lesson plan 8 sementara

8/3/2019 Lesson Plan 8 Sementara

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LESSON PLAN

School : SMP Negeri 1 Purbalingga

Subject : English

Aspect : Reading and Writing

Grade / Semester : VIII / 1

Time Allocation : 6 x 40 minutes (3 meetings)

Competence Standard

Reading

5. Understanding the meaning in short written functional text and simple short essay of

descriptive, recount and exposition to communicate with surrounding and/or in academic

context.

Writing

6. Expressing the meaning in simple functional written texts and short essay of descriptive,

recount, and exposition to communicate with surrounding and/or in academic contexts.

Basic Competence

11.1/2. Understanding the explicit and implicit meaning in short functional texts and simple

short essay of descriptive, recount, and exposition text efficiently and well related with

surrounding and/or in academic contexts.

6.1 / 2. Expressing information in simple written short functional texts and simple short essay

of descriptive, recount, and exposition text accurately, in sequence and acceptable to

communicate with surrounding and / or in academic contexts.

I. LEARNING OBJECTIVES

A t the end of the learning, the students are able to:

a. Understand the explicit and implicit meaning of descriptive text

b. Read aloud and meaningful the descriptive text

c. Identify various information in descriptive text

d. Identify language features of descriptive text

e. Identify generic structure of descriptive text

II. LEARNING MATERIAL

1. Vocabulary related to the characteristic and qualities of dog, example : tame,

train, wonderful, male, named, great, fur, cone, shaped, paws, bark, loudly,noisily, stranger, quietly, hind feet, shake, etc.

2. Spelling, punctuation and the exercise

3. Phrases, example: tame animals, grayish – white fur, a cone shaped mouth, etc.

4. Communicative purpose from descriptive text and exercise.



5. Sentences and the exercise.

6. Paragraph and the exercise.

7. Example of descriptive text, the generic structure and exercise.

a. Descriptive text

My Pet

Identification:

Hi, friends. My name is Sultan. Today, I’m going to tell you about my pet.

Among pets, I Like dogs the best because they are tame animals and they can be

trained as a man’s friend. I have a wonderful dog. I named him Volvo.

Description of characteristic:

You know, Volvo is a male dog. He is a Pomeranian dog and is about …

umm… two years old. That’s right, two years old. My dog is great. He has grayish –

white fur, small ears, and a cone shaped mouth. His paws are strong.

Description of qualities:

Well, my dear Volvo is a clever dog. He always barks loudly and noisily when

there is a stranger coming to my house. You know what? He also can do many

things such as sitting down quietly, bringing the newspaper to me, standing on his

two hind feet, and shaking my hand.

That’s all my description about my dog.

Note:

Descriptive text is a text which describes a particular person / place / thing.

Purpose: to describe a particular person / place / thing.

Generic structure:

a. Identification (Mention name, occupation, profession, carrier, etc.)

b. Description (Mention the physical features, the way he/she dressed, and his/her

personality)

Language features:

a. The use of simple present tense (for thing/person/place which still exist)

b. The use of simple past tense (for thing/person/place which do not exist anymore)

c. The use of adjectives (ex: She is brown skinned) and compound adjectives (ex: She looks

attractive and beautiful)

d. The use of linking verbs (to be and verb)

e. The use of attributive (has, have, and had)Grammar:

1. Simple present tense. Example: I like dogs.

2. Passive voice. Example: They can be trained as a man’s friend.

3. Epithet. Example: grayish-white fur, a cone shaped mouth



III. LEARNING METHOD

1. Reading aloud

2. Discussion

3. Question and answer

4. Exercise

IV. STEP OF ACTIVITIES

Spoken Cycle

a. Opening Activities (for 1st / 2

nd / 3

rdMeeting)

Students:

1. Responding greeting from teacher about various things related to the students’ condition

2. Responding teacher questions about students presence

3. Paying attention to learning objectives which are going to convey by teacher

4. Brain storming related to the material which is going to be taught by the teacher

5. Paying attention to the material which is going to be taught by the teacher

6. Being active in teaching learning process

b. Main Activities

1st

Meeting

Students:

1. Listening to the teacher reading a descriptive text

2. Discussing the difficult vocabularies

3. Translating the descriptive text

4. Practicing pronunciation of difficult words

5. Paying attention to the teacher’s explanation about grammar, generic structure, and

language features related to the descriptive text

6. Reading aloud with correct intonation and pronunciation in a group (one student read some

sentences of the text and the other listen to it carefully and correct the mistake)

2nd Meeting

Students:

1. Identify and analyze structure used in the text in group

2. Answering things related to the descriptive text

3. Finding the explicit meaning in descriptive text individually (doing exercise)4. Finding the implicit meaning in the descriptive text in a group (doing exercise)

