Cie Lesplan Xi 1

LESSON PLAN

School : Muhammadiyah 2 Senior High School of SurabayaSubject : EnglishGrade/Term : XI / 1Time Allocation : 4 x 45

A. Standard of Competence Listening :1. Understand transactional and interpersonal dialogues in the daily life. Speaking. 3. Express meaningful utterance in transactional and interpersonal and sustainable

dialogues in the context of daily life.

B. Based Competence1.1. Respond to formal or informal transactional and interpersonal dialogues sustainably

accurately, fluently and acceptably in daily life by using the speech acts such as giving and asking opinions, expressing satisfaction and dissatisfaction.

3.1. Express meaningful utterances in transactional and interpersonal dialogues formal and informal accurately and fluently in the context of daily life by using the speech acts of giving and asking opinions. Expressing satisfaction and dissatisfaction

C. Indicators1. Identify the expression of giving opinions. 2. Respond the expression of giving opinions. 3. Use the expression of giving opinions.4. Identify the expression of satisfaction and dissatisfaction5. Respond to the expression of satisfactions and dissatisfaction . 6. Use the expressions of satisfaction and dissatisfaction.

Character value indicators Meeting 11. Identify the character of sociable when the students make discussion.2.

CIEunderstand and respond to information presented in a variety of forms recognise, understand and distinguish between facts, ideas and opinionsselect and organize material relevant to specific purposesinfer information from texts [Extended tier only]

D. Learning Objectives Meeting 1

After completing the learning activities, students are able to: identify the speech acts of giving and asking opinion respond the speech acts of giving and asking opinion use the speech acts of giving and asking opinion

Meeting 2 After completing the learning activities, students are able to:

identify the speech acts of feeling satisfaction and dissatisfaction respond the speech acts of feeling satisfaction and dissatisfaction use the speech acts of feeling satisfaction and dissatisfaction

E. Material1. 1.Expressing opinions. A : I think this is great.B : I think so too 2 Asking someone’s opinions.A : What do you think about this?B : I think it’s a good idea.3.Expressing satisfaction .A: I can’t think of anything better.B : Thank you for your compliment ‘ sir.4. Expressing dissatisfaction.A : I’m not happy about it.B: Please give me a second chance

My doc/lesplan/CIE/XI-2 1

CIE : People : society, lifestyles, relationship Leisure: Sport.

F. Sources and Media Zumakhsin; Yulia Mufarichah – Ganeca Exact – Progress 2 Arifiyati Nugrahani – Piranti – Great Enlightenment 2 Th. M. Sudarwati; Eudia Grace – Erlangga – Look Ahead 2 IGCSE ESL by lucantoni Laptop, CD, cassette

G. Method Genre Based Approach / Oral Cycle

H. Learning Activities Meeting 1 Opening activities:

1. Greeting and checking students’ presence2. Students express their opinion about certain topic asked by the teacher.3. Students mention about the expression of asking and giving opinion based on teacher and

student dialogue.

Main activities:4. Students listen to the dialogue the teacher reads / from the video / CD and imitate her/him5. Students identify the expression of asking and giving opinion based on the listening6. Students discuss the questions about the dialogue and answer in pairs (sociable character)7. Students prepare a short dialogue with the topic given (responsible character)8. In pairs, students practice the dialogue in front of the class

Closing activities:9. Students and teacher evaluate the dialogue just practiced.10. Teacher gives resume.11. Teacher says greeting.

Meeting 2 Opening activities:

1. Greeting and checking students’ presence.2. Students respond to the teacher question about the service of the hotel they have spent the night

in.3. Students mention the expression and the respond of feeling satisfaction and dissatisfaction

Used in the dialogue.

Main activities:4. Students find out and mention expressions of feeling satisfaction and dissatisfaction and their

response in the dialogue.5. Students imitate the teacher’s sentences in the dialogues.6. Students practice the dialogues from the book in pairs (sociable character).7. Students prepare a dialogue with the topic given.8. Students practice it forward in groups.(responsible character)

Closing activities: 9. Students and teacher evaluate the dialogues just practiced. 10. Teacher gives resume. 11. Teacher says greeting.

I. Assessment Technique : Performance Test (responding and dialogue) Instrument form : Oral Test Instrument : Enclosed Scoring :


ASSESSMENT

Technique : Performance Test Instrument : Topics available Scoring : Maximum score: 30

1. Structure2. Vocabulary

3. Fluency Mark = gain score x 100 = 100 30

ORAL ASSESSMENT CRITERIA GRID

Mark

Structure (out of 10)

Vocabulary (out of 10)

Fluency (out of 10)

9 -10The candidate demonstrates ability to use structure accurately and consistently .

