Lesson plan 1.1 and 1.2

LESSON PLAN(RPP)

School : SMP N 2 Demak

Subject : English

Class/Semester : VIII (Eight) / 1

Time allocation : KD 1.1 : 6 x (2 x 40 minutes)

KD 1.2 : 3 x (2 x 40 minutes)

A. Competence Standard :

1. Understanding meaning of simple conversation for interpersonal and transactional, both interactive and no interactive, formal and informal situation, of communication in the closest social and academic contextsin the evirontment surrounding

B. Basic Competence :

1.1 Understanding the explicit meaning in interpersonal and transactional in simple and oral conversation consisting: Asking for and denying the facts, Asking for and giving explanation, Asing for, giving and refusing a favor, Asking for and giving opinions, Congratulating and complimenting, Inviting, accepting and refusing invitations, Agreeing and disagreeing, Asking for and offering things, Asking for and giving suggestion in line with questioning and answering about culture.

1.2 Understanding the implicit meaning in interpersonal and transactional in simple and oral conversation consisting: Asking for and denying the facts, Asking for and giving explanation, Asing for, giving and refusing a favor, Asking for and giving opinions, Congratulating and complimenting, Inviting, accepting and refusing invitations, Agreeing and disagreeing, Asking for and offering things, Asking for and giving suggestion in line with questioning and answering about culture

C. Learning Objectives :

Students are expected to be able :

a. Meeting 1 : Responding expression of asking for and denying the fact.

b. Meeting 2 : Responding asking for and giving explanation.

c. Meeting 3 - 4 : Responding conversation consisting noun phrase.

d. Meeting 5 - 6 : Responding conversation consisting comparative and superlative degree.

e. Meeting 7 -8 : Responding dialog or monolog based on asking for and denying facts, asking

for and giving explanation

f. Meeting 9 : Responding dialog or monolog consisting 6 WH Question

D. Learning Materials :

a. Expression of asking for and denying the fact. How do you ask questions?If you want information, you need: Be + Subject + something

[Type text]

AmAreIsIsIs

Iyousheheit

a student?Ben?Prita?Wisnu?an apple?

AreAreAre

wetheyyou

Students?Apples?Teachers?

How do you deny?You need: Subject + be + not + something

IYouSheHeIt

amareisisis

notnotnotnotnot

AniBenPritaWisnuan apple

WeTheyYou

areareare

notnotnot

students.apples.teachers

b. Expression of asking for and giving explanation.

c. Conversation consisting noun phrase.

d. Conversation consisting comparative and superlative degree.

[Type text]

e. Dialog or monolog based on asking for and denying favts, asking for and giving

explanation

f. Dialog or monolog consisting 6 WH Question

Talk about the picture.Who is in the picture?What are in the picture?What is going on?Where are they?When do you use the expressions?Now listen to your teacher.Practice how to say the expressions.

Where’s the book? It’s on the table. The bag is right here. There’s pencil in my pencil case. The pencil case is over there. I got it yesterday. I use it everyday. I use it carefully. The man runs fast. The caterpillar crawls slowly.

E. Learning Method : Three-Phase Technique ( Pre Listening, Whilst Listening and Post Listening) colaborated by TPR ( Total Phisical Response)

F. Learning Procedure :

1. Pre ActivitiesTeacher is going to:a. Preparing their students psychically and physically to join the learning process.b. Giving some questions correlated with the prior topics with the coming topics.c. Explaining the learning objectives and basic competence will be achieved. d. Telling the material essentials and explain the plan of activities based on syllabus.

2. Whilst Activities ( Consisting Exploration, Elaboration, and confirmation each meeting)

a. Meeting 1 : Asking for and denying facts

No Activities Note:

Exp

lora

tion

nn

1 Students carefully listen to expression of asking for and denying facts through tape recorder, video, teacher’s example or between their classmates who has been known before.

Ela

bora

tion 2 Giving the students verbal respond against expression or main idea

reflecting from expression of asking for and denying the facts related the theme.

3 Finding the implicit and explicit meaning in interpersonal and transactional text of asking for and denying the fact related to the

[Type text]

theme accurately.

Con

firm

atio

n

4 Practicing the topics through “Seeing pictures in your mind”It is a such 5 minutes activity/game to practice the expression of asking for and denying the fact:Procedure:Ask the students to close their eyes and sit in as relaxed a way as possible. Say that you are going to tell him the situation of your class for them to see in their minds. Tell the situation, slowly, for example:e.g - How many students are there in the class having black bags? - There was no broom at this corner this morning.Note: The topics could be larger by giving the situation outside classroom even your town.

b. Meeting 2 : Asking for and giving explanation/ Meeting 7 and 8 : Responding dialog or monolog of asking for and denying facts/asking for and giving explanation

No Activities Note:

Exp

lora

tion

1 Students carefully listen to expression given through tape recorder, video, teacher’s example or between their classmates who has been known before.

Ela

bora

tion

2 Giving the students verbal respond against expression or main idea reflecting from expression given related to the theme.

3 Finding the implicit and explicit meaning in interpersonal and transactional text of expression given related to the theme accurately.

Con

firm

atio

n

4 Practicing the topics through “Meeting a Professor”It is a such 5 minutes activity/game to practice the expression of asking for and giving explanation:Procedure:Ask the students to come forward in front of the class. Let him/her to choose his/her goal in the future or a certain profession they like a lot. Let other students to be their patients, students, customers or members. Find among them who is the real professor in their job. We focus on the students who are listening the conversation by asking them who the expert is. Of course the real expert is someone who could give their student much explanation about the problem asked.

Note: Make the situation almost real.

c. Meeting 3 and 4 : Noun phrase

[Type text]

No Activities Note:

Exp

lora

tion

1 Students carefully listen to conversation of noun phrase through tape recorder, video, teacher’s example or between their classmates who has been known before.

Ela

bora

tion

2 Giving the students verbal responds against expression or main idea reflecting from conversation of noun phrase related the theme.

3 Finding the implicit and explicit meaning in interpersonal and transactional text of conversation of noun phrase related to the theme accurately.

Con

firm

atio

n

4 Practicing the topics through “Picture Dictation”It is a such 5 minutes activity/game to practice monolog text of noun phrase:Procedure:Tell a scene or person or others, giving the student time to draw what you say. Let them compare pictures with each other. Find in the best picture among their block of chair and stick it on the white board. Let the class choose which picture is the best similar to your dictation given. Students do the activity in pairs.

Note: Be more cheerful you can use the students in the class to be the picture or something else funny..

d. Meeting 5 and 6 : Comparative and superlative degree/ Meeting 9 : 6 WH Questions

No Activities Note:

Exp

lora

tion

1 Students carefully listen to conversation of comparative and superlative degree through tape recorder, video, teacher’s example or between their classmates who has been known before.

Ela

bora

tion

2 Giving the students verbal responds against expression or main idea reflecting from conversation of comparative and superlative degree related the theme.

3 Finding the implicit and explicit meaning in interpersonal and transactional text of conversation of comparative and superlative degree related to the theme accurately.

[Type text]

Con

firm

atio

n

4 Practicing the topics through “Picture Dictation”It is a such 5 minutes activity/game to practice monolog text of comparative and superlative degreeProcedure:Tell some description of a scene or person or others through their difference giving the student time to draw what you say. Let them compare pictures with each other. Find in the best picture among their block of chair and stick it on the white board. Let the class choose which picture is the best similar to your dictation given.e.g . Anton is smaller than Rio. His hair is longer than Rio. Etc. Now please draw the picture of Anton and Rio on white board.

Note : Be more cheerful you can use the students in the class to be the picture or something else funny..

3. Post Activities

Teacher is going to:a. Summarize the topics with their students together.b. Score or reflect towards the activities that have been done consistently and

systematically.c. Give feed back towards process and the learning result or output.d. Plan some follow up programs through remedial, enrichment counseling program or giving the

students task or duty individually or in group based on the students’ result of learning.e. Inform the upcoming learning objective.

G. Source of Learning

a. Text book relevant : - English in Focus For Junior High school Student 8 th.Year/Artono

wardiman,Masduki B.jahur,M.Sukirman Djusma /Pusat Perbukuan Dep.Pendidikan

Nasional /2008.

b. English Way SMP Grade VIII/Mulyono,S.Pd,M.A/CV.Yudistira/2008.

c. Interactive English Junior High school 2. Emalia Iragiliati S, Iswahyuni, Farida Ulfa, Maria

Anunsiata M.I., Fitri Hariana O. Yudhistira/2009.

d. Conversation Script or Video based on the topics above.

e. Suroundings or some relevant pictures.

H. Assessment

No. Indicator Technique Type Instrument

1

2

Responding some information orally

in text monolog of asking for and

denying the fact.


Test

Test

Orally

Orally

Answer the

questions orally

Answer the

[Type text]

3

4

5


giving explanation.

Responding some information

verbally in text monolog of noun

phrase


verbally in text monologue of

comparative and superlative degree




Non Test

Non Test

Non Test

Verbally

Verbally

Orally

question orally

On process

On process

On process

INSTRUMENT : ( More detailed in the hand book oh English way)

Do as the example.

Example: A: I’m so (very/terribly) sorry, but I’ve broken your alarm clock.

B: That’s quite alright (That doesn’t matter/Don’t worry about that).

Make up dialogues using the information below.

run over your cat

lost my front door key

burned a hole in the carpet

broken your ash-tray

lost your hat

damaged your plastic flowers

ASSESSMENT DESCRIPTION:

1. Number 1 has 3 points for right answer ( based on the numbers of the test item)

2. Number 2 has 2 points for right answer ( based on the numbers of th test item)

3. E.g = Numbers of score maximal I 5 x 3 = 15

II 5 x 2 = 10

Total 25

4. Max score = 10

5. Studnts’ score =

GettingScoreMaximalScore

x10

[Type text]

ASSESMENT RUBRICS:

No. Description Score

I Right content, Right grammar

Right content, Less right grammar

Content and grammar improperly

No answer

3

2

1

0

II Each right answer

Each wrong answer

2

0

Demak, July 2012 Acknowledged by

Headmaster of SMPN 2 Demak English Teacher

Dr. Trisyono, M. Pd Ifana Fauziyah, S. Pd NIP. 19590916 198302 1 002

[Type text]

LESSON PLAN(RPP)


Subject : English


Time allocation : KD 2.1 : 3 x ( 2 x 40 Minutes)

KD 2.2 : 3 x ( 2 x 40 Minutes)

I. Competence Standard :

2. Understanding meaning in the functional text orally and short and simple monolog text in descriptive, recount, exposition, poem, song, anecdote and film to communicate in social and academic contexts.

J. Basic Competence :

2.1 Understanding the explicit meaning in the functional text orally and short and simple monolog text in descriptive, recount, exposition, poem, song, anecdote and film to communicate in social and academic contexts.

2.2 Understanding the implicit meaning in the functional text orally and short and simple monolog text in descriptive, recount, exposition, poem, song, anecdote and film to communicate in social and academic contexts.

K. Learning Objectives :


g. Meeting 1 : Responding expression of asking for, giving and refusing a favor.

h. Meeting 2 : Responding expression of asking for and giving opinion.

i. Meeting 3 : Responding to past action.

j. Meeting 4 : Responding monolog text of simple past tense.

k. Meeting 5 : Responding monolog text of regular/irregular verb and adverbs of degree

l. Meeting 6 : Responding to dialog of descriptive text in certain situation or academic

context.

L. Learning Materials :

a. Responding expression of asking for, giving and refusing a favor.

[Type text]

b. Responding expression of asking for and giving opinion.

c. Responding to past action.

The Simple Past Tense: Statements

To tell something that happened in the past you use simple past tense.

How do you do that? It’s quite simple. Change the verb into the past tense form.

Verbs in the past tense often end in –ed or -d. The verbs are called regular verbs.

d. Responding monolog text of simple past tense.

e. Responding monolog text of regular/irregular verb and adverbs of degree

f. Responding to dialog of descriptive text in certain situation or academic context.

M. Learning Method : Three-Phase Technique ( Pre Listening, Whilst Listening and Post Listening) colaborated by TPR ( Total Phisical Response)

N. Learning Procedure :

4. Pre Activities

[Type text]

Teacher is going to:c. Preparing their students psychically and physically to join the learning process.d. Giving some questions correlated with the prior topics with the coming topics.c. Explaining the learning objectives and basic competence will be achieved. d. Telling the material essentials and explain the plan of activities based on syllabus.


a. Meeting 1 and 2: Asking for, giving and refusing a favor/ asking for and giving opinions

No Activities Note:

Exp

lora

tion

1 Students carefully listen to expression of asking for, giving and refusing a favor/ asking for and giving opinions through tape recorder, video, teacher’s example or between their classmates who has been known before.