5. Discussing the exercise (home work)



3rd Meeting

Students:

1. Paying attention to the pictures shown by the teacher

2. Writing a descriptive text with generic structure in a group of 4

3. Performing the result in front of the class per group by the group representatives

4. Doing peer assessment each group to know and correct the mistake has their friend made

5. Writing a descriptive text individually with the generic structure correctly

6. Asking the teacher to repair their texts.

c. Closing Activities

Students:

1. Paying attention to summary and conclusion/ collect the learning experiences together with

teacher about the materials

2. Reflecting the learning experiences have done

3. Expressing their handicaps/ problems along the learning activities

4. Paying attention to the homework/ assessment given from the teacher

5. Paying attention to the teacher advice and wishes

V. LEARNING RESOURCES

1. Relevant textbook

2. Script of conversation/ recorded conversation

VI. ASSIGNMENT

Making a descriptive text

VII. ASSESSMENT

a. Assessment technique :

b. Instrument form : performance and written test

c. Spoken test (in pairs)

IndicatorAssessment

Technique Form Example of the instrument

a. Reading aloud the

descriptive text

b. Question and answer about

explicit and implicit

meaning in descriptive text

Spoken test

Written test

Spoken

Written

(essay)

Look at the example



d. Assessment instrument

Descriptive text (My Pet)

1. What is the subject of description in the text above?

2. Who is Volvo?

3. What does Volvo look like?

a. his fur c. his mouth

b. his paws d. his ears

4. What makes Volvo different from other dogs?

Complete the text by matching the words in the box!

Well, do you know about my ‘Any’? ‘Any’ (1) ………… a female baby elephant. I

(2) ………… her ‘Any’ because she (3) …………. like very nice infant when she was born.

She (4) ……….. from Sumatra but now she (5) …… from different cities. Her mother,

Marsini (6) …….. from Lampung, while her father, David, is from Nanggroe Aceh

Darussalam, both (7) …… in Sumatra. People say that ‘Any’ (8) …… the smartest Asian

elephant. It’s very sad that nowadays ‘Any’ (9) ………. serious pressure. Look at the picture,

she (10) …… very thin and unhealthy. She (11) …… her mother’s. Can you tell me what

should I do? Contact me at the Worldwide Fund for Nature. Thank you.

e. Assessment section:

Reading Assessment

AspectScore

Total1 2 3 4 5

1. Fluency

2. Pronunciation

3. Intonation

4. Performance

Total

Final Score = (maximum score x total aspect) x 5

= (5x4) x 5

= 20 x 5

= 100

Is/are named follow

Look feel



Essay assessment

Aspect Score

1. The answer is correct, grammar is correct, and spelling is correct

2. The answer is correct, grammar is correct, and spelling is not correct

3. The answer is correct, grammar is not correct, and spelling is correct

4. The answer is correct, grammar is not correct, and spelling is not correct

5. The answer is not correct, grammar is not correct, and spelling is not correct

6. Doesn’t answer the question

5

4

3

2

1

0

Example:

Final Score = (total maximum score x numbers of test items) x 2

= (5 x 10) x 2

= 100

Approved by, Purbalingga, July 11th, 2011

Principal of SMPN 1 Purbalingga English teacher

Drs. Agus Triyanto, M.M.Pd Sulistianingsih, S.Pd

NIP.19660822 198902 1 002 NIPTT. 991001017



LESSON PLAN


Subject : English

Aspect : Listening

Grade / Semester : VIII / 1

Time Allocation : 4 x 40 minutes

Competence Standard:

3. Expressing the meaning in the simple conversation aimed to transactional and

interpersonal, interactive and non interactive in formal and non formal situation to

communicate with surrounding and / or in academic contexts.

Listening

1. Understanding meaning in simple transactional and interpersonal conversation interactive

and non interactive in formal and non formal situation to communicate with surrounding and

/ or in academic contexts.

Basic Competence

3.1 / 2. Expressing meaning through short spoken in transactional and interpersonal spoken

conversation asking for, giving and refusing information.

1.1 /2. Understanding explicit and implicit meaning in the transactional and interpersonal

spoken conversation asking for, giving and refusing information.

I. Learning Objectives

At the end of the learning, students are able to express the meaning and communicate

in asking for, giving and refusing information.

II. Learning Material

1. Spelling, punctuation, and exercise

2. Gambits

3. Communicative purpose

4. Sentences and exercises

5. Model dialogue

6. Grammar

Gambit Materials:

Asking for information:- Where is it?

- I’d like to know …

- Could you tell me …?

- Do you know …?



- Could I ask …?

- Could you find out …?

- What does it look like …?

We also can use yes / no questions and WH-questions (what, when, where, whose, whom,

why, who, how)

Giving information :

- Yeah, it is Lake Toba, located in North Sumatra

- Yes, I do

- Well, this Statue is really masterpiece

Refusing information :

- I don’t believe it!

