LESSON PLAN
Teacher : SULIS HERYANTO
Subject : English
Topic : Discussion
Aspect/skill : Speaking
Time allocation : 2 x 45 minutes
Grade/semester : XIIth/II
1. Standard Competence :
Comprehend the meaning of the transactional / interpersonal text and use it to communicate in daily life context.
2. Basic Competence :
Responding the transactional / interpersonal text accurately, fluently, and communicatively to communicate in daily life context.
3. Objective :
By the end of meeting, students will be able to:
• Identify the characteristic of transactional / interpersonal text in the form of discussion.
• Use it in their communication in daily life context.
4. Indicators :
1. The students are able to identify the characteristic of discussion.
2. The students are able to express their opinion.
3. The students are able to comment other students.
4. The students are able to response the comments.
5. Material :
Discussion
It is a Topic which present a problematic discourse. This problem will be discussed from different viewpoints. Discussion is commonly found in philosophical, historic, and social.
Characteristic Discussion :
• Statement of issue : stating the issue which is to discussed
• Arguments for : supporting statement.
• Arguments against : against statement.
• Conclusion
Some Discussion Topics :
• Is home work necessary?
• Being a teenager idol : pleasant or unpleasant?
6. Teaching method :
Three-phase technique
7. Procedure :
Teacher’s Activity Students’ Activity
Pre Activity
1. Opening and Greeting
2. Checking the students attendance
3. Brain storming about discussion
Response the teacher
Pay attention and give responds
Pay attention and give responds
While Activity
1. Dividing students into some groups , to discusss the topic which they choose.
2. Asking them to describe their opinion about the topic.
3. Asking one student from each group to present their group opinions.
4. Teacher write the student opinions on the board and make a conclusion.
Response the teacher
Response the teacher
Response the teacher
Pay attention
Post Activity
1. Review the material
2. Close the meeting
Respond
Respond
8. Evaluation
Technic : Performance Assesment
Form : Discussion, Presentation
Scoring System:
No Name Pronunciation Intonation Spelling Fluency Loudness
Score:
Pronunciation, Intonation, Spelling, Fluency and loud is Excellent : 5
Pronunciation, Intonation, Spelling, Fluency and loud is good : 4
Pronunciation, Intonation, Spelling, Fluency and loud is less : 3
Pronunciation, Intonation, Spelling, Fluency and loud is bad : 2
Pronunciation, Intonation, Spelling, Fluency and loud is worse : 1
Excellent : 21-25 = A
Good : 16-20 = B
Less : 11-15 = C
Bad : 6-10 = D
Worse : 1-5 = E
9. Reference: Sudarwati,Th.M. and Grace Eudia.2007.Look Ahead. Jakarta: Erlangga
Jumat, 14 Januari 2011
Selasa, 11 Januari 2011
ELT METHOD _ISTYANINGRUM_0813042034
COMMUNITY Language LEARNING
LESSON PLAN
Course title : Teaching English to Teenager Learners (1st session)
Place : Junior High School
Frequency : Twice a week
Time : 2 hours (2x45 minutes)
Number of Student : 40
Based Competence
Students are able to understand the introduction material using community language learning
Objective
To be able to greet people, introduce oneself/others, ask for/give information
Materials
Chairs in a circle
Tape recorder
Introduction
1) Teacher greets students, introduces himself and students introduce themselves (native language)
2) Teacher explains what students will be doing :
a- conversation in English with teacher’s help (+ time limit)
b- conversation tape-recorded
c- create a transcript
d- various activities using the language on the transcript
• pronunciation (Human Computer)
• create sentences (group work)
• conjugate verbs
• reconstruct conversation
• describe a picture
Lesson Presentation
1) Teacher gives clear directions :
Student raises his hand , teacher comes behind him
Student says phrase/sentence in native language
Teacher helps him say it in target language
Record target language only
Listen to recording
2) Teacher sits and asks students how they feel about the experience
3) They listen to the conversation
4) Teacher plays tape again + writes English sentences on the board
+ waits for volunteers to give native language equivalents
(Students don’t write anything down)
5) Teacher writes English translation
6) Teacher asks students to relax and just listen while he reads/plays the transcript two times .
Post-Lesson Activities
1) Human Computer : practice pronunciation
(Student raises hand , teacher comes behind him
Stud. says a word/sentence/number of sentences in any language
Teacher gives back only correct English and stops only when
student stops.)
2) Group work : create new sentences based on transcript
each group reads his sentences
Closure
Teacher asks the students to talk about the experience .
ASSESSMENT
Paragraph writing or Oral Interview
PRACTICE SENTENCES
(Suggestions: they would be in English/Native language)
1) Good morning
2) How are you?
