UNDIKMA
FAKULTAS BAHASA DAN SENI
JURUSAN BAHASA INGGRIS
LESSON PLAN
I.Basic Competencies :
Students are able :
To understand the .
Indikator : - Mengidentfikasi makna kata dalam teks yang dibaca
- Mengidentifikasi variasi susunan kalimat dalam teks
berbentuk procedure.
- Mengidentifikasi urutan peristiwa dalam teks yang dibaca.
A. Tujuan Pembelajaran : Siswa mampu menyusun langkah-langkah retorika dalam teks
berbentuk procedure.
B. Materi Pembelajaran : - Menyusun gambar sehingga terdapat sebuah susunan yang
benar mengenai perkembangan sebuah tubuh.
- Mencocokkan kata dengan arti dalam kalimat
D. Metode Pembelajaran : - Penjelasan
- Tanya Jawab
- Penugasan
- Practice
E. Langkah-Langkah Pembekajaran
Kegiatan Awal (10’)
Greet
Apperception : Pernahkah kamu melakukan sebuah percobaan?
(Semuanya dalam Bahasa Inggris)
Kegiatan Inti
No Perilaku Guru Perilaku Siswa Alokasi
Waktu
1. Mengajak siswa mengamati Mengamati gambar 15’
gambar
2. Bertanya pada siswa Menjawab pertanyaan secara lisan dengan 20’
Makanan apa yang bergantian.
terdapat pada gambar?
Yang manakah makanan
digambar yang paling
kamu suka?
Tahukah kamu
bagaimana cara
membuat makanan pada
gambar?
(secara lisan)
3. Masing-masing siswa memberikan 25’
Bertanya kepada siswa pendapat
tumbuhan apakah yang Siswa membentuk kelompok diskusi
terdapat pada stoples?
Mengajak siswa
membentuk kelompok
diskusi Mendiskusikan/ menyusun gambar
Menyusun gambar Bagaimana proses terbentuknya
dengan benar dimana makanan/ touge dalam sebuah stoples.
gambar tersusun rapi.
Bagaimana proses
terbentuknya makanan/
touge dalam sebuah
stoples. 1 orang perwakilan membacakan hasil
20’
Meminta siswa satu masing-masing diskusi kelompok.
orang perwakilan dari
setiap kelompok,
membacakan hasil
diskusi kelompok.
Evaluasi
1. How you can grow your own food in a jar
2. Match the words taken from the text book with their meaning
No Word Meaning
1. Seed a. A new part of plant
2. Bean b. A deep brown container for food or liquid
3. Bowl c. A container usually made of glass
4. Jar d. Part of plant from which a new plant grows in long pods.
Key Answer:
I.
1. Choose a bean or seed-for example, the mung or adzuki bean or the sunflower seed.
2. Put 75 grams of the beans of the seeds in a bowl.
3. Cover them in water for 12 hours.
4. Pou out all the water.
5. Put the beans or seeds into a large jar. This must be clean.
6. Put a thin piece of cloth over the top of the jar. Hold the cloth in place with an elastic
band.
7. Put the jar on its side in a warm, dark place. You must not put the jar in sunlight.
8. Pour a cup of cold water carefully through the cloth into the beans and seeds twice a
day-in the morning and at night.
9. Make sure that you pour all the extra water out.
10. When the beans look like those in picture 10, they are ready to eat.
II. 1. A new part of plant
2. Part of plant from which a new plant grows in long pods.
3. A deep brown container for food or liquid
4. A container usually made of glass
Mengetahui
Pematangsiantar, Juli 2013
Kepala Sekolah Guru Mata Pelajaran
E. Langkah-Langkah Pembekajaran
Kegiatan Awal (10’)
Greeting
Apperception : Teacher Ask the student
1. Have you ever made the experiment?
2. If you have, how did you do it?
3. What items did need to conduct the experiment?
4. Was it delicious?
Kegiatan Inti
No Perilaku Guru Perilaku Siswa Alokasi
Waktu
1. Meminta siswa membaca teks Siswa membaca dengan cermat dalam 10’
paragraph yang ada pada buku teks. hati.
H. Penilaian
Penugasan
Tulisan
Diskusi
Evaluasi
Look at following stage in the production of canned pineapples.
pineapples harvest send by road or rail to load onto trucks send to factory
collection centre
fill with syrup boil in syrup chop int o cubes or slices wash and clean pare, core, cut to similar size
and pineapples
cool contents seal cans label cans pack in cartoons send to shop, exp ort
Which parts of the stages are done manually and which are done using machines
(mechanically)? Discuss the stages with your friends and write them in paragraph.
Key Answer:
The manually are: pineapples; harvest; send by road or rail to collection centre; load onto
trucks; send to factory; send to shop, export.
The mechanically are: pare, core, cut to similar size; wash and clean; chop into cubes or
slices; boil in syrup; fill with syrup and pineapples; cool contents; seal
cans; park on cartoons.
Mengetahui
Pematangsiantar, Juli 2013
Kepala Sekolah Guru Mata Pelajaran
Kegiatan Inti
No Perilaku Guru Perilaku Siswa Alokasi
Waktu
1. Menjelaskan tentang Expression Menyimak 20’
Compliment dan Congratulation dan
respond dari pada expression tersebut serta
membuat contoh.
