RENCANA PELAKSANAAN PEMBELAJARAN(RPP)

Subject : EnglishYear / Semester : X / 1Meeting : 7Time Allocated : 14 x 45 minutesCompetence Standard : Able to communicate in English

at Novice LevelBasic Competence : Understand basic expressions for life needs

on social interactionIndicators :

1. Students will learn how to use greeting expressions correctly.2. Students will learn how to perform introduction about them and others

well.3. Students will learn how to use thanking and its response well.4. Students will learn how to perform apologizing and its response

correctly.

I. Learning Objectivesa. Students will be able to get the gist of short conversation in simple English on topics

related to greetings. b. Students will learn how to use conversation expressions for greeting people, opening

and closing conversation.c. Students will use conversation expressions for greeting people, opening, and closing

conversation at various situations in the classroom.d. Students will be able to get the gist of short conversation in simple English on topics

related to introductions. e. Students will learn how to use conversation expressions for introducing themselves to

others.f. Students will learn how to use conversation expressions for introducing a person to

others.g. Students will use conversation expressions for introductions at various situations in the

classroom.h. Students will be able to get the gist of short conversation in simple English on topics

related to thanking. i. Students will learn how to use conversation expressions for thanking and its variationsj. Students will use conversation expressions for thanking in a conversation at various

situations in the classroom.k. Students will be able to get the gist of short conversation in simple English on topics

related to apologizing. l. Students will learn how to use conversation expressions for apologizing and its

variationsm. Students will use conversation expressions for apologizing in a conversation at various

situations in the classroom.

II. Teaching Materiala. Greetingsb. Introducingc. Thankingd. Apologizinge. Grammar Review: personal and possessive pronoun

III. Teaching Methods and Techniquesa. Grammar-Translation Method

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o Reading Comprehension Question

o Memorization

o Use Words in Sentenceso Composition.

b. Direct Method o Reading Aloudo Question and Answer

Exerciseo Getting Students to Self-

correct

o Conversation Practiceo Fill-in-the-blank Exerciseo Dictation

c. Silent Way o Teacher’s Silenceo Peer Correctiono Structured Feedback

d. Suggestopedia o Classroom Set-upo Positive Suggestion

o Visualizationo Role-Play

e. Community Language Learning o Reflection on Experienceo Small Group Tasks

f. Total Physical Response Method o Using Commands to Direct Behavior

g. Communicative Approach o Authentic Materialso Scrambled Sentenceso Role-play

IV. Teaching-Learning Activities

Meeting 1: 2 x 45 minutes

1. Opening Do something in order to capture the students’ interest and motivation. Describe the relationship between the lesson/activities and a real world need. Describe what students are expected to do in the lesson Describe the relationship between the lesson/activities and a forthcoming test or

exam. State that the activity the students will do is something they will enjoy.

2. Sequencing Presentation (The new structure is introduced and presented).

1. Asks students to demonstrate conversation (see Activity 2, p. 3)2. Give comprehension questions to students from dialog text demonstrated

on page 3.3. Ask students to read Greeting and Leave Taking on page 1 and 2.

Controlled practice (Learners are given intensive practice in the structure, under the teacher’s guidance and control).

1. Ask students to answer situation with the provided answers (see Activity 1, p. 2).

2. Ask students to identify expression used by people when meeting and greeting to others (see Activity 3, p. 3)

3. Ask students to practice in pairs Activity 4 on page 4 Free practice (The students practice using the structure without any control by the

teacher).

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1. Ask students to do Activity 2 on page 5 and 6. Checking (The teacher elicits use of the new structure to check that it has been

learned).

3. Closing Summarize what has been covered in the lesson. Review key points of the lesson. Relate the lesson to the course or lesson goals. Show how the lesson relates to students’ real-world needs. Praise students for what they have accomplished during the lesson.

Meeting 2: 2 x 45 minutes

1. Opening Choose two or three activities

o Do something in order to capture the students’ interest and motivation.o Review learning from a previous lessono Ask questions about concepts or skills taught in the previous lesson.o Have students prepare questions about previous lessons or homework.