- You’re joking!

- You must be joking!

- No, definitely not!

- Come on!

- I don’t think so

Listening tape script (Animal Quiz)

Listen to the radio program. Complete the missing words.

Hello guys! Welcome to our quiz program with me, Santi. Our quiz today I s about

animals.

We have an animal at the studio. Can you guess? Pease call us. You can ask five

questions before you guess. Don’t forget the password ‘’ It’s all about English ‘’.

Well, here is our first caller.

Santi : English on sky quiz. Who’s speaking?

Caller : This is Ronny.

Santi : Hello, Ronny. The password, please!

Caller : English on sky. It’s all about English.

Santi : Very good! Now, what’s your first question, Ronny?

Caller : Is it a (1) _______________?

Santi : No, it isn’t

Caller : does it have two (2)____________?

Santi : Pardon? I’m sorry, Ronny. This isn’t a very good line.

Caller : Does this animal have two legs?

Santi : Two legs? Two legs? Yes, it does.Caller : Does it have (3) __________?

Santi : Yes, it does.

Caller : Can it (4) ____________?

Santi : No, it can’t



Caller : Can it (5) _____________?

Santi : Yes, it can

Caller : Can we find this animal in Indonesia?

Santi : Yes, we can

Caller : Does it eat fruit and (6) ____________?

Santi : Hmmm … No, it doesn’t. That’s your last question, Ronny. Now, please

guess. What (7) _______ is it ?

Caller : Errr … It is an (8) ____________?

III. Learning Method

1. Role Play

2. Modeling dialogue

3. Listening in language laboratory

IV. Step of Activities

Spoken Cycle

a. Opening activities ( for 1st

/ 2nd

meeting )

Students :

1. Responding greeting from teacher about various things related to student’s

condition

2. Responding teacher question about students present.

3. Playing attention to learning objectives which are going to convey by the teacher

4. Responding questions about the previous materials and paying attention to the

material which is going to be taught by the teacher.


b. Main Activities

1st Meeting

Students:

1. Answering questions about asking and giving things.

2. Becoming model of conversation or dialogue by perform / accompany the teacher in

front of the class.

3. Playing attention to learning objectives which are going to convey by the teacher.

4. Responding questions about the previous materials and paying attention to thematerial which is going to be taught by the teacher.

5. Being active in teaching learning process.



2nd Meeting

Students:

1. Making dialogue individually about asking and giving thing

2. Practicing dialogue through role play from those expressions

3. Doing peer assessment each group to know and correct the mistake has their friends

made

c. Closing Activities (for 1st

/ 2nd

Meeting)

Students:

1. Paying attention to summary and conclusion/ collect the learning experiences together

with teacher about the materials

2. Reflecting the learning experiences have done


4. Paying attention to the homework / assessment given from the teacher

5. Paying attention to the advice and wishes from the teacher

V. Learning Resources


2. Script of conversation/ recorded conversation

3. Relevant pictures

VI. Assignment

1. Students write a dialogue about asking and giving information individually

2. Doing exercise from teacher

VII. Assessment

a. Assessment technique : Oral test and written test

b. Instrument form : Performance and written test


IndicatorAssessment

Technique Form Example of instrument

a. Express the meaning and

communicate in asking for,

giving and refusing

information


asking for, giving and

refusing information

Oral test

Written test

Performance

(oral)

Written

(essay)

Look at the example




Write dialogue based on the following situation:

a) Act as a reporter. Make an interview with your favorite actor / actress.

b) Anita asked Butet about her holiday to her granny’s house.

c) Michael asked Indra about a good hotel, restaurants, and tourism resort

in Yogyakarta,

d) Imelda went to the hospital, in the receptionist desk, she had to answer

all the nurse questions about her identity

e. Assessment Section:

Speaking assessment/ oral test:

AspectScore

Total1 2 3 4 5

1. Fluency

2. Pronunciation

3. Intonation

4. Performance

Total


= (5 x 5) x 4

= 25 x 4 = 100

Essay assessment

Aspect Score

1. Dialogue based to the situation, grammar is correct, and spelling is

correct


not correct

3. Dialogue based to the situation, grammar is not correct, and

spelling is correct


spelling is not correct

5. Dialogue not based to the situation, grammar is not correct, and


6. No answer

5

4

3

2

1

0



Example:

Final Score = (total maximum score x number of items) x 2

= (5 x 10) x 2

= 50 x 2

= 100




NIP.19660822 198902 1 002 NIPTT. 991001017



LESSON PLAN


Subject : English

Aspect : Listening and Speaking

Class / Semester : VIII (eight) / 1

Time Allocation : 4 x 40 minutes (2 Meetings)


Listening


and non interactive in formal and non formal situation to communicate with surrounding

and / or in academic context.

