Standar Kompetensi
Memahami makna dalam percakapan transaksional/ interpersonal resmi dalam
konteks kehidupan sehari-hari.
Mengungkapkan makna dalam teks percakapan transaksional resmi secara
akurat, lancar, dan berterima dalam konteks kehidupan sehari-hari dan
mengakses ilmu pengetahuan populer
Kompetensi Dasar
Merespon makna dalam teks lisan fungsional pendek (misalnya pengumuman,
iklan, undangan, dll) resmi/tidak resmi sederhana dalam berbagai konteks
situasi
Mengungkapkan makna dalam teks lisan fungsional pendek (misalnya
pengumuman, iklan, undangan, dll) resmi/tidak resmi menggunakan ragam
bahasa lisan sederhana dalam berbagai konteks situasi
Indikator
Merespon teks lisan fungsional pendek berupa Pengumuman Kematian dengan
tindak tutur: mengingat kejadian tertentu
Melakukan teks lisan fungsional pendek berupa Pengumuman Kematian
dengan tindak tutur:mengingat kejadian tertentu
Tujuan Pembelajaran
Siswa dapat merespon teks lisan fungsional pendek berupa Pengumuman
Kematian dengan tindak tutur: mengingat kejadian tertentu
Siswa dapat melakukan teks lisan fungsional pendek berupa Pengumuman
Kematian dengan tindak tutur :mengingat kejadian tertentu.
Materi Pokok
Get it Right ( Ways to say it) : Asking if someone remembers or not
mis. A: Do you know who Mr Amir Daud is?
B: Sorry,I’ve completely forgotten.
Sumber/Bahan/Alat
Buku Look Ahead 1 (hal 10-12)
Kamus
Penilaian
Teknik: Performance Assessment
Bentuk: Responding pada pertanyaan lisan, dialog
Lampiran Soal:
A: Do you know who Mr. Amir Daud is?
B: Sorry, I’ve completely forgotten.
A: Well, he was ...........................................................
B: You mean the First editor? What happened to him?
A: Right. He.................................................................
B: Oh, I’m sorry to hear that. May.............................................always
A: If you want to Express Tour condolances, you may....................................
B: Where will the funeral ceremony bea t?......................................................
A: Would you like to go together to the funeral ceremony?
B: Okay.We will mete later?
A: That’s a good idea.
Standar Kompetensi
Memahami makna dalam percakapan transaksional/ interpersonal resmi dalam
konteks kehidupan sehari-hari.
Mengungkapkan makna dalam teks percakapan transaksional resmi secara
akurat, lancar, dan berterima dalam konteks kehidupan sehari-hari dan
mengakses ilmu pengetahuan populer
Kompetensi Dasar
Merespon makna dalam teks lisan fungsional pendek (misalnya pengumuman,
iklan, undangan, dll) resmi/tidak resmi sederhana dalam berbagai konteks
situasi
Mengungkapkan makna dalam teks lisan fungsional pendek (misalnya
pengumuman, iklan, undangan, dll) resmi/tidak resmi menggunakan ragam
bahasa lisan sederhana dalam berbagai konteks situasi
Indikator
Mengidentifikasi makna dalam teks fungsional berbentuk surat lamaran
Tujuan Pembelajaran
Siswa mengidentifikasi makna dalam teks fungsional berbentuk surat lamaran
Materi Pokok
Teks fungsional berbentuk surat lamaran, contoh;
Jl. Cendrawasih 35
Semarang
October 25, 2006
HRD Manager
Asahi Diamond Industrial
Wisma Dharmala Sakti, 12th floor
Jl. Jend. Sudirman Kv 32
Jakarta 10220
Yours faithfully,
Virni Aprilia
1. Metode Pembelajaran/Teknik: Three-phase technique
Langkah-langkah Kegiatan
Kegiatan Awal (10’)
Tanya-jawab mengenai apa yang perlu dilakukan untuk melamar
pekerjaan
Sumber/Bahan/Alat
Handout Buku Look Ahead 2,hal.110.