Ela

bora

tion

2 Giving the students verbal respond against expression or main idea reflecting from expression of asking for, giving and refusing a favor/ asking for and giving opinions related the theme.

3 Finding the implicit and explicit meaning in interpersonal and transactional text of expression of asking for, giving and refusing a favor/ asking for and giving opinions related to the theme accurately.

Con

firm

atio

n

4 Practicing the topics through “Seeing pictures in your mind”It is a such 5 minutes activity/game to practice expression of asking for, giving and refusing a favor/ asking for and giving opinions Procedure:Ask the students to close their eyes and sit in as relaxed a way as possible. Say that you are going to tell him the situation of your class for them to see in their minds. Tell the situation, slowly, for example:e.g - How many students are there in the class having black bags? - There was no broom at this corner this morning.Note: The topics could be larger by giving the situation outside classroom even your town.

b. Meeting 3 and 4 : Expressing past action/Simple past tense

No Activities Note:

Exp

lora

tion

1 Students carefully listen to Expressing past action/Simple past tense through tape recorder, video, teacher’s example or between their classmates who has been known before.

Ela

bora

tion

2 Giving the students verbal respond against expression or main idea reflecting from Expressing past action/Simple past tense related the theme.

3 Finding the implicit and explicit meaning in interpersonal and transactional text of Expressing past action/Simple past tense related to the theme. Students note the words on the board.

[Type text]

Con

firm

atio

n

4 Practicing the topics through “ Chain Story”It is such 5 minutes activity/game to practice Expressing past action/Simple past tense. Students do it in groups.

Procedure:Begin telling a story. This can be the first few lines of a story from your course book, or improvised, or you can invite a student to start. Then, going round the class, each student has to add another brief”instalment” to the story.

Variation: Before you start, ask each student to choose a word. It can be an item of vocabulary recently learnt a verb in the past tense, or freely chosen. Then each’ installment’ has to include the word the student has chosen. Make the story insert with some funny word, it will be fun.

c. Meeting 5 and 6 : Adverbs of degree and Descriptive text based dialogue.

No Activities Note:

Exp

lora

tion

1 Students carefully listen to Adverbs of degree and Descriptive text based dialogue through tape recorder, video, teacher’s example or between their classmates who have known before.

Ela

bora

tion

2 Giving the students verbal responds against expression or main idea reflecting from Adverbs of degree and Descriptive text based dialogue related the theme.

3 Finding the implicit and explicit meaning in interpersonal and transactional text of Adverbs of degree and Descriptive text based dialogue related to the theme accurately.

Con

firm

atio

n

4 Practicing the topics through “Who, Where and What?”It is such a 5 minutes activity/game to practice Adverbs of degree and Descriptive text based dialogue.

Procedure:Describe an object in the classroom, and at the end of the description ask, what is it? Follow this with a description of person who is known to the students. They must try to identify what or who you have described.

You : it’s got two doors, it’s green and I keep books in it.Students: The cupboard.You : She’s wearing a mauve jersey and she’s sitting in the middle of

the room.Student : Wendy

Note: Be more cheerful you can use the students in the class to be the picture or something else funny..

[Type text]

6. Post Activities

Teacher is going to:a. Summarize the topics with their students together.b. Score or reflect towards the activities that have been done consistently and

systematically.c. Give feed back towards process and the learning result or output.d. Plan some follow up programs through remedial, enrichment counseling program or giving the

students task or duty individually or in group based on the students’ result of learning.e. Inform the upcoming learning objective.

O. Source of Learning



Nasional /2008.






P. Assessment


1

2

3

4


in text monolog of asking for ,

giving and refusing a favor.



giving opinions.


verbally consisting of simple past

tense and regular and irregular

verbs.


verbally consisting of adverb of

degree and descriptive text based

Test

Test

Non Test

Non Test

Orally

Orally

Verbally

Verbally

Answer the

questions orally

Answer the

question orally

On process

On process

[Type text]

dialog.

INSTRUMENT :

Prepare later in line with the process teaching and learning at class





II 5 x 2 = 10

Total 25

8. Max score = 10



x10

ASSESMENT RUBRICS:





No answer

3

2

1

0


Each wrong answer

2

0




LESSON PLAN

[Type text]

(RPP)


Subject : English


Time allocation : KD 3.1 = 3 x ( 2 x 40 Menit)

KD 3.2 = 3 x ( 2 x 40 Menit)

Q. Competence Standard : Speaking

3. Expressing oral and simple conversation naturally, accurately and acceptably in interpersonal and transactional conversation interactively and non interactively in informal situation to communicate in social and academic contexts.

R. Basic Competence :

1.3 Expressing oral and simple conversation naturally, accurately and acceptably in interpersonal and transactional conversation interactively and non interactively in informal situation to communicate in social and academic contexts consisting: Asking for and denying the facts, Asking for and giving explanation, Asing for, giving and refusing a favor, Asking for and giving opinions, Congratulating and complimenting, Inviting, accepting and refusing invitations, Agreeing and disagreeing, Asking for and offering things, Asking for and giving suggestion in line with questioning and answering about culture.

1.4 Expressing oral and simple conversation naturally, accurately and acceptably in interpersonal and transactional conversation interactively and non interactively in formal situation to communicate in social and academic contexts consisting: Asking for and denying the facts, Asking for and giving explanation, Asing for, giving and refusing a favor, Asking for and giving opinions, Congratulating and complimenting, Inviting, accepting and refusing invitations, Agreeing and disagreeing, Asking for and offering things, Asking for and giving suggestion in line with questioning and answering about culture.

S. Learning Objectives :


m.Meeting 1 : Expressing congratulating and compliment.

n. Meeting 2 : Expressing inviting, accepting and refusing invitations, Expressing agreeing and

disagreeing.

o. Meeting 3 : Expressing adverbs of frequency and indefinite pronouns.

p. Meeting 4 : Expressing asking for and offering things and asking for and giving suggestion.

q. Meeting 5 : Expressing giving instructions.

r. Meeting 6 : Expressing Poems

T. Learning Materials :

a. Expressing congratulating and compliment.

[Type text]

b. Expressing inviting, accepting and refusing invitations, Expressing agreeing and

disagreeing.

c. Expressing adverbs of frequency and indefinite pronouns.

[Type text]

d. Expressing asking for and offering things and asking for and giving suggestion.

Samantha : I am going take my vacation to North Sumatra. Can you recommend any interesting places?

Rina : Yes, sure. Lake Toba is certainly a good place to visit. Samantha : How can I get there from Medan? Rina : Well, you can take a bus. It takes about 4 hours.

Samantha : OK. What can I do there?Rina : Well you can go fishing, rowing or swimming. Besides the scenery is so

marvelous.

Samantha : Thanks for your advice. I’ll think it over

e. Expressing giving instructions.

f. Expressing Poems

Around the Year

In January the year is just begun.In February there’s a Valentine for everyone.In March the winds can blow and blow.In April spring comes and there’s no more snow.In May the air is fresh and clean.In June the grass is long and green.In July the sun is high is the sky.In August hot winds go blowing by.In September we children go to school.In October Halloween fun is the rule.In November we have a day of Thanksgiving.In December there’s holiday fun in giving.

U. Learning Method : Three-Phase Technique ( Pre Speaking, Whilst Speaking and Post Speaking) colaborated by PPP ( Presentation, Practise and Production)

V. Learning Procedure :

7. Pre ActivitiesTeacher is going to:e. Preparing their students psychically and physically to join the learning process.f. Giving some questions correlated with the prior topics with the coming topics.c. Explaining the learning objectives and basic competence will be achieved. d. Telling the material essentials and explain the plan of activities based on syllabus.

[Type text]


a. Meeting 1 : Congratulation and ComplimentNo Activities Note:

Exp

lora

tion 1 Giving the student some experience in speaking expression of congratulation

and compliment through tape recorder, video, teacher’s example or between their classmates who has been known before.

Ela

bora

tion 2 Giving the students verbal respond against expression or main idea reflecting

from expression of congratulation and compliment related the theme.3 Finding the implicit and explicit meaning in interpersonal and transactional

text of asking congratulation and compliment related to the theme.

Con

firm

atio

n

4 Practicing the topics through “Being An Ant”It is a such 5 minutes activity/game to practice the expression of congratulation and compliment :Procedure:Ask the students to list what they have already done successfully three or four things they like others know. Let them respond based the news given about people they have just met. Working in pairs, each student then chooses one of the areas in the other students list and asks them question about it.

Variation : Working in group of 5 students, the students can pool the things they have done. Get in line and two groups face each other and go forward by asking and giving congratulation and complim ent each other. They then take it in turns to choose an area of interest and to ask the others question about it. First player in group 1 tell the success of player 2 to the player in different group and so on until the last players.

b. Meeting 2 : Inviting, accepting and refusing invitations and agreeing and disagreeing.

No Activities Note:1 Giving the student some experience in speaking Inviting,accepting and

refusing invitations and agreeing and disagreeing through tape recorder, video, teacher’s example or between their classmates who has been known before.

2 Giving the students verbal respond against expression or main idea reflecting from Inviting, accepting and refusing invitations and agreeing and

[Type text]

disagreeing related the theme.

3 Finding the implicit and explicit meaning in interpersonal and transactional text of Inviting, accepting and refusing invitations and agreeing and disagreeing related to the theme.

4 Practicing the topics through “ Let’s go party”It is a such 5 minutes activity/game to practice Inviting, accepting and refusing invitations and agreeing and disagreeing:Procedure:The student must prepare two different color cards. ( white for accepting and the other one for refusing) by then they have 2 minute to walk around the classroom and find at least 10 persons in the class who have time to go to your party. they get one point for every person they find in the time. Then they have to find someone who was born on the same day of the month. Give further similar tasks for as much time as you have the end, see how many points each students has.

Note: Make it as competition by choosing two students on the floor. The fast student who gets 10 guests to come to the party is the winner. The situation almost real.

c. Meeting 3 : Adverbs of frequency and indefinite pronouns

No Activities Note:1 Giving the student some experience in speaking Adverbs of frequency and

indefinite pronouns through tape recorder, video, teacher’s example or between their classmates who has been known before.

2 Giving the students verbal responds against expression or main idea reflecting from Adverbs of frequency and indefinite pronouns related the theme.

3 Finding the implicit and explicit meaning in interpersonal and transactional text of Adverbs of frequency and indefinite pronouns related to the theme.

4 Practicing the topics through “Favourites”It is a such 5 minutes activity/game to practice Adverbs of frequency and indefinite pronouns: Procedure:Write on the board about five or six names of items or topics in the same field: television programmes, for instance, or foods, colours,song,singers, politici,school subjects,etc. identity each by colour card to identify the frequency of the student toward the topic asked.Then choose two students in the same seat to go in front class. Ask them to make distance about 10 meter. Let the first student guess the second person how many times do the topic given by looking the card that show different colour.

[Type text]

Note : Be more cheerful you can use the students in the class to the funny topics.

d. Meeting 4 : Asking for and offering things and asking for and giving suggestion.

No Activities Note:1 Giving the student some experience in speaking Asking for and offering

things and asking for and giving suggestion through tape recorder, video, teacher’s example or between their classmates who has been known before.

2 Giving the students verbal responds against expression or main idea reflecting from Asking for and offering things and asking for and giving suggestion related the theme.

3 Finding the implicit and explicit meaning in interpersonal and transactional text of Asking for and offering things and asking for and giving suggestion related to the theme.

4 Practicing the topics through “Wanting Something”It is a such 5 minutes activity/game to practice Asking for and offering things and asking for and giving suggestion.Procedure:Tell the students you have an item to give away as a gift, and the person who can give the most convincing reason why he or she wants it will get it. The item can be something that is really desirable ( a new car or a cool play station) or something that is bad. So that students really have to use their imaginations to devise reason why it might be needed. The situation can be changed into market to have more fune.g . Andra wants to buy something for his father’s birthday but he buy the bad gift. by then the shop keeper suggests him to change the gift based on his father like.

Note : Be more cheerful you can ask the students in the class to bring the real thing and create the situation likes real market.

e. Meeting 5 : Giving Instruction

No Activities Note:1 Giving the student some experience in speaking Giving Instruction through

tape recorder, video, teacher’s example or between their classmates who has been known before.

2 Giving the students verbal responds against expression or main idea reflecting from Giving Instruction related the theme.

3 Finding the implicit and explicit meaning in interpersonal and transactional text of Giving Instruction related to the theme.