Speaking

3. Expressing the meaning in simple conversation aimed to transactional and interpersonal,

interactive and non interactive in formal and non formal situation to communicate with

surrounding and / or in academic context

Basic Competence:

1.1/2. Understanding explicit and implicit meaning in the transactional and interpersonal

spoken conversation of asking for, giving and refusing thing

3. 1/2. Expressing meaning through short spoken in the transactional and interpersonal

spoken conversation of asking for, giving and refusing thing


At the end of the learning, students are able to express the meaning and communicate

in asking for, giving and refusing thing

II. Learning Materials

1. Vocabulary

2. Spelling, punctuation, and the exercise

3. Phrases and examples



6. Model dialogue

7. GrammarGambit Materials

Asking for thing:

- Give me a piece of paper please!

- Can I have another glass of water?



- Would you mind watching my bag for a moment?

Giving thing:

- Here you are

- Here is your book

Refusing thing:

-No, thank you

That’s sound fine, thank you

I’d love to but I’m full

Don’t give that animal to me

I’m sorry I don’t like that cake

Sorry, I can’t accept it


1. Role play


3. Listening in laboratory


Spoken Cycle

a. Opening Activities

Students:

1. Responding greeting from teacher about various things related to the students’

condition

2. Responding to the teacher question about the students present

3. Paying attention to learning objectives which are going to convey by the teacher

4. Responding the question about the previous materials and paying attention to the

material which is going to be taught by the teacher


b. Main Activities

1st Meeting

Students:

1. Answering questions about asking and giving things

2. Becoming model of conversation or dialogue by perform / accompany the teacher infront of the class

3. Identifying the function of asking and giving thing

4. Repeating the pronunciation and intonation of asking and giving thing

5. Brain storming about vocabularies related to the materials



6. Paying attention to the grammar of the materials

7. Making dialogue individually about asking and giving thing

8. Practicing dialogue through role play from those expressions

9. Doing peer assessment each group to know and correct the mistakes has their friends

made

2nd Meeting (Listening in language Laboratory)

Students:

1. Reading the listening tape script

2. Finding key words meaning from tape script

3. Listening the dialogue from VCD / Cassette

4. Completing the missing sentences from the dialogue

5. Repeating the pronunciation and intonation of sentences played

6. Practicing the dialogue according to the materials

7. Discussing about the “grammar” learned

8. Identifying functions of the expressions have learned

9. Listening the sentences played by the teacher

10. Repeating the sentences they would hear and correct it if the make mistake

11. Answering questions related to the text


/ 2nd

Meeting)

Students:

1. Paying attention to summary and conclusion / collect the learning experiences

together with teacher about the materials

2. Reflecting the learning experience have done

3. Expressing their handicaps / problem along the learning activities

4. Paying attention to the homework / assessment given from the teacher

5. Paying attention to the advice and wishes from teacher


1. Relevant text book

2. Script of conversation / recorded conversation

3. Relevant picture

VI. Assignment

Students write a dialogue about asking and giving information and asking and giving

fact individually



VIII. Assessment


b. instrument form : performance and written test


IndicatorAssessment



communicate in asking and

giving things


asking and giving things

Oral test

Written test

Performance

(oral)

Written

(essay)

Look at the example


Write a dialogue based on the following situations:

1. Lisa had a new comic and Jenifer knew it. She asked Lisa whether she can see it.

2. Mrs. Rachel asked Rico about his homework because she wanted to check it.

3. Mr. George was in restaurant and he asked the waiter to bring him the favorite

menu of that restaurant


Speaking assessment/ oral test

AspectScore

Total1 2 3 4 5

1. Fluency

2. Pronunciation

3. Intonation

4. Performance

Total


= (5 x 5) x 4

= 25 x 4

= 100



Essay assessment

Aspect Score


correct


not correct


spelling is correct





6. No answer

5

4

3

2

1

0

Example:


= (5 x 10) x 2

= 50 x 2

= 100

Approved by, Purbalingga, July 11th, 2011Principal of SMPN 1 Purbalingga English teacher

Drs. Agus Triyanto, M.M.Pd Sulistianingsih, S.PdNIP.19660822 198902 1 002 NIPTT. 991001017



LESSON PLAN


Subject : English

Aspect : Speaking




Speaking



surrounding and/or in academic contexts

Basic Competence

3.1/2. Expressing meaning through short spoken in transactional and interpersonal spoken

conversation of admitting and denying information


At the end of the learning, students are able to express the meaning and communicate in

admitting and denying information


1. Spelling and exercise

2. Gambits



5. Model dialogue

6. Grammar

Gambits materials:

Admitting information: Denying information:

