LESSON PLAN
School : SMA Negeri 1 Kendal
Subject : English
Grade/Semester : XI/I
Time Allotment : 4x45’
I. Standard of Competence
Listening 1. Understanding meanings of formal and sustained transactional and interpersonal dialogs in daily-life contexts
II. Basic Competence
1.1 Responding accurately, fluently and appropriately the meanings of formal and sustained transactional and interpersonal dialogs in daily-life contexts involving the speech acts of: giving and asking opinion, expressing satisfaction and dissatisfaction
III. Indicators
· Identifying difficult vocabularies in the dialogs
· Identifying the relations between speakers
· Identifying the expressions of giving and asking opinion and satisfaction and dissatisfaction
· Responding to the given expressions about opinion and satisfaction and dissatisfaction
IV. Learning Outcome
By the end of the lesson students are able to give appropriate responses to several expressions of giving and asking opinion and several expressions of satisfaction and dissatisfaction
V. Material
· Giving opinion:
A: I think this is great.
B: I think so.
· Asking opinion:
A: What do you think about it?
B: It’s a good idea.
· Expressing satisfaction:
A: I can’t think of anything better.
B: Thank you for the compliment
· Expressing dissatisfaction:
A: I’m not happy about it.
B: Please give me a second chance.
VI. Method
· Audiolingual Method
VII. Learning Model
Repetition Drill
Teacher pronounces words and/or phrases and then students repeat with appropriate pronunciation.
Backward Build-up Repetition Drill
Teacher breaks down a sentence into several parts and then rebuilds it from the last part of the sentence. Students repeat the teacher’s saying of the sentence with appropriate intonation and stress pattern.
VIII. Learning Activities
First Meeting
A. Pre-Activities
· Teacher plays a movie clip
· Teacher asks students’ comment on the movie clip
· Students answer the teacher’s questions orally
B. Main Activities
· Teacher tells students the topic of the day
· Teacher plays flash video containing the expressions of giving and asking opinion
· Students take notes while watching the video
· Teacher and students discuss the expressions used in the video
· Teacher highlight the expressions used in the video
· Students say the expressions based on the model from the video/the teacher
· Teacher displays other expressions of giving and asking opinion
· Students say the expressions based on the model given by the teacher
· Teacher explains the use of each expression
· Teacher provides students with dialog scripts containing the expressions
· Teacher asks students to read aloud the dialogs
· Teacher asked students to act out the dialogs
· Teacher provide students with dialog scripts with some blanks
· Students are to complete the dialogs in pairs
· Students act out the dialogs
C. Post-Activities
· Teacher reviews the material
· Teacher asks students to look for other examples of dialogs containing similar expressions
Second Meeting
A. Pre-Activities
· Teacher plays a movie clip
· Teacher asks students’ comment on the movie clip
· Students answer the teacher’s questions orally
B. Main Activities
· Teacher tells students the topic of the day
· Teacher plays flash video containing the expressions of satisfaction and dissatisfaction
· Students take notes while watching the video
· Teacher and students discuss the expressions used in the video
· Teacher highlight the expressions used in the video
· Students say the expressions based on the model from the video/the teacher
· Teacher displays other expressions of satisfaction and dissatisfaction
· Students say the expressions based on the model given by the teacher
· Teacher explains the use of each expression
· Teacher provides students with dialog scripts containing the expressions
· Teacher asks students to read aloud the dialogs
· Teacher asked students to act out the dialogs
· Teacher provide students with dialog scripts with some blanks
· Students are to complete the dialogs in pairs
· Students act out the dialogs
C. Post-Activities
· Teacher reviews the material
· Teacher asks students to look for other examples of dialogs containing similar expressions
IX. Learning Resources
· Movie clip/MPEG file
· Dialog scripts
· BSE, Interlanguage for Grade XI, Aneka Ilmu
X. Assessment
· Type : Oral test
· Instrument : - Give response using the expressions of giving opinion
- Give response using the expressions of satisfaction and dissatisfaction
Scoring System
| No | Aspect of Evaluation | Final Score | |||||
| Name | Fluency (20) | Content (20) | Pronunciation (20) | Grammar (20) | Strategic Competence (20) | ||
| 1 | | | | | | | |
| 2 | | | | | | | |
| | | | | | | | |
Approved by Kendal, July 2010
School Principal Teacher
Drs. Iskandar Tutik Huma, S.Pd
NIP. 19621112 198803 1 007 NIP. 19841214 200903 2 015
LESSON PLAN
School : SMA Negeri 1 Kendal
Subject : English
Grade/Semester : XI/I
Time Allotment : 4x45’
I. Standard of Competence
Listening 1. Understanding meanings of formal and sustained transactional and interpersonal dialogs in daily-life contexts
II. Basic Competence
1.2 Responding accurately, fluently and appropriately the meanings of formal and sustained transactional and interpersonal dialogs in daily-life contexts involving the speech acts of: giving advice, warning, granting requests and expressing feelings of pain, relief and pleasure
III. Indicators
· Identifying difficult vocabularies in the dialogs
· Identifying the relations between speakers
· Identifying the expressions of giving advice and warning and expressions pain, relief and pleasure
· Responding to the given expressions about giving advice and warning expressions of pain, pleasure and relief
IV. Learning Outcome
By the end of the lesson students are able to give appropriate responses to several expressions of giving advice, warning and expressing pain, relief and pleasure
V. Material
· Giving advice:
A: You’d better do it now.