The candidate demonstratesability to use vocabulary and language function properly and variously.

The candidates show ability of their language appropriately. By using proper pronunciation and intonation.

7 - 8

The candidate demonstrates ability to use simple structure and understandable, just sometimes there are some errors.

The candidate has a sufficient range of vocabulary, but sometimes there will be some errors using language function.

The candidate is enough fluent. Sometimes pronunciation and intonation are not appropriate.

5 - 6Often doubtful using structure, but still understandable.

Vocabulary is simple, sometimes is not proper.

The candidate makes effort respond well. Inappropriate stress and intonation make influent communication.

3 - 4Brief response or simple statements with full of errors.

The candidate has no enough vocabulary and there will be frequent pauses.

Inappropriate vocabulary makes them difficult to communicate.


CHARACTER BEHAVIOUR ASSESSMENT FORM

Note:

For every character behaviour, give score by using the following grade

A = very good

B = satisfactory

C = showing advance

D = need improvement

No SRN Name Character Behaviour NoteResponsible Sociable

1.2.3.4.5.

Surabaya, ....... 2011

Teacher

(............................)

Acknowledge by Surabaya, July 2011The Principle English Teacher

Drs. Fathur Rohim MD, MM Rr. Tanti Puspitorini, S.S


STUDENT’S BOOKLesson Plan XI / 2

Listening:• Responding to expressions of giving opinion• Responding to expressions of asking opinion• Responding to expressions of satisfaction• Responding to expressions of dissatisfactionSpeaking:• Giving opinion• asking opinion• Expressing satisfaction and dissatisfaction

Activity 1 Answer the following questions.1. Mention some sentences expressing satisfaction and dissatisfaction2. Respond to someone for feeling satisfaction and dissatisfaction

Activity 2

Listen to the dialogue the teacher reads and they imitate her/him.

Situation of the dialogue: Rina and Santi are having a lunch at a restaurant.Rina : Mm, this fried chicken is very delicious. It’s so crispy.Santi : You are right. Look at me. I have already eaten two. Ouggh … (burping

loudly) Oops, sorry.Rina : It’s okay. Anyway, have I told you about the shameful accident I experienced

yesterday?Santi : No, you haven’t. What’s that?Rina : Well, I was walking down the street on my way home when suddenly a fast

motorbike passed. Spontaneously, I jumped aside. Unfortunately, I didn’t see that there was a banana peel. I believe you can guess what happened next. I slipped and fell.

Santi : Oh … poor you.Rina : I was so embarrassed. Moreover, some boys who watched the accident

smiled and said, “ Are you hurt? “ Activity 3 . . Discuss and answer the questions about the above dialogue in pairs.

Questions: 1. What does Santi say to express her excuse for burping?2. What do you think Santi felt at that situation?3. What kind of experience does Rina tell Santi?4. How did Rina feel at the accident?5. What would you do if you were Rina?

Activity 4. . Prepare the dialogue with the topic given in groups. Work in groups to make a dialogue expressing feeling ashamed and its response.

A naughty boy makes his parents feel ashamed for wasting his school fee for useless thing. A student feels embarrassed to know that her English test failed. My mother had a shameful experience that he was caught by the police for not having

Driving License.

Activity 5. In groups, practice the dialogue made in front of the class. Activity 6. 1. Mention some sentences expressing feeling satisfaction and dissatisfaction.

2.. Mention the responses of feeling satisfaction and dissatisfaction.


Activity 7. Listen to the dialogue and find out and mention sentences of feeling satisfaction and dissatisfaction expressions and their responses in the dialogue. Dialogue 1 Dimas : What’s the matter with you, Ayu? Ayu : I’m really upset. Maya promised me that she will return my mathematic book after school today. I’ve been waiting for half an hour here! Did you see her? Dimas : Sorry, I didn’t. Do you want to borrow my mathematic book? Ayu : Thanks. I have my own handbook. I just need my exercise book back. Mr. Agus gave lots of homework for tomorrow. We have to do it in our exercise book. I will not let Maya do this to me again! Dimas : Don’t lend her your homework book. She used to copy mine. But I didn’t let her anymore. She’s so lazy. Ayu : I don’t like it! I hate her attitude, but she is my best friend! I can’t believe she made me wait in this cafeteria for an hour! Dimas : Calm down, Ayu. … Well, there she is. Ask Maya to do the homework together with you. Never let her copy your work again, O.K? Bye, Ayu. Dialogue 2 Mr. Bambang : Once again, your bank has made a mistake with my account! It made me very angry! I’m going to close my account and move to another bank. Mr. Chang : We’re very sorry for the inconvenience, Sir. Would you come into my office and talk? Perhaps we could solve this problem together.