[Type text]

4 Practicing the topics through “ Yes man ”It is a such 5 minutes activity/game to practice Giving Instruction Procedure:One volunteer student stands in front of the class. The rest fire questions at him or her, with the aim of eliciting the answer ‘yes’ or ‘no’. the volunteer has to try to answer the question truthfully without these words. This will mostly be through the use of ‘tag’ answers such as ‘I did’ or ‘She does not’. If the volunteer does say another word, he or she is ‘out’ and another is chosen. Give a time limit of one minute; if within that time the volunteer has not said ‘no’, and he/she can do all instruction,he or she has won.Note : Be more cheerful you can use the students in the class to be your assistant, gardener or bodyguard..

f. Meeting 5 : Poems

No Activities Note:1 Giving the student some experience in poems through tape recorder, video,

teacher’s example or between their classmates who has been known before.

2 Giving the students verbal responds against expression or main idea reflecting from poems related the theme.

3 Finding the implicit and explicit meaning in interpersonal and transactional text of poems related to the theme.

4 Practicing the topics through “Picture Dictation”It is a such 5 minutes activity/game to practice poemsProcedure:Tell some reason why people need poems to express their feeling of certain thing or person or others through their difference giving the student time to draw what you say. Let them compare the statement with each other. Find in the best poems among their block of chair and stick it on the white board. Let the class choose which poems is the best similar to your description given.

Note : Be more cheerful you can use the situation happen recently or related to one of the students condition.

9. Post ActivitiesTeacher is going to:a. Summarizing the topics with their students together.b. Scoring or reflecting towards the activities that have been done consistently and

systematically.c. Giving feed back towards process and the learning result or output.d. Planning some follow up programs through remedial, enrichment counseling program or giving

the students task or duty individually or in group based on the students’ result of learning.e. Informing the upcoming learning objective.

[Type text]

W. Source of Learning



Nasional /2008.






X. Assessment


1

2

3

4

5


in text monolog of congratulation

and compliment.


in text monolog of Inviting,

accepting and refusing invitations

and agreeing and disagreeing.


verbally in text monolog of adverbs

of frequency and indefinite

pronouns.


verbally in text monologue of asking

for and offering things, asking for

and giving suggestions


verbally in text monologue of giving

instruction

Test

Test

Non Test

Non Test

Non Test

Orally

Orally

Verbally

Verbally

Orally

Answer the

questions orally

Answer the

question orally

On process

On process

On process

[Type text]

6 Responding some information

verbally in the monologue of poems

Non Test Orally On process

INSTRUMEN :

Create later based on the process of learning in the class room.





II 5 x 2 = 10

Total 25

12. Max score = 10



x10

ASSESMENT RUBRICS:





No answer

3

2

1

0


Each wrong answer

2

0




LESSON PLAN

[Type text]

(RPP)


Subject : English



KD 4.2 = 3 x ( 2 x 40 Menit)

Y. Competence Standard :

4. Expressing meaning in the oral and simple text interactively and non interactively in formal and informal situation in descriptive, recount, exposition, poem, song, anecdote, film to communicate in the social and academic context.

Z. Basic Competence :

4.1 Expressing meaning of the text orally, fluently, accurately in descriptive, recount, exposition, poem, song, anecdote and film to communicate interactively and in informal ways in social and academic contexts in the environment surrounding in the environment surrounding in the environment surrounding in the surrounding.

4.2 Expressing meaning of the text orally, fluently, accurately in descriptive, recount, exposition, poem, song, anecdote and film to communicate non interactively and in formal ways in social and academic contexts in the environment surrounding in the environment surrounding in the environment surrounding in the surrounding.

AA. Learning Objectives :


s. Meeting 1 -3 : Expressing meaning in a recount text based dialogue.

t. Meeting 4 -5 : Expressing meaning in exposition text based dialogue.

BB.Learning Materials :

a. Expressing meaning in a recount text based dialogue.

Use the verbs in the list. Write the past form of the verbs. You may use some words more

than one time

go get eat do

make ride take lose

Tom : What did you do this weekend?

Sue: I _______ up late on Saturday. I ______________ my bike in the park in the morning.

And my family and I _____________ lunch in the park

[Type text]

Tom : Did you do any work in the house?

Sue: Yes, I ___________ the sandwiches for our picnic in the park, and I __________ the

dishes after supper. What did you do this weekend?

Tom : I did chores all Saturday morning. First I _____________ my bed and cleaned my

room. I _____________ out the garbage,

b. Expressing meaning in exposition text based dialogue.

CC. Learning Method : Three-Phase Technique ( Pre Listening, Whilst Listening and Post Listening) colaborated by TPR ( Total Phisical Response)

DD. Learning Procedure :

10. Pre ActivitiesTeacher is going to:g. Preparing their students psychically and physically to join the learning process.h. Giving some questions correlated with the prior topics with the coming topics.c. Explaining the learning objectives and basic competence will be achieved. d. Telling the material essentials and explain the plan of activities based on syllabus.


a. Meeting 1-3 : Expressing meaning in a recount text based dialogue

No Activities Note:1 Giving the student some experience in listening Expressing meaning in a

recount text based dialogue through tape recorder, video, teacher’s example or between their classmates who has been known before.

2 Giving the students verbal respond against expression or main idea reflecting from Expressing meaning in a recount text based dialogue related the theme.

3 Finding the implicit and explicit meaning in a recount text based dialogue related to the theme.

4 Practicing the topics through “ What has just happened”It is a such 5 minutes activity/game to practice the expression of Expressing meaning in a recount text based dialogue:Procedure:Write a series of events on the board-not more than about ten( there is a selection to choose from the box). In pairs or groups, students choose the event, think of an event which has caused someone to say it, and write down a brief description of the event, using the present perfect. For example they might choose ‘What?’ and write: Someone hasn’t heard clearly what was just said.Then they choose another and do the same again. After two minutes, invite students to read out their sentences without identifying the event that gave rise to them; the rest of the class guess what the events were.Note : The topics could be larger by giving the situation outside classroom

[Type text]

even your town.

b. Meeting 4-6 : Expressing meaning in exposition text based dialogue

No Activities Note:1 Giving the student some experience in listening Expressing meaning in

exposition text based dialogue through tape recorder, video, teacher’s example or between their classmates who has been known before.

2 Giving the students verbal respond against expression or main idea reflecting from Expressing meaning in exposition text based dialogue related the theme.

3 Finding the implicit and explicit meaning in interpersonal and transactional text of Expressing meaning in exposition text based dialogue related to the theme.

4 Practicing the topics through “ What’s just happened?”It is a such 5 minutes activity/game to practice the expression of Expressing meaning in exposition text based dialogue:Procedure:Write a series of events on the board-not more than about ten (there is a selection to choose from the box). In pairs or groups, students choose the event, think of an event which has caused someone to say it, and write down a brief description of the event, using the present perfect. For example they might choose ‘What?’ and write: Someone hasn’t heard clearly what was just said.Then they choose another and do the same again. After two minutes, invite students to read out their sentences without identifying the event that gave rise to them; the rest of the class guess what the events were.Note : The topics could be larger by giving the situation outside classroom even your town.

12. Post Activities

Teacher is going to:a. Summarizing the topics with their students together.b. Scoring or reflecting towards the activities that have been done consistently and



[Type text]

EE.Source of Learning



Nasional /2008.


c. Conversation Script or Video based on the topics above.

d. Suroundings or some relevant pictures.

FF. Assessment


1

2


in text monolog of Expressing

meaning in a recount

text based dialogue Responding

some information orally in text

monolog of asking for and giving

explanation.

Test

Test

Non Test

Orally

Orally

Verbally

Answer the

questions orally

Answer the

question orally

On process

INSTRUMEN :

Prepare later in line with the process of learning at class





II 5 x 2 = 10

Total 25

16. Max score = 10



x10

ASSESMENT RUBRICS:





No answer

3

2

1

0

II Each right answer 2

[Type text]

Each wrong answer 0




[Type text]

LESSON PLAN(RPP)


Subject : English



KD 5.2 = 6 x ( 2 x 40 Menit)

GG. Competence Standard :

5. Understanding meaning of functional text and short and simple essay in descriptive, recount, exposition, poem, song, anecdote, film to communicate in the social and academic contexts in theenvirontment surrounding.

HH. Basic Competence :

5.1 Understanding the explicit meaning of functional text and short and simple essay in descriptive, recount, exposition, poem, song, and anecdote, film to communicate in the social and academic contexts in theenvirontment surrounding.

5.2 Understanding the implicit meaning of functional text and short and simple essay in descriptive, recount, exposition, poem, song, and anecdote, film to communicate in the social and academic contexts in theenvirontment surrounding.

II. Learning Objectives :


u. Meeting 1 : Understanding meaning in the form of sign.

v. Meeting 2 : Understanding meaning in the form of short message.

w. Meeting 3 : Understanding meaning in the form of invitation.

x. Meeting 4 : Understanding meaning in the form of letter,

y. Meeting 5 : Understanding meaning in the form of announcement.

z. Meeting 6 : Understanding meaning in the form of a boarding pass coupon.

aa. Meeting 7 : Understanding meaning in the form of brochures on medicine.

bb. Meeting 8 : Understanding meaning in the form of brochures.

cc. Meeting 9 : Understanding meaning in the review of descriptive text.

dd. Meeting 10 : Understanding meaning in the review of recount text.

ee. Meeting 11-12 : Understanding meaning in the form of song.

JJ. Learning Materials :

a. Sign.

[Type text]

NO LITTERING KEEP OF THE GRASS

Hi Roberto

I’m having a birthday party at Rose’s CafeOn Saturday, Sept 6At 7 pm

You are cordially invited.

Tom

Dear Tom,

Thank you for your invitation to your birthday party at Rose’s Café.

I would love to come. Love,Roberto

b. Short message.

c. Invitation.

d. Letter.

Hi Luis,

I’m in Montreal for a conference. It’s a beautiful city. Lots of people speak

French here, so I’m glad I took French in college. Great food! And the

shops are good. Clothes are quite cheap. I bought a nice winter coat

yesterday. I want to go to Quebec City for the weekend. It’s not far from

here.

Take care,

Sue

[Type text]

Hi Mel,

You’re right. The test will be held on June 8. Here are some information you need. Students are asked to have their own stationaries. Lateness is not tolerated. Cheating is prohibited. The ID- card must be presented. The fist day is biology. Tell you what, ….your bike was stolen last night. Sorry.Well, I’ve got to go now. We all miss you. See you soon. Take care.

Don

e. Announcement.

f. Boarding pass coupon.

g. Brochures on medicine.

[Type text]

h. Review of descriptive text.

i. Review of recount text.

[Type text]

j. Song.

KK. Learning Method : Three-Phase Technique ( Pre Reading, Whilst Reading and Post Reading) colaborated by TPR ( Total Phisical Response)

LL.Learning Procedure :

[Type text]

13. Pre ActivitiesTeacher is going to:i. Preparing their students psychically and physically to join the learning process.j. Giving some questions correlated with the prior topics with the coming topics.c. Explaining the learning objectives and basic competence will be achieved. d. Telling the material essentials and explain the plan of activities based on syllabus.

14. Whilst Activities ( Consisting Exploration, Elaboration, and confirmation each meeting)a. Meeting 1-8 : Understanding meaning in the form of sign, short message, invitation, letter,

announcement, a boarding pass coupon, brochure.

No Activities Note:1 Giving the student some experience in reading sign, short message,

invitation, letter, announcement, a boarding pass coupon, brochure through tape recorder, video, teacher’s example or between their classmates who has been known before.

2 Giving the students verbal respond against expression or main idea reflecting from sign, short message, invitation, letter, announcement, a boarding pass coupon, brochure related the theme.

3 Finding the implicit and explicit meaning in interpersonal and transactional text of sign, short message, invitation, letter, announcement, a boarding pass coupon, and brochure related to the theme.

4 Practicing the topics through “Search through the sign”It is such 5 minutes activity/game to practice sign, short message, invitation, letter, announcement, a boarding pass coupon, brochure through quick reading; scanning.

Procedure:Tell the students this is an exercise in quick scanning, a useful study skill. Open your any functional text at random, read out to the students a name, caption or sentence that is prominent on the open page or ask some common questions related functional text: can they find the place and tell you the page number? You may need to limit the scope. Give a little time after you have seen that the quickest students have found it in order to give the others a chance – then ask for the answer. Repeat it for three or four times.

Note: Don’t ask for immediate answer, but get students to write down the page numbers each time-then check result after several turns.

b. Meeting 9-10 : Understanding meaning in the recount and descriptive text.

