Name : Devina Adinda
SRN : 0813042026

Lesson Plan

School : SMP N 2 Bandar Lampung
Subject : English
Class/semester : X / I
Meeting : 5
Time : 40 minutes
Skill : Speaking

Standard Competence
Understanding the simple instruction and information as an action or language in the students surroundings.

Basic Competence
1. Disclose the instructions and information very simple in the context of learners.
2. Make a conversation to accompany the action involving speech act of likes and dislikes.

Indicator
Students are able to:
1.differentiate the expression of likes and dislikes
2.respond the question of likes and dislikes

Objective
Students can interact with other people in terms or revealing what they like and dislike.

Material : What do/don’t you like?

Technique : Game

Method : Communicative Language Teaching (CLT)

Teaching Learning Activity

1.Pre-activity (5 minutes)
a.The teacher begins the class by greeting the students.
b.The teacher asks the students to arrange their seats in round position and the teacher is in the middle of them.
c.The teacher asks four of the students to come to the middle as models.

2.While (25 minutes)
a.The teacher tells the students that they will play a game of snake and ladder.
b.The teacher tells the rules of the game:
Each player start from getting a chance to throw a dice each and they move the number of steps according to the dice number result shown after they threw. They play the steps on the board from base to top, right, then left and so on.
Ladder: ladders are what every player wishes to step on. When they step on a ladder, they will move ahead to the steps their ladder leads to. Ladder will only lead them move steps ahead, so stepping on a ladder is definitely a boost in the game. Snake: Snakes are what every player tries to avoid stepping on. When they step on a snake, they will move down to the steps their ladder leads them to. Snakes will only lead the players to move steps down. The first player to reach the last steps of the board is the winner. Adding rules in the game are some steps of the board have question cards. The player who steps to the question card will answer the question that will be red by other players. The questions are about like and dislike.
c.The students start the game until it finish. When it finish, they can be replaced by other students who also want to play.

3.Post-activity (10 minutes)
a.The teacher asks the students to work in pairs and give one question card for very pair. The student who gets the question card should read the question and his/her partner should answer the question. They can take in turns with their partner.
b.The teacher ends the class by saying goodbye.

Media
-Board of snake and ladder
-Question cards

Scoring system
No. Name Fluency (40%) Grammar (30%) Pronunciation (30%) Total





Example of material

The questions for question cards:
1. What colour do you like?
2. What fruit don’t yoou like?
3. Do you like football?
4. Do you like cooking?
5. Do you like reading?
6. What books do you like?
7. What food don’t you like?
8. Do you like coffee?
9. What sport do you like?
10. Do you like durians?
11. What animal don’t you like?
12. What film do you like?

NAME : ENY WANTI
SRN : 0813042003

TEACHING LEARNING INSTRUMENT

• School : SMPN 1 GADING REJO
• Subject : English
• Grade/Semester : VII/I
• Time Allocation : 2 x 40 minutes
• Topic : Descriptive text
• Skill : Writing

A. Standard Competence
• To express the meaning of functional written text and simple short essay in descriptive and procedure forms to interact with the nearest environment.

B. Basic Competence
• To express the meaning of functional written text and simple short essay by using sort of written language accurately, fluently and acceptable to interact with the nearest environment.

C. Indicator
• The students are able to identify the meanings, the linguistic features and the text structure of written texts of descriptive.

A.Objective
• Having ability to identify the meaning, the linguistic features and the text structure of written texts of descriptive.

B. Material
• Descriptive text

My Bombi

Bombi is my black cat. This cat is always playful. It likes playing with anything. It sometimes plays with me. It likes playing with a ball very much. It is very clever. It is sometimes very naughty.
My Bombi is small but fat. It has soft fur. The fur is black. Bombi has a long tail.

C.Method
• Audio Lingual Method (dictation)

D.Technique
• Listen to the teacher.
• The students write down what the teacher says.

E. Teaching Learning Activity

1.Pre-Activity (15 minutes)
a.Teacher greets the students
b.Teacher checks the attendance list.

2. While Activity (60 minutes)
a.Teacher explains about descriptive text.
b.Teacher asks the students to prepare a pen and a paper on their table.
c.Teacher asks the students to listen and write down what the teacher says.
d.Teacher explains that he/she will read a descriptive text three times.
e.In the first reading, teacher read the text at a normal speed and the students listen carefully and make no attempt to write.
f.In the second reading, teacher reads the text more slowly and the students write down what the teacher says.
g.In the third reading, the teacher reads the text at a normal speed again and the students make some necessary corrections.