3) I’m fine , thank you /I’m not well
4) Why?
5) What is your name?
6) My name is …
7) Nice to meet you / Pleased to meet you
8) Why are you studying English?
9) I have always wanted to study English.
10) Where are you from?
11) I’m from ….
LESSON PLAN
Course title : Teaching English to Teenager Learners (1st session)
Place : Junior High School
Frequency : Twice a week
Time : 2 hours (2x45 minutes)
Number of Student : 40
Based Competence
Students are able to understand the introduction material using community language learning
Objective
To be able to greet people, introduce oneself/others, ask for/give information
Materials
Chairs in a circle
Tape recorder
Introduction
1) Teacher greets students, introduces himself and students introduce themselves (native language)
2) Teacher explains what students will be doing :
a- conversation in English with teacher’s help (+ time limit)
b- conversation tape-recorded
c- create a transcript
d- various activities using the language on the transcript
• pronunciation (Human Computer)
• create sentences (group work)
• conjugate verbs
• reconstruct conversation
• describe a picture
Lesson Presentation
1) Teacher gives clear directions :
Student raises his hand , teacher comes behind him
Student says phrase/sentence in native language
Teacher helps him say it in target language
Record target language only
Listen to recording
2) Teacher sits and asks students how they feel about the experience
3) They listen to the conversation
4) Teacher plays tape again + writes English sentences on the board
+ waits for volunteers to give native language equivalents
(Students don’t write anything down)
5) Teacher writes English translation
6) Teacher asks students to relax and just listen while he reads/plays the transcript two times .
Post-Lesson Activities
1) Human Computer : practice pronunciation
(Student raises hand , teacher comes behind him
Stud. says a word/sentence/number of sentences in any language
Teacher gives back only correct English and stops only when
student stops.)
2) Group work : create new sentences based on transcript
each group reads his sentences
Closure
Teacher asks the students to talk about the experience .
ASSESSMENT
Paragraph writing or Oral Interview
PRACTICE SENTENCES
(Suggestions: they would be in English/Native language)
1) Good morning
2) How are you?
3) I’m fine , thank you /I’m not well
4) Why?
5) What is your name?
6) My name is …
7) Nice to meet you / Pleased to meet you
8) Why are you studying English?
9) I have always wanted to study English.
10) Where are you from?
11) I’m from ….
"ET METHOD FINAL TASK" By: VERY INDRA WAHYU (0813042051)
LESSON PLAN
Presented by:
VERY INDRA WAHYU (0813042051)
ENGLISH EDUCATION STUDY PROGRAM
ATR AND LANGUAGE EDUCATION DEPARTMENT
SCHOLL OF EDUCATION AND PEDAGOGY
UNIVERSITY OF LAMPUNG
2010
LESSON PLAN
School : SMA N 1 KALIREJO
Subject : English
Grade/semester : X/1
Time allocation : 2x45 minutes
Skill : Speaking
A. Standard Competence
To express the meaning within the formal and non-formal transactional and interpersonal conversation accurately, fluently, and acceptably in daily life context
B. Basic Competence
To express the meaning within the formal and non-formal transactional and interpersonal conversation accurately, fluently, and acceptably using expressing: introduction, meeting, accepting an offer, happiness, amazement, and agreeing an invitation.
C. Indicators
a. Students are able to tell an event.
b. Students are able to tell their experience.
c. Students are able to explain a recount text form.
D. Material
Teacher gives example to make a recount text and tell the experience to the students.
Some words to tell the story:
Yesterday I went to Jakarta
First, I came there
Then, I bought a new computer
After that I paid to the casier
Finally I went home
Example:
I would like to tell you a little about my experience. Yesterday I went to Tanjung Karang, I want to buy a new camera. Firsly, I went to the camera store and then I choosed one of the camera I like. After that I paid it to the casier. Finally I went home and I can take the picture of the thing as many as I want..
E. Method
Natural approach
F. Technique
Teacher gives example how to tell the experience. He tell their experience.
Gives example of how to make a recount text
Ask the students to make it and present it in front of the class.
G. Teaching Learning Activity
Pre activity (15 minutes)
a) Teacher greets the class
b) Teacher checks the attendance list
c) Motivation
o Do you have any good experience?
o Have you try to tell it to someone?
o Can you try it?
While Activity (60 minutes)
a. Teacher gives the example how to tell the experience.
b. Teacher explains what necessarily needed in making recount text.
c. Teacher commands the student to try in front of the class.
Post Activity (15 minutes)
- Teacher leads question and answer regarding the material
- Closing
H. source
English for A Better Life by Pakaraya
I,Media
Book
J.Evaluation
Make a recount text about your amazing experience!