B: I will.
· Warning:
A: Don’t make the same mistake.
B: I won’t.
· Granting request:
A: Will you tell me about it?
B: Sure. I will.
· Expressing feelings:
Relief
A: I feel so relieved.
B: I can see that.
Pain
A: Augh… It hurts so much.
B: Oh you poor thing.
Pleasure
A: I am so pleased.
B: I’m glad you like it.
VI. Method
· Audiolingual Method
· CLT
VII. Learning Model
Repetition Drill
Teacher pronounces words and/or phrases and then students repeat with appropriate pronunciation.
Backward Build-up Repetition Drill
Teacher breaks down a sentence into several parts and then rebuilds it from the last part of the sentence. Students repeat the teacher’s saying of the sentence with appropriate intonation and stress pattern.
VIII. Learning Activities
Third Meeting
A. Pre-Activities
· Teacher plays a movie clip
· Teacher asks students’ comment on the movie clip
· Students answer the teacher’s questions orally
B. Main Activities
· Teacher tells students the topic of the day
· Teacher plays flash video containing the expressions of giving advice, warning
· Students take notes while watching the video
· Teacher and students discuss the expressions used in the video
· Teacher highlight the expressions used in the video
· Students say the expressions based on the model from the video/the teacher
· Teacher displays other expressions of giving advice, warning
· Students say the expressions based on the model given by the teacher
· Teacher explains the use of each expression
· Teacher provides students with dialog scripts containing the expressions
· Teacher asks students to read aloud the dialogs
· Teacher asked students to act out the dialogs
· Teacher provide students with dialog scripts with some blanks
· Students are to complete the dialogs in pairs
C. Post-Activities
· Teacher reviews the material
· Teacher asks students to look for other examples of dialogs containing similar expressions
Fourth Meeting
A. Pre-Activities
· Teacher plays a movie clip
· Teacher asks students’ comment on the movie clip
· Students answer the teacher’s questions orally
B. Main Activities
· Teacher tells students the topic of the day
· Teacher plays flash video containing the expressions of pain, relief and pleasure
· Students take notes while watching the video
· Teacher and students discuss the expressions used in the video
· Teacher highlight the expressions used in the video
· Students say the expressions based on the model from the video/the teacher
· Teacher displays other expressions of pain, relief and pleasure
· Students say the expressions based on the model given by the teacher
· Teacher explains the use of each expression
· Teacher provides students with dialog scripts containing the expressions
· Teacher asks students to read aloud the dialogs
· Teacher asked students to act out the dialogs
· Teacher provide students with dialog scripts with some blanks
· Students are to complete the dialogs in pairs
C. Post-Activities
· Teacher reviews the material
· Teacher asks students to look for other examples of dialogs containing similar expressions
IX. Learning Resources
· Movie clip/MPEG file
· Dialog scripts
· BSE, Interlanguage for Grade XI, Aneka Ilmu
X. Assessment
· Type : Oral test
· Instrument : - Give response using the expressions of giving advice and warning
- Give response using the expressions of pain, relief and pleasure
Scoring System
| No | Aspect of Evaluation | Final Score | |||||
| Name | Fluency (20) | Content (20) | Pronunciation (20) | Grammar (20) | Strategic Competence (20) | ||
| 1 | | | | | | | |
| 2 | | | | | | | |