Describe the goals of a lesson. State the information or skills the students will learn. Describe the relationship between the lesson/activities and a real world need. Describe what students are expected to do in the lesson Point out links between this lesson and previous lessons.

2. Sequencing Presentation (The new structure is introduced and presented).

1. Explain Formal and Informal Introduction2. Explain how to do self introduction and introducing others3. Explain cues used in introduction (see Activity 4, p. 10 – 11)

Controlled practice (Learners are given intensive practice in the structure, under the teacher’s guidance and control).1. Drill students with the expressions used in introduction (see Activity 1, p. 8 –

9)2. Ask students to do oral practice (see Activity 2, p. 9)

Free practice (The students practice using the structure without any control by the teacher).1. Ask students to make dialog in pairs with the deskmate.

Checking (The teacher elicits use of the new structure to check that it has been learned).1. Ask students to perform the dialog in front of the class

Further practice (The structure is now practiced in new situations, or in combination with other structures.1. Ask students to perform conversation based the situation given in Activity 3

on page 9 – 10.

3. Closing Summarize what has been covered in the lesson. Review key points of the lesson. Relate the lesson to the course or lesson goals. Point out links between the lesson and previous lessons. Show how the lesson relates to students’ real-world needs. Make links to a forthcoming lesson.

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Praise students for what they have accomplished during the lesson.

Meeting 3: 2 x 45 minutes

1. Opening Choose two or three activities

o Do something in order to capture the students’ interest and motivation.o Review learning from a previous lessono Have students prepare a written summary of the previous lesson.o Have students ask the teacher about problems on homework and the

teacher review, re-teach, or provide additional practice. Describe the goals of a lesson. Describe the relationship between the lesson/activities and a real world need. Describe what students are expected to do in the lesson State that the activity the students will do is something they will enjoy.

2. Sequencing Presentation (The new structure is introduced and presented).

1. Explain the past form of Be and Have Controlled practice (Learners are given intensive practice in the structure, under

the teacher’s guidance and control).1. Drill students on Activity 6 on page 12.2. Read aloud a conversation activity 7 on page 12

Free practice (The students practice using the structure without any control by the teacher).1. Answer questions on Activity 5 page 11

Checking (The teacher elicits use of the new structure to check that it has been learned).1. Sentence completion on Task 1 page 13.2. Sentence arrangement on Task 2 number 1, page 13.

Further practice (The structure is now practiced in new situations, or in combination with other structures.1. Dialog completion on Task 2 number 2, page 13

3. Closing Summarize what has been covered in the lesson. Point out links between the lesson and previous lessons. Make links to a forthcoming lesson. Praise students for what they have accomplished during the lesson.

Meeting 4: 2 x 45 minutes

1. Opening Describe the goals of a lesson. State the information or skills the students will learn. Describe the relationship between the lesson/activities and a real world need. Describe what students are expected to do in the lesson Point out links between this lesson and previous lessons. State that the activity the students will do is something they will enjoy.

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2. Sequencing Presentation (The new structure is introduced and presented).

1. Demonstrate expressions used for thanking2. Explain the uses of the expressions

Controlled practice (Learners are given intensive practice in the structure, under the teacher’s guidance and control).1. Ask students identify expressions of thanking in dialog (see Activity 1, p. 17)2. Ask students to arrange sentences into good order of a dialog (see Activity 3,

p. 18).3. Ask students to answer comprehension questions (see Activity 4, p. 18)

Free practice (The students practice using the structure without any control by the teacher).1. Ask students to make a dialogue in a group work of two

Further practice (The structure is now practiced in new situations, or in combination with other structures.1. Write a letter of thanking (see Activity 5, p. 18)2. Give homework of Activity 6 on page 19.

3. Closing Summarize what has been covered in the lesson. Point out links between the lesson and previous lessons. Show how the lesson relates to students’ real-world needs. Make links to a forthcoming lesson. Praise students for what they have accomplished during the lesson.