[Type text]

No Activities Note:1 Giving the student some experience in reading recount and descriptive text

through tape recorder, video, teacher’s example or between their classmates who has been known before.

2 Giving the students verbal respond against expression or main idea reflecting from recount and descriptive text related the theme.

3 Finding the implicit and explicit meaning in interpersonal and transactional text of recount and descriptive text related to the theme.

4 Practicing the topics through “Mistake in Reading”It is a such 5 minutes activity/game to practice recount and descriptive text:

Procedure:Select a text type in the students’coursebook. Say that you are going to read the text aloud and they should follow in their own book. Add that you feel tired or haven’t got your glasses and might make a mistake; they must tell you if you do. Read to the class, but substitute, add or omit words. The students should tell you immediately. Thank them, correct yourself and carry on making more mistakes.

c. Meeting 11 and 12 : Understanding the meaning in the form of song.

No Activities Note:1 Giving the student some experience in reading song through tape recorder,

video, teacher’s example or between their classmates who has been known before.

2 Giving the students verbal responds against expression or main idea reflecting from song related the theme.

3 Finding the implicit and explicit meaning in interpersonal and transactional text of song related to the theme.

4 Practicing the topics through “ Song Lover ”It is a such 5 minutes activity/game to practice song.

Preparation: you will need a tape recorder and a cassette of music you like and you think your students will like.

Procedure:Play the music firstly to make student be anxious and color the situation. Ask the students to read what color it and invite students to read their sentence to each other. Ask one or two students to read their answer s to the class as whole.

[Type text]

Variation: let the students all prepare as many as possible question related the song and give to the chosen student in front of class.

Note : Be more cheerful you can use more variable genre of song like Dang Dut but it must be written in English.

15. Post Activities

Teacher is going to:a. Summarizing the topics together with the students.b. Scoring or reflecting towards the activities that have been done consistently and


the students task or duty individually or in group based on the students’ result of learning.e. Informing the upcoming learning objectives.

MM. Source of Learning



Nasional /2008.


c. Interactive English Junior High school 2. Emalia Iragiliati S, Iswahyuni, Farida Ulfa,

Maria Anunsiata M.I., Fitri Hariana O. Yudhistira/2009.



NN. Assessment


1

2

3

Understanding some information

implicitly or explicitly in functional

texts given above.


written in recount text.


written in song.

Test

Test

Non Test

Written

Written

Verbally

Answer the

questions

Answer the

question

On process

INSTRUMEN :

[Type text]

Listen to the following song and put the words in the correct place.

Yesterday

(The Beatles)

Yesterday, all my troubles …..(1)….. so far

awayNow, it …..(2)….. as though they’re here to Stay Oh I believe in yesterday

Suddenly, I’m not half the man I …..(3)….. to beThere’s a shadow hanging over meOh yesterday, …..(4)….. suddenly

Why she …..(5)….. to go I don’t knowShe wouldn’t say

I …..(6)….., something wrong, now I …..(7)….. for yesterdayYesterday, love …..(8)….. such an easy game to playNow I …..(9)….. a place to hide awayOh, I …..(10)….. in yesterdayMm Mm Mm Yesterday


1. Each Number has 3 points for right answer ( based on the numbers of the test item)


II 5 x 2 = 10

Total 25

19. Max score = 10



x10

ASSESMENT RUBRICS:




3

2

[Type text]

believe seemed was came said long used had looks need


No answer

1

0


Each wrong answer

2

0




[Type text]

LESSON PLAN(RPP)


Subject : English



KD 6.2 = 3 x ( 2 x 40 Menit)

OO. Competence Standard :

6. Expressing the meaning of written functional text and short and simple essay in descriptive, recount, exposition, poem, song, and anecdote, film to communicate in the social and academic contexts.

PP. Basic Competence :

6.1 Expressing information in the written functional text and short and simple essay in descriptive, recount, exposition, poem, song, and anecdote, film to communicate in the social and academic contexts.

6.2 Understanding the meaning of short and simple essay in descriptive, recount, exposition, poem, song, and anecdote, film to communicate accurately, systematically and acceptable and in the social and academic contexts.

QQ. Learning Objectives :


ff. Meeting 1 : Completing puzzle, and arraging paragraph.

gg. Meeting 2 : Writing a descriptive text.

hh. Meeting 3 : Writing a recount text.

ii. Meeting 4 : Expressing meaning in present perfect tense.

jj. Meeting 5 : Expressing meaning in coordinative and temporal conjuction.

kk. Meeting 6 : Writing an invitation letter.

ll. Meeting 7 : Writing an SMS.

mm. Meeting 8 : Arranging paragraph in recount and narative.

nn. Meeting 9 - 12 : Writing an exposition text.

RR. Learning Materials :

a. Completing puzzle, and arraging paragraph.

b. Writing a descriptive text.Dea

Dea is a very good and helpful student.

She is in Year Seven at Mondial Lower Secondary School. Her teacher is very proud of her because she is very good at Mathematics,

[Type text]

English and Science. Her friends often ask for her helps to solve math problems. All her friends and teachers like her.

Now she is thirteen years old. She is tall. Her hair is long. She is not fat. She is diligent and kind. She is also very helpful to her friends.

She likes reading stories, cycling and playing badminton.

c. Writing a recount text.

Orientation

Event 1

Event 2

Event 3

Event 4

Event 5

Re-orientation

[Type text]

Dear Grandpa and grandmaYesterday at my school we had an International day. We had performances, food stalls, displays, raffle ticket draw, and some of us were dressed in costumes.

We started our day off with performances but the one I liked best was the one from fourth grade. We played games. The performance I was in was Labamba.

Straight after our performances we had our lunch. There were food stalls. They came from Australia, Asia, Arab, and Greece

Everyone had a job. These people were from sixth grade. I did my job after I had lunch. My job was to sell International Day Books.

We had displays in the hall. These displays were good but I didn’t get to see them. The displays came from a lot of countries.

There was also a Trash and Treasure stall where they sold toys. The school got these things by asking the children to bring them in.

Although I didn’t win anything, International Day was still fun

d. Expressing meaning in present perfect tense.

e. Expressing meaning in coordinative and temporal conjuction.

f. Writing an invitation letter.

You’re Invited

Occasion : Kim’s BirthdayDate : March 13Time : 6:30 p.m.

[Type text]

Thank you very much for the bag. It’s very cute. I like the model. And I love the colours, too.

Place : 44 Devoe Road

Directions: Take the no.5 bus to the corner of Devoe and King Street. We’re the second house on the right. Please arrive on time. This is a surprise party.Regrets only: Marie Salinger 238-1722 or e-mail : [email protected]

g. Writing an Short Message

h. Arranging paragraph in recount and narative.

i. Writing an exposition text.

[Type text]

mailto:[email protected]

SS. Learning Method : Three-Phase Technique ( Pre Writing, Whilst Writing and Post Writing) colaborated by TPR ( Total Phisical Response)

TT.Learning Procedure :

16. Pre ActivitiesTeacher is going to:k. Preparing their students psychically and physically to join the learning process.l. Giving some questions correlated with the prior topics with the coming topics.c. Explaining the learning objectives and basic competence will be achieved. d. Telling the material essentials and explain the plan of activities based on syllabus.


a. Meeting 1-2 : Completing puzzle, arranging paragraph and writing descriptive text.

No Activities Note:1 Giving the student some experience in writing Completing puzzle, arranging

paragraph and writing descriptive text. Through tape recorder, video, teacher’s example or between their classmates who has been known before.

2 Giving the students verbal respond against expression or main idea reflecting from Completing, puzzle, arranging paragraph and writing descriptive text related the theme.

3 Finding the implicit and explicit meaning in interpersonal and transactional text of Completing puzzle, arranging paragraph and writing descriptive text related to the theme.

4 Practicing the topics through “Making groups”It is a such 5 minutes activity/game to practice Completing puzzle, arranging paragraph and writing descriptive text

Procedure:Decide what puzzle or descriptive topic you wish to reviews. Ask them to call out all the words they know related to that area, two students ‘secretary’ should write the words on the board as the class call him out. Ask the student to think of as many different ways of grouping the words as possible. If you have colored chalks, ask the secretaries the various words they feel belong to one kind of grouping

Note : The topics could be larger by giving the situation outside classroom even your town.

b. Meeting 3 - 4 : Completing and arranging paragraph and writing recount text and Present Perfect Tense

No Activities Note:1 Giving the student some experience in writing Completing and arranging

paragraph and writing recount text and Present Perfect Tense through

[Type text]

tape recorder, video, teacher’s example or between their classmates who has been known before.

2 Giving the students verbal responds against expression or main idea reflecting from Completing and arranging paragraph and writing recount text and Present Perfect Tense related the theme.

3 Finding the implicit and explicit meaning in interpersonal and transactional text of Completing and arranging paragraph and writing recount text and Present Perfect Tense related to the theme.

4 Practicing the topics through “ What has just happened”It is a such 5 minutes activity/game to practice the expression of Expressing meaning in a recount text based dialogue:Procedure:Write a series of events on the board-not more than about ten (there is a selection to choose from the box). In pairs or groups, students choose the event, think of an event which has caused someone to say it, and write down a brief description of the event, using the present perfect. For example they might choose ‘What?’ and write: Someone hasn’t heard clearly what was just said.Then they choose another and do the same again. After two minutes, invite students to read out their sentences without identifying the event that gave rise to them; the rest of the class guess what the events were.Note: The topics could be larger by giving the situation outside classroom even your town.

c. Meeting 5 and 6 : Coordinative conjunction and temporal conjunction

No Activities Note:1 Giving the student some experience in writing Coordinative conjunction and

temporal conjunction through tape recorder, video, teacher’s example or between their classmates who has been known before.

2 Giving the students verbal responds against expression or main idea reflecting from Coordinative conjunction and temporal conjunction related the theme.

3 Finding the implicit and explicit meaning in interpersonal and transactional text of Coordinative conjunction and temporal conjunction related to the theme.

4 Practicing the topics through “if I have a million dollars”It is a such 5 minutes activity/game to practice Coordinative conjunction and temporal conjunction:

Procedure:Tell the students to imagine a million dollars ( or an equally large sum in the local country) is to be won by the person who can think and write the sentences using conjunction as many as possible related to

[Type text]

The money.Note : Be more cheerful you can use the students in the class to be the picture or something else funny..

d. Meeting 7 and 8 : Writing an invitation cards, an SMS and descriptive text.

No Activities Note:1 Giving the student some experience in Writing an invitation cards, an SMS

and descriptive text through tape recorder, video, teacher’s example or between their classmates who has been known before.

2 Giving the students verbal responds against expression or main idea reflecting from Writing an invitation cards, an SMS and descriptive text related the theme.

3 Finding the implicit and explicit meaning in interpersonal and transactional text of Writing an invitation cards, an SMS and descriptive text related to the theme.

4 Practicing the topics through “Picture Dictation”It is a such 5 minutes activity/game to practice Writing an invitation cards, an SMS and descriptive text inside.

Procedure:Tell some description of a scene or person or others through their difference giving the student time to draw what you say. Let them compare pictures with each other. Find in the best picture among their block of chair and stick it on the white board. Let the class choose which picture is the best similar to your dictation given.e.g . Anton is smaller than Rio. His hair is longer than Rio. Etc. Now please draw the picture of Anton and Rio on white board.


e. Meeting 9 : Arranging paragraph and exposition text

No Activities Note:1 Giving the student some experience in writing of arranging paragraph and

exposition text through tape recorder, video, teacher’s example or between their classmates who has been known before.

2 Giving the students verbal responds against expression or main idea reflecting from of arranging paragraph and exposition text related the theme.

3 Finding the implicit and explicit meaning in interpersonal and transactional text of arranging paragraph and exposition text related to the theme.

[Type text]

4 Practicing the topics through “Changing Sentences”It is a such 5 minutes activity/game to practice arranging paragraph and exposition text.

Procedure:Choose a simple sentence pattern, which can be based on grammatical structure you have recently learnt. For example, I have already done my task, take a sentence like: She has written to her sisterThen students invent variations, either by changing one element at a time: She has written to her sister


18. Post Activities




UU. Source of Learning



Nasional /2008.




VV. Assessment


1

2

Expressing some written information

in puzzle, arranging and writing

descriptive text.


Test

Test

Written

Written

Answer the

questions

Answer the

[Type text]

3

4

5

in completing and arranging

paragraph and writing recout and

Present Perfect Tense

Expressing some information

verbally in coordinative

conjunction and temporal

conjunction

Writing some information verbally in

an invitation letter and Short

Message.