| | | | | | | | |
Approved by Kendal, July 2010
School Principal Teacher
Drs. Iskandar Tutik Huma, S.Pd
NIP. 19621112 198803 1 007 NIP. 19841214 200903 2 015
LESSON PLAN
School : SMA Negeri 1 Kendal
Subject : English
Grade/Semester : XI/I
Time Allotment : 4x45’
I. Standard of Competence
Listening 2. Understanding the meanings of simple oral functional texts and monologs of reports, narratives and analytical exposition within daily-life contexts
II. Basic Competence
2.1 Responding accurately, fluently, and appropriately the meanings of simple spoken functional texts in various daily-life contexts
III. Indicators
· Identifying the vocabularies used in advertisement and announcement
· Identifying the information in advertisement and announcement
· Identifying the purpose of advertisement and announcement
· Identifying the text structure of advertisement and announcement
IV. Learning Outcome
By the end of the lesson students are able to analyze the text made by advertisers and announcers
V. Material
· Advertisement
· Announcement
VI. Method
· Community Language Learning
VII. Learning Model
· Whole-class Discussion
Students and teacher discuss spoken announcements and advertisements and identify their elements.
VIII. Learning Activities
Fifth Meeting
A. Pre-Activities
· Teacher asks students some eliciting questions, e. g.:
- Do you like watching TV and or listening to the radio?
- What program do you often tune in?
- Do you often come across a commercial break?
- Etc.
· Students answer the teacher’s questions orally
B. Main Activities
· Teacher tells students the topic of the day, that is advertisement
· Teacher plays a video of coca cola ads
· Students take notes while watching it
· Teacher and students discuss the expressions used in the ads
· Teacher highlight the expressions
· Students say the expressions based on the model from the file/the teacher
· Teacher displays other possible expressions used in ads
· Students say the expressions based on the model given by the teacher
· Teacher explains the use of each expression
· Teacher provides students with a text (of another ads) containing the expressions
· Teacher asks students to read aloud the text
· Teacher provide students with a text with some blanks in it (another ads)
· Students are to complete the text while teacher is playing the text.
C. Post-Activities
· Teacher reviews the material
· Teacher asks students to look for other examples of advertisements
Sixth Meeting
A. Pre-Activities
· Teacher asks students some eliciting questions, e. g.:
- Have you ever heard an announcement?
- How did the announcer read it?
- Where do you usually come across it?
- Etc.
· Students answer the teacher’s questions orally
B. Main Activities
· Teacher tells students the topic of the day, that is announcement
· Teacher plays an mp3 file of a flight attendant giving information about the flight to the passengers
· Students take notes while listening to it
· Teacher and students discuss the expressions used in the ads
· Teacher highlight the expressions
· Students say the expressions based on the model from the file/the teacher
· Teacher displays other possible expressions used in ads
· Students say the expressions based on the model given by the teacher
· Teacher explains the use of each expression
· Teacher provides students with a text (of another announcement) containing the expressions
· Teacher asks students to read aloud the text
· Teacher provide students with a text with some blanks in it (another announcement)
· Students are to complete the text while teacher is playing the text.