Activity 8. Imitating the teacher’s sentences in the dialogues.

Activity 9. Practicing the dialogues from the book in pairs.

Activity 10. In groups, make a dialogue with the topics available.

Work in groups to make a dialogue expressing feeling satisfaction and dissatisfaction and their responses.

You want to read a new magazine that you bought yesterday. You find out that your little brother tore the magazine to pieces.

Your friend promised to come to your house. You have waited for him/her all day long but he/she never showed up.

You have cleaned the road in front of your house. Then, you see someone throws garbage there.

You find a quiet corner in which to study in the library. Suddenly, a group of students comes and makes noise.

You really need a good sleep but your neighbour plays music loudly.

Activity 11. Listen to the following expressions. Pay attention to the intonation. Differentiate the expressions and their responses.• Oh no!• Alright, Sir.• Oh, dear!• I’m very sorry.• I know what you mean.• I’m very annoyed.• It is extremely irritating.• I don’t like it either.• I do apologize• What a nuisance!


Activity 12..

1. Leisure: Sport. This unit offers opportunities for a group – discussion activities required for speaking and listening, and practices expressing opinions.

2. 1. Picture on sports. Students look at the picture and discuss with partner exactly what is happening and why.2. Think of words that would be used to convey the situation, atmosphere and emotion

of the scene. 3. Share in a class brainstorm on the board

SITUATION PURPOSEState visits between presidents To improve relations and trade

Read the newspaper article on girls boxing opposite as preparation for a group discussion. ( IGCSE EFL page 106 )


ANSWER KEY

ACTIVITY 1 . Possible answers:- I’m ashamed of his behavior- I ought to be ashamed of myself- Imagine my embarrassment when ….- My actions are very embarrassing- My large debts embarrass me- That’s a shameful experience for me

Possible answer .- I don’t think it’s a big deal- Oh … poor you- Don’t care about it- Take it easy- It’s not worth mentioning- Don’t mention it to anyone

Activity 6Possible answers- I’m very angry- It really makes me angry- I’m very fed up with ….- I was terrified- It annoys me- I’m very annoyed- What a nuisance!- How irritating!- It irritates me

Possible answers - Relax

- Take it slow- Calm down- There is no need to get so upset- Don’t you think you’re over reacting a bit?- Take a deep breath

- Take it easy- Don’t be frightened- Control yourself- I’m so sorry to hear that.

-


LESSON PLAN

School : Muhammadiyah 2 Senior High School of Surabaya Subject : English Grade/Term : XI / 1Time Allocation : 6 x 45

A. Standard of Competence 1. Listening : Understand transactional and interpersonal dialogues in the daily life.

3. Speaking. Express meaningful utterance in transactional and interpersonal and sustainable dialogues in the context of daily life.

B. Based Competence

1.2. Respond to formal or informal transactional and interpersonal dialogues accurately by using the speech acts such as : giving advice, reminding, giving request, showing the expression of relief, pain and pleasure.

3.2. .Express meaningful utterances in transactional and interpersonal dialogues formal and informal accurately and fluently in the context of daily life by using the speech acts of giving advice , reminding, show the expressions of relief, pain and pleasure.

C. Indicators1. Identify the expression of advice.2. Respond to the expression of advice.3. Identify the expression of reminding.4. Respond to the expression of advice.5. Identify the expression of giving permission6. Respond to the expression of giving permission.7. Identify the expressions of showing relieve, pain and pleasure.8. Respond to the expressions of relieve,pain and pleasure.9. Use speech acts of giving advice.10. Respond to the expression of giving advice. 11. Use the expression of reminding .12. Use the expressions of requests.13. Respond to a request.14. Use the expressions of relief, pain and pleasure

CIEcommunicate clearly, accurately and appropriatelyconvey information and express opinions effectivelyemploy and control a variety of grammatical structuresdemonstrate knowledge of a range of appropriate vocabularyengage in and influence the direction of conversationemploy suitable pronunciation and stress patternsconduct a sustained conversation

* Instructional Objectives Meeting 4 After completing the learning activities, students are able to:

use the speech acts of expressing advice and permission respond the speech acts of expressing advice and permission

Meeting 5 and 6 After completing the learning activities, students are able to:

use the speech acts of expressing relief, pain and pleasure respond the speech acts of expressing relief, pain and pleasure

E. MaterialAdvice : A : You’d better do it now.B : I will


Reminding : A : Don’t forget to bring the food with you.A : I won’tGiving permission :A : You may go B : You’re the best DadRelief : A : I feel so relievedB : I can see that.Pain : A : Ouch. It hurts so much.B : Oh. You’re poor thing.PleasureA : I’m so pleased B : I’m glad you like it.