Penilaian
Teknik: Unjuk kerja
Bentuk: pertanyaan tertulis
Lampiran Soal:
1. Why did Virni write an application letter?
2. What are the contents of the letter?
3. What qualification does she have?
Standar Kompetensi
Memahami makna dalam teks fungsional pendek dan teks tulis monolog/esei
sederhana berbentuk narrative, descriptive dan news item dalam konteks
kehidupan sehari-hari dan mengakses ilmu pengetahuan populer.
Kompetensi Dasar
Memahami dan merespon makna dan langkah retorika teks tulis monolog/esei
secara akurat,lancar dan berterima dalam teks berbentuk: news item
Indikator
Mengidentifikasi makna dalam teks news item
Mengidentifikasi langkah-langkah retorika dalam teks news item
Tujuan Pembelajaran
Siswa dapat mengidentifikasi makna dalam teks news item
Siswa dapat mengidentifikasi langkah-langkah retorika dalam wacana: news
item
Materi Pokok
Good morning listeners. It’s ten o’clock in the morning and you’re listening to Headline
News in 007 Archid FM. I’m Mike Tjokro. The first newsworthy event comes from
Moscow. A Russians journalist has uncovered evidence of another Soviet nuclear
catastrophe, which killed ten sailors and contaminated an entire town.
Yelena Vazrshavskya is the first journalist to speak to people who witnessed the
explosion of a nuclear submarine at the naval base of Shkotovo 22, near Vladivostock.
The accident, which occurred 13 months before the Chernobyl disaster, spread radioactive
fallout. The base and nearby town, were covered up by officials of the Soviet Union.
Residents were told that the explosion was in the reactor of the Victor Submarine. It was
said to be a ‘thermal’ and not nuclear explosion. Those involved in the clean up operation to
remove more than 600 tons of contaminated material were sworn to secrecy.
A board of investigators was later to describe it as the worst accident in the history of the
Soviet Navy.
OK listeners, that’s the first news for today. I am coming back soon with some other
important news. So, stay tuned to 007 FM Archid Radio Station.
Metode Pembelajaran/Teknik: Three-phase technique
Langkah-langkah Kegiatan
Sumber/Bahan/Alat
HAND OUT / Look Ahead 1 (hal 186-188)
Kamus
1. Penilaian
Teknik: Tugas
Bentuk: latihan tertulis
Getting Started
A B
1. tabloid d a. a magazine usually for children or teenagers, with lots of picture stories
and /or cartoons.
2. journal b b. a magazine which comes out once a week (often on Sunday) as an
addition to a newspaper
3. supplement c c. the name usually given to an academic magazine
4. magazine e d. newspaper which focuses more on sensation rather than real news, usually
has smaller formats than newspapers, have larger headlines and shorter
stories and prefers stories about film stars, violent crimes and gossip
5. comic a e. paper-covered and illustrated periodical with stories, articles, etc by
various writers, usually issued weekly or monthly
B. Enjoy this. Fill in the blank spaces with the suitable words provided in the box
Find out:
1. What is the headline of the news?
2. What is the topic of the news?
3. What happened? Where? When?
4. Were there any victims and damage?
5. Who said that there was an earth tremor?
6. What did the Tokyo residents say?
7. Did you find anything that made you surprised?
KUNCI JAWABAN:
A.
1. d
2. c
3. b
4. e
5. a
B.
1. editorial
2. human interest
3. fiction
4. headline
5. caricature
6. criticism
7. advertisement
8. report
C.
Find out
1. Earthquake Jolts Japan Capital
2. earthquake in Japan
3. A slight earthquake jolted the Japanese capital last night but authorities said there
were no immediate reports casualties or damage.
4. no
5. a spokesman for the Japan meteorological agency.
6. Residents of central Tokyo said the tremor was the strongest in several months in the
capital.