3.Post activity (15 minutes)
a.Teacher asks the students to collect their work.
b.Teacher ends the class.

F.Source
•Contextual Teaching and Learning Sekolah Menengah Pertama Kelas VII

G.Media
•Whiteboard

H.Evaluation and assessment
•Technique : Listening and writing
•Evaluation :
Spelling :
.Very good = 5
•Good = 4
•Enough = 3
•Bad = 2

Vocabulary :
•Very good = 5
•Good = 4
•Enough = 3
•Bad = 2

Grammar :
•Very good = 5
•Good = 4
•Enough = 3
•Bad = 2

Punctuation :
•Very good = 5
•Good = 4
•Enough = 3
•Bad = 2

Scoring system = Student Score x 10
2

ELT Method Hesti Prasetianingtias 0813042031

NAME : HESTI PRASETIANINGTIAS
SRN : 0813042031

LESSON PLAN

School : SMP
Subject : English
Grade/Semester : VII / 1st
Time allocation : 2 x 40 minutes
Skill : Speaking

I. STANDARD COMPETENCE

Expressing the meaning within the simple transactional and interpersonal conversation to interact with others

II. BASIC COMPETENCE

• Doing interaction with others by introducing self and other selves
• Express the meaning in conversation transactional (to get things done) and interpersonal fluently and accurately

III. INDICATOR
a) Students are able to introduce themselves to others
b) Students are able to introduce their friends to others
c) Students are able to asking identity from somebody else

IV. OBJECTIVES
a) Students will have ability introducing themselves to others
b) Students will be able to introduce their friends to others
c) Students will be able to ask identity from somebody else
d) Students will be able to use some expression to ask identity

V. MATERIAL

Self introduction:
 Hello, I am misca
 Nice to meet you
 How do you do

Responses:
 Nice to meet you, too
 How do you do

Asking identity:
 What is your name?
 What is your father’s name?
 Where do you live?
 Where are they from?
 What is your hobby?
 What is your mother’s name?
 How old are you?

Responses:
 My name is Clara
 I live in batu raja street number 32
 My father’s name is Datuk Pohan
 They come from Australia
 I am 12 years old
 My mother’s name is Suketi
 My hobby is swimming

VI. METHOD
 Communicative Language Teaching (CLT)
 Grammar Translation Method (GTM)

I. INSTRUCTIONAL STEPS

1. Pre-Activity (10 minutes)
• The teacher greets the students and students respond the greeting
• The teacher ask the chairman of class to lead praying
• The teacher checks the students’ attendance list one by one
• The teacher explains the material that will be learnt by them
• Give the motivation to the students in order they can be confidence to speak up

2. while Activity (50 minutes)
• The teacher ask students to make a big circle
• Delivers the dialogue to the students
• The teacher asks students to read the dialogue in pair
• Explain about Wh-Question
• Ask students randomly to introduce themselves
• Ask students to fill in the blank
• Distribute the task paper to the students
• Every student should have the task paper
• Every student should give the task paper in her/his right friend by following the music
• They should fill the column of name up to the end of the music
• Then, a second time to switch on the music
• Every student should fill in column answer by asking some questions in column questions to their friends whom there is her/his name in that column
• It is ended when the music is ended

3. Post Activity (20 minutes)
• Ask students to introduce their friends based on the data which they got before
• Make a conclusion
• Closed greetings

II. SOURCES
English and the door to the global communication for SMP class 1

III. Media
Copy of the dialogue, task paper and task sheet, tape recorder/ music

IV. Evaluation and Assessment

a. Technique: fill in the blank and introduce their friends
b. Assessment:
o Answering questions
Score: correct answer x 20
o Performance from introducing their friends

No Name accuracy Fluency Pronunciation Grammar Vocabulary score




Score:
Very good = 4
Good = 3
Enough = 2
Poor = 1
Performance test score = Student Score x 100
20

TOTAL SCORE = answering questions + performance score
2
A dialogue

Donna: Hi, what is your name?
Sabina: I am Sabina, and you?
Donna: My name is Donna. Are you a new student in this school?
Sabina: Yes, I am. I am in the first grade. Hey, what about you, Donna?
Donna: I am also in the first grade. My class is next to you.
Sabina: That is great. Well, I must go now.
Donna: Wait, before you go, do you have a phone number?
Sabina: Yes, I do.
Donna: Can I have it?
Sabina: Of course. It is 081304200000
Donna: Thank you.
Sabina: You are welcome. Okay, I will see you later. Bye now…

Fill in the blank below

Dida: Hello Ruri, nice to meet you.
Ruri: …………………….
Dida: …………………….
Ruri: His name is Tarigan.
Dida: …………………….
Ruri: He lives on Jambu Street.
Dida: …………………….
Ruri: He is from Africa.
Dida: ……………………
Ruri: He is 12 years old.


