Lesson Plan Pgri 5

LESSON PLAN

School : SMK PGRI 5 DENPASAR

Subject : English

Grade/Semester : X AP 2 / I

Academic Year : 2010/2011

Standard of Competence

Communicating in English on the Novice Level.

Basic Competence

1. Understanding basic expressions of social interaction in daily life.

2. To say basic expressions of social interaction in daily life.

Indicator

1. Students are able to identify the expressions of greeting and leave taking.

2. Students are able to understand the expressions of greeting and leave taking

conversations.

3. Students are able to use greeting and leave taking expressions and how to response

them.

Time Allocation : 3 x 45 minutes

A. Teaching Objective

After studying the material given in this meeting, the students are able to:

1. Understand the expressions of greeting and leave taking conversation.

2. Identify the expressions of greeting and leave taking in the conversations.

3. Use and perform the expressions of greeting and leave taking and how to response

them.

B. Learning Material

Greetings

Formal Greeting ResponsesGood morning/afternoon/eveningIt’s been a long timeI’m so happy to see againHow are you?How do you do?

Good morning/afternoon/eveningI’m very well, thanksI’m alright, thanksI’m fine. Thank youHow do you do.

Informal Greeting ResponsesHi.How’s lifeWhat’s up?Good to see youHow are the things (with you)?

Hi.Not much. (answer to what’s new)Pretty good, thanksJust fine, thanks.Nott bad, thanks.

Leave Takings

Formal Leave Takings ResponsesGood-byeStay in touchIt was nice meeting youI hope to see you soonGive my regard to … (name of someone)

So longSure, I willGood byeI’ll call you soonSee you

Informal Leave Takings ResponsesBye.See youTake careI got to go nowTalk to you later.

Bye.See youSo longSure, I willTake care

C. Method and Technique

- Comprehensive

- Discussions

- Communicative

D. Teaching Learning Steps

Pre Activities

- Teacher greets the students.

- Teacher checks the students’ attendant list

- Teacher asks some questions which relate to the material.

While Activities

- Teacher gives some example of conversations about greeting and leave taking

expressions and how to response the conversations.

- Teacher asks the students to listen the conversations of greeting and leave taking

expressions given.

- Teacher divides the students into two groups and asks them to repeat the

conversations which are read by the teacher.

- Teacher instructs the students to read the conversations and practice the

conversations in pairs.

- Teacher asks the students to complete the missing conversations with the

appropriate words which are read by the teacher.

- Teacher asks the students to compose conversations which contained of greeting

and leave taking expressions.

Post Activities

- Teacher asks the students if they have some difficulties in learning the material.

- Teacher concludes the materials which have been given to the students.

- Teacher gives homework to compose conversations by using greeting and leave

taking expressions.

- Teacher closes the meeting.

E. Learning Sources

- LKS

- English Grammar (Pearson Education – Longman; Third Edition)

- www.wikipedia.com

F. Evaluation

- Form of Instrument : Written and oral test

- Kind of Instrument : Oral and Written

- Instrument :

a. Read conversations about greeting and leave taking expressions.

b. Practice greeting and leave taking conversations.

c. Compose conversations about greeting and leave taking expressions.

Denpasar, 6th August 2010

English Teacher of SMK PGRI 5 Denpasar The Trainee

(Ni Komang Budiari, S.Pd) (Anak Agung Istri Mila Maharani)

Vice Headmaster of SMK PGRI 5 Denpasar

(Curriculum Department)

(Dra. Ni Ketut Nuka)

http://www.wikipedia.com/

LESSON PLAN


Subject : English





Basic Competence

1. Understanding basic expressions of introduction in social interaction in daily life.

2. To say basic expressions of introduction in social interaction in daily life.

Indicator

1. Students are able to understand the expressions of introducing themselves and other

people.

2. Students are able to use the expressions of introducing appropriately when they

introduce themselves or other people.