7. yes
Standar Kompetensi
Memahami makna dalam teks fungsional pendek dan teks tulis monolog/esei
sederhana berbentuk recount, narrative dan procedure dalam konteks kehidupan
sehari-hari dan mengakses ilmu pengetahuan populer
Kompetensi Dasar
Memahami dan merespon makna dan langkah retorika teks tulis monolog/esei secara
akurat,lancar dan berterima dalam teks berbentuk: recount
Indikator
1. Mengidentifikasi makna dalam teks recount
2. Mengidentifikasi langkah-langkah retorika dalam teks recount
Tujuan Pembelajaran
Siswa dapat mengidentidfikasi makna dalam teks recount
Siswa dapat mengidentifikasi langkah-langkah retorika dalam wacana recount
Materi Pokok
Moving forward : Personal recount “ a biography of Picasso”
Metode Pembelajaran/Teknik: Three-phase technique
Langkah-langkah Kegiatan
Kegiatan Pendahuluan (10’)
Tanya-jawab dengan siswa tentang Picasso
Kegiatan Inti (70’)
Siswa membaca teks tulis recount: Picasso
Siswa memperhatikan organisasi teks recount
Siswa menjawab pertanyaan untuk mengidentifikasi aspek bahasa
(tujuan, organisasi dan ciri-ciri kebahasaan) dari teks tersebut.
Siswa membaca dua teks recount berikutnya dan menentukan
organisasinya
Siswa mendiskusikan tujuan, organisasi dan ciri kebahasaan teks
recount dan jenisnya.
Kegiatan Akhir (10’)
Siswa menyimpulkan ciri-ciri teks tulis recount (tujuan, organisasi
dan ciri-ciri kebahasaannya)
Siswa mendapat tugas untuk mencari bentuk teks recount dari
koran, majalah atau internet dan menentukan aspek bahasanya
(tujuan, organisasi dan ciri-ciri kebahasaan) dari teks tersebut)
Sumber/Bahan/Alat
Buku Look Ahead 1 (Hal.26-27)
Kamus
Penilaian
Teknik: Tugas
Bentuk: latihan tertulis
Lampiran Soal:
1. Who was Picasso?
2. Where and when was he born?
3. Why did he become famous
4. What tense is mostly used in the text?
5. How many events are mentioned ib the text?
6. What was the writer’s evaluation on Picasso?
7. What is the structure of the text?
8. Is Three any resolution?
9. Underline the Action verbs used in the text?
10. Circle the noun phrase?
Standar Kompetensi
1. Memahami makna dalam teks fungsional pendek dan teks monolog sedehana
berbentuk recount, narrative dan procedure dalam konteks kehidupan sehari-hari
dan mengakses ilmu pengetahuan populer.
2. Mengungkapkan makna dalam teks fungsional pendek dan teks monolog
berbentuk recount, narrative dan procedure dalam konteks kehidupan sehari-hari
dan mengakses ilmu pengetahuan..
Kompetensi Dasar
1. Merespon makna dalam teks monolog sederhana yang menggunakan ragam
bahasa lisan secara akurat, lancar dan berterima dalam teks berbentuk: procedure
2. Mengungkapkan makna dalam teks monolog sederhana yang menggunakan ragam
bahasa lisan secar aakurat, lancar dan berterima dalam teks berbentuk: procedure
Indikator
1. Merespon teks monolog sederhana berbentuk procedure
2. Melakukan teks monolog lisan berbentuk procedure
1. Tujuan Pembelajaran
Siswa dapat merespon teks monolog sederhana berbentuk procedure
Siswa dapat melakukan teks monolog lisan berbentuk procedure
2. Materi Pokok
Grammar in Action : Action Verbs
Teks monolog berbentuk procedure “ How to make a cheese omelet”
Have you ever eaten a cheese omelette? Do you know how to make a Cheese Omelette? No? Would you like me
to tell it for you? Okay. This is the way. Listen to me.
To make a Cheese Omelet, you should prepare ingredients such as one egg, 50 grams of cheese, uhm... ¼ cup
of milk, three tablespoons of cooking oil, uhm...what else ....? Oh, yeah, a pinch of salt and don’t forget some
pepper. Now, to make a Cheese Omelet, you will need some kitchen utensils like a frying pan, a fork, a whisk, a
spatula, uhm..... a cheese grater ...and a bowl and of course ....a plate. Okay? Are you following me ? Right! Let
me tell you how to make it.
First, crack an egg into a bowl like this. Then whisk the egg with a fork until it is smooth. After that, add
some milk and whisk well. Grate the cheese into the bowl and stir. Next, heat the oil in a frying pan, and pour the
mixture into the frying pan. Then, turn the omelet with a spatula when it browns. See, like this. Okay, next cook
both sides. After the omelet is done, place it on a plate, don’t forget to season it with salt and pepper and you can
eat it while warm. It’s easy, isn’t it? Bon appetite!