C. Post-Activities
· Teacher reviews the material
· Teacher asks students to look for other examples of announcements
IX. Learning Resources
· mp3 file
· Display
X. Assessment
· Type : Oral test
· Instrument : - Find some expressions used in announcement
- Try to find other possible expressions used in other announcements
Scoring System
| No | Aspect of Evaluation | Final Score | |||||
| Name | Fluency (20) | Content (20) | Pronunciation (20) | Grammar (20) | Strategic Competence (20) | ||
| 1 | | | | | | | |
| 2 | | | | | | | |
| | | | | | | | |
Approved by Kendal, July 2010
School Principal Teacher
Drs. Iskandar Tutik Huma, S.Pd
NIP. 19621112 198803 1 007 NIP. 19841214 200903 2 015
LESSON PLAN
School : SMA Negeri 1 Kendal
Subject : English
Grade/Semester : XI/I
Time Allotment : 4x45’
I. Standard of Competence
Listening 2. Understanding the meanings of simple oral functional texts and monologs of reports, narratives and analytical exposition within daily-life contexts
II. Basic Competence
2.2 Responding accurately, fluently and appropriately the meanings of monologs of report, narrative and analytical exposition within daily-life contexts
III. Indicators
· Identifying the social function of report, narrative and analytical exposition
· Identifying the text structure of report, narrative and analytical exposition
· Identifying the language features of report, narrative and analytical exposition
IV. Learning Outcome
By the end of the lesson students are able to identify the social function and the content of monologs of report, narrative and analytical exposition
V. Material
· Monologs of report, narrative and analytical exposition
VI. Method
· Communicative Language Teaching
VII. Learning Model
· Whole-class Discussion
Teacher and students discuss monologs of report, narrative and analytical exposition. Then, they identify their purpose and content
VIII. Learning Activities
Seventh Meeting
A. Pre-Activities
· Teacher displays some pictures of natural and social phenomena (of tsunami/flood and famine)
· Teacher asks students some eliciting questions, e. g.:
- What is the picture?
- What does the picture tell us about?
- How does it happen?
- Etc.
· Students answer the teacher’s questions orally
B. Main Activities
· Teacher tells students the topic of the day, that is report
· Students listen to the teacher’s explanation about report
· Students construct a definition of report based on the teacher’s explanation
· Students listen to an mp3 file of report (about spider)
· While listening, students are to complete the blank spaces of the text
· Students mention and/or write down on the board the information they get from the text
· Teacher and students discuss the information gained from the text
C. Post-Activities
· Teacher reviews the material
· Teacher asks students to look for other examples of report
Eighth Meeting
A. Pre-Activities
· Teacher displays some pictures of fantasy and romance (Harry Potter and Twilight)
· Teacher asks students some eliciting questions, e. g.:
- What is the picture?
- What does the picture tell us about?
- How do you feel when you are watching the movies?
- Etc.
· Students answer the teacher’s questions orally
B. Main Activities
· Teacher tells students the topic of the day, that is narrative
· Students listen to the teacher’s explanation about narrative
· Students construct a definition of narrative based on the teacher’s explanation
· Students listen to an mp3 file of narrative (entitled The Fly and The Bull)
· While listening, students are to complete the blank spaces of the text
· Students mention and/or write down on the board the information they get from the text
· Teacher and students discuss the information gained from the text
C. Post-Activities
· Teacher reviews the material
· Teacher asks students to look for other examples of narratives
Ninth Meeting
A. Pre-Activities
· Teacher displays some news headlines (RSBI should be terminated, Gasoline raise up, etc)
· Teacher asks students some eliciting questions, e. g.:
- What do you think about the topic?
- Why do you think so?
- Etc.
· Students answer the teacher’s questions orally
B. Main Activities
· Teacher tells students the topic of the day, that is analytical exposition
· Students listen to the teacher’s explanation about analytical exposition
· Students construct a definition of narrative based on the teacher’s explanation
· Students listen to an mp3 file of analytical exposition
· While listening, students are to complete the blank spaces of the text
· Students mention and/or write down on the board the information they get from the text
· Teacher and students discuss the information gained from the text
C. Post-Activities
· Teacher reviews the material
· Teacher asks students to look for other examples of analytical exposition
IX. Learning Resources
· MP3 file
· Display
X. Assessment
· Type : Oral test
· Instrument : - What information that you can get from the text?
- Complete the blank spaces based on the words you hear.
Approved by Kendal, July 2010
School Principal Teacher
Drs. Iskandar Tutik Huma, S.Pd
NIP. 19621112 198803 1 007 NIP. 19841214 200903 2 015
LESSON PLAN
School : SMA Negeri 1 Kendal
Subject : English
Grade/Semester : XI/I
Time Allotment : 4x45’
I. Standard of Competence
Speaking 3. Expressing meanings of formal and sustained transactional and interpersonal dialogs in daily-life contexts
II. Basic Competence
3.1Expressing accurately, fluently and appropriately the meanings of formal and sustained transactional and interpersonal dialogs in daily-life contexts involving the speech acts of: giving and asking opinion, expressing satisfaction and dissatisfaction
III. Indicators
· Identifying difficult vocabularies in the dialogs
· Identifying the relations between speakers
· Identifying the expressions of giving and asking opinion
· Responding to the given expressions about opinion
· Identifying expressions of satisfaction and dissatisfaction
· Responding to the given expressions of satisfaction and dissatisfaction
IV. Learning Outcome
By the end of the lesson students are able to make dialog using expressions of giving and asking opinion and several expressions of satisfaction and dissatisfaction
V. Material
· Giving opinion:
A: I think this is great.
