ET METHOD
AUDIO – LINGUAL METHOD
(LESSON PLAN)
Created by:
LEDY MAILIZA
SRN: 0813042006
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 : VII/2
Time Allocation : 1 meeting ( 2 x 40 minutes)
Skill : Speaking
Topic : Expression Asking and Giving Information about
Health Problem, and Making Suggestion
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 asking for and giving information about health problems, and making suggestion.
C.Objectives
•Students are able to ask for and giving information about health problems, and to make suggestion.
•Students are able to make a dialog using expression asking for and giving information about health problems.
•Students are able to demonstrate the dialog using expression of asking for and giving information about health problems with their own dialog.
D.Indicators
•Making the dialog using expression of asking for and giving information about health problems, and making suggestion.
•Performing the dialog using expression of asking for and giving information about health problems, and making suggestion.
E.Techniques
Practice in pairs.
Performance in front of class.
F.Method
Audio-Lingual Method.
G.Learning Material
Asking for and Giving Information about Health Problem
Asking about a health problem
What’s wrong?
What’s the matter? I’m sick.
Giving information about one’s health
I’m not feeling well.
I feel sore all over.
I have a (stomachache)
I’ve got a (headache).
My buck hurts.
Making a Suggestion
Making a suggestion
Have you tried …?
Why don’t you …?
Responding to a suggestion
Yes, I have. But it didn’t work.
No, I haven’t. perhaps I will.
I did. But it didn’t work.
OK. I will
OK, I’ll try it. Thanks.
Dialog 1
Donna: You don’t look well. What’s wrong?
Renny: I’ve got a stomachache.
Donna: Have you try a bowl of chicken porridge?
Renny: I did. But it didn’t work.
Donna: Why you didn’t go to the doctor?
Renny: OK. I’ll go to the doctor this afternoon.
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 Donna
and one student as Renny.
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%
Kamis, 06 Januari 2011
Nurul Puspita/0713042054
LESSON PLAN
School level : Senior High School
Subject : English
Class : X
Semester : 1
Topic : procedure text
Skill : reading
Time : 2 x45 minutes
A. Standard Competence
Understanding the meaning of written monologue text in form of procedure in the context of daily life.
B. Basic Competence
Responding the meaning and the rhetorical steps of written text essay accurately, fluently, and acceptably in the context of daily life in the form of procedure.
C. Objectives
Students are able to understand the structural comprehension of procedural text.
Students are able to comprehend the content, the sequence and the message of the procedural text.
D. Indicators
Identifying information in the procedure text
Identifying the rhetorical step in the procedural text
Identifying the communicative function of procedure text
E. Instructional step/ Procedure
1. Pre-Activity
Teacher greets student.
Teacher check students attendance list.
Teacher asks the students about the last materials.
Teacher asks the students some questions relate to the topic which is going to be learned. For example
o Have you breakfast?
o What did you drink for breakfast?
o Did anyone drink a cup of tea?
o Who made it for you? (asks student who drank A cup of tea that morning)
o Can you tell us how to make a cup of hot tea?
Teacher introduces the material which is going to be learnt.
2. While – Activity
The teacher explain what procedure text is
Teacher asks the students to work in group. Make 5 groups.
Teacher gives a set of making kite materials to each group and also the instruction to make it (procedure text).
Teacher reads the texts for the students then asks difficult words.
Teacher orders students to find out the meaning of the difficult words.
Teacher gives instruction to start making the kite. give fifteen minutes
After they finish, teacher calls a delegation from each group to explain the procedures and show their kite handmade.
The teacher asks other students to give comments for their friends’.
The teachers explain the language feature and the use of procedure text.
Teacher asks students to answer the questions on the students’ sheets in the group.
3. Post Activity
Teacher asks the students what they have been studied that day.
Teacher asks the students whether they have any difficulties related to the topic.
Teacher explains the summary of the lesson.
Teacher closes the meeting.
F. Material
Procedure text is a text which tells us how something is accomplished through a sequence of actions or steps.
The generic structure
Usually it consists of:
Goal (often indicated in the main heading)
Materials (listed in order of use)
Method (steps oriented towards achieving the goal)
Language feature
Use of the simple present tense
Usually in imperative sentence
Linking words to do with time (first, time, when, then, next)
Mainly action verbs (put, hold, cut, stick)
Detailed, factual description of materials (shape, size, color, amount, etc)
Examples of procedure test:
Recipes
Game rules
Science experiment instruction
Appliance manuals
Direction to reach a destination
How-to-do-it kits
Example:
Making a kite
Materials:
Butcher cord
Scotch tape or glue
1 Sheet of strong paper
2 Strong, straight wooden sticks of bamboo
Markers, paint or crayons
Directions:
1. Make a cross with the two sticks, with the shorter stick placed horizontally across the longer stick.
2. Tie the two sticks together with the string in such a way as to make sure that they are at right angles to each other.