- That’s true - No. That’s not true

- That’s right - No. I’m afraid not

- Right - I’m not sure- Okay - I don’t know

- Yes

- Exactly




1. Role play




Spoken Cycle

a. Opening activities (for 1st

/ 2nd

meeting)

Students:


2. Responding teacher question about students presence


4. Responding questions about the previous materials and paying attention to the material

which is going to be taught by the teacher


b. Main Activities

1st Meeting

Students:

1. Answering questions about admitting and denying information

2. Becoming model of conversation or dialogue by perform/ accompany the teacher in front

of the class

3. Identifying the function of admitting and denying information

4. Repeating the pronunciation and intonation of admitting and denying information


6. Paying attention to the grammar of materials

7. Making dialogue individually about admitting and denying information

8. Practicing dialogue trough role play from those expressions

9. Doing peer assessment each group to know and correct the mistake has their friends made

2nd Meeting (Listening in language laboratory)

Students:


2. Finding key words meaning from tape script3. Listening the dialogue from VCD/ cassette (twice)


5. Repeating the pronunciation and intonation of the sentences played

6. Practicing the dialogue according to the material



7. Discussing about grammar learned



10. Repeating the sentences they would hear and correct it if they make mistakes



/ 2nd

Meeting)

Students:

1. Paying attention to summary and conclusion / collect the learning experience together with









3. Relevant picture

VI. Assignment

Students write dialogue about admitting and denying information individually

VII. Assessment




IndicatorAssessment



communicate in admitting and

denying information


admitting and denying

information

Oral test

Written

test

Performance

(oral)

Written

(objective

test and

essay)

Look at the example




Write a dialogue based on the following situations:

1. The classroom is in a mess. Today is your group’s turn to clean it and you are the

leader of the group. Your teacher is a bit angry because of it. You admit that it is

your fault. You came to school late and did not have time to do the job.

2. Your friend’s ruler is broken. You were the last person who used it. She accused

you of breaking it, but you did not do it. You had earlier returned the ruler to her in

good condition.



AspectScore

Total1 2 3 4 5

1. Fluency

2. Pronunciation

3. Intonation

4. Performance

Total


= (5 x 5) x 4

= 25 x 4 = 100

Essay assessment

Aspect Score


correct


not correct


spelling is correct





6. No answer

5

4

3

2

1

0



Example:


= (5 x 10) x 2

= 50 x 2

= 100




NIP.19660822 198902 1 002 NIPTT. 991001017



LESSON PLAN


Subject : English

Aspect : Listening



Competence Standard

Listening



and/or in academic context

Basic Competence


spoken conversation of asking and giving opinion


At the end of the learning, the students are able to:

a. Understanding the explicit and implicit meaning in asking and giving opinion

b. Responding gambits of asking and giving opinion



2. Gambits and examples


4. Sentence and exercise

5. Listening tape script

6. Grammar

Asking Opinion:

- How was the movie last night?

- How do you like you’re your RSBI class?

- Is there anything you’d like to say about this issue?

- What do you think of this plan?- What are your feelings about sex education in elementary school?

- What’s your opinion on the way the President handled the increasing of fuel?

- Could you give me your comment on my presentation?

- What do you think of …?



- Do you have any idea?

- Please give me your frank opinion.

Giving Opinion:

- It was a great subject

- I think that what you did looks okay

- In my opinion, the movie is lousy

- If I were you, I’d quit

- As I see it, we’re in for some hard times

- I feel that there’s a lot of injustice in Indonesia

- From my point of view, ……

- I believe ….



2. Role play




Spoken Cycle


/ 2nd

meeting)

Students:







b. Main Activities

1st Meeting

Students:

1. Answering questions about asking and giving opinion

2. Becoming model of conversation or dialogue by perform/ accompany the teacher in frontof the class

3. Identifying the function of asking and giving opinion

4. Repeating the pronunciation and intonation of asking and giving opinion





7. Making dialogue individually about asking and giving opinion




Students:


2. Finding key words meaning from tape script

3. Listening the dialogue from VCD/ cassette (twice)










/ 2nd

Meeting)

Students:










Listening script

Andy : Hello guys! It’s really good to be with you again. As the saying goes: a friend in

need is a friend indeed, today’s quiz is about friends. Who doesn’t have friends?Nobody. Everybody has friends. I’d like to know your ideas of good friends. Why

don’t you call us and share your ideas. As usual, we have three special gifts waiting

for the lucky callers. Ah, this is our first caller. Hello! EOS Quiz.

Bunga : Hi, Andy. This is Bunga.



Andy : Alright Bunga. What are good friends?

Bunga : Well, I have a lot of friends. I like them because they are always at my side when

I’m in trouble.

Andy : So, a good friend is always at your side when you are in trouble. Is that what you

think?

Bunga : Right. I think that’s all. Bye, Andy.