Expressing some information

verbally in exposition text.

Non Test

Non Test

Non Test

Written

Written

Written

question

On process

On process

On process

INSTRUMEN :

Irregular verbs:Make a short dialogue telling what you did last weekend.

For example:A: What did you do last weekend?B: I got up late.

Exercise 3

In the following exercise, you will learn Andi’s first experience travelling by plane

[Type text]

Change the verbs in brackets into the correct form.

Andi (be) on a plane. It (be) the first time for him. A stewardess always (help) him. And she also (give) him

food, drink, snack and candies. He (think), “How kind she is!” Then he (hear) an announcement, “Good

morning ladies and gentlemen. This flight will be flown by Captain Ferda. It will fly at an altitude of 28.000

feet. Well, ladies and gentlemen have a pleasant flight.” Andi (be) so excited that he (Shut) his eyes to (look)

outside at the clouds. “Wow, I am fying now’. He (think), “What an exciting experience”.

Exercise 4

Complete a text.

Complete the following text with the correct forms of the verbs.

Shirley’s Day Off

Shirley enjoyed her day off yesterday. She …..(1)….. up late, …..(2)….. jogging in the park, …..(3)….. a

long shower, and …..(4)….. a big breakfast. In the afternoon, she …..(5)….. a movie with her sister. Then,

she …..(6)….. groceries at the supermarket, and she …..(7)….. a big dinner for her parents. After dinner,

Shirley and her parents …..(8)….. in the living room and talked. Shirley had a very nice day off yesterday.

After completing the recount text above, please answer the following questions.

1. In the beginning of the text, what kinds of information do you get?a. Who enjoyed the day off?b. When did Shirley have her day off?c. Where did she spend her day off?

2. What did Shirley do in the morning?3. What did Shirley do in the afternoon?4. What did Shirley do in the evening?5. What kind of day off did Shirley have yesterday?

The teacher will tell you another story.Listen to the story carefully.

[Type text]

buy eat get go make see sit take

After that, retell the story by filling in the blanks with suitable verbs in the following passage.

I am used to travelling by air and only on one occasion have I ever felt frightened. After taking off, we

………. low over the city. It slowly ………. high to the sky. But, suddenly it ………. round and ………. back

to the airport. An air-hostess ………. us to keep calm and to get off the plane quietly as soon as it ……….

down. Everybody on board ………. worried and we ………. curious to find out what ……….. Later we

………. That there ……… a very important person on board. Earlier, somebody ………. the police that there

………. a bomb on the plane. After we ………., the police ………. the plane carefully. Fortunately they

………. not ………. a bomb and five hours later we ………. able to take off again.




II 5 x 2 = 10

Total 25

22. Max score = 10



x10

ASSESMENT RUBRICS:





No answer

3

2

1

0


Each wrong answer

2

0

[Type text]




[Type text]

LESSON PLAN(RPP)


Subject : English


Time allocation : KD 7.1 : 6 x ( 2 x 40 Menit) KD 7.2 : 3 x ( 2 x 40 Menit)

WW. Competence Standard :

2. Understanding meaning of simple conversation for interpersonal and transactional, both interactively and non interactively, formal and informal situation, of communication in the social and academic contexts.

XX. Basic Competence :

2.1 Understanding the explicit meaning in interpersonal and transactional in simple and oral conversation consisting: asking for, giving and denying information, starting, extending and closing conversation, asking for, giving and denying permission, making phone call, offering, accepting and refusing something, asking for and giving agreement in line with questioning and answering about culture.

2.2 Understanding the implicit meaning in interpersonal and transactional in simple and oral conversation consisting: asking for, giving and denying information, starting, extending and closing conversation, asking for, giving and denying permission, making phone call, offering, accepting and refusing something, asking for and giving agreement in line with questioning and answering about culture

YY. Learning Objectives :


oo. Meeting 1 : Responding an expression of asking for and denying information.

pp. Meeting 2 : Responding starting, extending and closing conservation.

qq. Meeting 3 : Responding an expression of asking for, giving and denying permission.

rr. Meeting 4 : Responding monolog text or conversation consisting future tense..

ss. Meeting 5 : Responding monolog text and conversation consisiting linking verb.

tt. Meeting 6 : Responding dialog or monolog about making phone call.

I. Meeting 7 : Responding an expresson of offering, accepting and refusing something

uu. Meeting 8 : Responding an expression of asking for ang giving agreement

vv. Meeting 9 :Responding meaning in the anecdote

ZZ.Learning Materials :

a. Asking for and denying information.

[Type text]

b. Starting, extending and closing conservation.

c. Asking for, giving and denying permission.

[Type text]

d. Simple Future Tense.

[Type text]

e. Linking verb.

f. Making phone call.

[Type text]

g. Offering, accepting and refusing something.

h. Asking for and giving agreement.

[Type text]

i. Anecdote Text

AAA. Learning Method : Three-Phase Technique ( Pre Listening, Whilst Listening and Post Listening) colaborated by TPR ( Total Phisical Response)

BBB. Learning Procedure :

19. Pre ActivitiesTeacher is going to:m. Preparing their students psychically and physically to join the learning process.n. Giving some questions correlated with the prior topics with the coming topics.c. Explaining the learning objectives and basic competence will be achieved. d. Telling the material essentials and explain the plan of activities based on syllabus.


[Type text]

a. Meeting 1-3 : Asking for and denying information, Starting, extending and closing information and asking for, giving and denying permission.

NoActivities

Note:

1 Giving the student some experience in listening expression of Asking for and denying information, Starting, extending and closing information and asking for, giving and denying permission through tape recorder, video, teacher’s example or between their classmates who has been known before.

2 Giving the students verbal respond against expression or main idea reflecting from expression of expression of Asking for and denying information, Starting, extending and closing information and asking for, giving and denying permission related the theme.

3 Finding the implicit and explicit meaning in interpersonal and transactional text of expression of Asking for and denying information, Starting, extending and closing information and asking for, giving and denying permission related to the theme.

4 Practicing the topics through “Seeing pictures in your mind”It is a such 5 minutes activity/game to practice the expression of expression of Asking for and denying information, Starting, extending and closing information and asking for, giving and denying permission:Procedure:Ask the students to close their eyes and sit in as relaxed a way as possible. Say that you are going to tell him the situation of your class for them to see in their minds. Tell the situation, slowly, for example:e.g - How many students are there in the class having black bags? - There was no broom at this corner this morning.Note : The topics could be larger by giving the situation outside classroom even your town.

b. Meeting 4 - 5 : Simple Future Tense and Linking Verb.

No Activities Note:1 Giving the student some experience in listening Simple Future Tense and

Linking Verb through tape recorder, video, teacher’s example or between their classmates who has been known before.

2 Giving the students verbal respond against expression or main idea reflecting from Simple Future Tense and Linking Verb related the theme.

3 Finding the implicit and explicit meaning in interpersonal and transactional text of Simple Future Tense and Linking Verb related to the theme.

4 Practicing the topics through “Meeting a Profesor”It is a such 5 minutes activity/game to practice Simple Future Tense and Linking VerbProcedure:Ask the students to come forward in front of the class. Let him/her to choose

[Type text]

his/her goal in the future or a certain profession they like a lot. Let other students to be their patients, students, customers or members. Find among them who is the real professor in their job. We focus on the students who are listening the conversation by asking them who the expert is. Off course the real expert is someone who could give their student much explanation about the problem asked.

Note : Make the situation almost real .

c. Meeting 6 - 8: Making Phone call and offering, accepting and refusing something, and asking for and giving agreement.

No Activities Note:1 Giving the student some experience in listening conversation of Making

Phone call and offering, accepting and refusing something, and asking for and giving agreement.through tape recorder, video, teacher’s example or between their classmates who has been known before.

2 Giving the students verbal responds against expression or main idea reflecting from conversation of Making Phone call and offering, accepting and refusing something, and asking for and giving agreement.related the theme.

3 Finding the implicit and explicit meaning in interpersonal and transactional text of conversation of conversation of Making Phone call and offering, accepting and refusing something, and asking for and giving agreement related to the theme.

4 Practicing the topics through “Picture Dictation”It is a such 5 minutes activity/game to practice conversation of Making Phone call and offering, accepting and refusing something, and asking for and giving agreement.Procedure:Tell a scene or person or others, giving the student time to draw what you say. Let them compare pictures with each other. Find in the best picture among their block of chair and stick it on the white board. Let the class choose which picture is the best similar to your dictation given.


a. Meeting 9 : Anecdote Text

No Activities Note:1 Giving the student some experience in listening Anecdote Text through tape

recorder, video, teacher’s example or between their classmates who has been

[Type text]

known before.2 Giving the students verbal responds against expression or main idea reflecting

from Anecdote Text related the theme.3 Finding the implicit and explicit meaning in interpersonal and transactional

text of conversation of Anecdote Text

4 Practicing the topics through “Picture Dictation”It is a such 5 minutes activity/game to practice Anecdote Text Procedure:Tell some description of a scene or person or others through their difference giving the student time to draw what you say. Let them compare pictures with each other. Find in the best picture among their block of chair and stick it on the white board. Let the class choose which picture is the best similar to your dictation given.e.g . Anton is smaller than Rio. His hair is longer than Rio. Etc. Now please draw the picture of Anton and Rio on white board.


21. Post Activities




CCC.Source of Learning



Nasional /2008.




DDD.Assessment


1 Responding some information orally


Test Orally Answer the

questions orally

[Type text]

2

3

4

5

denying the fact.



giving explanation.


verbally in text monolog of noun

phrase







Test

Non Test

Non Test

Non Test

Orally

Verbally

Verbally

Orally

Answer the

question orally

On process

On process

On process

INSTRUMEN :

Prepare later in line with the teaching process





II 5 x 2 = 10

Total 25

26. Max score = 10



x10

ASSESMENT RUBRICS:





No answer

3

2

1

0


Each wrong answer

2

0

[Type text]




LESSON PLAN

[Type text]

(RPP)


Subject : English


Time allocation : KD 8.1 : 6 x ( 2 x 40 Menit) KD 8.2 : 3 x ( 2 x 40 Menit)

EEE. Competence Standard :

8. Understanding meaning in the functional text orally and short and simple monolog text in descriptive, recount, exposition, poem, song, anecdote and film to communicate in social and academic contexts.

FFF. Basic Competence :

8.1 Understanding the explicit meaning in the functional text orally and short and simple monolog text in descriptive, recount, exposition, poem, song, anecdote and film to communicate in social and academic contexts.

8.2 Understanding the implicit meaning in the functional text orally and short and simple monolog text in descriptive, recount, exposition, poem, song, anecdote and film to communicate in social and academic contexts.

GGG. Learning Objectives :


ww. Meeting 1-4 : Responding narrative text based dialogue to practice the previous

expression.

xx. Meeting 5-6 : Responding meaning in the past form of be.

yy. Meeting 7-9 : Responding exposition text based dialogue through a phone.

HHH. Learning Materials :

a. Narrative text based dialogue to practice the previous expression.

[Type text]

b. Responding meaning in the past form of be.

c. Exposition text.

[Type text]

[Type text]

III. Learning Method : Three-Phase Technique ( Pre Listening, Whilst Listening and Post Listening) colaborated by TPR ( Total Phisical Response)

JJJ. Learning Procedure :

22. Pre Activities

Teacher is going to:o. Preparing their students psychically and physically to join the learning process.p. Giving some questions correlated with the prior topics with the coming topics.c. Explaining the learning objectives and basic competence will be achieved. d. Telling the material essentials and explain the plan of activities based on syllabus.


a. Meeting 1 - 4: Narrative text based dialogue to practice the previous expression

No Activities Note:1 Giving the student some experience in listening Narrative text based

dialogue through tape recorder, video, teacher’s example or between their classmates who has been known before.

2 Giving the students verbal respond against expression or main idea reflecting from Narrative text based dialogue related the theme.

3 Finding the implicit and explicit meaning in interpersonal and transactional text of Narrative text based dialogue related to the theme.

4 Practicing the topics through “Seeing pictures in your mind”It is a such 5 minutes activity/game to practice expression of Narrative text based dialogue

Procedure:Ask the students to close their eyes and sit in as relaxed a way as possible. Say that you are going to tell him the situation of your class for them to see in their minds. Tell the situation, slowly, for example:

[Type text]

e.g - How many students are there in the class having black bags? - There was no broom at this corner this morning.


b. Meeting 5 - 6 : Responding meaning in the past form of be

No Activities Note:1 Giving the student some experience in listening past form of be through tape

recorder, video, teacher’s example or between their classmates who has been known before.