Scoring system
Grammar 20%
Pronunciation 20%
Fluency 20%
Vocabulary 20%
Plot of a story 20%
Presented by:
VERY INDRA WAHYU (0813042051)
ENGLISH EDUCATION STUDY PROGRAM
ATR AND LANGUAGE EDUCATION DEPARTMENT
SCHOLL OF EDUCATION AND PEDAGOGY
UNIVERSITY OF LAMPUNG
2010
LESSON PLAN
School : SMA N 1 KALIREJO
Subject : English
Grade/semester : X/1
Time allocation : 2x45 minutes
Skill : Speaking
A. Standard Competence
To express the meaning within the formal and non-formal transactional and interpersonal conversation accurately, fluently, and acceptably in daily life context
B. Basic Competence
To express the meaning within the formal and non-formal transactional and interpersonal conversation accurately, fluently, and acceptably using expressing: introduction, meeting, accepting an offer, happiness, amazement, and agreeing an invitation.
C. Indicators
a. Students are able to tell an event.
b. Students are able to tell their experience.
c. Students are able to explain a recount text form.
D. Material
Teacher gives example to make a recount text and tell the experience to the students.
Some words to tell the story:
Yesterday I went to Jakarta
First, I came there
Then, I bought a new computer
After that I paid to the casier
Finally I went home
Example:
I would like to tell you a little about my experience. Yesterday I went to Tanjung Karang, I want to buy a new camera. Firsly, I went to the camera store and then I choosed one of the camera I like. After that I paid it to the casier. Finally I went home and I can take the picture of the thing as many as I want..
E. Method
Natural approach
F. Technique
Teacher gives example how to tell the experience. He tell their experience.
Gives example of how to make a recount text
Ask the students to make it and present it in front of the class.
G. Teaching Learning Activity
Pre activity (15 minutes)
a) Teacher greets the class
b) Teacher checks the attendance list
c) Motivation
o Do you have any good experience?
o Have you try to tell it to someone?
o Can you try it?
While Activity (60 minutes)
a. Teacher gives the example how to tell the experience.
b. Teacher explains what necessarily needed in making recount text.
c. Teacher commands the student to try in front of the class.
Post Activity (15 minutes)
- Teacher leads question and answer regarding the material
- Closing
H. source
English for A Better Life by Pakaraya
I,Media
Book
J.Evaluation
Make a recount text about your amazing experience!
Scoring system
Grammar 20%
Pronunciation 20%
Fluency 20%
Vocabulary 20%
Plot of a story 20%
Tati Fatmawati/0743042042
Lesson Plan
By:
Tati Fatmawati
0743042042
ENGLISH EDUCATION STUDY PROGRAM
ART AND LANGUAGE EDUCATION DEPARTMENT
SCHOOL OF EDUCATION AND PEDAGOGY
THE UNIVERSITY OF LAMPUNG
2010
LESSON PLAN
SCHOOL Level : Senior High School
Subject : English
Class : X
Semester : 1
Topic : Descriptive Text
Skill Focus : Reading
Time : 2 x 45 minutes
A. Standard Competence
Understanding the meaning of monologue text in the form of descriptive text.
B. Basic Competence
Responding the information and the generic structure of written text essay accurately, fluently and acceptably in the form of descriptive text.
C. Indicators
1. Identifying specific information in the descriptive text.
2. Identifying the social function of descriptive text.
3. Identifying noun and adjective word in descriptive text.
D. Specific Objectives
1. Students are able to identify the generic structure of descriptive text.
2. Students are able to understand the social function of descriptive text.
3. Students are able to identify and adjective used in descriptive text.
4. Students are able to comprehend the detailed or specific information in descriptive text.
E. Specific Objective
1. Pre Activity
Teacher greets the students
Teacher checks the students’ attendance list
Teacher gives brainstorming by asking some questions to the students to build their knowledge of the field.
Example:
1. Have you ever visited the beach?
2. What Beach that you ever visited?
3. Can you mention the famous beach in Lampung?
2. While Activity
Teacher introduces the material which is going to be learnt. – it is about Descriptive text.
Teacher explains about noun and adjective in the descriptive text.
Teacher explains about the purpose/ social function, generic structure and the language features of descriptive text.
Teacher shares an example of a descriptive text to the students (student worksheet)
Teacher asks the students to read the text.
Teacher along with the students discusses about the answer of the text (answering some questions, and finding nouns and adjective that related to the descriptive text given)
3. Post Activity
Teacher given reflection to the student by asking them about what they have learnt.
Teacher gives the students homework
Teacher closes the meeting.
F. Materials
Definition of Descriptive:
Descriptive is a text which talks about or describe on a particular person, place, or thing.