3. Students are able to understand personal pronouns

4. Students are able to use personal pronouns.




1. Understand the expressions of introducing themselves and other people.

2. Identify the expressions of introduction in conversations.

3. Introduce themselves and other people in front of the class.

4. Understand the function of pronouns.

5. Identify pronouns in a sentence, paragraph, or conversations.

6. Complete sentences by using correct pronouns.


Introduction

INTRODUCTIONHow do you do, my name is …May I introduce my self, my name is …Let me introduce my self, my name is …Good morning, I would like to introduce my self, my name is …Allow me to introduce my self, my name is …Hello, I’m …Hi! My name is …

Response of IntroductionHello, it’s nice to see you …Hello, I’m pleased to meet you …

INTRODUCING SOMEONELet me introduce you …I would like to introduce you my …Have you ever seen …Have you already know …I’d like you to know …Do you know …Allow me to introduce my …

Pronoun

No. Subject Object Possessive Adjective

Possessive Pronoun

Reflexive Pronoun

1. I Me My Mine Myself2. You You Your Yours Yourself /

Yourselves3. They Them Their Theirs Themselves4. We Us Our Ours Ourselves5. She Her Her Hers Herself6. He Him His His Himself7. It It Its Its Itself


- Comprehensive

- Discussions

- Communicative


Pre Activities




While Activities

- Teacher introduces her/himself in front of the students.

- Teacher gives some example of conversations about introduction both of

introducing oneself or other people.

- Teacher asks the students to listen the conversations about introduction and

repeat after the teacher.

- Teacher asks the students to introduce themselves in front of the class.

- Teacher instructs the students to introduce one of their friends in front of the

class.


appropriate words of introduction expressions.

- Teacher gives example by pointing some students to explain about pronoun.

- Teacher guides the students to identify pronoun in sentence or paragraph.

- Teacher asks students to fill in the missing sentences with correct pronoun.

Post Activities



- Teacher gives homework to compose conversations by using introduction

expressions.


E. Learning Sources

- LKS


- English Grammar for Novice Level

F. Evaluation



- Instrument :

a. Listen conversations about introduction.

b. Practice introduction expressions.

c. Compose conversations about introductory expressions.







LESSON PLAN


Subject : English





Basic Competence

Understanding basic expressions of thanking and apologizing in daily life.

Indicator

1. Students are able to understand the expressions of social interaction in daily life.

2. Students are able to understand to feeling sorry and apologizing expressions..

3. Students are able to use simple present tense appropriately.




1. Understand the expressions of thanking, apologizing, and the responses.

2. Identify the expressions of thanking and apologizing in the conversations.

3. Understand the function of present tense.

4. Use simple present in sentences, paragraph, or conversation in explaining something

appropriately.


Thanking Expressions

Expression of Thanking ResponsesThank you for very muchThanks for you helpI appreciate your kindnessMany thanks …How very kind of youI am very grateful for …Thanks a lot for …

You’re welcomeThat’s alrightDon’t mention itNever mindNot at allDon’t worryIt doesn’t matter

Leave Takings

Expression of Apologizing ResponsesForgive me. I’m very sorry about …I’m very sorry. I didn’t mean to …I’m terribly sorry about …I regret to tell you that …I apologize for …

That’s okDon’t worryIt doesn’t matterIt’s alrightNever mind

Simple Present Tense

1 Simple Present Tense is a tense that expresses habits, a usual habit, and general truth.There are two formulas of Present Tense depends on the subject.

Present Tense in Verbal Sentence1 For Subject : I, You, They, We

Example:- I eat rice every day- You go to school every night- They play baseball every Sunday- We watch television every night

For Subject: She, He, It

Example:- She cooks macaroni every Saturday

S + Verb.1 +Object + Adverb

S + Verb.1 (s/es) +Object + Adverb

- He studies every day- It eats fish every day- Annabelle speaks English every day- Tommy sleeps every night- The dog plays with its ball every day- The sun rises in the east.

Present Tense in Nominal Sentence

Example:- I am pretty- I am a girl- You are smart- They are students- We are kind- She is helpful- He is mean- It is obnoxious- Catty is a secretary- Daniel is handsome- That dog is tame


- Problem Base Learning

- Discussions

- Communicative


Pre Activities




S + to be (am/is/are) + adjective

While Activities

- Teacher gives some example of conversations about thanking and apologizing

expressions and also the responses.

- Teacher asks the students to listen the conversations of greeting and leave taking

expressions given.