Task paper

NO NAME QUESTIONS ANSWER
Asking address
Asking his/her phone number
Asking father’s name
Asking his/her hobby
Asking her/his born place
Asking her/his sibling
Asking his/her age
Asking his/her mother’s phone number
Asking his/her mother’s name
Asking his/her full name

Syara Arizona

Lesson Plan for Tenth Class in First Semester
SMAN 1 Terusan Nunyai


By
Syara Arizona(0853042038)







ENGLISH EDUCATION STUDY PROGRAM
ARTS AND LANGUAGE EDUCATION DEPARTMENT
SCHOOL OF EDUCATION AND PEDAGOGY
UNIVERSITY OF LAMPUNG
2011






LESSON PLAN

School : SMAN 1 Terusan Nunyai
Subject : English
Class/Semester : X/I
Skill : Integrative skill (speaking and writing)
Topic : Expression of gratitude and adverb
Time Allocation : 2x45 minutes



Standard Competence
Understanding and using English both orally and written form communicatively.

Basic Competence
Using some expressions of gratitude, adverbs of place and adverbs of time in dialogue and sentences.

Objectives
1. The students are able to use some expression of gratitude in dialogue
2. The students are able to use some adverb of place, time, manner, and frequency in sentences
3. The students are able to make dialogue that used some expression of gratitude, adverbs of place and adverbs of time

Indicators
1. Using some expression of gratitude in dialogue
2. Using some adverb of place, time, manner, and frequency in sentences
3. Making dialogue that used expression of gratitude, adverb of place and adverb of time

Method
Integrative method (Audio Lingual Method and Communicative Language Teaching)

Technique
Role play technique

Teaching Learning Activities
o Pre-Activities (15 minutes)
1. The teacher greets the students.
2. The teacher checks the students’ attendance list.
3. The teacher tries to review the materials that have been learnt previously by asking some questions to the students.
4. The teacher gives brainstorm to the students by asking them about the materials that will be discussed.
o While activities (60 minutes)
1. The teacher gives a short dialogue orally, the dialogue tells about expressing of gratitude
A: Hi Jane….you look so happy today. What’s going on?
B: Hi Mike…I just get scholarship to Europe……
A: it’s so terrific….congratulation guys, I’ll be happy for you.
B: thank you very much.
A: your parents must be proud of you.
B: I hope so, would you like to have lunch with me? I’ll treat you in the cafeteria.
A: oh, yes I do. Thank you for your kindness.
2. The teacher repeats the twice until the students can memorize the dialogue
3. The teacher divides the students into two group
4. The teacher asks the students to practice dialogue between the two groups
5. The teacher asks the students to practice the dialogue in pairs and asks them to come in front of the class
6. The teacher writes the dialogue in white board
7. The teacher writes some expression of gratitude and the use of that expression
8. The teacher asks the students to identify which one of the gratitude’s expression from the dialogue
9. The teacher identifies some of adverbs of place, time, frequency and manner from dialogue
10. The teacher gives some adverbs of place, time, frequency and manner.
11. The teacher gives some sentences that using adverbs of place, time, frequency and manner.
12. The teacher asks them to make some sentences by using the adverbs
13. The teacher asks the students to make a dialogue that contain of expression of gratitude and adverbs of place, time, frequency, and manner
o Post activities (15 minutes)
1. The teacher gives reflection by asking them, what they have got and what they have learnt.
2. The teacher closes the meeting while greeting the students.

Source
Linked to the World 1, look a head 1 and grammar book

Media
Book of Link the World




Material
a. Expression of gratitude:
When people congratulate us on some happy occasion, of course we have to thank them. Here some expression for showing our gratitude:
• Thank you
• thanks
• thank you very much
• many thanks
• thanks a lot
• I thank you
• I’m very much obliged to you
• Thank you for your kindness
• Thanks for everything
• Thanks for your help
Showing gratitude when refusing:
• thanks anyway
• no, thanks you
• no thanks
b. Adverbs of frequency, manner, time and place.
• Adverbs of frequency: always, usually, often, seldom, and sometime.
Adverbs of frequency are normally placed just before the main verb. These adverbs express how often something happens.
e.g : he always pick me up in the morning
• Adverbs of manner: carefully, quickly, early, beautiful, patiently, passionately, late etc.
Are normally placed after the direct object or follow the verb. These adverbs express how something happens or is done.
e.g : the doctor examined me carefully in the hospital
• Adverbs of time: tomorrow, last night, by Sunday, yesterday, tonight, last month, this afternoon ,everyday, in the morning etc.
Are normally placed at the end of the sentences or clause. These adverbs express when something happens.
e.g : I will come to your house tomorrow morning
• Adverbs of place: here, at the office, at school, back home, etc.
Are normally placed after direct object or the verbs they qualify. These adverbs express where something happens.
E;g : I will wait you in my office.
But the position may change into place-manner-time after the verbs of movement such as: go, reach, leave, arrive, come, return, get, walk, run, etc.
e.g: - he goes home early everyday
- I arrive at school early today
- I return to Jakarta early today