B: I think so.
· Asking opinion:
A: What do you think about it?
B: It’s a good idea.
· Expressing satisfaction:
A: I can’t think of anything better.
B: Thank you for the compliment
· Expressing dissatisfaction:
A: I’m not happy about it.
B: Please give me a second chance.
VI. Method
· Audiolingual Method
· Communicative Language Teaching
VII. Learning Model
· Repetition Drill
Teacher pronounces words and/or phrases and then students repeat with appropriate pronunciation
· Backward Build-Up Repetition Drill
Teacher breaks down a sentence into several parts and then rebuilds it from the last part of the sentence. Students repeat the teacher’s saying of the sentence with appropriate intonation and stress pattern
· Role Play
Students act out a dialog based on some given clues. No complete transcript is available. Students have to be able to explore their own idea of expressing something based on the given clues.
VIII. Learning Activities
Tenth Meeting
A. Pre-Activities
· Teacher plays a funny movie clip (of a miscommunication between a black American and a Chinese
· Teacher asks students’ comment on the movie clip
· Students answer the teacher’s questions orally
B. Main Activities
· Teacher tells students the topic of the day, that is asking and giving opinion
· Teacher plays mp3 file containing the expressions of giving and asking opinion
· Students take notes while listening to the expressions
· Teacher and students discuss the expressions
· Students say the expressions based on the model from the file/the teacher
· Teacher displays other expressions of giving and asking opinion
· Students say the expressions based on the model given by the teacher
· Teacher explains the use of each expression
· Teacher provides students with dialog scripts containing the expressions of giving and asking opinion
· Teacher asks students to read aloud the dialogs
· Teacher asks students to act out the dialogs
· Teacher provides students with some situations
· Students are to make dialogs using some expressions of asking and giving opinion based on the given situation
· Students act out their dialogs in pairs
C. Post-Activities
· Teacher reviews the material
· Teacher asks students to look for other examples of dialogs containing similar expressions
Eleventh Meeting
A. Pre-Activities
· Teacher asks some eliciting questions, e.g.:
- How was the result of your learning in the previous semester?
- How do you feel about it?
- Etc.
· Students answer the teacher’s questions orally
B. Main Activities
· Teacher tells students the topic of the day, that is expressing satisfaction and dissatisfaction
· Teacher plays mp3 file containing the expressions of satisfaction and dissatisfaction
· Students take notes while listening to the expressions
· Teacher and students discuss the expressions
· Students say the expressions based on the model from the file/the teacher
· Teacher displays other expressions of satisfaction and dissatisfaction
· Students say the expressions based on the model given by the teacher
· Teacher explains the use of each expression
· Teacher provides students with dialog scripts containing the expressions of satisfaction and dissatisfaction
· Teacher asks students to read aloud the dialogs
· Teacher asks students to act out the dialogs
· Teacher provides students with some situations
· Students are to make dialogs using some expressions of satisfaction and dissatisfaction based on the given situation
· Students act out their dialogs in pairs
C. Post-Activities
· Teacher reviews the material
· Teacher asks students to look for other examples of dialogs containing similar expressions
IX. Learning Resources
· mp3
· Dialog scripts
· Display
X. Assessment
· Type : Oral test
· Instrument : - Make a dialog based on the given situation
- Come forward and act out your dialog
Approved by Kendal, July 2010
School Principal Teacher
Drs. Iskandar Tutik Huma, S.Pd
NIP. 19621112 198803 1 007 NIP. 19841214 200903 2 015
LESSON PLAN
School : SMA Negeri 1 Kendal
Subject : English
Grade/Semester : XI/I
Time Allotment : 4x45’
I. Standard of Competence
Speaking 3. Expressing meanings of formal and sustained transactional and interpersonal dialogs in daily-life contexts
II. Basic Competence
3.2Expressing accurately, fluently and appropriately the meanings of formal and sustained transactional and interpersonal dialogs in daily-life contexts involving the speech acts of: giving advice, warning, granting requests and expressing feelings of pain, relief and pleasure
III. Indicators
· Identifying the expressions of giving advice, warning
· Responding to the given expressions about giving advice, warning
· Identifying expressions of expressing pain, relief and pleasure
· Responding to the given expressions of expressing relief, pain and pleasure
IV. Learning Outcome
By the end of the lesson students are able to make dialog using several expressions of giving advice, warning and expressing pain, relief and pleasure
V. Material
· Giving advice:
A: You’d better do it now.