F. Sources and Media Th. M. Sudarwati; Eudia Grace – Erlangga – Look Ahead 2 Arifiyati nugrahani – Piranti – Great Enlightenment 2 IGCSE First Language English By Marian Cox Page 30-31

G. Method Genre Based Approach / Oral Cycle ( BKOF & MOT )

H. Learning Activities Meeting 4 Opening activities:

1. Greeting and checking students’ presence2. Students mention the expression of advice and permission3. Students mention the response of advice and permission

Main activities:4. Students listen to the dialogue the teacher reads and imitate her/him5. Students discuss the questions about the dialogue and answer in pairs6. Students prepare a dialogue with the topic provided7. In groups, students practice the dialogue in front of the class

Closing activities:8. Students and teacher evaluate the dialogue just practiced.9. Teacher gives resume.

10. Teacher greets to the students.

Meeting 5 and 6 Opening activities: 1. Greeting and checking students’ presence 2. Students mention the expression of relief, pain and pleasure 3. Students mention the response of relief, pain and pleasure Main activities:

4. Students find out and mention expressions of relief, pain and pleasure and their response in the dialogue 5. Students imitate the teacher’s utterances in the dialogues 6. Students present the dialogues from the book in pairs 7. Students prepare a dialogue with the topic available

8. Students practice it in front of the class in groups CIE

1. Write a list of questions about philately.2. Discuss with a partner the purposes of a dialogue

( conversation between two or more people )


Closing activities: 9. Students and teacher evaluate the dialogue just practiced

10. Teacher gives resume. 11. Teacher greets to the students.

I. Assessment Technique : Performance Test Instrument : Enclosed Scoring :

ASSESSMENT

Technique : Performance Test.Instrument : Topics available.Scoring : Maximum score = 30

1. Structure 2. Vocabulary 3. Fluency

Mark = gain score

X 100 = 100 30


Mark

Structure(out of 10)


Fluency (out of 10)

9 - 10The candidate demonstrates ability to use structure accurately and consistently.

The candidate demonstrates ability to use vocabulary and language function properly and variously.

The candidates show ability of their language appropriately. By using proper pronunciation and intonation.

7 - 8

The candidate demonstrates ability to use simple structure and understandable, just sometimes there are some errors.

The candidate has a sufficient range of vocabulary, but sometimes there will be some errors using language function.

The candidate is enough fluent. Sometimes pronunciation and intonation are not appropriate.

5 - 6Often doubtful using structure, but still understandable.

Vocabulary used is simple, sometimes is not proper.

The candidate makes effort respond well. Inappropriate stress and intonation make influent communication.

3 - 4

Brief response or simple statements with full of errors.


Inappropriate vocabulary makes them difficult to communicate.

Acknowledged byThe Principal

Drr. Fathur Rohim MD, MM

Surabaya, July 2010The Teacher

Erfin Indaroini, S. Pd


STUDENT’S BOOK

Lesson Plan XI / 1

Listening: Responding to expressions of advice and permission Responding to expressions of relief, pain and pleasure Responding to the meanings in a report textSpeaking: Expressing the feelings of advice and permission Expressing the feelings of relief, pain and pleasure Expressing the meaning in a report text

Activity 1

1.. Mentioning some sentences expressing advice. 2. Responding to someone’s advice

Activity 2Listening to the dialogue the teacher reads and imitate her/him

Situation of the dialogue: Kate, an exchange student, has a talk with her classmates, Anna and Udi as the member of greener world club of Airlangga University. Now, they are in the earth day festival for along time.Ana : Isn’t it interesting Kate? I’ve been dreaming to come to earth day festival for along time.Kate : But why?Ana : Because I’d like to join the greener club.Kate : I see …. That’s why you insist on going here, right?Ana : (smiling)Udi : Excuse me, may I have your attention for a moment please?Ana : Sure.Udi : Welcome to Airlangga University stand. We’re greener world club. We’re developing educational programs for every student in Surabaya. Look at these coral reef photos!Ana : Oh …how awful! Here Kate, look and what do you think of them?Kate : Umm …. That’s shocking.Ana : May I know what you are working on exactly, right now?Udi : Well we want to show how the sea is being polluted by tourists and the industrial waste. We want to tell them about how coral reef living has been depleted through scuba diving or over fishing.Ana : I think what you are doing is interesting and amazing. I wish I could be a member of your club. What do you think Kate?Kate : Yes, I agree with you.Udi : O.K. Then, welcome to our club and don’t forget to fill up this blank form.