Andy : Thanks a lot Bunga. Bye. Oops. Here’s our second caller. Hello! EOS Quiz.

Michael : EOS Quiz. This is Michael.

Andy : Hi Michael. Do you have any good friend?

Michael : Yes, I do. I have some good friends. I think good friends always respect me and I

respect them too.

Andy : So, the key word here is mutual respect. Is that right?

Michael : Absolutely. Thanks, Andy. Bye.

Andy : Bye Michael, and thanks. Wow! Here’s another caller. Hello there! EOS Quiz.

Who’s speaking?

Butet : Hi Andy. This is Butet.

Andy : Hello Butet! Sorry, I can’t hear your voice clearly. Can you turn down the volume

of your radio please?

Butet : Okay.

Andy : Right. That’s better. Well, Butet, what’s your idea of good friends?

Butet : In my opinion, a good friend cares about my feeling and my dreams. A good friend

is also honest. I enjoy spending my time with them.

Andy : Wow! What an idea. Thanks, Butet. Please wait till the end of the program. Who

knows if you’re lucky.

Butet : I hope so. Bye, Andy.

Andy : Bye Butet. Well, guys. I’ll be back after this song ‘that’s what friends are for’.

Stay tuned.

VI. Assignment

Students write dialogue about asking and giving opinion individually

VII. Assessment


b. instrument form : performance and written testc. Spoken test (in pairs)



IndicatorAssessment



communicate in asking and

giving opinion


asking and giving opinion

Oral test

Written

test

Oral

Written

(essay)

Look at the example

d. assessment instrument

Students make dialogue from the situation below:

1. One day, you went to the beach. You were impressed by it. One of the reasons

was that the beach was very clean. Your friend asks you to describe it. What

would you say?

2. You are going to your friend’s house. Unfortunately, the weather is cloudy.

Your mother suggests you bring an umbrella. What would you say?

3. You are going to play football. Unfortunately, it’s raining heavily. Your father

suggests you don’t go. What would you say?



AspectScore

Total1 2 3 4 5

1. Fluency

2. Pronunciation

3. Intonation

4. Performance

Total


= (5 x 5) x 4

= 25 x 4

= 100



Essay assessment

Aspect Score


correct


not correct


spelling is correct





6. No answer

5

4

3

2

1

0

Example:


= (5 x 10) x 2

= 50 x 2

= 100






LESSON PLAN


Subject : English

Aspect : Speaking and Listening


Time Allocation : 4 x 40 minutes (2/3 Meetings)

Competence Standard

Speaking




Listening



and/or in academic contexts

Basic Competence

3.1/2. Expressing meaning through short spoken in the transactional and interpersonal spoken

conversation of expressing, receiving, and refusing invitation


spoken conversation of expressing, receiving, and refusing invitation


At the end of the learning, students are able to:

a. Understanding the explicit and implicit meaning in expressing, receiving, and refusing

invitation

b. Responding gambits in expressing, receiving, and refusing invitation

II. Learning Materials


2. Gambits and example



5. Listening tape script

6. Grammar

Inviting to join an activity:

Let’s join it

C’mon



C’mon and join us

You want to come along with us?

Would you like to join us?

Would you be interested in seeing it with us?

You’re invited to sing too, if you want

How about going with us?

Receiving invitation:

Yeah, that’s sounds good

Let’s go

Okay

That’s a great idea

With pleasure

Refusing invitation:

I’m sorry, I think I can’t go with you

I’d love to, but I can’t

Sorry, I’m busy tonight

I’m sorry, I have something to do

Listening tape Script

Listen to the conversation between tony and Bertha. Complete the missing words!

Bertha : Hello, 388177

Tony : Could I (1) __________ to Bertha please?

Bertha : Speaking. Who’s that?

Tony : This is Tony speaking.

Bertha : Hi Tony. How are you?

Tony : Fine thanks. Listen, are you free (2) ________ ?

Bertha : Yes. What’s up?

Tony : Let’s hang out to the mall.

Bertha : Well, I’m afraid I can’t. I’d better play (3) __________ than go to the mall.

Tony : How about going to a game (4) ___________ ?

Bertha : That’s a good idea.

Tony : What time are we meeting?Bertha : (5) _________ pm at your house.

Tony : I’m picking you up.

Bertha : Sound nice. I’ll see you then.