B: I will.
· Warning:
A: Don’t make the same mistake.
B: I won’t.
· Granting request:
A: Will you tell me about it?
B: Sure. I will.
· Expressing feelings:
Relief
A: I feel so relieved.
B: I can see that.
Pain
A: Augh… It hurts so much.
B: Oh you poor thing.
Pleasure
A: I am so pleased.
B: I’m glad you like it.
VI. Method
· Audiolingual Method
· Communicative Language Teaching
VII. Learning Model
· Repetition Drill
Teacher pronounces words and/or phrases and then students repeat with appropriate pronunciation
· Backward Build-Up Repetition Drill
Teacher breaks down a sentence into several parts and then rebuilds it from the last part of the sentence. Students repeat the teacher’s saying of the sentence with appropriate intonation and stress pattern
· Role Play
Students act out a dialog based on some given clues. No complete transcript is available. Students have to be able to explore their own idea of expressing something based on the given clues
VIII. Learning Activities
Twelfth Meeting
A. Pre-Activities
· Teacher asks some eliciting questions, e.g.:
- Have you ever got a problem?
- What did you do?
- Etc.
· Students answer the teacher’s questions orally
B. Main Activities
· Teacher tells students the topic of the day, that is advising and warning
· Teacher plays mp3 file containing the expressions of advising and warning
· Students take notes while listening to the expressions
· Teacher and students discuss the expressions
· Students say the expressions based on the model from the file/the teacher
· Teacher displays other expressions of advising and warning
· Students say the expressions based on the model given by the teacher
· Teacher explains the use of each expression
· Teacher provides students with dialog scripts containing the expressions of advising and warning
· Teacher asks students to read aloud the dialogs
· Teacher asks students to act out the dialogs
· Teacher provides students with some situations
· Students are to make dialogs using some expressions of advising and warning based on the given situation
· Students act out their dialogs in pairs
C. Post-Activities
· Teacher reviews the material
· Teacher asks students to look for other examples of dialogs containing similar expressions
Thirteenth Meeting
A. Pre-Activities
· Teacher asks some eliciting questions, e.g.:
- Have you ever got a problem?
- What did you do?
- How did you feel when it had been solved?
- Etc.
· Students answer the teacher’s questions orally
B. Main Activities
· Teacher tells students the topic of the day, that is expressing feelings of relief, pain and pleasure
· Teacher plays mp3 file containing the expressions of feelings of relief, pain and pleasure
· Students take notes while listening to the expressions
· Teacher and students discuss the expressions
· Students say the expressions based on the model from the file/the teacher
· Teacher displays other expressions of feelings of relief, pain and pleasure
· Students say the expressions based on the model given by the teacher
· Teacher explains the use of each expression
· Teacher provides students with dialog scripts containing the expressions of feelings of relief, pain and pleasure
· Teacher asks students to read aloud the dialogs
· Teacher asks students to act out the dialogs
· Teacher provides students with some situations
· Students are to make dialogs using some expressions of feelings of relief, pain and pleasure based on the given situation
· Students act out their dialogs in pairs
C. Post-Activities
· Teacher reviews the material
· Teacher asks students to look for other examples of dialogs containing similar expressions
IX. Learning Resources
· mp3 file
· Dialog scripts
· Display
X. Assessment
· Type : Oral test
· Instrument : - Make dialog using the expressions of feelings of relief, pain and pleasure
- Act out the dialog
Approved by Kendal, July 2010
School Principal Teacher
Drs. Iskandar Tutik Huma, S.Pd
NIP. 19621112 198803 1 007 NIP. 19841214 200903 2 015
LESSON PLAN
School : SMA Negeri 1 Kendal
Subject : English
Grade/Semester : XI/I
Time Allotment : 4x45’
I. Standard of Competence
Speaking 4. Expressing orally the meanings of simple functional texts and monologs of reports, narratives and analytical exposition within daily-life contexts
II. Basic Competence
4.1 Expressing accurately, fluently, and appropriately the meanings of simple spoken functional texts in various daily-life contexts
III. Indicators
· Identifying the vocabularies used by an announcer and advertiser
· Practicing to be an announcer and advertiser
IV. Learning Outcome
By the end of the lesson students are able to act as an announcer and advertiser
V. Material
· Announcement
· Advertisement
VI. Method
· Audiolingual Method
· Community Language Learning
VII. Learning Activities
Fourteenth Meeting
A. Pre-Activities
· Teacher asks students some eliciting questions, e. g.:
- Do you like listening to the radio?