Ana & Kate : Can we bring it home? We want to promote it to our friends too. Udi : Sure. Here I give you more. You can return them a week after this festival. Ana : Thank you . Bye! Udi : See you


Activity 3Discussing and answering the questions about the above dialogue in pairs

Questions:1. What and where are they talking about?2. What has Ana been dreaming of?3. Why did Ana and Kate want to join the club?4. What should Ana and Kate do to be members?5. When should they return the form back?6. Looking at those photos, what utterances does Ana say to express her attitude?7. How about Kate’s response?

Activity 4Preparing a dialogue with the topic provided.

Work in groups to make a dialogue expressing advice, permission, relief, pain and pleasure and its response.

Your neighbor threw the garbage in the small river near your house. Some people were cutting the trees near your camping area. Your one of your best girl friends always uses hairspray to make up her hair.

Activity 5In groups, practicing the dialogue made in front of the class

Activity 7 Listen to the dialogue and find out and mentioning expressions advice and permission and their response in the dialogue. Dialogue 1 Bagas : Hey, Rifki …. Did you watch the football game last night on RCTI? Rifki : Of course! Real Madrid was against Barcelona, right? I wouldn’t have missed it for the world. I love football and I’m a Madrid lover. Bagas : Owen scored two goals for Madrid. I’m so glad that he finally could show his talent to Madrid’s fans. Rifki : Yes, he did! He is so great! I knew he always tries hard to play the best performance. I love watching his play ever since he played for Liver pool. To me Owen is the best striker in the world! Bagas : So do I! I really enjoy the way he controls the ball while he runs. Own has an excellent speed for a striker.

Dialogue 2 Mother : I have very good news for you, Deny. Deny : What is it, mother? Mother : We’re going to spend the holiday in your grandfather’s place. Deny : Wow! I like to hear that! How long will we stay in Bali? Mother : Your father will take a furlough for a week. Deny : Wonderful! Mother : And guess what, I’ll buy you a surfing board …. Deny : Oh, you are fantastic1 Thank you, mom. There is nothing to compare my love for you. Dialogue 3 Mrs. Karta : Is something wrong, dear? You looked so sad in the past few days. Mr. Karta : Well, nothing really. I’m just thinking about our old car. It had some trouble again with the engine. Mrs. Karta : Why don’t we get a new car? Mr. Karta : What do you mean? We don’t have enough money to buy a new one. Mrs. Karta : We do if we sell the old one. I feel sad to see you having troubles with the car every time you want to go to work. Mr. Karta : But can I sell the car? The car reminds me of the first time we met. I can’t bear to lose it. Don’t worry, I’ll take it to the


mechanic. The car will work fine again. Mrs. Karta : Don’t be sentimental like that. Let’s sell the car and buy a new one. We can spend lots of happy times with it, and create a new memory. We can use our savings. Mr. Karta : All right then. But it makes me sad to say goodbye to the car. Give me a little more time, will you? Activity 8

Imitating the teacher’s utterances in the dialogues. Activity 9

Practicing the dialogues from the book in pairs. Activity 10

In groups, prepare a dialogue with the topic available. Work in groups to make a dialogue expressing love and sadness and their responses.

Your friend is sick. She can’t go out for three days. TV sets are broken, radio tape is being repaired. No friends are allowed to visit her.

Your friend invited everyone in the class to her birthday party. Your girl friend shows you that she knows how to cook. You love her more. Your friend lost his sister’s expensive hand-phone. She is crying right now.

Activity 11 Discuss the four cartoons below and for each picture answer these questions.( IGSE EFL page 64 )

1. What place does the picture show ? 2. Who is in the picture and what can we guess about them ?3. What is the situation? what has just happened ?4. What is likely to happen next ? 5. What do you think the characters are thinking / feeling ?

Activity 12.

1. With your partner, discuss what the two characters in each picture could be saying to each other. Practice speaking the parts of the characters in each picture. You can be as humorous as you wish . Choose the best dialogue to perform to the rest of the class.

2. In exercise one the dialogues are between strangers . Choose one of the following situations and with your partner, conduct an imaginary phone conversation between friends. You should speak five times , so first discus who will start, how the dialogue will develop, and how bit will conclude.

ANSWER KEY

Activity 1 ( Possible Answer ) I’m against that idea

- It’s great because you’re a good character- Fantastic! The Harry Potter series will always hold a special place in my heart- How wonderful I’ve to say you must be a good friend- How boring because I don’t understand his utterance- Funny! Bajay Bajuri will always keep me stay at home- Awful! The intimate language is very dangerous for Indonesian Children- Phew! It’s hot here- Extremely unhappy! Since two hours ago the lamp has been off.