3. Cut a notch at each end of the sticks. Make it deep enough for the type of string you are using to fit in to. Cut a piece of string long enough to stretch all around the kite frame.
4. Lay the sail material flat and place the stick frame face down on top. Cut around it, leaving about 2-3cm for a margin. Fold these edges over and glue it down so that the material is tight.
Make a tail by tying a small ribbon roughly every 10cm along the length of string.
5. Decorate your kite with the markers!
G. References
Heaton, J.B.1991. Writing English Test. London: Longman.
Doddy, Achmad, dkk. 2008. Developing English Competencies. Jakarta: Pusat Perbukuan, Departemen Pendidikan Nasional.
Modul Bimbel Intensif SMAN 10 Bandar Lampung. 2009
Naenggolan, Flora.2010. Modul 14 Pendalaman Materi Bahasa Inggris SMA. Bandar Lampung: University of Lampung.
www.google.com
H. Media
Butcher cord, Scotch tape or glue, 1 Sheet of strong paper, 2 Strong- straight wooden sticks of bamboo, Markers, paint or crayons. White board and board maker. Method: (CLT)
I. Evaluation
The teacher gives students exercises in form of open- ended and miscellaneous items.
The teacher gives a home work of making a kind of procedure text.
Procedure : written
Type : open- ended and miscellaneous items
How to Play the Whole Marble
Material needed:
Two players or more
One marble per person
A hole in the ground
A line (distance) to start from
Method:
1. First, you must dub (click) marble together.
2. then you must check that the marble are in good condition and are nearly worth the same value
3. next, you must dig a hole in the ground and draw a line a fair distance away from the hole
4. The first player carefully throws his/her marble towards the hole.
5. Then, the second player tries to throw his/her marble closer to the hole. Than his/her opponent.
6. The player who’s marble into the hole. If successfully, this player tries to flick his/ her opponent’s marble into hole.
7. The person flicking the last marble into the hole wins and gets the keep other player’s marbles.
1. The text above is called procedure text, why?
2. What is the goal of this text?
3. Usually, a procedure text in form of imperative sentence. How many imperative sentences in that text? Then, write it down!
4. How many linking verbs that are used in the text?
5. How many marbles will be needed if four players want to play the game?
J. Answer key
1. Because the text tells us how playing marble is accomplished through a sequence of actions or steps.
2. The goal is to guide the reader to be able playing marble through a sequence of actions or steps.
3. Three, in the 1,2 and third paragraph
4. Five
5. Four
K. Scorring System
The maximum score for a correct answer is 10, the scoring guide as follow:
- correct answer in a grammatically correct sentence or a sentence containing only a minor error 10
- correct answer in a sentence containing one or two minor errors (but causing no difficulty in understanding) 7,5
- correct answer but very difficult to understand because of one or more major grammatical errors 5
- incorrect answer in a sentence with or without errors 0
School level : Senior High School
Subject : English
Class : X
Semester : 1
Topic : procedure text
Skill : reading
Time : 2 x45 minutes
A. Standard Competence
Understanding the meaning of written monologue text in form of procedure in the context of daily life.
B. Basic Competence
Responding the meaning and the rhetorical steps of written text essay accurately, fluently, and acceptably in the context of daily life in the form of procedure.
C. Objectives
Students are able to understand the structural comprehension of procedural text.
Students are able to comprehend the content, the sequence and the message of the procedural text.
D. Indicators
Identifying information in the procedure text
Identifying the rhetorical step in the procedural text
Identifying the communicative function of procedure text
E. Instructional step/ Procedure
1. Pre-Activity
Teacher greets student.
Teacher check students attendance list.
Teacher asks the students about the last materials.
Teacher asks the students some questions relate to the topic which is going to be learned. For example
o Have you breakfast?
o What did you drink for breakfast?
o Did anyone drink a cup of tea?
o Who made it for you? (asks student who drank A cup of tea that morning)
o Can you tell us how to make a cup of hot tea?
Teacher introduces the material which is going to be learnt.
2. While – Activity
The teacher explain what procedure text is
Teacher asks the students to work in group. Make 5 groups.