2 Giving the students verbal respond against expression or main idea reflecting from past form of be related the theme.

3 Finding the implicit and explicit meaning in interpersonal and transactional text of past form of be related to the theme.

4 Practicing the topics through “ Chain Story”It is such 5 minutes activity/game to practice past form of be

Procedure:Begin telling a story. This can be the first few lines of a story from your course book, or improvised, or you can invite a student to start. Then, going round the class, each student has to add another brief”instalment” to the story.

Variation: Before you start, ask each student to choose a word. It can be an item of vocabulary recently learnt a verb in the past tense, or freely chosen. Then each’ installment’ has to include the word the student has chosen. Make the story insert with some funny word, it will be fun.

c. Meeting 7-9 : Exposition text based dialogue through a phone.

No Activities Note:1 Giving the student some experience in listening Exposition text based

dialogue through tape recorder, video, teacher’s example or between their classmates who have known before.

2 Giving the students verbal responds against expression or main idea reflecting from Exposition text based dialogue related the theme.

3 Finding the implicit and explicit meaning in interpersonal and transactional text of Exposition text based dialogue related to the theme.

4 Practicing the topics through “Who, Where and What?”

[Type text]

It is a such 5 minutes activity/game to practice Exposition text based dialogue.

Procedure:Describe an object in the classroom, and at the end of the description ask, what is it? Follow this with a description of person who is known to the students. They must try to identify what or who you have described.

You : it’s got two doors, it’s green and I keep books in it.Students: The cupboard.You : She’s wearing a mauve jersey and she’s sitting in the middle of the

room.Student : Wendy


24. Post Activities

Teacher is going to:a. Summarizing the topics with the students together.b. Scoring or reflecting towards the activities that have been done consistently and



KKK. Source of Learning



Nasional /2008.




LLL. Assessment

[Type text]


1

2

3

Responding narrative text based

dialogue to practice the previous

expression..

Responding meaning in the past

form of be

Responding exposition text based

dialogue through a phone.

Test

Test

Non Test

Orally

Orally

Verbally

Answer the

questions orally

Answer the

question orally

On process

INSTRUMEN :

Prepare later in line with the process teaching and learning at class





II 5 x 2 = 10

Total 25

30. Max score = 10



x10

ASSESMENT RUBRICS:





No answer

3

2

1

0


Each wrong answer

2

0

[Type text]




LESSON PLAN

[Type text]

(RPP)


Subject : English


Time allocation : KD 9.1 = 6 x ( 2 x 40 Menit) KD 9.2 = 3 x ( 2 x 40 Menit)

MMM. Competence Standard : Speaking

9. Expressing meaning in a simple interpersonal and transactional text interactively and non interactively in formal and informal situation to communicate with the social and academic contexts.

NNN.Basic Competence :

2.3 Expressing oral and simple words naturally, accurately and acceptably in interpersonal and transactional conversation interactively and non interactively in informal situation to communicate in social and academic contexts consisting: asking for, giving and denying information, starting, extending and closing conversation, asking for, giving and denying permission, making phone call, offering, accepting and refusing something, asking for and giving agreement in line with questioning and answering about culture.

2.4 Expressing oral and simple words naturally, accurately and acceptably in interpersonal and transactional conversation interactively and non interactively in formal situation to communicate in social and academic contexts consisting: asking for, giving and denying information, starting, extending and closing conversation, asking for, giving and denying permission, making phone call, offering, accepting and refusing something, asking for and giving agreement in line with questioning and answering about culture.

OOO. Learning Objectives :

Students are expected to be able to express:

zz. Meeting 1 : Asking for, giving and refusing opinions.

aaa.Meeting 2 : Admiring something.

bbb. Meeting 3 : a statement and give attention to speaker.

ccc.Meeting 4 - 5: preference

ddd. Meeting 6 : sympathy.

eee.Meeting 7 : asking for, giving and refusing helps.

fff. Meeting 8 : Asking for,giving and refusing things.

ggg. Meeting 9 : ”because” or ”because of”

PPP. Learning Materials :

a. Asking for, giving and refusing opinions.

[Type text]

b. Admiring something

How to admire someone or something, we can express them into two ways:1. What –(an/a) – Adjective – Noun!2. How – Adjective – Noun !

E.g : What a beatiful night here! Or How beatiful night!

.

c. Respond a statement and give attention to speaker.

d. Preference

e.

f. sympathy.

There are some many ways to express sympathy formal and informally.

[Type text]

1. That’s awful/ a shame/a pity/a terrible/ too bad2. What a shame/ what a pity3. How terrible/ awfulo/dreadful4. I’m so sorry to hear that5. Poor you are/ I express my deep condolence.

g. Asking for, giving and refusing helps.

h. Asking for,giving and refusing things.

[Type text]

i. ”because” or ”because of”

QQQ. Learning Method : Three-Phase Technique ( Pre Speaking, Whilst Speaking and Post Speaking) colaborated by PPP ( Presentation, Practise and Production)

RRR.Learning Procedure :

25. Pre ActivitiesTeacher is going to:q. Preparing their students psychically and physically to join the learning process.r. Giving some questions correlated with the prior topics with the coming topics.c. Explaining the learning objectives and basic competence will be achieved. d. Telling the material essentials and explain the plan of activities based on syllabus.


a. Meeting 1 - 3 : Asking for, giving and refusing opinions, showing admiration and a statement and give attention to speaker.

No Activities Note:1 Giving the student some experience in speaking Asking for, giving and

refusing opinions, showing admiration and a statement and give attention to speaker through tape recorder, video, teacher’s example or between their classmates who has been known before.

2 Giving the students verbal respond against expression or main idea reflecting from Asking for, giving and refusing opinions, showing admiration and a statement and give attention to speaker through related the theme.

3 Finding the implicit and explicit meaning in interpersonal and transactional text of Asking for, giving and refusing opinions, showing admiration and a statement and give attention to speaker through related to the theme.

[Type text]

4 Practicing the topics through “Being An Ant”It is a such 5 minutes activity/game to practice Asking for, giving and refusing opinions, showing admiration and a statement and give attention to speaker:

Procedure:Ask the students to list what they have already done successfully three or four things they like others know. Let them respond based the news given about people they have just met. Working in pairs, each student then chooses one of the areas in the other students list and asks them question about it.

Variation : Working in group of 5 students, the students can pool the things they have done. Get in line and two groups face each other and go forward by asking and giving congratulation and complim ent each other. They then take it in turns to choose an area of interest and to ask the others question about it. First player in group 1 tell the success of player 2 to the player in different group and so on until the last players.

b. Meeting 4 - 6 : Preference and sympathy.

No Activities Note:1 Giving the student some experience in speaking of Preference and sympathy


2 Giving the students verbal respond against expression or main idea reflecting from Preference and sympathy related the theme.

3 Finding the implicit and explicit meaning in interpersonal and transactional text of Preference and sympathy related to the theme.

4 Practicing the topics through “ Let’s go party”It is a such 5 minutes activity/game to practice of Preference and sympathy

Procedure:The student must prepare two different color cards. ( white for accepting and the other one for refusing) by then they have 2 minute to walk around the classroom and find at least 10 persons in the class who have time to go to your party. they get one point for every person they find in the time. Then they have to find someone who was born on the same day of the month. Give further similar tasks for as much time as you have the end, see how many points each students has.

Note: Make it as competition by choosing two students on the floor. The fast

[Type text]

student who gets 10 guests to come to the party is the winner. The situation almost real.

c. Meeting 7 - 8 : Asking for, giving and reusing help and things.

No Activities Note:1 Giving the student some experience in speaking of Asking for, giving and

reusing help and things through tape recorder, video, teacher’s example or between their classmates who has been known before.

2 Giving the students verbal responds against expression or main idea reflecting from Asking for, giving and reusing help and things related the theme.

3 Finding the implicit and explicit meaning in interpersonal and transactional text of Asking for, giving and reusing help and things related to the theme.

4 Practicing the topics through “Favourites”It is a such 5 minutes activity/game to practice Asking for, giving and reusing help and things.

Procedure:Write on the board about five or six names of items or topics in the same field: television programmes, for instance, or foods, colours,song,singers, politici,school subjects,etc. identity each by colour card to identify the frequency of the student toward the topic asked.Then choose two students in the same seat to go in front class. Ask them to make distance about 10 meter. Let the first student guess the second person how many times do the topic given by looking the card that show different colour.Note : Be more cheerful you can use the students in the class to the funny topics.

a. Meeting 9 : Because and because of

No Activities Note:1 Giving the student some experience in speaking “Because” and “because of”


2 Giving the students verbal responds against expression or main idea reflecting from “Because” and “because of” related the theme.

3 Finding the implicit and explicit meaning in interpersonal and transactional text of “Because” and “because of” related to the theme.

4 Practicing the topics through “ Yes man ”It is a such 5 minutes activity/game to practice “Because” and “because of”

[Type text]

Procedure:One volunteer student stands in front of the class. The rest fire questions at him or her, with the aim of eliciting the answer ‘yes’ or ‘no’. the volunteer has to try to answer the question truthfully without these words. This will mostly be through the use of ‘tag’ answers such as ‘I did’ or ‘She does not’. If the volunteer does say another word, he or she is ‘out’ and another is chosen. Give a time limit of one minute; if within that time the volunteer has not said ‘no’, and he/she can do all instruction,he or she has won.Note : Be more cheerful you can use the students in the class to be your assistant, gardener or bodyguard..

3. Post ActivitiesTeacher is going to:a. Summarizing the topics with their students together.b. Scoring or reflecting towards the activities that have been done consistently and



SSS.Source of Learning



Nasional /2008.




TTT. Assessment


1

2

3


in text monolog of Asking for,

giving and refusing opinions


in text monolog of Admiring

something.


verbally in text monolog of a

Test

Test

Non Test

Orally

Orally

Verbally

Answer the

questions orally

Answer the

question orally

On process

[Type text]

4

5

6

statement and give attention to

speaker



preference and sympathy


verbally in text monologue of asking

for, giving and refusing helps and

things


verbally in the monologue of

‘Because’ and ‘because of’

Non Test

Non Test

Non Test

Verbally

Orally

Orally

On process

On process

On process

INSTRUMEN :

Create later based on the process of learning in the class room.





II 5 x 2 = 10

Total 25

34. Max score = 10



x10

ASSESMENT RUBRICS:





No answer

3

2

1

0


Each wrong answer

2

0

[Type text]




[Type text]

LESSON PLAN(RPP)


Subject : English



KD 10.2 = 6 x ( 2 x 40 Menit)

UUU.Competence Standard :

10. Expressing meaning in the oral and simple text interactively and non interactively in formal and informal situation in descriptive, recount, exposition, poem, song, anecdote, film to communicate in the social and academic context.

VVV.Basic Competence :

10.1 Expressing meaning of the text orally, fluently, accurately in descriptive, recount, exposition, poem, song, anecdote and film to communicate interactively and in informal ways in social and academic contexts.

10.2 Expressing meaning of the text orally, fluently, accurately in descriptive, recount, exposition, poem, song, anecdote and film to communicate non interactively and in formal ways in social and academic contexts.

WWW. Learning Objectives :

Students are expected to be able to express:

hhh. Meeting 1 -3 : narrative text based dialogue.

iii. Meeting 4 : past continuous tense.

jjj. Meeting 5-6 : exposition text based dialogue

kkk. Meeting 7-8 : script in making film

lll. Meeting 9 : the ”Adj – to Verb” verb pattern

XXX.Learning Materials :

a. Narrative text based dialogue.

There was a small talk of two students at schoolShanty : One day, a hunter caught an owl in his trap. Bob : What is kind of the owl?Shanty : It was a paradise owl. The owl begged the hunter to free it. In return, the owl

promised to grant him three wishes.Bob : What were the three wishes of the hunter?Shanty : “Firstly, Give me a large, luxurious, furnished house with a beautiful garden,”

said the hunter. And there, in front of him, was the house he wanted, and then “Give me a very huge box of gold coins,” he asked. And again he got what he wanted.

Bob : What was the last? Come on the bell would ring!Shanty : “Give me a very beautiful, loving wife who is good at cooking.” And ….