Social function: to describe and reveal a particular place/ thing/ person
Generic structure:
Identification: identifying the phenomenon to be described.
Description: describing the phenomenon in parts, qualities, and characteristics.
Language features:
1) Using Simple Present Tense
The formula: Subject + Verb1 + O
Subject + Verb1 + (s) + O
2) Using attributive and identifying process
3) Using adjective and noun in nominal group.
Example of descriptive text
Mutun Beach
Mutun Beach is one of the favorite tourist spots in the Bandar Lampung. This beach located at about 25 km in the south-west of Bandar Lampung. The road to get there is in a good condition and you wil see beautiful sceneries along way.
This beach is dominated by the endless white sand and perfectly blue sky. The sand and sky color is so incredible that you might not even see it in any beach in Java Island especially in Jakarta. The local person is renting a spot to swim in that beach. Beside that it has many coconut trees and shady so it’s a perfect place for relaxing. Specifically, the situation at the Mutun each is so clean, the sand on this beach sand looks like flour. Seawater was also very wonderful, bluish colored. The beach is clean, clear sea and waves were very calm. The weathers are cloudy and windy.
G. Media
Picture
Descriptive text
H. Sources
English text book progress a Contextual Approach to Learning English for Grade X for Senior High School (SMA/MA)
I. Evaluation
The teacher evaluates the students’ comprehension of descriptive text in the skill of reading by considering of written test:
Written test: the teacher gets the students to write the answer of the question relating to the descriptive text given in their own paper.
J. Scoring System
#Writing Test
Part A
1) For each number, each correct answer gets 10
2) Score : 10 x 8 questions
3) Maximum score = 80
Part B
Every column of nouns and adjective has 2 points
The column consists of 10 columns
Maximum score 2x10= 20
Final score :
part A + part B = 80 + 20 = 100
Worksheet
One of well-known place to hang out, to spend the time for pleasure in South Sumatera is Ampera Bridge. None forget the exotic of beautiful scenery in Ampera especially when its sunset. Ampere Bridge is a bridge in the city of Palembang, South Sumatera Province. Ampere Bridge, which has become a symbol of the city, located in the middle of the city Palembang, linking regions Seberang Ulu and Seberang Ilir separated by the Musi River.
The Bridge that spread above Musi River is becomes the main characteristic of Palembang city. There are many visitors come to Ampera in order to see beautiful scenery. Beside that, there are many merchant wko sell many kinds of food such as : pempek, fruits, kerupuk, fish ball etc. they stand under a colorful umbrella to avoid sun light. After that we can see a lot of waving flag. Like an umbrella the flag also colorful. That’s very amazing view. The situation in Ampera Bridge is very crowded. Then the weather is sunny and it will make us feel co,portable to do anything. There are many motorcycles that parked orderly beside the cart. It occurs in the evening time.
Part A
Answer the following questions to learn more about the text above.
1. What is the best title for the text above?
2. What ind of the text is? Determine the main idea of each paragraph?
3. What is the social function of the text above?
4. What kind of food that sold in Ampera Bridge?
5. Why there are many merchant around the Bridge?
6. What makes the Ampera Bridge has so many visitor?
7. If you want to visit Ampera Bridge, How do you go to there?
8. What will you do if you have chance to come to Ampera Bridge?
No Noun Adjective
1
2
3
4
5
6
7
8
9
10
Answer key :
Part A
1. Ampera Bridge
2. Descriptive text.
Main idea of the paragraph: one of the well-known place to hang out, to spend the time for pleasure in South Sumatera is Ampera Bridge. Main idea of the second paragraph: the main characteristic of Palembang city can be seen on the Ampera Bridge spread above that Musi River.
3. To describe a particular place, especially about ampere Bridge, and then to give information about one of the most favorite place in South Sumatera.
4. There are many kind of food in Ampera Bridge such as: pempek, krupuk, fruits, fish ball, etc.
5. Because there are many visitor comes to Ampera, so that the merchant feels lucky and they hope a visitor can buy their commodity.
6. Because the location is very strategic, after that it can heal boredom, and it can make visitor comfortable to see beautiful scenery in Ampera Bridge.
7. By car, by bus, and by Ketek (traditional boat from Palembang)
8. I can take many photo in Ampera Bridge, I would be happy to go there.
Part B
No Noun Adjective
1 Visitor Sunny
2 Merchant Exotic
3 Fruit Beautiful
4 River Colorful
5 Bridge Wonderful
6 Umbrella Crowded
7 Flag Amazing
8 Motorcycle Waving flag
9 Food Orderly
10 cart Sunlight
By:
Tati Fatmawati
0743042042
ENGLISH EDUCATION STUDY PROGRAM
ART AND LANGUAGE EDUCATION DEPARTMENT
SCHOOL OF EDUCATION AND PEDAGOGY
THE UNIVERSITY OF LAMPUNG
2010
LESSON PLAN
SCHOOL Level : Senior High School
Subject : English
Class : X
Semester : 1
Topic : Descriptive Text
Skill Focus : Reading
Time : 2 x 45 minutes
A. Standard Competence
Understanding the meaning of monologue text in the form of descriptive text.