- What program do you often tune in?
- Do you often come across commercial breaks?
- Etc.
· Students answer the teacher’s questions orally
B. Main Activities
· Teacher tells students the topic of the day, that is
· Teacher plays MP3 file of a radio broadcaster broadcasting a program
· Students take notes while listening to it
· Teacher and students discuss the expressions used by the radio broadcaster
· Teacher highlight the expressions
· Students say the expressions based on the model from the file/the teacher
· Teacher displays other possible expressions used by a radio broadcaster
· Students say the expressions based on the model given by the teacher
· Teacher explains the use of each expression
· Teacher provides students with a text containing the expressions
· Teacher asks students to read aloud the text
· Teacher provide students with a text with some blanks in it
· Students are to complete the text
· Teacher gives some common radio programs.
· Students are to act as a radio broadcaster to present the given programs
C. Post-Activities
· Teacher reviews the material
VIII. Learning Resources
· MP3 file
· Display
IX. Assessment
· Type : Oral test
· Instrument : - Choose one of the radio program that you like
- Try to act as if you are a radio broadcaster presenting the program
Approved by Kendal, July 2010
School Principal Teacher
Drs. Iskandar Tutik Huma, S.Pd
NIP. 19621112 198803 1 007 NIP. 19841214 200903 2 015
LESSON PLAN
Subject : English
Grade/Semester : XI/I
Time Allotment : 8x45’
I. Standard of Competence
Speaking 4. Expressing orally the meanings of simple functional texts and monologs of reports, narratives and analytical exposition within daily-life contexts
II. Basic Competence
4.2 Expressing accurately, fluently and appropriately the meanings of monologs of report, narrative and analytical exposition within daily-life contexts
III. Indicators
· Identifying the text structure of the given report, narrative and analytical exposition
· Identifying the language features of the given report, narrative and analytical exposition
· Making up monologs of report, narrative and analytical exposition
IV. Learning Outcome
By the end of the lesson students are able to create monologs of report, narrative and analytical exposition
V. Material
XI. Monologs of report, narrative and analytical exposition
VI. Method
· Communicative Language Teaching
VII. Learning Activities
A. Pre-Activities
· Teacher displays some pictures
· Teacher asks students some eliciting questions, e. g.:
- What is the picture?
- What does the picture tell us about?
- How does it happen?
- Etc.