- Teacher asks the students to practice conversation which contained of thanking

and apologizing and also the responses in pairs.

- Teacher instructs the students to read the conversations and answer some

questions in the exercises’ book.


appropriate words which are read by the teacher.

- Teacher asks the students to compose conversations which contained of thanking

and apologizing expressions.

- Teacher explains about the function of simple present tense.

- Teacher gives example about the uses of simple present tense.

- Teacher asks the students to choose the correct words which using simple

present tense to fill in the missing sentences.

Post Activities



- Teacher gives homework to compose conversations by thanking and apologizing

expressions.


E. Learning Sources

- LKS



F. Evaluation



- Instrument :

a. Read conversations about greeting and leave taking expressions.

b. Practice greeting and leave taking conversations.

c. Compose conversations about greeting and leave taking expressions.

d. Fill in the missing sentence by the correct verb in simple present tense.







LESSON PLAN


Subject : English





Basic Competence

Mentioning nouns, person, the characteristics, times, days, months, and years.

Indicator

1. Students are able to describe nouns related with its color, shape, origin, measurement,

material, amount, and quality appropriately.

2. Students are able to describe people profession, nationality, or physical appearances.

3. Students are able to arrange words to describe event based on the time, day, month,

and year appropriately.



1. Understand the function of adjective to describe things which related t their features.

2. Use adjective to describe things which related to their features.

3. Use adjective in the appropriate order, for example in order of quality, size, shape, age

color, origin, material.

4. Answer some questions and complete sentences with the appropriate adjective.

5. Express the function of adjective in conversation to describe something.

6. Make a short description paragraph.


Adjectives

- Adjectives of colors : red, yellow, orange, green, blue, etc.

- Adjectives of quality : soft, rough, beautiful, handsome, ugly, hard, miserable,

etc.

- Adjectives of size : big, small, medium, large, tiny, huge, little, etc.

- Adjectives of shape : square, round, rectangle, circle, etc.

- Adjectives of age : old, young, middle-age, aged, new, etc.

- Adjectives of origin : Indian, American, Indonesian, Arabic, Chinese, etc.

- Adjectives of material : wooden, leather, plastic, glass, silver, etc.

Adjectives Order

determiner quality Size shape age color origin material Purpose/type noun

a/an/the/

twonice Big round old blue French glass fruit bowl


- Comprehensive

- Discussions

- Communicative


Pre Activities



- Teacher points something which related to the material given.

While Activities

- Teacher explains what adjective is and gives example.

- Teacher tells the students how to put adjectives in the correct order.

- Teacher asks the students to point something around them and mention the

adjectives in those things.

- Teacher guides the students to arrange adjectives in sentences.

- Teacher asks students to describe themselves one by one and describe something

around them or their friends.

- Teacher asks the students to make a short descriptive paragraph.

Post Activities



- Teacher gives homework to short description paragraph.


E. Learning Sources

- LKS



- Internet

F. Evaluation



- Instrument :

a. Arrange sentences which contained of adjectives appropriately.

b. Describe something in front of the class.

c. Compose a short description paragraph.







LESSON PLAN


Subject : English





Basic Competence

1. Describing nouns, people, and characteristics.

2. Describing time, day, month, and year.

Indicator

1. Students are able to know and understand cardinal and ordinal numbers.

2. Students are able to mention and use the numbers appropriately in various contexts.

Time allocation : 3 x 45 minutes


1. Students know cardinal numbers and ordinal numbers

2. Students know how to numbers in English.

3. Students know how to use cardinal and ordinal numbers in the appropriate order.

4. Reading cardinal and ordinal numbers appropriately.

5. Writing cardinal and ordinal numbers.


Cardinal Numbers

CARDINAL NUMBERS0 Zero, oh, nought, nil, love, nothing 26 twenty six1 one 27 twenty seven2 two 28 twenty eight3 three 29 twenty nine4 four 30 thirty5 five 40 forty6 six 50 fifty7 seven 60 sixty8 eight 70 seventy9 nine 80 eighty10 ten 90 ninety11 eleven 100 a/one hundred12 twelve 101 a hundred and one13 thirteen 110 a hundred and ten14 fourteen 120 a hundred and twenty15 fifteen 200 two hundred16 sixteen 1000 a/one thousand17 seventeen 1001 a thousand and one18 eighteen 1010 a thousand and ten19 nineteen 2000 two thousand20 twenty 10000 ten thousand21 twenty one 11000 eleven thousand22 twenty two 100000 a/one hundred thousand23 twenty three 1000000 a/one million24 twenty four 2000000 two million25 twenty five 1000000000 a/one billion