Meeting 5: 2 x 45 minutes

1. Opening Choose two or three activities

o Review learning from a previous lessono Have students meet in a small groups (2 or 4 per group) to review

homework.o Have students prepare questions about previous lessons or homework.o Have students ask the teacher about problems on homework and the

teacher review, re-teach, or provide additional practice. Describe the goals of a lesson. State the information or skills the students will learn. Describe the relationship between the lesson/activities and a real world need. Describe what students are expected to do in the lesson

2. Sequencing Presentation (The new structure is introduced and presented).

1. Dictate some sentences to complete dialog (Activity 7, p. 19)2. Explain Present Perfect Tense (p. 20)3. Explain Preposition of Place (p. 21)

Controlled practice (Learners are given intensive practice in the structure, under the teacher’s guidance and control).1. Students identify sentences in Present Perfect Tense2. Students complete sentences using verbs of the tense explained.

Further practice (The structure is now practiced in new situations, or in combination with other structures.

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1. Do Activity 11 on page 21 – 22

Closing Summarize what has been covered in the lesson. Review key points of the lesson. Point out links between the lesson and previous lessons. Praise students for what they have accomplished during the lesson.

Meeting 6: 2 x 45 minutes

1. Opening Choose one or two activities

o Do something in order to capture the students’ interest and motivation.o Review learning from a previous lessono Ask questions about concepts or skills taught in the previous lesson.

Describe the goals of a lesson. State the information or skills the students will learn. Describe the relationship between the lesson/activities and a real world need.

2. Sequencing Presentation (The new structure is introduced and presented).

1. Explain some expressions used to regret and apologize Controlled practice (Learners are given intensive practice in the structure, under

the teacher’s guidance and control).1. Students identify expressions of regret and apologizing on Activity 1 Task 2

(p. 24)2. Students combine sentences (Activity 2, p. 25)3. Students complete sentences (Activity 3 & 4, p. 25)

Checking (The teacher elicits use of the new structure to check that it has been learned).1. Students demonstrate dialog in pairs in front of class.

3. Closing Summarize what has been covered in the lesson. Show how the lesson relates to students’ real-world needs. Make links to a forthcoming lesson. Praise students for what they have accomplished during the lesson.

Meeting 7: 2 x 45 minutes

1. Opening Choose two or three activities

o Review learning from a previous lessono Preview the lessono Ask questions about concepts or skills taught in the previous lesson.o Have students prepare questions about previous lessons or homework.o Have students prepare a written summary of the previous lesson.

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o Have students ask the teacher about problems on homework and the teacher review, re-teach, or provide additional practice.

State the information or skills the students will learn. Describe the relationship between the lesson/activities and a real world need. Describe what students are expected to do in the lesson State that the activity the students will do is something they will enjoy.

2. Sequencing Presentation (The new structure is introduced and presented).

1. Read aloud text on Activity 7, p. 26 Controlled practice (Learners are given intensive practice in the structure, under

the teacher’s guidance and control).1. Students answer questions of text on page 262. Students translate a text into Indonesian on Activity 10, page 27

Further practice (The structure is now practiced in new situations, or in combination with other structures.1. Students make dialog about regret and apologizing2. Students present their dialog in class

3. Closing Summarize what has been covered in the lesson. Review key points of the lesson. Relate the lesson to the course or lesson goals. Point out links between the lesson and previous lessons. Show how the lesson relates to students’ real-world needs. Praise students for what they have accomplished during the lesson.

V. Teaching Materials and Sources1. Win The Day Book I. 2007. (Association of English Teachers of Vocational High

School, East Java).2. Understanding and Using English Grammar (Betty Scrampfer Azar)

VI. Assessment1. Types of Assessment

a. Performance Test

2. Instrumentsa. Written Test (Cloze test)

3. Evaluationa. Win the Day I, pp. 6 – 7b. Win the Day I, pp. 14 – 15c. Win the Day I, pp. 22 – 23d. Win the Day I, pp. 27 – 29

Rubric and Score-Rangea. Students have to get minimum standard grade of 70%.b. Score range is between 0—100.

Score =

7

……………, July …., 2007 Approved byHead Master

SUTRISNO, SE.NIP. 130 532 429

English Teacher,

………………………………. NIP.

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