Evaluation
o The teacher asks the students to make a dialogue by using expression of gratitude.
o The teacher asks the students to make 10 sentences by using adverbs of time, frequency, manner, and place.
o The students should rearrange the correct adverbs in sentences into correct position.

Scoring System
• The teacher asks the students to make a dialogue by using expression of gratitude. The score will be 10-100
• The teacher asks the students to make 10 sentences by using adverbs of time, frequency, manner, and place. One sentences contain 10 score, so all the score will be 100
• The students should rearrange the correct adverbs into correct position in sentences. One sentences contain 10 score, so all the score will be 100
1. I saw my sister off (at 7 o’clock, at the hospital, this afternoon)
2. I shall meet you (outside the office, today, at 3 o’clock)
3. we are going (for a month, to Surabaya, on Monday)
4. he played (in the concert, beautifully, last night)
5. my brother was working (at his office, very hard, all day yesterday)
6. the train arrived (this evening, late)
7. he worked for our case (all his life, passionately)
8. my younger brother was born (in the year of 1985, at 11 am, on May 14th)
9. they waited the operation process (all day, quietly, in the waiting room)
10. our family’s doctor examined my mother (in the hospital, very carefully, this morning)
The answer:
1. I saw my sister off at the hospital at 7 o’clock this afternoon.
2. I shall meet you outside the office at 3 o’clock today.
3. We are going to Surabaya for a month on Monday.
4. He played beautifully in the concert last night.
5. My brother was working very hard at the office all day yesterday.
6. The train arrived late this morning.
7. He worked for our case all his life passionately.
8. My younger brother was born at 11 am on May 14th in the year of 1985.
9. They waited the operation process quietly in the waiting room all day.
10. Our family’s doctor examined my mother very carefully in the hospital this morning.

LESSON PLAN CONDUCTING BY CLT METHOD

(An Assignment of English Teaching Method)

 

Arranged by:

Atin Purwadi

SRN: 0813042021

ENGLISH DEPARTMENT

EDUCATION AND PEDAGOGY FACULTY

UNIVERSITY OF LAMPUNG

2011

LESSON PLAN CONDUCTING BY CLT METHOD

School                         : SMA Negeri 1 Batanghari

Subject                       : English

Grade/semester          : XI /1^st

Meeting                      : 1^st

Time Allocation         : (2 x 45 minutes)

Skill                             : Speaking

Type of text                : Descriptive text

I.             STANDARD COMPETENCE

To express the meaning within the formal and non-formal transactional and interpersonal conversation accurately, fluently, and acceptably in daily life context.

II.          BASIC COMPETENCE

To express the meaning of monologue text accurately, fluently, and acceptably use descriptive in variety spoken language.

III.       INDICATORS

a)   Students are able to comprehend the passage of the descriptive text.

b)   Students are able to determine the generic structure of descriptive text.

c)   Students are able to express and present confidently something using the analogy of descriptive text.

IV.       OBJECTIVES

a)Having ability to determine the generic structure of descriptive text.

b)   Having ability to express and present confidently something using the analogy of descriptive text in front of class.

V.          MATERIAL

The materials are related to descriptive text. In here the text are talking about Prambanan Temple:

Descriptive text	Generic Structures
Prambanan is the largest Hindu temple compound in central java in Indonesia located approximately 18 km east of Jogjakarta.	General Statement
The temple is a UNESCO world heritage site and is one of the largest Hindu temples in south-east Asia. It is characterized by its tall and pointed architecture typical of Hindu temple architecture and by the 47m high central building inside a large complex of individual temples. It was built around 850 CE by either Rakai Pikatan, king of the second Mataram dynasty or Balitung Maha Sambu, during the Sanjaya dynasty. Not long after its construction the temple was abandoned and began to deteriorate. Reconstruction of the compound began in 1918. The main building was completed in around 1953. Much of the original stonework has began stolen and reused at remote construction sites. A temple will only be rebuilt if at least 75% of the original stones are available and therefore only the foundation wall of most of the smaller shrines are now visible and with no plans for their reconstruction.	Explanation
The temple was damaged during the earthquake in java in 2006. Early photos suggest that although the complex appears to be structurally intact damage is significant. Large piecies of debris including carvings were scattered over the ground. The temple has been closed to the public until damage can be fully assessed. The head of Yogyakarta archeological conservation agency stated that “it will take months to identify the precise damage.” However some weeks later in 2006, the site reopened for visitors for visitors. The immediate surroundings of the Hindu temples remain off-limits for safety reason.	Closing

VI.       TECHNIQUE

a)      Practice in pairs.

b)      Perform in front of the class.