( Possible answers)- Thanks for your praise- It’s very kind of you to say so- I think so- Yes that’s true- I disagree more- Believe me- That’s the truth in what you say- That’s your right


- Firmly I believe that - It doesn’t matter- That’s a possibility- Thank you I hope so

Possible answers for love- I love you- I’m very keen on chess- I’m very fond of ….- I truly love you endlessly- My love will never cease till the end of time- There is nothing to compare my love for you- Words fail to convey how much I love you- I’ll never stop loving you

Possible answers for sadness- My heart is so burdened- I can’t tell my sorrow in words- I’m so sad to hear that- I’m feeling bad at this time- I regret having to do this- I can’t take much more of this- Why should this happen to me?- This is terrible






LESSON PLAN

School : Muhammadiyah 2 Senior High School of Surabaya Subject : English

Grade/Term : XI / 1 Time Allocation : 6 x 45

A. Standard of Competence 2. Listening.. Understand short functional text and monologue text in the form of reports,

narrative, and analytical exposition in context of daily life.

4. Speaking. Demonstrate short functional text and monologue in the form of reports, narrative and analytical exposition in the context of daily life.

B. Based Competence 2.1. To respond the meaning of simple monolog by using many kinds of oral cycle accurately,

fluently, and acceptable in daily life : report 4.1. To respond the meaning of simple monolog by using many kinds of oral cycle accurately,

fluently, and acceptable in daily life : reportC. Indicators

1. To identify the main idea of report text2. To give respond to a report text.

CIEidentify the important points or themes of the material they hear,including attitudesunderstand and respond to information presented in a variety of formsrecognize, understand and distinguish between facts, ideas and opinionsselect and organize material relevant to specific purposes

infer information from texts [Extended tier only] D. Instructional objectives After completing the learning activities, students are able to:

Find out texts in the form of report. Find the main idea of a report text

CIE. Practice role plays and talks and looks at rhetorical style and delivery spoken arguments.

E. Material Oral report text

CIE :1. Information, education employment 2. role- play dialogues3. interviews

F. Sources and Media Sources : Students’ made, Relevant books, Magazine, Newspaper (Jakarta Post) or Internet. Media : Oral texts in the form of report

G. Method Genre Based Approach / Oral Cycle (BKOF, MOT)

H. Learning activitiesMeeting 1 Pre activities: 1. Greeting, checking students’ presence 2. Teacher asks questions about the previous material. 3. Students are given the explanation about report text.


Main activities: 4. Students are listening a report text through a tape classically.

5. Students are asked to complete a report text given based on the words they are listening from the tape

6. Students are discussing about the answer

Post activities:7. Students collect the answer8. The teacher ask the students to find one report text (in group of 5) to be presented in the next

meeting.9. Teacher greets to the students.

Meeting 2 and 3Opening Activities

1. Greeting2. Preparation for presentation

Main Activities3. Students are asked to present the report text in a group4. Other students become the audience. They listen, ask question or give comment to the

presentation

Closing Activities5. Teacher give evaluation for the presentation of each group

CIE 1. Discuss the four cartoons with a partner2. Discuss with a partner what the two characters in each picture could e saying to each other.

I. Assessment Technique : Performance Test. Instrument : Enclosed. Scoring :

ASSESSMENT

Technique : Performance TestInstrument : Report text found by students.Scoring : Maximum score: 30

1. Structure 2. Vocabulary 3. Fluency

Mark = gain score X 100 = 100 30







Mark Structure (out of 10)


Fluency (out of 10)

9 - 10

The candidate demonstrates ability to use banner, poster, pamphlet structure accurately and properly.

The candidate demonstrates ability to use proper vocabulary for short functional texts in the form of banner, poster and pamphlet.

The candidate demonstrates ability to convey short functional texts fluently in the form of banner, poster and pamphlet. Conveying proper questions with the banner, poster and pamphlet.

7 - 8

The candidate demonstrates ability to use banner, poster, pamphlet structure accurately and properly, but there will be some errors.

The candidate has a sufficient range of vocabulary, but sometimes there will be some errors using vocabulary on banner, poster and pamphlet.

The candidate is enough fluent conveying short functional texts in the form of banner, poster and pamphlet. Sometimes questions given are not proper.

5 - 6There are some errors using structure in banner, poster and pamphlet, but still understandable.

Vocabulary used is simple, sometimes is not proper.

The candidate makes effort convey the banner, poster and pamphlet well, but done unfluently. Questions conveyed are not proper.

3 - 4

The use of structure in conveying banner, poster and pamphlet is not proper and difficult to understand.


Difficult to communicate especially during conveying banner, poster and pamphlet.






