

· Hard-

Working

· Creative

· Indepen-

dent

· Commu-

nicative

10

70

10

2.

Introduction







Main Activities

Exploration:

· The teacher gives the explanation about the short functional text (oral announcement).

· In groups, the students do library study for identifying many kinds of short functional text (oral announcement). (Hardworking)

· The teacher asks the students to give examples of short functional text (oral announcement) used in certain situations. (Creative)

Elaboration :

· The students listen to the interpersonal/transactional of short functional text (oral announcement) by using CD/cassette classically.

· The students discuss the short functional text (oral announcement) heard in pairs.

· The students discuss the content of the short functional text (oral announcement) heard. (Communicative)

· The teacher asks the students to make the short functional text (oral announcement) based on the situation given in pairs. (independent)

Confirmation :

· The teacher ask the students to review the short functional text (oral announcement).


Closing:

· The teacher ask the students to make a brief resume about the hortatory exposition text they have learned.

· The teacher ask the students to make a brief resume about the short functional text (oral announcement) they have learned.

· Post Test: make an announcement based on the topic given on a sheet of paper.



· Answering the questions about the content of the short functional written text (e.g. banner, poster, pamphlet etc.)

· Discipline

· Curious

· Hard-

Working

· Creative

· Indepen-

dent

· Commu-

nicative

10

70

10

VIII. EVALUATION




Subject

: English

Semester : 2

No.

Basic Competency

Class/sem

Materials

Indicator

Type of test

Number of test

1.

To express simple, oral, short, functional texts, e.g. banner, poster, pamphlet, etc. , both formal and informal, accurately, fluently, and acceptably in the context of daily life.

XI/2

- Short functional Text (oral announcement)

- Genres (hortatory exposition)






performance

A, B, C, D, E.

Evaluation:

A. Practice the monologue text below with good pronunciation! This is a spoken Hortatory exposition text.

Parents’ Role in Controlling Drug Abuse among Teenagers

Ladies and gentlemen,

Today, parents’ ignorance seems to be one of the causes of the increasing number of drug abuse cases among teenagers.

Firstly, when parents are too busy with their business, they have less time for their children. Anyhow, children need their parents’ time to get along with them. Parents and children can communicate with each other when both meet and share ideas and experiences in their daily life. When the teenagers have a problem, and there is no good communication, the parents may not know what to do and the problem may get worse.

Secondly, today, more parents, who are busy or not, give less care, love and attention to their teenagers. This situation is not good for their psychological development. When parents do not care about them, they will look for care from other people. Then, they will follow those who give them some care. They think that their friends care more about them than their parents. This can be the start of the drug abuse.

Thirdly, some parents hold wrong perception about formal school education and the effect of the society where their children live in. Parents assume that school education is enough to control and educate their children. They hope too much on the success of the formal education. They do not think that social life of their teenagers outside the school is more dominant to influence their growth. When parents do not care and control where, how and with whom their children go and get along, the teenagers will become the victims of the drug abuse that exists in the society.

Based on the arguments, parents should care and control their children to avoid drug abuse among teenagers. In addition, the teenagers should try to understand that they must be cautious. When their parents do not really care about them, they should control themselves.

B. Answer the questions based on the text!

1. What is the importance of communication between parents and children?

2. What is the effect when parents give less love and care to their teenagers?

3. Do you think that formal school is enough to control and educate the teenagers?

Can the formal schools protect the teenagers from using drugs? Why?

4. What should parents do to prevent drug abuse among teenagers?

5. What should teenagers do when their parents are too busy and do not really care about them in order that they are safe?

C. Change this hortatory exposition in written text (in the letter) below into spoken text, and then read in front of the class!

D. Write a hortatory exposition text, use many sources to get the data, and change it into spoken text and then read in front of the class!

E. Choose a topic.

Make an announcement on a sheet of paper. Read your work aloud using proper

pronunciation!

1. You are a headmaster.

There will be a teachers’ meeting tomorrow at 11:00 a.m.

The students may go home early.

What would you write?

2. You are a class captain.

There will be a flag ceremony for the Indonesia’s Independence Day.

All students must wear uniforms with ties and caps.


3. You are the chief of the English speaking club.

There will be a program on Monday at 03:00 p.m.


4. You are the captain of a basketball club.

On Saturday, the basketball matches will run from 09:00 a.m. to 11:00 a.m.

If the students need more information, they can contact Vita.


5. You are the owner of a store.

A customer has lost her son in the sporting goods section.

The boy is wearing a blue and white sweat shirt, and tan pants.

He is also wearing a black and white baseball cap.


Scoring Rule



Subject : English

Year

: 2013/2014


No.

Criteria

Score

A.

B.

C.

D.

E.

· The students are asked to practice the spoken monologue text with good pronunciation.

· The students are asked to answer the questions based on the text they have read.

· The students are asked to change the hortatory exposition in written text (in the letter) into spoken text, and then read it in front of the class!

· The students are asked to write a hortatory exposition text by using many sources to get the data, and change it into

spoken text and then read it in front of the class!

· The students are asked to make an announcement based on the topic given on a sheet of paper.

5

10

5

20

10



- Cassettes

- CD





Subject teacher,

Padmo Sukoco,M.Pd


NIP 19640718 198703 1 010

NIP 19620529 198903 2 003

LESSON PLAN 7


Subject

: English

Class / Program: XI / Scence

Semester

: 2

Year

: 2013 / 2014



Listening

To understand simple, short, functional texts and simple monologue texts in the genres of narrative, spoof and hortatory exposition in the context of daily life.


To respond to simple texts accurately, fluently, and acceptably in the genres of narrative, spoof and hortatory exposition in the context of daily life.

III. INDICATORS :

· to identify the main idea of hortatory exposition

· to identify the characters of the story

· to identify the events in the text

· to identify the part of the story which is funny

· to identify the resolution of the story

· to identify the cases of the text

· to identify the arguments in the text



· to identify the main idea of hortatory exposition

· to identify the characters of the story

· to identify the events in the text

· to identify the part of the story which is funny

· to identify the resolution of the story

· to identify the cases of the text

· to identify the arguments in the text

V. MATERIALS :

· Oral text of narrative

· Oral text of spoof

· Oral text of hortatory exposition

VI. TEACHING METHOD :

· Demonstration

· Practice

· Assignment


Lesson

Teaching Activities

Core

Value

Time

(minutes)

1.

Introduction







Main Activities

Exploration:

· The teacher gives the explanation about the narrative text.

· In groups, the students do library study for identifying many kinds of narrative text. (Hardworking)

· The teacher asks the students to give examples of narrative text. (Creative)

Elaboration :

· The students listen to the narrative text by using CD/cassette classically.

· The students discuss the narrative text heard in pairs. (Communicative)

· The students discuss the content of the narrative text they have just heard.

· The teacher asks the students to answer the questions based on the narrative text they have just heard individually. (Independent)

· Confirmation :




Closing:

· The teacher ask the students to make

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