VII.    TEACHING LEARNING ACTIVITY

1)      Pre-Activity (10 minutes)

·         praying and greeting

·         teacher checks the attendance list

·         teacher asks students about their activity throughout weekend, and ask one of them to tell his/her story about their home

·         teacher asks the student to mention the things that they usually see in their home, such as farmer tool

·         Teachers explain the material that they will teach is about the descriptive text of object in student’s daily activities and repeat the previous material briefly.

2)      while Activity (75 minutes)

There are three main activities:

1.      Work in group (15 minutes):

·         the teacher prepared some of the descriptive text in surrounding context, such as about farming tools. teacher should ensure count the group to provide each group with different text.

·         Then teacher divide class become several groups maximum four students in a group. Teacher writes down the order of generic structure on the board.

·         Then teacher cut a paragraph become several parts based on the number of generic structure of descriptive text.

·         Each group gets the disordered paragraph then they should discuss and order them properly, one of each group will be the representative and come in front to match each part correctly.

2.                  Work in pairs (10 minutes):

·         teacher prepare some of picture relating to the surrounding of the school, such as farming tools and/or farming pests.

·         Then student will get the picture card and they should describe the thing which they have got to their chairmate in order to their chairmate can guess what it is.

3.                  Work individually (50 minutes):

·         teacher prepare some picture of farming tools and/or faming pests which is still related to the activity 2.

·         Teacher will give each student work paper.

·         Each student will come in front and will get two pictures.

·         Then student is called one by one randomly to come in front of the class to describe the pictures that have been given to them. The pictures are same with the activity 2 relating with farming tools and farming pest.

·         While a student comes in front the others guess and fill the work sheet.

3)      post Activity (5 minutes)

·         teacher will ask the comment of the activities that have been done and give student motivation to keep study English hard.

·         Teacher close the meeting.

VIII. SOURCE

www.google.com

english text book : "look Ahead"

IX.       MEDIA

·         Picture of farming tools

·         work sheets

·         board

X.          EVALUATION

1)      Technique : performance

2)      Form: work in groups, pairs and individually.

3)      Scoring system:

Aspect	Score	Explanation	Percentage
Pronunciation	100 75 50	·     Easy to understand and have a native accent ·     Easy to understand but sometime have some mistakes in the pronunciation ·     difficult to understand because have many mistakes in the pronunciation	40 %
Grammar	100 70 40	·     There is no or just a few mistakes of grammar ·     Some times make mistakes in grammar but it does not influence the meaning ·     There are many mistakes in grammar and it influences the meaning	30 %
Fluency	100 75 50	·     Fluent ·     Fluency is disturbed by language problem ·     Some times the pronunciation is stop because the problem of language	15 %
Confidence	100 75 50	·   Good ·   Enough ·   Bad	15 %

4)      Instrument of evaluation:

Activity 1:

Direction: match the disordered part of a descriptive text with its appropriate generic structures. Them one of your friend in each group will be representative to stick the correct order against the board.

Disordered descriptive text 1:

 

Disordered descriptive text 2:

 

 

Disordered descriptive text 3:

 

 

Activity 2:

Direction: you have to work in pair with your chairmate. a student is A and the other one is B. A should describe the thing about the characteristics of the thing in order to B can guess what it is. And then change conversely. You may choose one of the pictures below!

(since the picture could not appear so i can attach the picture relating to my lesson plan for activity 2 and activity 3)

Activity 3:Direction: you should describe the characteristic of the things in order to your friends can guess it! (Teacher chooses two of the picture combinations of farming tools and farming pest). While the others try to guess and fill the worksheet based on your descriptions.

 

WORK SHEET

Direction: write down your name and class. You have to fill the blank with the name thing that your friends are described in the front of class!

Name              :

Class               :

No.	Name of the student	Name of things		Comment*
		1st thing	2nd thing
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20

*Note: for comment you can write based on your opinion is your friend good, enough, or bad.