Teacher gives a set of making kite materials to each group and also the instruction to make it (procedure text).
Teacher reads the texts for the students then asks difficult words.
Teacher orders students to find out the meaning of the difficult words.
Teacher gives instruction to start making the kite. give fifteen minutes
After they finish, teacher calls a delegation from each group to explain the procedures and show their kite handmade.
The teacher asks other students to give comments for their friends’.
The teachers explain the language feature and the use of procedure text.
Teacher asks students to answer the questions on the students’ sheets in the group.
3. Post Activity
Teacher asks the students what they have been studied that day.
Teacher asks the students whether they have any difficulties related to the topic.
Teacher explains the summary of the lesson.
Teacher closes the meeting.
F. Material
Procedure text is a text which tells us how something is accomplished through a sequence of actions or steps.
The generic structure
Usually it consists of:
Goal (often indicated in the main heading)
Materials (listed in order of use)
Method (steps oriented towards achieving the goal)
Language feature
Use of the simple present tense
Usually in imperative sentence
Linking words to do with time (first, time, when, then, next)
Mainly action verbs (put, hold, cut, stick)
Detailed, factual description of materials (shape, size, color, amount, etc)
Examples of procedure test:
Recipes
Game rules
Science experiment instruction
Appliance manuals
Direction to reach a destination
How-to-do-it kits
Example:
Making a kite
Materials:
Butcher cord
Scotch tape or glue
1 Sheet of strong paper
2 Strong, straight wooden sticks of bamboo
Markers, paint or crayons
Directions:
1. Make a cross with the two sticks, with the shorter stick placed horizontally across the longer stick.
2. Tie the two sticks together with the string in such a way as to make sure that they are at right angles to each other.
3. Cut a notch at each end of the sticks. Make it deep enough for the type of string you are using to fit in to. Cut a piece of string long enough to stretch all around the kite frame.
4. Lay the sail material flat and place the stick frame face down on top. Cut around it, leaving about 2-3cm for a margin. Fold these edges over and glue it down so that the material is tight.
Make a tail by tying a small ribbon roughly every 10cm along the length of string.
5. Decorate your kite with the markers!
G. References
Heaton, J.B.1991. Writing English Test. London: Longman.
Doddy, Achmad, dkk. 2008. Developing English Competencies. Jakarta: Pusat Perbukuan, Departemen Pendidikan Nasional.
Modul Bimbel Intensif SMAN 10 Bandar Lampung. 2009
Naenggolan, Flora.2010. Modul 14 Pendalaman Materi Bahasa Inggris SMA. Bandar Lampung: University of Lampung.
www.google.com
H. Media
Butcher cord, Scotch tape or glue, 1 Sheet of strong paper, 2 Strong- straight wooden sticks of bamboo, Markers, paint or crayons. White board and board maker. Method: (CLT)
I. Evaluation
The teacher gives students exercises in form of open- ended and miscellaneous items.
The teacher gives a home work of making a kind of procedure text.
Procedure : written
Type : open- ended and miscellaneous items
How to Play the Whole Marble
Material needed:
Two players or more
One marble per person
A hole in the ground
A line (distance) to start from
Method:
1. First, you must dub (click) marble together.
2. then you must check that the marble are in good condition and are nearly worth the same value
3. next, you must dig a hole in the ground and draw a line a fair distance away from the hole
4. The first player carefully throws his/her marble towards the hole.
5. Then, the second player tries to throw his/her marble closer to the hole. Than his/her opponent.
6. The player who’s marble into the hole. If successfully, this player tries to flick his/ her opponent’s marble into hole.
7. The person flicking the last marble into the hole wins and gets the keep other player’s marbles.
1. The text above is called procedure text, why?
2. What is the goal of this text?
3. Usually, a procedure text in form of imperative sentence. How many imperative sentences in that text? Then, write it down!
4. How many linking verbs that are used in the text?
5. How many marbles will be needed if four players want to play the game?
J. Answer key
1. Because the text tells us how playing marble is accomplished through a sequence of actions or steps.
2. The goal is to guide the reader to be able playing marble through a sequence of actions or steps.
3. Three, in the 1,2 and third paragraph
4. Five
5. Four
K. Scorring System
The maximum score for a correct answer is 10, the scoring guide as follow:
- correct answer in a grammatically correct sentence or a sentence containing only a minor error 10
- correct answer in a sentence containing one or two minor errors (but causing no difficulty in understanding) 7,5
- correct answer but very difficult to understand because of one or more major grammatical errors 5
- incorrect answer in a sentence with or without errors 0
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