5. Sumber/Bahan/Alat
Buku Look Ahead 1 (hal 68-69)
Kaset/CD
Tape
Script dari Look Ahead 1
6. Penilaian
Teknik: Performance Assessment (responding)
Standar Kompetensi
Memahami makna dalam teks fungsional pendek dan teks monolog sedehana
berbentuk recount, narrative dan procedure dalam konteks kehidupan sehari-hari dan
mengakses ilmu pengetahuan populer.
Mengungkapkan makna dalam teks fungsional pendek dan teks monolog berbentuk
recount, narrative dan procedure dalam konteks kehidupan sehari-hari dan
mengakses ilmu pengetahuan.
Kompetensi Dasar
Merespon makna dalam teks monolog sederhana yang menggunakan ragam bahasa
lisan secara akurat, lancar dan berterima dalam teks berbentuk: recount.
Mengungkapkan makna dalam teks monolog sederhana yang menggunakan ragam
bahasa lisan secar aakurat, lancar dan berterima dalam teks berbentuk: recount.
Indikator
Merespon teks monolog berbentuk recount,
Melakukan teks monolog berbentuk recount
Tujuan Pembelajaran
Siswa dapat merespon teks monolog sederhana berbentuk recount
Siswa dapat melakukan teks monolog lisan berbentuk recount
Materi Pokok
Getting Started: Teks monolog yang berbentuk recount “ An excursion to
Bogor Botanic garden”
Langkah-langkah Kegiatan
Kegiatan Pendahuluan (10’)
Tanya-jawab mengenai kesukaan siswa membaca komik
Sumber/Bahan/Alat
HAND OUT Look Ahead 1 (hal 1-4)
Tape/laptop
Script dari Look Ahead 1
Penilaian
Teknik: Performance Assessment (responding)
Bentuk: Pertanyaan tertulis
1. What is an excursion?
4. What group did the writer follow and who was the leader?
Kunci :
1. A trip
2. On Friday, 16 March by bus
3. At 10. o’clock
4. A, Mrs. Nina
5. Complete the following sentences
First, we went to the odd tropical plants
Then, we looked at all the lovely plants
After that, we went to a little spot near the Raffles cemetery and had morning tea.
Next, we did some sketching
Then, we went to the orchid’s section
Standar Kompetensi
Memahami dalam teks monolog lisan berbentuk reports, narrative, dan
analytical exposition secara akurat, lancar, dan berterima dalam konteks
kehidupan sehari-hari dan mengakses ilmu pengetahuan
Kompetensi Dasar
Merespon makna dalam teks monolog sederhana menggunakan ragam bahasa
lisan secara akurat, lancar dan berterima dalam teks berbentuk: narrative
Indikator
Merespon wacana monolog: narrative
Melakukan monolog berbentuk : narrative
Tujuan Pembelajaran
Siswa dapat merespon wacana monolog: narrative
Siswa dapat melakukan monolog berbentuk narrative
Materi Pokok
Teks monolog narrative yang berjudul “Why do Hawk hunt chicks?”
Langkah-langkah Kegiatan
Sumber/Bahan/Alat
HAND OUT/Look Ahead 2 Hal 50-51
Kaset/CD
Script dari Look Ahead 2
Penilaian
Teknik: Performance Assesment
Bentuk: essay test
Situation: Ita saw a mother hen quickly gathering its chicks under its wings. Then, Ita looked
up and saw a hawk flying up in the sky.
B : All right….all right. Don’t behave like a five-year old child, okay?
B : Well, this is the story. Long, long time ago, a hawk fell in love with a hen. The
hawk flew down from the sky and asked the hen,”Will you marry me?” You know
what? The hen loved the brave, strong hawk in return and wished to marry him. But
she said,” I cannot fly as high as you can. If you give me time, I may learn to fly as
high as you. Then, we can fly together.”
The hawk agreed. Before he went away, he gave the hen a ring. ”This is to show
that you have promised to marry me,” said the hawk. It so happened that the hen
already promised to marry a rooster. So, when the rooster saw the ring, he became
very angry. “Throw that ring away at once!” shouted the rooster. The hen was so
frightened at the rooster’s anger that she threw away the ring immediately.