B. Basic Competence
Responding the information and the generic structure of written text essay accurately, fluently and acceptably in the form of descriptive text.
C. Indicators
1. Identifying specific information in the descriptive text.
2. Identifying the social function of descriptive text.
3. Identifying noun and adjective word in descriptive text.
D. Specific Objectives
1. Students are able to identify the generic structure of descriptive text.
2. Students are able to understand the social function of descriptive text.
3. Students are able to identify and adjective used in descriptive text.
4. Students are able to comprehend the detailed or specific information in descriptive text.
E. Specific Objective
1. Pre Activity
Teacher greets the students
Teacher checks the students’ attendance list
Teacher gives brainstorming by asking some questions to the students to build their knowledge of the field.
Example:
1. Have you ever visited the beach?
2. What Beach that you ever visited?
3. Can you mention the famous beach in Lampung?
2. While Activity
Teacher introduces the material which is going to be learnt. – it is about Descriptive text.
Teacher explains about noun and adjective in the descriptive text.
Teacher explains about the purpose/ social function, generic structure and the language features of descriptive text.
Teacher shares an example of a descriptive text to the students (student worksheet)
Teacher asks the students to read the text.
Teacher along with the students discusses about the answer of the text (answering some questions, and finding nouns and adjective that related to the descriptive text given)
3. Post Activity
Teacher given reflection to the student by asking them about what they have learnt.
Teacher gives the students homework
Teacher closes the meeting.
F. Materials
Definition of Descriptive:
Descriptive is a text which talks about or describe on a particular person, place, or thing.
Social function: to describe and reveal a particular place/ thing/ person
Generic structure:
Identification: identifying the phenomenon to be described.
Description: describing the phenomenon in parts, qualities, and characteristics.
Language features:
1) Using Simple Present Tense
The formula: Subject + Verb1 + O
Subject + Verb1 + (s) + O
2) Using attributive and identifying process
3) Using adjective and noun in nominal group.
Example of descriptive text
Mutun Beach
Mutun Beach is one of the favorite tourist spots in the Bandar Lampung. This beach located at about 25 km in the south-west of Bandar Lampung. The road to get there is in a good condition and you wil see beautiful sceneries along way.
This beach is dominated by the endless white sand and perfectly blue sky. The sand and sky color is so incredible that you might not even see it in any beach in Java Island especially in Jakarta. The local person is renting a spot to swim in that beach. Beside that it has many coconut trees and shady so it’s a perfect place for relaxing. Specifically, the situation at the Mutun each is so clean, the sand on this beach sand looks like flour. Seawater was also very wonderful, bluish colored. The beach is clean, clear sea and waves were very calm. The weathers are cloudy and windy.
G. Media
Picture
Descriptive text
H. Sources
English text book progress a Contextual Approach to Learning English for Grade X for Senior High School (SMA/MA)
I. Evaluation
The teacher evaluates the students’ comprehension of descriptive text in the skill of reading by considering of written test:
Written test: the teacher gets the students to write the answer of the question relating to the descriptive text given in their own paper.
J. Scoring System
#Writing Test
Part A
1) For each number, each correct answer gets 10
2) Score : 10 x 8 questions
3) Maximum score = 80
Part B
Every column of nouns and adjective has 2 points
The column consists of 10 columns
Maximum score 2x10= 20
Final score :
part A + part B = 80 + 20 = 100
Worksheet
One of well-known place to hang out, to spend the time for pleasure in South Sumatera is Ampera Bridge. None forget the exotic of beautiful scenery in Ampera especially when its sunset. Ampere Bridge is a bridge in the city of Palembang, South Sumatera Province. Ampere Bridge, which has become a symbol of the city, located in the middle of the city Palembang, linking regions Seberang Ulu and Seberang Ilir separated by the Musi River.
The Bridge that spread above Musi River is becomes the main characteristic of Palembang city. There are many visitors come to Ampera in order to see beautiful scenery. Beside that, there are many merchant wko sell many kinds of food such as : pempek, fruits, kerupuk, fish ball etc. they stand under a colorful umbrella to avoid sun light. After that we can see a lot of waving flag. Like an umbrella the flag also colorful. That’s very amazing view. The situation in Ampera Bridge is very crowded. Then the weather is sunny and it will make us feel co,portable to do anything. There are many motorcycles that parked orderly beside the cart. It occurs in the evening time.