Ordinal Numbers

1 st first 21 st twenty first2 nd second 22 nd twenty second3 rd third 23 rd twenty third4 th forth 24 th twenty forth5 th fifth 25 th twenty fifth6 th sixth 26 th twenty sisxth7 th seventh 27 th twenty seventh8 th eighth 28 th twenty eighth9 th ninth 29 th twenty ninth

10 th tenth 30 th thirtieth11 th eleventh 31 th thirty first12 th twelfth 40 th fortieth13 th thirteenth 50 th fiftieth14 th fourteenth 60 th sixtieth15 th fifteenth 70 th seventieth16 th sixteenth 80 th eightieth17 th seventeenth 90 th ninetieth18 th eighteenth 100 th hundredth19 th nineteenth 1000 th thousandth20 th twentieth 1000000 th one millionth

Fractions

- ½ : a/one half

- ¼ : a/one quarter

- 1/8 : a/one eighth

- 1/10 : a/one tenth

- 2 ½ : two and half

- ¾ : three quarters

- 4/7 : four seventh

- 0,5 : zero/nought point five

- 0.25 : zero/nought point two five

- 2,5 : two point five

Date and Year

- 5th September 2010

- 26th May 2009

- 15th July 2009

- December 31st, 2010

- 1 January, 2010

- 25 August, 2008

- 17/08/2010

- 25/12/10

- 18-Nov-10

- Sunday, September 5th, 2010


- Interactions

- Discussions

- Communicative


Pre Activities



- Teacher asks something about the material given.

While Activities

- Teacher shows flash cards about the material given.

- Teacher refreshes the students’ ability in numbers.

- Teacher explains about cardinal and ordinal numbers, and fractions.

- Teacher asks the students to read numbers.

- Teacher guides students to put the function of numbers appropriately in the right

order.

- Teacher asks students do some exercises about putting numbers in the right

order.

Post Activities



- Teacher gives homework to make some important dates in a year and write in

words the numbers given correctly.


E. Learning Sources

- LKS



- Internet (www.mes-english.com)

F. Evaluation



- Instrument :

a. Say and read cardinal and ordinal numbers.

b. Say and read the date.

c. Compose numbers both in words and numbers form.

d. Compose the date







http://www.mes-english.com/

LESSON PLAN


Subject : English





Basic Competence

Producing simple expressions of feeling and sympathy for the basic functions.

Indicator

1. Students are able to express and respond the expressions of feeling.

2. Students are able to express and respond the sympathy.



1. Understand sympathy and feeling circumstances.

2. Understand the function of feeling and sympathy expressions.

3. Use feeling and sympathy expressions in the right situation.

4. Response some misfortune situations with feeling and sympathy expressions.

5. Make conversations which contain of feeling and sympathy expressions.

6. Make a short feeling and sympathy message.


Expressing Feeling

Some phrases of feeling expressions

- How are you feeling?

- How would you feel?

- What’s happening?

- What happen to you?

- What’s going on?

- What’s wrong with you?

- What’s the problem with you?

- Are you okay?

- Are you fine?

- You look so happy!

- You look so sad/disappointed

Example of conversation:

Kelly : Hi, Jenny! You look so happy today. Can you tell me what happen to you?

Jenny : Yeah, I’m so happy today because I get scholarship to study in America.

Kelly : Wow! That’s great Jenny! Congratulation!

Jenny : Thank you very much Kelly!

Sympathy Expression

Some phrases of sympathy expression:

- I am/was deeply/truly sorry/upset/shocked/astonished to …

- I do regret to …

- You must be in a very difficult situation …

- Be strong!

Example conversation:

Lily : Hi, Emma! You look so gloomy. What’s going on?

Emma : Yeah, I have some problems at school.

Lily : If you don’t mind, would you like to tell me your problem?