F. Sumber Pembelajaran
Book Contextual Learning Grade X page 30-31
BSE dan Buku yang relevant
G. Media Pembelajaran
Buku Teks
Kamus
Spidol
Papan Tulis
H. Penilaian
Lisan
Penugasan
Evaluasi:
Complete the following dialogue as you listening to it.
Rico: Hi, I heard you were the best of the Tale Readers Competition which was
(1)……………in our school last month.
Rinai : Yeach. I (2)………….. the competition. It was n un forget table moment for me.
Rico : Really? I am so happy to hear that. How long did you (3)………….. for the
competition?
Rinai : One week. That was s short time to prepare the competition.
Rico : What the story did you read, Rinai?
Rinai : I(4)………………. “The Flying Carpet” as my story.
Rico : That’s good! It was great to hear you (5)……………. The competition.
Rico : I’m good you think so, thanks.
Key Answers:
1. Heed
2. Enjoyed
3. Prepared
4. Took
5. Won
Mengetahui
Pematangsiantar, Juli 2013
Kepala Sekolah Guru Mata Pelajaran
Pertemuan II
Kegiatan Awal (5’)
Greeting
Apperception: Menyinggung sekilas makna yang sudah lewat
Kegiatan Inti
No Perilaku Guru Perilaku Siswa Alokasi
Waktu
1. Menjelaskan expression congratulation Mengikuti dalam hati 10’
dan compliment.
G. Media Pembelajaran
Buku Paket
Kamus
Spidol
Papan Tulis
H. Penilaian
Penugasan
Lisan
I. Evaluasi
A. Menjawab pertanyaan yang ada pada buku text.
1. My elder brother graduated from university with good marks.
2. A: I have a new motorcycle
B: ………………
3. A: ………………
B: ……… I’ m so happy for you
1. A: My cat………….
B: ……………..
2. A: I………………. yesterday
B: It’s great
Key Answer:
1. Congratulation
2. Fantastic
3. I got an I am for English
4. a. was dead
b. I’m sorry to hear that
5. I got good mark
Mengetahui
Pematangsiantar, Juli 2013
Kepala Sekolah Guru Mata Pelajaran
A. Identify
School :
Class : X/ 1
Subject : English
Time Allocation : 2 x 45’
Skill : Listening
Example of Greeting
Anton : Hi, How are you?
Jane : oh, hi
Anton : by the way, my name is Anton.
Jane : my name is Jane
Anton : Are you a tenth grade student here?
Jane : yes, I am. And how about you?
Anton : I am a tenth grade student, too.
Jane : oh, really? And in which class do you belong to?
Anton : my class is tenth one
Jane : great! I am in tenth two
Anton : well, nice talking to you
Jane : bye
Anton : bye
Question:
A. Pre-Activities
Greeting
Absence
Motivation 5’
B. Main Activities
No. Teacher’s Activities Students’ Time
Activities Allocation
1. The teacher explain about greeting and The students
introducing paying
10’
attention to
teachers
2. The teacher gives some words about kinds of The students
greeting and introducing listen to the
teacher. 10’
C. Closing
Conclude the material 10’
F. Source Material
English text book
Dictionary
Picture
G. Media
Picture
H. Evaluation
Technique : Written test
Form : Fill the blank
Instrument : Fill the blank in given text by listen to the recording.
Listen to the recording about greeting in conversation
Script:
Key Answer
1. Hi
2. Nice to meet you
3. What time
4. I must go
5. bye
Scoring :
Chapter III
Conclusion
A creative approach to teaching English encompasses several core features that enable teachers to
make informed decisions, both at the level of planning and in the moment-to-moment interactions in
the classroom. The elements of creative English practice that are examined throughout the book are
introduced here. They include:
1. profiling meaning and purpose;
2. foregrounding potent affectively engaging texts;
3. fostering play and engagement;
4. harnessing curiosity and profiling agency;
5. encouraging collaboration and making connections;
6. integrating reflection, review, feedback and celebration;
7. taking time to travel and explore;
8. ensuring the creative involvement of the teacher.
In this era of personalisation, a creative approach to teaching English offers childrena voice in the
learning conversation and the chance to direct more of their own work,making choices and decisions
in collaboration with others during purposeful and engaging learning journeys. Such an approach can
help teachers respond to the dual pressures of prescription and accountability and the demands to
teach creatively and teach for creativity. Adopting a creative approach can additionally help teachers
construct a better balance between form and freedom, structure and innovation in their teaching. If
teachers integrate the eight elements of teaching English creatively into their planning, and work to
extend their engagement as language artists, they will be fostering children’s creativity: enriching
their capacity to question, pose problems, make connections, generate, innovate and imagine
alternatives and reflect critically as readers and writers, speakers and listeners. Creative English
teaching fosters creative English learning.
Preferences
Gerngross, G., & Puchta, H. (1984). Beyond notions and functions: Language teaching or the
art of letting go. In S. Savignon & M. S. Berns (Eds.), Initiatives in communicative language
teaching. A book of readings (pp. 89-107). Reading, PA: Addison-Wesley.
Larsen-Freeman, D. (1986). Techniques and principles in language teaching. Oxford: Oxford
University Press.