Part A
Answer the following questions to learn more about the text above.
1. What is the best title for the text above?
2. What ind of the text is? Determine the main idea of each paragraph?
3. What is the social function of the text above?
4. What kind of food that sold in Ampera Bridge?
5. Why there are many merchant around the Bridge?
6. What makes the Ampera Bridge has so many visitor?
7. If you want to visit Ampera Bridge, How do you go to there?
8. What will you do if you have chance to come to Ampera Bridge?
No Noun Adjective
1
2
3
4
5
6
7
8
9
10
Answer key :
Part A
1. Ampera Bridge
2. Descriptive text.
Main idea of the paragraph: one of the well-known place to hang out, to spend the time for pleasure in South Sumatera is Ampera Bridge. Main idea of the second paragraph: the main characteristic of Palembang city can be seen on the Ampera Bridge spread above that Musi River.
3. To describe a particular place, especially about ampere Bridge, and then to give information about one of the most favorite place in South Sumatera.
4. There are many kind of food in Ampera Bridge such as: pempek, krupuk, fruits, fish ball, etc.
5. Because there are many visitor comes to Ampera, so that the merchant feels lucky and they hope a visitor can buy their commodity.
6. Because the location is very strategic, after that it can heal boredom, and it can make visitor comfortable to see beautiful scenery in Ampera Bridge.
7. By car, by bus, and by Ketek (traditional boat from Palembang)
8. I can take many photo in Ampera Bridge, I would be happy to go there.
Part B
No Noun Adjective
1 Visitor Sunny
2 Merchant Exotic
3 Fruit Beautiful
4 River Colorful
5 Bridge Wonderful
6 Umbrella Crowded
7 Flag Amazing
8 Motorcycle Waving flag
9 Food Orderly
10 cart Sunlight
TEFL/ ET Method BY (SITI NURJANAH)
TEFL ASSIGNMENT
By
SITI NURJANAH
0743042040
ENGLISH EDUCATION
LANGUAGE AND ART DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
UNIVERSITY OF LAMPUNG
BANDAR LAMPUNG
2010
SILABUS
Sekolah : SMP
Kelas : VII ( Tujuh)
Mata Pelajaran : Bahasa Inggris
Smester : 2 ( Dua)
Standar Kompetensi : 8. Mendengarkan
Memahami makna dalam teks lisan fungsional dan monolog pendek sangat sederhana yang berbentuk descriptive dan procedure untuk berinteraksi dengan lingkungan terdekat.
Kompetensi dasar | Materi pokok pembahasan | Kegiatan pembelajaran | Indicator | penilaian | Alokasi waktu | Sumber belajar | ||
teknik | Bentuk instrumen | Contoh instrumen | ||||||
8.1 merespon makna yang terdapat dalam monolog sangat sederhana secara akurat, lancer dan berterima untuk berinteraksi dengan lingkungan terdekat dalam teks berbentuk descriptive, dan procedure | * teks monolog Berbentuk: Descriptive Procedure *kosakata terkait tema/jenis teks *cirri kebahasaan teks descriptive dan procedure *langkah retorika teks descriptive/ procedure | 1.mendengarkan dan merespon tentang berbagai hal yang terkait tema /jenis teks yang dibahas 2.memperhatikan penjelasan tentang kosa kata dan tatabahasa yang muncul dalam teks descriptive/ procedure 3.mendengarkan model monolog teks descriptive/ procedure 4.menjawab pertanyaan secara lisan tentang isi teks descriptive/ procedure 5.menyebutkan fungsi komunikatif teks yang didengar 6.mengidentifikasi kata kerja dari teks yang didengar 7.mendengarkan teks descriptive/ procedure lainnya | *merespon informasi dalam teks lisan monolog berbentuk: descriptive procedure *menentukan cirri kebahasaan teks yang didengar *menentukan fungsi komunikatif teks yang didengar | Tes lisan Tes tulis penugasan | Pertanyaan lisan Pilihan ganda T/F Completion Tugas rumah | Listen and answer the following question Listen to the text and choose the best answers by crossing a, b, c or d Listen and make a draftof retelling descriptive/ procedure text | 2*40 menit | Script text monolog descriptive /procedure dalam buku guru Rekaman text monolog descriptive / procedure |
LESSON PLAN
School Level : Junior High School
Subject : English
Class : VII
Time Allocation : 2 x 40 minutes
Semester : 2
Basis of Genre : procedure
I. Standard competence
To understand the meaning in the short functional text and essay in the form explanation, narrative, news item, recount, hortatory, procedure text in daily life context and to access the knowledge.