LESSON PLAN

School : Muhammadiyah 2 Senior High School of Surabaya Subject : EnglishGrade/Term : XI / 1Meeting : FirstTime Allocation : 8 x 45

A. Standard of Competence 2. Listening. Understand short functional text and monologue text in the form of reports,

narrative, and analytical exposition in context of daily life.

4. Speaking. Demonstrate short functional text and monologue in the form of report, narrative and analytical exposition in the context of daily

B. Based Competence 2.2. Respond to simple monologue text orally, and accurately in the form of reports, narrative

and analytical exposition

4.2. Demonstrate simple monologue text by using speech acts in the form of report, narrative and

analytical exposition

CIE

identify the important points or themes of the material they hear, including atitudeunderstand and respond to information presented in a variety of formsrecognise, understand and distinguish between facts, ideas and opinionsselect and organise material relevant to specific purposesinfer information from texts [Extended tier only]

C. Indicators1. Identify main idea of the text heard.

2. Identify characters in the story .

3. Identify the chronological events of the story.

4. Identify the events of thetext heard.

5. Use simple present tense in giving report.

6. Demonstrate a monologue in the form of narrative.

7. Demonstrate a monologue in the form of analytical exposition .

8. Conduct a debate

CIE

communicate clearly, accurately and appropriatelyconvey information and express opinions effectivelyemploy and control a variety of grammatical structuresdemonstrate knowledge of a range of appropriate vocabularyengage in and influence the direction of conversationemploy suitable pronunciation and stress patterns

Instructional Objectives After completing the learning activities, students are able to:

use past continuous in conveying narrative text. identify oral monologue in the form of report. identify oral monologue in the form of Analytical Exposition. Convey monologues in the form of narrative, report and analytical exposition


E. Material Oral Report text. Oral Narrative text. Oral Analytical Exposition text.

1. Information, education, employment 2. role- play dialogues3. interviews

F. Sources and Media Sources : Students’ made, Relevant books, Magazine, Newspaper (Jakarta Post) or Internet. IGCSE First Language English By Marian Cox Pages 64-66 Media : Oral text

G. Method Genre Based Approach / Oral Cycle (BKOF, MOT)

H. Learning activities Pre activities: 1. Greeting and checking students’ presence 2. Question and answer of the previous material. 3. Students read and understand short functional texts in the form of Report, Narrative and Analytical Exposition the teacher provided. Main activities: 4. In groups, students find out texts in the form of Report, Narrative and Analytical Exposition.

5. Students convey the monologue texts orally in the form of Report, Narrative and Analytical Exposition.

6. Students write the monologue texts orally in the form of Report, Narrative and Analytical Exposition.

Post activities: 7. Teacher and students make resume from the Report, Narrative and Analytical Exposition texts conveyed by the students.

3. Teacher greets to the students. ( Life skill : To be able to speak English in a community )

I. AssessmentTechnique : Performance Test., Questions and answers , quiz and writing task Instrument : EnclosedScoring :

ASSESSMENT

Technique : Performance TestInstrument : Report, Narrative and Analytical Exposition found by students.Scoring : Maximum score = 40

1. Intonation 2. Pronunciation 3. Fluency 4. Accuracy



Mark Intonation Pronunciation Fluency Accuracy

9 - 10Stress or rhythm, the whole words, phrases and sentences are right.

The whole pronunciations are right.

Very fluent. The whole pronunciations are understandable.

7 - 8 Stress or rhythm, most parts of the words are right.

Most parts of pronunciations are right.

Fluent. Most parts of pronunciations are understandable.

5 - 6Stress or rhythm, least parts of the words are right.

Few pronunciations are right.

Fluent, but there is hesitation.

Few pronunciations can be understood.

3 - 4 Stress or rhythm, the whole words are false.

Almost the whole pronunciations are false.

Hesitation always occurs.

The whole pronunciations are not understandable.






STUDENT’S BOOKLESSON PLAN XI / 2

ACTIVITY 16. Listen to a short functional text in the form of Report. 7. What is the title of the text ? 8. What makes the text is called a Report ? 9. Retell the text you have just listened. 10. Listen again and find out the verbs in the present. .ACTIVITY 2

1. Listen to a short functional text in the form of Narrative .? 2. What is the title of the text ?3. Retell the story using your words. 4. What verbs are most used in the text?5. What moral lesson can you find from the story ?

ACTIVITY 31. Listen to a short functional text in the form of Analytical Exposition ? 2. What is the title of the text ?3. Retell the story using your words. 4. What suggestion does the writer reveal in the text ? 5. What verbs are most used in the text?

Activity 4. ( Speaking ) 1. Work in a group of four, retell the short functional texts you have just listened in front of the

class.2. In groups, find out texts in the form of Report, Narrative and Analytical Exposition from

newspaper, magazine, book, or internet.