· Students answer the teacher’s questions orally
B. Main Activities
· Teacher tells students the topic of the day
· Teacher plays flash video
· Students take notes while watching
· Teacher and students discuss the information gained from the videos
· Teacher gives some explanation about report, narrative and analytical exposition
· Teacher plays MP3 file
· While listening, students are to complete the blank spaces of the text
· Teacher gives another monolog
· Students are to retell the monolog
· Teacher asks students to make an outline of their on monolog
· Students present their on monologs
C. Post-Activities
· Teacher reviews the material
VIII. Learning Resources
· MP3 file
· Display
IX. Assessment
· Type : Oral test
· Instrument : - Retell the monolog that you’ve listened
- Present your monolog in front of the class
Approved by Kendal, July 2010
School Principal Teacher
Drs. Iskandar Tutik Huma, S.Pd
NIP. 19621112 198803 1 007 NIP. 19841214 200903 2 015
LESSON PLAN
Subject : English
Grade/Semester : XI/I
Time Allotment : 4x45’
I. Standard of Competence
Reading 5. Understanding the meanings of simple written functional texts and essays of reports, narratives and analytical exposition within daily-life contexts in order to access knowledge
II. Basic Competence
5.1 Responding accurately, fluently, and appropriately the meanings of simple functional texts (e.g.: banner, poster, pamphlet, etc.) in various daily-life contexts
III. Indicators
· Identifying the information in banner, poster and pamphlet
· Identifying the text structure of banner, poster and pamphlet
· Identify the layout of banner, poster and pamphlet
· Identifying the language feature of banner, poster and pamphlet
IV. Learning Outcome
By the end of the lesson students are able to identify the text structure and language features of banner, poster and pamphlet
V. Material
· Banner
· Poster
· Pamphlet
VI. Method
· Community Language Learning
VII. Learning Activities
A. Pre-Activities
· Teacher asks students some eliciting questions, e. g.:
- Have you ever come across a poster along the road?
- What was it about?
- Were you able to get its point quickly?
- Etc.
· Students answer the teacher’s questions orally
B. Main Activities
· Teacher tells students the topic of the day
· Teacher displays a banner, poster and pamphlet
· Teacher and students discuss the information given in the banner, poster and pamphlet
· Teacher gives explanation about the function, text structure and language features of banner, poster and pamphlet
· Students are given another banner, poster and pamphlet
· Students are to identify the information given in the banner, poster and pamphlet
· Students are to identify the text structure and language features of the banner, poster and pamphlet
C. Post-Activities
· Teacher reviews the material
· Teacher asks students to look for other examples of text
VIII. Learning Resources
· MP3 file
· Display
IX. Assessment
· Type : Oral test
· Instrument : - What information that you can gain from the poster?
- Identify the structure and language features of the poster
Approved by Kendal, July 2010
School Principal Teacher
Drs. Iskandar Tutik Huma, S.Pd
NIP. 19621112 198803 1 007 NIP. 19841214 200903 2 015
LESSON PLAN
Subject : English
Grade/Semester : XI/I
Time Allotment : 8x45’
I. Standard of Competence
Reading 5. Understanding the meanings of simple written functional texts and essays of reports, narratives and analytical exposition within daily-life contexts in order to access knowledge
II. Basic Competence
5.2 Responding accurately, fluently and appropriately the meanings and rhetorical development of essays in the forms of report, narrative and analytical exposition within daily-life contexts in order to access knowledge
III. Indicators
· Identifying the social function of report, narrative and analytical exposition
· Identifying the text structure of report, narrative and analytical exposition
· Identifying the language features of report, narrative and analytical exposition
IV. Learning Outcome
By the end of the lesson students are able identify the function, text structure and language features of written report, narrative and analytical exposition
V. Material
XII. Written texts of report, narrative and analytical exposition
VI. Method
· Community Language Learning
· Communicative Language Teaching
VII. Learning Activities
A. Pre-Activities
· Teacher displays some pictures
· Teacher asks students some eliciting questions, e. g.:
- What is the picture?
- What does the picture tell us about?
- How does it happen?
- Etc.
· Students answer the teacher’s questions orally
B. Main Activities
· Teacher tells students the topic of the day
· Teacher displays the written text of report, narrative and analytical exposition
· Teacher explains the text structure and language features of report, narrative and analytical exposition
· Teacher and students discuss the story of the texts
· Teacher gives another text
· Students are to identify the text structure and language features of the text
· Teacher gives jumbled paragraphs
· Students are to arrange the paragraphs into a good piece of text
C. Post-Activities
· Teacher reviews the material
VIII. Learning Resources
· BSE: Interlanguage
· Display
IX. Assessment
· Type : Written test
· Instrument : - Identify the generic structure and language features of the text
- Arrange the jumbled paragraph into a good piece of text
Approved by Kendal, July 2010
School Principal Teacher
Drs. Iskandar Tutik Huma, S.Pd
NIP. 19621112 198803 1 007 NIP. 19841214 200903 2 015
No comments:
Post a Comment