Tony : See you





2. Role play




Spoken Cycle


/ 2nd

meeting)

Students:







b. Main Activities

1st Meeting

Students:

1. Answering questions about expressing, receiving, and refusing invitation

2. Becoming model of conversation or dialogue by perform/ accompany the teacher in front

of the class

3. Identifying the function of expressing, receiving, and refusing invitation

4. Repeating the pronunciation and intonation of expressing, receiving, and refusing

invitation



7. Making dialogue individually about expressing, receiving, and refusing invitation




Students:


2. Finding key words meaning from tape script3. Listening the dialogue from VCD/ cassette (twice)












/ 2nd

Meeting)

Students:










VI. Assignment

Students write dialogue about expressing, receiving, and refusing invitation

individually

VII. Assessment




IndicatorAssessment



communicate in expressing,

receiving, and refusing

invitation


expressing, receiving, and

refusing invitation

Oral test

Written

test

Oral

Written

(essay)

Look at the example




Say True or False!

1. __________ Bertha is calling Tony

2. __________ Tony is probably Bertha’s friend

3. __________ Tony probably lives in different city from Bertha

4. __________ Bertha isn’t doing anything tonight

5. __________ Bertha is inviting Tony to hang out

6. __________ Tony doesn’t want to hang out to a mall

7. __________ Tony and Bertha are going to a game center

8. __________ If they go to a game center, Bertha won’t probably be tired

9. __________ They are meeting at Tony’s house

10. _________ They start playing at game center at 7



AspectScore

Total1 2 3 4 5

1. Fluency

2. Pronunciation

3. Intonation

4. Performance

Total


= (5 x 5) x 4

= 25 x 4

= 100

Essay assessment

Aspect Score


correct


not correct


spelling is correct



5

4

3

2





6. No answer

1

0

Example:


= (5 x 10) x 2

= 50 x 2

= 100






LESSON PLAN


Subject : English



Time Allocation : 2 x 40 minutes (1 Meeting)

Competence Standard

Reading

5. Understanding the meaning in short written functional text to communicate with


Writing

6. Expressing the meaning in simple functional written texts to communicate with


Basic Competence

11.1/2. Understanding the explicit and implicit meaning in short functional texts efficiently

and well related with surrounding and/or in academic contexts

6.1/2. Expressing information in simple written short functional text accurately, in sequence

and acceptable to communicate with surrounding and/or in academic contexts


At the end of the learning, the students are able to:

1. Understand the explicit and implicit meaning of invitation letter

2. Read aloud and meaningful invitation letter

3. Identify various information in invitation letter

4. Identify language feature of invitation letter

II. Learning Material Example of invitation letter:

1. Vocabulary

2. Spelling, punctuation and exercise

3. Phrases and example


5. Sentences and exercises6. Model dialogue

7. Grammar

Doni

8/29/2011

Hi, there. R U ok?

Pls come 2 my house tmr

at 04:00 p.m. Big party,

dude!Don’t miss it!

Ty




1. Reading aloud

2. Discussion


4. Exercises


Spoken Cycle

a. Opening activities

Students:







b. Main Activities

Students:

1. Listening the teacher reading the invitation letter


3. Translating the invitation letter


5. Paying attention to the teacher explanation about the grammar, generic structure, and

language features related to the invitation letter

6. Answering about things related to the invitation letter

7. Finding the explicit/implicit meaning in the invitation letter individually (doing exercise)

8. Making invitation letter individually


Students:



2. Reflecting the learning experience have done3. Expressing their handicaps/ problems along the learning activities







2. Example of Invitation letter

VI. Assignment

Students write an invitation letter individually

VII. Assessment




IndicatorAssessment


a. Reading aloud the invitation

letter


explicit and implicit meaning

in invitation letter

Oral test

Written

test

Oral

Written

(objective test

and essay)

Look at the example


Look at the following invitation card! Complete the dialogue with congratulation

expressions. Then, answer the questions!

Mr. Jackson : Well, Mr. Suntoni, ______ on the opening of your new branch office.

Mr. Suntoni : Oh, ______, Mr. Jackson. I’m glad you could come. I really

appreciate it.

Mr. Jackson : Thank you. By the way, how many branches do you have now, Mr.

Suntoni?

Mr. Suntoni : Uhm…. four altogether. This is the fourth one.

Mr. Jackson : Well, you’ve done a great job, Mr. Suntoni. _________ once again

and all the best to you.

Mr. Suntoni : ________





AspectScore

Total1 2 3 4 5

1. Fluency

2. Pronunciation

3. Intonation

4. Performance

Total


= (5 x 5) x 4

= 25 x 4 = 100

Essay assessment

Aspect Score


2. The answer is correct, grammar is correct, and spelling is not

correct

3.