Basic competence
To Respond the meaning and the rhetoric step of written essay in the form of explanation, narrative, spoof and hortatory text accurately, fluently, and communicatively in daily life context and to access the knowledge of the text in the form of explanation, narrative, spoof, and procedure.
II. LEARNING OBJECTIVES
The students are able to understand procedure text.
INDICATORS
1. The students are able to make a procedure of genre.
2. The students are able to identify the generic structures of procedure text.
3. The students are able to identify the language features which used in procedure text.
III. MATERIAL
Procedure text
Procedure is a text which tells us how something is accomplished trough a sequence of actions or steps.
Social function : to inform and to direct someone on how to do something
Generic structure :
1. goal[often indicated in the heading]
2. materials[listed in order of use]
3. method[steps oriented towards achieving the goal]
Language features : 1. Using temporal conjunction
2. Using action verb
3. Using simple present tense
The Example procedure text :
How to Make Tea
Materials:
- hot water
- tea
- sugar
- glass/cup
- hot water
- tea
- sugar
- glass/cup
Steps:
1. First, prepare all the materials
2. Then, boil the water
3. Third, put the tea and sugar into the glass
4. Next, pour hot water into the glass
5. Then, stir the sugar, tea, and hot water at once until the sugar dissolves and the water becomes hard brown
6. Finally, the tea is ready to serve
1. First, prepare all the materials
2. Then, boil the water
3. Third, put the tea and sugar into the glass
4. Next, pour hot water into the glass
5. Then, stir the sugar, tea, and hot water at once until the sugar dissolves and the water becomes hard brown
6. Finally, the tea is ready to serve
Task 1. answer the following questions.
1. what is the goal of the text above ?
2. what is the main idea of the procedure text?
3. what do you need to make a tea become sweet?
4. what is the color of water after stirring the sugar ,tea and hot water?
IV. Teaching learning activities
Pre-activities
1. The teacher greets the students.
2. The teacher checks the students attendance list.
3. The teacher tries to brainstorm the students with the question relate to the material.
10 minutes (07.30-07.40)
While Activities
4. The teacher gives students the material to make SUPERBUBUR.
5. The teacher asks students to follow her instruction to make SUPERBUBUR.
6. The teacher asks students to mention the material and the procedure of making SUPERBUBUR.
7. The teacher explains about the procedure text.
8. The teacher gives game to the students.
9. The teacher gives the work sheet to the students.
10. the teacher asks students to answer questions.
11. The teacher asks students to submit their work.
60 minutes (07.40-08.50)
Post Activities
12. The teacher reflects the subject which has been discussed.
13. The teacher asks the students difficulties in understanding the lesson.
14. The teacher gives homework to make a procedure text.
15. The teacher closes the meeting while greeting the students.
V. Media
Printed text
III. Method
Communicative Language Learning ( CLL )
IV. Source
Sudarwati and Eudia Grace.2006. Look Ahead: An English Course for Senior High School Students Year X, Science and Social Study Program. Jakarta: Erlangga.
IIV. Scoring system
1. If the all answers are correct, the maximum score is 100
1 right*25=25
1 right*25=25
1 right*25=25
1 right*25=25
=100
Senin, 10 Januari 2011
RATIH SEPTIANA PUTRI 0813042043
ENGLISH TEACHING METHOD ASSIGNMENT
LESSON PLAN
AUDIO-LINGUAL METHOD
By
Ratih Septiana Putri
0813042043
English Study Program (Reg)
Department of Language and Arts Education
The Faculty of Teacher Training and Education
Lampung University
2011
Department of Language and Arts Education
The Faculty of Teacher Training and Education
Lampung University
2011
Lesson plan
Subject : English
Grade : VII
Semester : 1
Time Allocation : 1 x 40 minutes
Topic : Parts Of Body
Skill : Listening and Speaking
Parts Of Body
1. Competency: Understanding commands and
physical movement also have some familiarity with common terminology for parts of the body.
physical movement also have some familiarity with common terminology for parts of the body.
2. Objectives :
1. Students are able to understand simple commands and to respond the commands
2. Students are able to identify parts of the body.
3. Students are able to practise sentence pattern, "This is my …."
- Method : Natural Approach
- Materials :
Picture and label of Parts of Body
- Activity :
Pre activity :
1. Greeting and check attendant list
2. Brainstorming : Find out how much the students know about body parts. The teacher show the picture the parts of body or point a part of body and mention the name ( example: nose ). Students repeat words after the teacher.
3. Check the students’s understanding by get the students up and ask them to do the following:
“Point to your head.”
“Point to your nose.”
“Point to your stomach.”
“Point to your back.”