(Kriiiingnnning) sorry the bell was ringing…

[Type text]

b. Past continuous tense.

c. Exposition text based dialogue

[Type text]

d. Script in making film

DIALOGUE NAVIGATOR

Title :Genre : ………………………….. Duration: ………………………………PH : ………………………….. Director : ………………………………

NoMain scene

Sub Scene

Dialogue Number

Film Script Report

e. The ”Adj – to Verb” verb pattern

YYY. Learning Method : Three-Phase Technique ( Pre Speaking, Whilst Speaking and Post Speaking) colaborated by PPR ( Presentation,Practise,Production)

ZZZ. Learning Procedure :

27. Pre ActivitiesTeacher is going to:s. Preparing their students psychically and physically to join the learning process.t. Giving some questions correlated with the prior topics with the coming topics.c. Explaining the learning objectives and basic competence will be achieved. d. Telling the material essentials and explain the plan of activities based on syllabus.

[Type text]

Page …of ….


a. Meeting 1-3 : Narrative text based dialogue

No Activities Note:1 Giving the student some experience in speaking Narrative text based

dialogue through tape recorder, video, teacher’s example or between their classmates who has been known before.

2 Giving the students verbal respond against expression or main idea reflecting from Narrative text based dialogue related the theme.

3 Finding the implicit and explicit meaning in Narrative text based dialogue related to the theme.

4 Practicing the topics through “ I Knew What You Did Last Summer”It is a such 5 minutes activity/game to practice Narrative text based dialogue:Procedure:Write unfinished stories on the paper not more than about five minutes the conversation must be end. In pairs or groups, students choose the event, think of an event which has caused someone to say it, and write down a brief description of the event, using the simple past and past perfect. For example they might choose ‘What?’ and write: Someone hadn’t heard clearly what was just said.Then they choose another and do the same again. After two minutes, invite students to read out their sentences without identifying the event that gave rise to them; the rest of the class guess what the events were.Note : The topics could be larger by giving the some more complicated stories

inside.

b. Meeting 4 : Past Continuous Tense

No Activities Note:1 Giving the student some experience in speaking Past Continuous Tense


2 Giving the students verbal respond against expression or main idea reflecting from Past Continuous Tense related the theme.

3 Finding the implicit and explicit meaning in interpersonal and transactional text of Past Continuous Tense related to the theme.

4 Practicing the topics through “What were you doing?”It is a such 5 minutes activity/game to practice Past Continuous Tense:Procedure:Write a series of events on the board-not more than about ten (there is a selection to choose from the box). In pairs or groups, students choose the

[Type text]

event, think of an event which has caused someone to say it, and write down a brief description of the event, using the present perfect. For example they might choose ‘What were you doing at that time?’ and write: Someone was trying to get rid her baby off in the river…..Then they choose another and do the same again. After two minutes, invite students to read out their sentences without identifying the event that gave rise to them; the rest of the class guess what the events were.Note : The topics could be larger by giving the situation outside classroom even your town.

c. Meeting 5 - 6 : Exposition text based dialogue

No Activities Note:1 Giving the student some experience in speaking Expressing meaning in

exposition text based dialogue through tape recorder, video, teacher’s example or between their classmates who has been known before.

2 Giving the students verbal respond against expression or main idea reflecting from Expressing meaning in exposition text based dialogue related the theme.

3 Finding the implicit and explicit meaning in interpersonal and transactional text of Expressing meaning in exposition text based dialogue related to the theme.

4 Practicing the topics through “ Window Shopping”It is a such 5 minutes activity/game to practice the expression of Expressing meaning in exposition text based dialogue:Procedure:Split the student into some group. Each group is allowed to choose the topic related to scientific and dealing with nature. After that find the recently hot issue upon them. It’s group job to discuss and the result of discussion must be written on the cartoon paper and stick on the wall.Choose one of the member of the group be the host and other would visit the other group. Then the host will present the result of interview from others group in front of the class.


d. Meeting 7 - 8 : Script in Making Film

No Activities Note:1 Giving the student some experience in speaking Script in Making Film


2 Giving the students verbal respond against expression or main idea reflecting from Script in Making Film related the theme.

[Type text]

3 Finding the implicit and explicit meaning in interpersonal and transactional text of Script in Making Film related to the theme.

4 Practicing the topics through “Rolling Action?”It is a such 5 minutes activity/game to practice Script in Making Film :Procedure:Write a short series of dialogue on the form of the film given. In groups, students choose the genre of the film so it would be develop later and think of a story which has caused someone to say it, and write down a brief description of the story in order.Then every group has to have different job like the real film making. There are the actor, director, some assistant and others. The conversation must run based on the dialogue plant and start by the voice of director that is “Rolling Action” and stop “Cut”. Let see which group can make the situation almost real.

Note : It will more fun if The group name themselves by the most famous home production like 21, Walt Disney, Three Stars etc.

e. Meeting 9 : The ”Adj – to Verb” verb pattern

No Activities Note:1 Giving the student some experience in speaking The ”Adj – to Verb” verb

pattern through tape recorder, video, teacher’s example or between their classmates who has been known before.

2 Giving the students verbal respond against expression or main idea reflecting from The ”Adj – to Verb” verb pattern related the theme.

3 Finding the implicit and explicit meaning in interpersonal and transactional text of The ”Adj – to Verb” verb pattern related to the theme.

4 Practicing the topics through “ What’s up?”It is a such 5 minutes activity/game to practice The ”Adj – to Verb” verb pattern:Procedure:Write a series of events on the board-not more than about ten (there is a selection to choose from the box). In pairs or groups, students choose the event, think of an event which has caused someone to say it, and write down a brief description of the event, using the present perfect. For example they might choose ‘What is your opinion?’ and say using the pattern first: It is better/nice/good/ to go to cinema first before having dinner.

Note: Suggest the student to make this pattern to be their habit because of it, the communication will be nature and communicatively.

29. Post Activities

[Type text]




AAAA. Source of Learning



Nasional /2008.




BBBB.Assessment


1

2

3

4

5


in text monolog of narrative text

based dialogue.

text based dialogue Responding

some information orally in text

monolog of past continuous tense.


in text monolog of exposition text

based dialogue.


in text monolog of script in making

film .


in text monolog of the ”Adj – to

Verb” verb pattern .

Test

Test

Test

Non Test

Non Test

Orally

Orally

Orally

Verbally

Orally

Answer the

questions orally

Answer the

questions orally

Answer the

question orally

On process

Orally

[Type text]

INSTRUMEN :

Prepare later in line with the process of learning at class





II 5 x 2 = 10

Total 25

38. Max score = 10



x10

ASSESMENT RUBRICS:





No answer

3

2

1

0


Each wrong answer

2

0




[Type text]

Please feed my cat twice a day: at 8 a.m. and 5 p.m.

LESSON PLAN(RPP)


Subject : English



KD 11.2 = 9 x ( 2 x 40 Menit)

CCCC. Competence Standard :

11. Understanding meaning of functional text and short and simple essay in descriptive, recount, exposition, poem, song, anecdote, film to communicate in the social and academic contexts.

DDDD. Basic Competence :

11.1 Understanding the explicit meaning of functional text and short and simple essay in descriptive, recount, exposition, poem, song, anecdote, and film to communicate in the social and academic contexts.

11.2 Understanding the implicit meaning of functional text and short and simple essay in descriptive, recount, exposition, poem, song, anecdote, and film to communicate in the social and academic contexts.

EEEE.Learning Objectives :

Students are expected to be able to understand:

mmm. Meeting 1 : meaning in the form of memo.

nnn. Meeting 2 : meaning in the form of short message.

ooo. Meeting 3 : meaning in the form of formal invitation.

ppp. Meeting 4-5 : meaning in the form of narrative text,

qqq. Meeting 6-7 : meaning in the form of recount text.

rrr. Meeting 8 : meaning in the form of announcement on school activities.

sss. Meeting 9 : meaning in the form of adverstisement.

ttt. Meeting 10-14 : making English film.

uuu. Meeting 15 : meaning in the review of persent perfect continuos tense.

FFFF. Learning Materials :

a. Memo.

[Type text]

Hi Roberto

I’m having a birthday party at Rose’s CafeOn Saturday, Sept 6At 7 pm

You are cordially invited.

Tom

Dear Tom,

Thank you for your invitation to your birthday party at Rose’s Café.

I would love to come. Love,Roberto

b. Short message.

c. Formal invitation.

d. Narrative text.

[Type text]

Hi Mel,

You’re right. The test will be held on June 8. Here are some information you need. Students are asked to have their own stationaries. Lateness is not tolerated. Cheating is prohibited. The ID- card must be presented. The fist day is biology. Tell you what, ….your bike was stolen last night. Sorry.Well, I’ve got to go now. We all miss you. See you soon. Take care.

Don

e. Recount text.

f. Announcement on school activities.

[Type text]

g. Adverstisement.

h. English film.

[Type text]

i. Persent perfect continuos tense

[Type text]

GGGG. Learning Method : Three-Phase Technique ( Pre Reading, Whilst Reading and Post Reading)

HHHH. Learning Procedure :

30. Pre ActivitiesTeacher is going to:u. Preparing their students psychically and physically to join the learning process.v. Giving some questions correlated with the prior topics with the coming topics.c. Explaining the learning objectives and basic competence will be achieved. d. Telling the material essentials and explain the plan of activities based on syllabus.


a. Meeting 1-3 : Understanding meaning in the form of memo, short message, invitation.

No Activities Note:1 Giving the student some experience in reading memo, short message,

invitation through tape recorder, video, teacher’s example or between their classmates who has been known before.

2 Giving the students verbal respond against expression or main idea reflecting from memo, short message, invitation related the theme.

3 Finding the implicit and explicit meaning in interpersonal and transactional text of memo, short message, and invitation related to the theme.

4 Practicing the topics through “Search through the memo”It is such 5 minutes activity/game to practice memo, short message, invitation through quick reading; scanning.

Procedure:Tell the students this is an exercise in quick scanning, a useful study skill. Open your any functional text at random, read out to the students a name, caption or sentence that is prominent on the open page or ask some common questions related functional text: can they find the place and tell you the page number? You may need to limit the scope. Give a little time after you have seen that the quickest students have found it in order to give the others a chance – then ask for the answer. Repeat it for three or four times.

Note: Don’t ask for immediate answer, but get students to write down the page numbers each time-then check result after several turns.

b. Meeting 4-7 : Understanding meaning in the narrative and recount text.

[Type text]

No Activities Note:1 Giving the student some experience in reading narrative and recount text.


2 Giving the students verbal respond against expression or main idea reflecting from narrative and recount text related the theme.

3 Finding the implicit and explicit meaning in interpersonal and transactional text of narrative and recount text. related to the theme.

4 Practicing the topics through “Mistake in Reading”It is a such 5 minutes activity/game to practice narrative and recount text :

Procedure:Select a text type in the students’coursebook. Say that you are going to read the text aloud and they should follow in their own book. Add that you feel tired or haven’t got your glasses and might make a mistake; they must tell you if you do. Read to the class, but substitute, add or omit words. The students should tell you immediately. Thank them, correct yourself and carry on making more mistakes.

c. Meeting 8 and 9 : Understanding the meaning in the form of announcement and advertisement.

No Activities Note:1 Giving the student some experience in reading announcement and

advertisement through tape recorder, video, teacher’s example or between their classmates who has been known before.

2 Giving the students verbal responds against expression or main idea reflecting from announcement and advertisement related the theme.

3 Finding the implicit and explicit meaning in interpersonal and transactional text of announcement and advertisement related to the theme.

4 Practicing the topics through “ Song Lover ”It is such 5 minutes activity/game to practice announcement and advertisement.

Preparation: you will need a tape recorder and a cassette of music you like and you think your students will like.

Procedure:Play the music firstly to make student be anxious and color the situation. Ask the students to read what color it and invite students to read their sentence to each other. Ask one or two students to read their answer s to the class as whole.

[Type text]

Variation: let the students all prepare as many as possible questions related the song and give to the chosen student in front of class.

Note : Be more cheerful you can use more variable genre of song like Dang Dut but it must be written in English.

d. Meeting 10 - 14: Understanding the meaning in the form of making film..

No Activities Note:1 Giving the student some experience in reading song through tape recorder,


2 Giving the students verbal responds against expression or main idea reflecting from song related the theme.

3 Finding the implicit and explicit meaning in interpersonal and transactional text of song related to the theme.

4 Practicing the topics through “ Film Lover ”It is such 5 minutes activity/game to practice making film.

Preparation: you will need some film making equipment such as film tape, handicam, lighting, etc supporting the film process.

Procedure:Prepare the player, the script, the equipment and others. Locate the place in accordance in timeline of the story and based on the storyboard. Ask the students to read what it and play seriously without any mistake. The performance will be shot and record so the result can be evaluated and enjoyed together.

Variation: let the students all prepare it as good as possible related the title. The film must cover as many students as possible to be involved inside. Song must insert to make the film livelier.