Emma : Ok. I’ll tell you. You know I got bad marks on the last exams; my teachers

and my parents scolded me. I didn’t know why I could get bad marks. I think I did my

best on the exams.

Lily : I’m so sorry to hear that Emma. But don’t give. There will be remedial test next week.

you can fix your marks.

Emma : Thank you for your support Lily.

Example of short sympathy message:

Joe, Suzie and Family,

Uncle Joe's passing away has left a great void in all our lives

He will be missed dearly.

Love, Bob, Cindy and Family.


- Interaction

- Discussions

- Communicative


Pre Activities



- Teacher shows pictures/flash cards about emotional expressions (e.g.

sad,happy,embarrassed,etc)

While Activities

- Teacher gives examples of feeling and sympathy expressions directly.

- Teacher asks the students to repeat the expressions which have been said by the

teacher.

- Teacher explains the function of feeling and sympathy expressions.

- Teacher gives some phrases which are usually used in the expressions.

- Teacher gives some examples in using the phrases correctly

- Teacher asks the students to make some responses by feeling and sympathy

expressions by showing pictures/flash cards of emotions.

- Teacher guides the students to make a short sympathy message.

Post Activities



- Teacher gives homework to make a short conversation which contains of feeling

and sympathy expressions.


E. Learning Sources

- LKS



- Internet (www.answers.com, www.buzzle.com, www.wikipedia.com )

F. Evaluation



- Instrument :

d. Response particular situations by using feeling and sympathy expressions.

e. Make a short conversation of feeling and sympathy expressions.

f. Compose a short sympathy message.

http://www.buzzle.com/

http://www.answers.com/

Denpasar, 12th September 2010






LESSON PLAN


Subject : English





Basic Competence

Producing simple expressions of giving permission for the basic functions.

Indicator

1. Students are able to express and response the simple expression of asking, giving, and

refusing permissions.



1. Understand the function of permission expressions.

2. Analyzing the permission expressions in the conversations.

3. Use asking, giving, refusing expressions in the conversations.

4. Response some asking permissions.

5. Make conversations which contain of permission expressions.


Asking Permission

Some phrases of feeling expressions

- Can I ask you a question?

- May I have a piece of cake?

- Could I take this book?

- Do you mind if I take you home?

- Would you mind if I ask you

something?

- Is it okay if I sit here?

- Would it be alright if I come at 8:00

tonight?

- Excuse me, may I go home first?

Giving Expressions

Some phrases of giving expression:

- Of course!

- Certainly!

- It’s okay!

- Yes, why not!

- Sure!

- Go ahead!

- No problem!

- By all means!

Refusing Permission

Some phrases of refusing permission:

- I’m sorry. You can’t take that book.

- I’m afraid it would be not good for us.

- I’d rather you wouldn’t.

- Sorry, maybe next time you can borrow that book.

Example of permission expressions:

Renata : Daniel, May I get some water for cleaning my hands?

Daniel : Yes, of course Renata. You can get it as much as you need for cleaning your hands.

Renata :


- Interaction

- Discussions

- Communicative


Pre Activities



- Teacher shows pictures/flash cards about emotional expressions (e.g.

sad,happy,embarrassed,etc)

While Activities

- Teacher gives examples of feeling and sympathy expressions directly.

- Teacher asks the students to repeat the expressions which have been said by the

teacher.

- Teacher explains the function of feeling and sympathy expressions.

- Teacher gives some phrases which are usually used in the expressions.

- Teacher gives some examples in using the phrases correctly

- Teacher asks the students to make some responses by feeling and sympathy

expressions by showing pictures/flash cards of emotions.

- Teacher guides the students to make a short sympathy message.

Post Activities



- Teacher gives homework to make a short conversation which contains of feeling

and sympathy expressions.


E. Learning Sources

- LKS



- Internet (www.answers.com, www.buzzle.com, www.wikipedia.com )

F. Evaluation



- Instrument :

g. Response particular situations by using feeling and sympathy expressions.

h. Make a short conversation of feeling and sympathy expressions.

i. Compose a short sympathy message.

Denpasar, 12th September 2010





http://www.buzzle.com/

http://www.answers.com/


Documents

Lesson Plan Pgri 5