The answer is correct, grammar is not correct, and spelling iscorrect

4. The answer is correct, grammar is not correct, and spelling is not

correct

5. The answer is not correct, grammar is not correct, and spelling is

not correct


5

4

3

2

1

0

Example:


= (5 x 10) x 2

= 50 x 2 = 100




NIP.19660822 198902 1 002 NIPTT. 991001017



LESSON PLAN


Subject : English



Time Allocation : 8 x 40 minutes

Competence Standard

Reading

5. Understanding the meaning in short written functional texts and simple essay of

descriptive, recount, and exposition to communicate with surrounding and/or in academic

contexts

Writing

6. Expressing the meaning in simple functional written texts and short essay of descriptive,

recount, and exposition to communicate with surrounding and/or in academic contexts

Basic Competence

11.1/2. Understanding the explicit and implicit meaning in short functional texts and simple

short essay of recount text efficiently and well related with surrounding and/or in

academic contexts

6.1/2. Expressing information in simple written short functional texts and simple short essay

of recount text accurately, in sequence, and acceptable to communicate with surrounding

and/or in academic contexts


At the end of the learning, students are able to:

1. Understand the explicit and implicit meaning of recount text

2. Read aloud and meaningful of recount text

3. Identify various information in recount text

4. Identify language feature of recount text

5. Identify generic structure of recount text


1. Vocabulary

2. Spelling, punctuation, and the exercises3. Phrases and example



6. Grammar



Recount Text:

Note:

Recount text is a text which tell about past experience.

Purpose: to tell the readers what happened in the past through sequence of events

Generic Structure:

Personal Recount:

a. Orientation (who were involved in the story, when, and where)

b. Events (telling what happened in a chronological order)

c. Evaluation (Comments of the writer/speaker about the experience)

d. Re-orientation (the conclusion of the experience)

Factual Recount:

a. Orientation (who were involved in the story, when, and where)

b. Events (tell what happened in a chronological order)

Language features:

The use of nouns and pronouns (example: David, We, his, etc.)

The use of action verb (example: went, spent, played, etc.)

The use of past tense (Example: We went for a trip to the zoo)

The use of time conjunction (example: and, but, after, finally, etc.)

The use of adverbs and adverbs of phrase (example: in my house, two days

ago, slowly, cheerfully, etc.)

Adjectives (example: beautiful, sunny, etc.)

Earthquake

Orientation:

Has everybody here heard about earthquake? Do you know what it is like when it happens?

Well, I once experienced it. Okay, I’ll tell you about my experience. Listen.

Event 1:

I was driving along the coast road when the car suddenly lurched to one side.

Event 2:

You know what happened? At first I thought a tire had gone flat. Then, I saw telegraph

poles collapsing like matchsticks. It’s terrible, isn’t it?

Event 3:

Next, guess what! The rocks came tumbling across the road and I had to get out of the car.

When I got back to town, well, as I said, there wasn’t much left.

Reorientation:

My God, that was a nightmare.




1. Questions and answer

2. Reading aloud

3. Discussion

4. Exercises


Spoken Cycle

a. Opening Activities (for 1st / 2

nd / 3

rd / 4

thmeeting)

Students:







b. Main Activities

1st

Meeting

Students:

1. Listening the teacher reading the recount text


3. Translating the recount text


5. Paying attention to the teacher explanation about the grammar, generic structure, and

language features related to the recount text

2nd Meeting

Students:

1. Reading aloud with correct intonation and pronunciation in a group. (one student reads

some sentences of the text and the other listen it carefully and correct the mistake)

2. Identify and analyze structure used in the text in a group

3. Answering about things related to recount text

4. Reading a recount text from teacher5. Finding the explicit meaning in recount text individually. (Doing exercise)

6. Finding implicit meaning in recount text in a group. (Doing exercise)

7. Discussing the exercise / homework



3rd Meeting

Students:

1. Paying attention to the pictures shown by the teacher

2. Writing a recount text with generic structure in a group of four

3. Performing the result in front of the class per group by the group representative

4. Doing peer assessment to know and correct the mistake has their friends made


Students:










VI. Assignment

1. Students write a composition about recount text in a group or individually

2. Students do their work book for homework

VII. Assessment




Indicator

Assessment

Technique FormExample of the

Instrument

a. Reading aloud a recount text


explicit and implicit meaning in

recount text

Oral test

Written test

Oral

Written (essay)

Look at the example


Answer the following questions based on the text of Earthquake!

1. Who was involved in the story?



2. Where did the story happen?

3. What is the first event of the story?

4. What is the second event of the story?

5. The last event of the story is …..

6. Among the three events, which event touches your heart the most/

7. What is the purpose of the writer telling his story?

8. Why do you have to use past tense in the story?

9. How did the writer feel about this story?


= (5 x 5) x 4

= 25 x 4

= 100

Essay assessment

Aspect Score


2. The answer is correct, grammar is correct, and spelling is not

correct

3. The answer is correct, grammar is not correct, and spelling is

correct

4. The answer is correct, grammar is not correct, and spelling is not

correct

5. The answer is not correct, grammar is not correct, and spelling is

not correct


5

4

3

2

1

0

Example:


= (5 x 10) x 2

= 50 x 2

= 100



lesson plan 8 sementara

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