Note: Be more cheerful you can use more variable genre of film like Horror Dut but it must be written in English.

a. Meeting 15: Understanding the meaning in Present Perfect Continuous Tense.

No Activities Note:

1 Giving the student some experience in reading Present Perfect Continuous Tense. through tape recorder, video, teacher’s example or between their classmates who has been known before.

2 Giving the students verbal responds against expression or main idea reflecting from Present Perfect Continuous Tense. related the theme.

3 Finding the implicit and explicit meaning in interpersonal and transactional

[Type text]

text of Present Perfect Continuous Tense. related to the theme.

4 Practicing the topics through “ Pilling up a sentence ”It is a such 5 minutes activity/game to practice Present Perfect Continuous Tense

Procedure:Start by telling the students something you like, for example:I have been living here since this morning

Then ask a student to recall when you start living, and add and chnge one part of the sentence or more than one on based on someone’s interest and so on until the last students get their turn.

Variation: let the students all prepare as long as possible the sentences related the Present Perfect Continuous Tense so it will make the sentence harder to remember. And ask one of the chosen student go forward for writing in front of class.

Note : Be careful the teacher must supervise the process to avoid the mistake

32. Post Activities

Teacher is going to:a. Summarizing the topics together with the students.b. Scoring or reflecting towards the activities that have been done consistently and


the students task or duty individually or in group based on the students’ result of learning.e. Informing the upcoming learning objectives.

IIII. Source of Learning



Nasional /2008.




JJJJ. Assessment


[Type text]

1

2

3

4

5

6

Understanding meaning in the form

of memo, short message, and formal

invitation.


of narrative text.


of recount text.


of announcement on school

activities and advertisement.

Understanding and playing meaning

on the film script.

Understanding meaning in the

persent perfect continuos tense form.

Test

Test

Test

Test

Non test

Test

Written

Written

Written

Written

Product

Written

Answer the

questions

Answer the

question

Answer the

question

Answer the

question

On process

Answer the

question

INSTRUMEN :

Prepare later in line with the teaching learning process




II 5 x 2 = 10

Total 25

41. Max score = 10



x10

ASSESMENT RUBRICS:




3

2

[Type text]


No answer

1

0


Each wrong answer

2

0




[Type text]

LESSON PLAN(RPP)


Subject : English



KD 12.2 = 3 x ( 2 x 40 Menit)

KKKK. Competence Standard :

12. Expressing the meaning of written functional text and short and simple essay in descriptive, recount, exposition, poem, song, and anecdote, film to communicate in the social and academic contexts.

LLLL.Basic Competence :

12.1 Expressing information in the written functional text in descriptive, recount, exposition, poem, song, and anecdote, film to communicate in the social and academic contexts.

12.2 Expresing the meaning of short and simple essay in descriptive, recount, exposition, poem, song, and anecdote, film to communicate accurately, systematically and acceptable and in the social and academic contexts.

MMMM. Learning Objectives :

Students are expected to be able to express and write:

vvv. Meeting 1 : arranging comic strip.

www. Meeting 2 : making a memo.

xxx. Meeting 3 : completing and composing narrative text.

yyy. Meeting 4 : announcement.

zzz.Meeting 5 : composing a recount text.

aaaa. Meeting 6 : Writing a letter

bbbb. Meeting 7 : Making English film.

cccc. Meeting 8 : ”How” question work

dddd. Meeting 9 : arranging jumbled paragraph and composing exposition text.

NNNN. Learning Materials :

j. Comic Strip

Make a short dialogue telling what you did last weekend.For example:

A: What did you do last weekend?B: I got up late.

[Type text]

Please feed my cat twice a day: at 8 a.m. and 5 p.m.

k. Memo.

l. Short message.

[Type text]

Dear Grandpa and grandma

Yesterday at my school we had an International day. We had performances, food stalls, displays, raffle ticket draw, and some of us were dressed in costumes.

We started our day off with performances but the one I liked best was the one from fourth grade. We played games. The performance I was in was Labamba.

Straight after our performances we had our lunch. There were food stalls. They came from Australia, Asia, Arab, and Greece

Everyone had a job. These people were from sixth grade. I did my job after I had lunch. My job was to sell International Day Books.

We had displays in the hall. These displays were good but I didn’t get to see them. The displays came from a lot of countries.

There was also a Trash and Treasure stall where they sold toys. The school got these things by asking the children to bring them in.

Although I didn’t win anything, International Day was still funLove from Sue

m. Narrative text.

n. Recount text.

[Type text]

o. Informal Letter.

p. Announcement on school activities.

q. Adverstisement.

[Type text]

Hi Mel,

You’re right. The test will be held on June 8. Here are some information you need. Students are asked to have their own stationeries. Lateness is not tolerated. Cheating is prohibited. The ID- card must be presented. The first day is biology. Tell you what, ….your bike was stolen last night. Sorry.Well, I’ve got to go now. We all miss you. See you soon. Take care.

LovelyDon

r. English film.

s. ”How ” question work

t. Arranging jumbled paragraph and composing exposition text.

[Type text]

OOOO. Learning Method : Three-Phase Technique ( Pre Writing, Whilst Writing and Post Writing)

PPPP. Learning Procedure :

33. Pre ActivitiesTeacher is going to:w. Preparing their students psychically and physically to join the learning process.

[Type text]

x. Giving some questions correlated with the prior topics with the coming topics.c. Explaining the learning objectives and basic competence will be achieved. d. Telling the material essentials and explain the plan of activities based on syllabus.


a. Meeting 1,2,4 and 6 : Arranging comic strip, making a memo, announcement, and a letter.

No Activities Note:1 Giving the student some experience in writing Arranging comic strip,

making a memo, announcement, and a letter. Through tape recorder, video, teacher’s example or between their classmates who has been known before.

2 Giving the students verbal respond against expression or main idea reflecting from Arranging comic strip, making a memo, announcement, and a letter related the theme.

3 Finding the implicit and explicit meaning in interpersonal and transactional text of Arranging comic strip, making a memo, announcement, and a letter related to the theme.

4 Practicing the topics through “ Creating memo”It is a such 5 minutes activity/game to practice Arranging comic strip, making a memo, announcement, and a letter.

Procedure:Decide what functional text you wish to reviews. Ask them to call out all the words they know related to that area, two students ‘secretary’ should write the words on the board as the class call him out. Ask the student to think of as many different ways of grouping the words as possible. If you have colored chalks, ask the secretaries the various words they feel belong to one kind of grouping


b. Meeting 3 - 5 : Completing and arranging paragraph and writing recount text and narrative text.

No Activities Note:1 Giving the student some experience in writing Completing and arranging

paragraph and writing recount text and narrative text through tape recorder, video, teacher’s example or between their classmates who has been known before.

2 Giving the students verbal responds against expression or main idea reflecting

[Type text]

from Completing and arranging paragraph and writing recount text and narrative text related the theme.

3 Finding the implicit and explicit meaning in interpersonal and transactional text of Completing and arranging paragraph and writing recount text and narrative text related to the theme.

4 Practicing the topics through “ What has just happened”It is a such 5 minutes activity/game to practice Completing and arranging paragraph and writing recount text and narrative text:Procedure:Write a series of events on the board-not more than about ten (there is a selection to choose from the box). In pairs or groups, students choose the event, think of an event which has caused someone to say it, and write down a brief description of the event, using the present perfect. For example they might choose ‘What?’ and write: Someone hasn’t heard clearly what was just said.Then they choose another and do the same again. After two minutes, invite students to read out their sentences without identifying the event that gave rise to them; the rest of the class guess what the events were.Note: The topics could be larger by giving the situation outside classroom even your town.

c. Meeting 7 : Expressing meaning in the form of making film.

No Activities Note:1 Giving the student some experience in reading film through tape recorder,


2 Giving the students verbal responds against expression or main idea reflecting from film related the theme.

3 Finding the implicit and explicit meaning in interpersonal and transactional text of film related to the theme.

4 Practicing the topics through “ Film Lover ”It is such 5 minutes activity/game to practice making film.

Preparation: you will need some film making equipment such as film tape, handy cam, lighting, etc supporting the film process.

Procedure:Prepare the player, the script, the equipment and others. Locate the place in accordance in timeline of the story and based on the storyboard. Ask the students to read what it and play seriously without any mistake. The performance will be shot and record so the result can be evaluated and enjoyed together.

[Type text]

Variation: let the students all prepare it as good as possible related the title. The film must cover as many students as possible to be involved inside. Song must insert to make the film livelier.

Note: Be more cheerful you can use more variable genre of film like Horror or drama but it must be written in English.

d. Meeting 8 : ”How” question work

No Activities Note:1 Giving the student some experience in writing ”How” question work


2 Giving the students verbal responds against expression or main idea reflecting from ”How” question work related the theme.

3 Finding the implicit and explicit meaning in interpersonal and transactional text of ”How” question work related to the theme.

4 Practicing the topics through “if I have a million dollars”It is a such 5 minutes activity/game to practice ”How” question work :

Procedure:Tell the students to imagine a million dollars ( or an equally large sum in the local country) is to be won by the person who can think and write the sentences using conjunction as many as possible related toThe money.Note : Be more cheerful you can use the students in the class to be the picture or something else funny..

e. Meeting 9 : Arranging paragraph and exposition text

No Activities Note:1 Giving the student some experience in writing of arranging paragraph and

exposition text through tape recorder, video, teacher’s example or between their classmates who has been known before.

2 Giving the students verbal responds against expression or main idea reflecting from of arranging paragraph and exposition text related the theme.

3 Finding the implicit and explicit meaning in interpersonal and transactional text of arranging paragraph and exposition text related to the theme.

4 Practicing the topics through “Changing Sentences”It is a such 5 minutes activity/game to practice arranging paragraph and exposition text.

[Type text]

Procedure:Choose a simple sentence pattern, which can be based on grammatical structure you have recently learnt. For example, I have already done my task, take a sentence like: She has written to her sisterThen students invent variations, either by changing one element at a time: She has written to her sister


35. Post Activities




QQQQ. Source of Learning



Nasional /2008.




RRRR. Assessment


1 Expressing some written information

in Arranging comic strip, making a

memo, announcement, and a letter.


Test Written Answer the

questions

[Type text]

2

3

4

5

in Completing and arranging

paragraph and writing recount text

and narrative text.

Expressing some information written to express meaning in the form of making film.

Writing some information verbally in

”How” question work

Expressing some information in

Arranging paragraph and

exposition text

Test

Non Test

Non Test

Non Test

Written

Product

Written

Written

Answer the

question

On process

On process

On process

INSTRUMEN :

Irregular verbs:Make a short dialogue telling what you did last weekend.

For example:A: What did you do last weekend?B: I got up late.

Complete a text.

Complete the following text with the correct forms of the verbs.

[Type text]

Shirley’s Day Off

Shirley enjoyed her day off yesterday. She …..(1)….. up late, …..(2)….. jogging in the park, …..(3)….. a

long shower, and …..(4)….. a big breakfast. In the afternoon, she …..(5)….. a movie with her sister. Then,

she …..(6)….. groceries at the supermarket, and she …..(7)….. a big dinner for her parents. After dinner,

Shirley and her parents …..(8)….. in the living room and talked. Shirley had a very nice day off yesterday.

After completing the recount text above, please answer the following questions.

6. In the beginning of the text, what kinds of information do you get?a. Who enjoyed the day off?b. When did Shirley have her day off?c. Where did she spend her day off?

7. What did Shirley do in the morning?8. What did Shirley do in the afternoon?9. What did Shirley do in the evening?10. What kind of day off did Shirley have yesterday?

The teacher will tell you another story.Listen to the story carefully.After that, retell the story by filling in the blanks with suitable verbs in the following passage.

I am used to travelling by air and only on one occasion have I ever felt frightened. After taking off, we

………. low over the city. It slowly ………. high to the sky. But, suddenly it ………. round and ………. back

to the airport. An air-hostess ………. us to keep calm and to get off the plane quietly as soon as it ……….

down. Everybody on board ………. worried and we ………. curious to find out what ……….. Later we

[Type text]

buy eat get go make see sit take

………. That there ……… a very important person on board. Earlier, somebody ………. the police that there

………. a bomb on the plane. After we ………., the police ………. the plane carefully. Fortunately they

………. not ………. a bomb and five hours later we ………. able to take off again.




II 5 x 2 = 10

Total 25

44. Max score = 10



x10

ASSESMENT RUBRICS:





No answer

3

2

1

0


Each wrong answer

2

0




[Type text]

Education

Lesson plan 1.1 and 1.2