And so forth
While Activity :
1. The teacher point to a part of his/her body and ask students, “what is this ?”.The students should answer to whichever body part teacher point to.
2. Draw two pictures of a body on the board. Split the class into 2 teams. Give each student a marker. Tell your students to help each other. Ask students to write as many body parts on the board in 5 minutes as they can.
3. Give each student the pictures of parts of body, ask them to write down on their book using the sentence pattern “this is my . . .” ( example : this is my eyes ).Then teach student should read aloud their answers in front of the class.
Post activity :
1. The teacher ask the students about the problem in material and discuss again with the students.
2. The teacher give them evaluation and homework to do.
6. Evaluation :
Form : Each students come to front of class and mention their
body parts.
Example : Eyes : This is my eyes
Nose : This is my nose
Scoring systems :
a. Pronunciation : 25%
b. Fluency : 25%
c. Accuracy : 25%
d. Performance : 25%
YUSI INDAH PUTRI (0813042055)
ET METHOD
AUDIO – LINGUAL METHOD
(LESSON PLAN)
Created by:
YUSI INDAH PUTRI
SRN: 0813042055
English Study Program (Reg)
Department of Language and Arts Education
The Faculty of Teacher Training and Education
Lampung University
2011
LESSON PLAN
School : Junior High School
Subject : English
Grade/Semester : VIII/1
Time Allocation : 1 meeting ( 2 x 40 minutes)
Skill : Speaking
Topic : Expressing Agreement and Disagreement
A. Standard Competence
Expressing the meaning of transactional and interpersonal dialog formally and sustained in daily life contexts.
B. Basic Competence
Expressing the meaning of transactional and interpersonal dialog formally and sustained accurately, fluently and acceptable by using various oral language in daily life context and involving the expression of agreement and diagreement.
C. Objectives
· Students are able to ask for and giving expression of agreement and disagreement.
· Students are able to make a dialog using expression agreement and disagreement.
· Students are able to demonstrate the dialog using expression of agreement and disagreement in their own dialog.
D. Indicators
· Making the dialog using expression agreement and disagreement.
· Performing the dialog using expression of agreement and diagreement.
E. Techniques
· Practice in pairs.
· Performance in front of class.
F. Method
Audio-Lingual Method.
G. Learning Material
Expressing Agreement and Disagreement
No. | Agreement | Disagreement |
1. | I agree with you | I don’t agree |
2. | I am with you | I disagree with you |
3. | I go with you | I have objection to... |
4. | It certainly is | I don’t think I agree with.... |
5. | That’s what i was thinking | I can’t agree with... |
6. | I am of the same opinion | I wouldn’t say that. |
7. | That’s sounds is good | I don’t think that’s right |
8. | I have no objection to... | |
9. | I think it’s a good idea | |
10. | I’m quite agree |
Dialogue
Danu : “have you ever heard about komodo?”
Wendy : “yes, I have.”
Danu : “what does a komodo eat?”
Wendy : “It eats deer, wild pigs, and other komodo dragons.”
Danu : “I heard that komodo is tame.”
Wendy : “I don’t agree with you. It is a dangerous animal.”
Danu : “By the way, do yo agree if komodo is categorized into reptiles?”
Wendy : “Yes, I do. I quite agree.”
Danu : “Why?”
Wendy : “Because komodo has cold blood and it lays eggs.”
H. Teaching Learning Activities
Pre activity (15 minutes)
Teacher’s Students’
- Greeting” Good morning, students !” Respond
How is the day ?”
- Pray with the students.
- Check the attendance list.
Whilst Activity (100 minutes)
Teacher’s Students’
- Read the dialogue. Listen
- Read the dialog sentence by sentence and Repeat after teacher
ask students to repeat it (3-6 times).
(If the teacher detects an error , teacher correct it
and ask the students to repeat it).
- Divide the students become some groups, Practice
contain two students. One student as Danu
and one student as Wendy
- Ask 5- 6 students to do the conversation Respond
with the teacher (drill the students).
- Ask the students to practice the dialog in pairs. Practice
- Ask the students to practice the dialog in pairs
in front of the class.
Post Activity (20 minutes)
Teacher’s Students’
- Review what the words are used to show Respond
expression of asking for and giving
information about health problems, and
make suggestion.
- Give a chance to students to ask question. Ask question
- End the material and the class.
I. Evaluation
- Form: Students’ performance by making the dialogs based on the situation below. Then , practice it in front of the class with friend.
- Instruments: (Any Possible Answers students’ creativity )
- Scoring system:
a. Grammar : 10%
b. Pronunciation : 15%
c. Fluency : 30%
d. Accuracy : 20%
e. Performance : 25%
Langganan:
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