Activity 5 Convey the monologue texts orally in the form of Report, Narrative and Analytical Exposition in front of the class.

Activity 6 CIE: IGCSE First Language English By Marian Cox 64-66

1. Practice speaking the parts of the characters in each picture.2. Conduct a imaginary phone conversation with friends. 3. Discuss the differences between formal and informal spoken English.

ASSESSMENT

Technique : Performance TestInstrument : Report, Narrative and Analytical Exposition found by students.Scoring : Maximum score = 40

1. Intonation 2. Pronunciation 3. Fluency 4. Accuracy



Mark Intonation Pronunciation Fluency Accuracy

9 - 10Stress or rhythm, the whole words, phrases and sentences are right.

The whole pronunciations are right.

Very fluent. The whole pronunciations are understandable.

7 - 8 Stress or rhythm, most parts of the words are right.

Most parts of pronunciations are right.

Fluent. Most parts of pronunciations are understandable.

5 - 6Stress or rhythm, least parts of the words are right.

Few pronunciations are right.

Fluent, but there is hesitation.

Few pronunciations can be understood.

3 - 4 Stress or rhythm, the whole words are false.

Almost the whole pronunciations are false.

Hesitation always occurs.

The whole pronunciations are not understandable.






LESSON PLAN

School : Muhammadiyah 2 Senior High School of SurabayaSubject : ENGLISHSubject Matter : READINGClass / Semester : XI / 1Time : 4 X 45 ( 2 meetings )

A. STANDARD COMPETENCE :5. Understanding short functional text and simple texts in the form of report, narrative and analytical exposition. in daily life in order to be abl e to access knowledge.

B. BASIC COMPETENCE :5.2. Respond to rhetoric in the essays of written language accurately and fluently in the daily life to access knowledge of texts in the form of report, narrative and analytical exposition.5.3. Demonstrate understanding of words within extended texts.5.4. Scan for and extract specific information5.5. Recognize and respond to simple linguistic devices including figurative language

C. INDICATORS :5.2.1. Find the general picture of the text.5.2.2. Identify the characteristics of the text ion the form of narrative.5.2.3. Answer questions based on the text to find detailed information.5.2.4. Show the function of adjectives5.2.5. Write phrases containing adjective – noun

D. GENRE : Narrative Text

E. TIME ALOCATION : 2 X 45 minutes.

1. THE AIMS OF LEARNING :In the end of the study students are able to5.2.1 find general picture of the text .5.2.2 identify the generic structure of the text5.2.3 answer the questions based on the text to find detailed information5.2.4 learn some new vocabularies 5.2.5 Retell the story using mind- mapping5.2.6. Select the language from the text which gives a particular impression to the reader 5.2.7. Understand both meaning and effect.

5 2.8 . Make descriptive phrases.

2. MATERIALS OF LEARNING : Hansel and Greeter Robinson Crusoe (IGCSE First Language English By Marian Cox Page 7-8

3. METHODS OF LEARNING : BKOF , MOT, JCOT ,ICOT

4. STEPS OF LEARNING ACTIVITIESMeeting 11) Introduction

1. Greeting2. Review the Narrative Text. 3. Distribute the worksheet.

2) Core Activities1. Ask students to arrange the paragraph into a story.2. Ask the students to read the story. 3. Ask the students to find words in the story.


4. Ask the students to find the key words through a meaningful letter game, 5. Ask students to fill in the blanks using words provided. 6. Explain the generic structure of the text.7. Ask students to answer the questions .8. Ask the students to write mind mapping and tell the story.

3) Closing Activities1. Give notes when necessary. 2. Leave taking.

Meeting 2. 4) Introduction

1. Greeting2. Review the Narrative Text. 3. Distribute the worksheet

5) Core Activities1. Find words from the text which have the same meaning from the given

explanation. 2. Read the text3. Describe the situation of Robinson Crusoe4. Highlighting the relevant material in the text.5. Write a one- paragraph summary of Robinson Crusoe.6. .List future incidents or problems which Robinson might find later.

6) Closing Activities1. Ask students to read another Novel 2. Leave taking

5. RESOURCE :a. Children’s story b. IGCSE First Language English Page 7-8

6. GUIDANCE OF EVALUATION :1. Oral question 2. Written Text3. Written questions

7. HEADING OF EVALUATION :1. Cognitive2. Psychomotor3. Affective

Cognitive No. Aspect Score

AffectiveNo. Description Always Often Rare never


NoteAspect Assessed Positive Score Negative Score

Always 4 1Often 3 2Rare 2 3Never 1 4






Documents

Cie Lesplan Xi 1