When the hawk came a few months later, the hen told him that the truth. The hawk
was so furious that he cursed the hen. “Why didn’t you tell me earlier? Now, you’ll
always be scratching the earth, and I’ll be always be flying above to catch your
children.” said the hawk.
A : The curse seems to have come true, doesn’t it? Thanks for the story, Mum.
Find out:
1. What is the purpose of the writer telling this story?
2. Does the first part of the story tell?
a. who was involved?
b. What happened?
c. Where and when did it happen?
3. Read paragraphs 2 and 4 again to answer this question. Did the
hen face any problems to marry the hawk?
4. How did she solve the problem?
5. In which paragraphs can you find the hen’s solution?
6. Does the story end in a happy or sad ending?
7. Does the story happen in past or present time?
Standar Kompetensi
Kompetensi Dasar
Merespon makna dalam makna dalam teks monolog sederhana menggunakan
ragam bahasa lisan secara akurat, lancar dan berterima dalam teks berbentuk:
reports
Mengungkapkan makna dalam teks monolog secara akurat, lancar dan
berterima yang menggunakan ragam bahasa lisan yang berbentuk: report
Indikator
Merespon wacana monolog: report
Melakukan monolog berbentuk : report
Tujuan Pembelajaran
Siswa dapat merespon wacana monolog: report
Siswa dapat melakukan monolog berbentuk : report
Materi Pokok
Wacana monolog berbentuk: report, contohnya:
Whales are sea-livings mammals. They therefore breathe air but cannot
survive on land. Some species are very large indeed and the blue whale, which
can exceed 30 meters in length, is the largest animal to have lived on earth.
Superficially, the whale looks rather like a fish, but there are important
differences in its external structure; its tail consists of a pair of broad, flat
horizontal paddles (the tail of a fish is vertical) and it has a single nostril on
top of its large, broad head. The skin is smooth and shiny and beneath it lies a
layer of fat (blubber). It can be up to 30 meters in thickness and serves heat
and body fluids.
Sumber/Bahan/Alat
HAND OUT /Look Ahead II, 2-4
Kaset/CD
Tape/laptop
Penilaian
Teknik: Performance Assessment (responding)
Bentuk: Pertanyaan lisan, pertanyaan tertulis
I. Find out :
1. What groups of animals do whales belong to?
2. How long is a whale body?
3. Why can’t whales survive on land for a long time although they breathe air?
4. What are the differences between whales and fish? Report it in front of the class?
whales fish
a. whales are warm blooded a. fish are cold blooded
b. ………………………… b. …………………………
c. ………………………... c. ………………………...
d. ………………………… d. …………………………
II. Your turn. Label parts of the fish. The words provided in the box can help you.
Kunci jawaban :
I. Find out
1. mammal.
2. the blue whale can exceed to 30 meters in length.
3. because they are sea-livings mammals.
4. Whales : they are warm blooded
its tail consists of a pair of broad,flat horizontal paddles
They have babies
Fish : Fish are cold blooded
its tails is vertical
They lay eggs
II.
1. snout
2. gill
3. pelvic fin
4. dorsal fin
5. tail
6. scales
7. caudal fin
Standar Kompetensi
Memahami makna teks monolog/esei berbentuk report, narrative dan
analytical exposition secara akurat, lancar, dan berterima dalam konteks
kehidupan sehari-hari dan mengakses ilmu pengetahuan
Kompetensi Dasar
Memahami dan merespon makna dalam teks monolog/esei yang menggunakan
ragam bahasa tulis secara akurat, lancar dan berterima dalam teks berbentuk:
analytical exposition
Indikator
Mengidentifikasi makna dalam teks: analytical exposition
Mengidentifikasi langkah-langkah retorika dalam wacana: analytical exposition
Tujuan Pembelajaran
Siswa dapat mengidentifikasi langkah-langkah retorika dalam wacana: exposition
Siswa mengidentifikasi langkah-langkah retorika dalam wacana: analytical
exposition
Materi Pokok
Teks tertulis berbentuk analytical exposition
Langkah-langkah Kegiatan
Kegiatan Awal (10’)
Siswa memberikan pendapat tentang pentingnya bahasa Inggris
Sumber/Bahan/Alat
HAND OUT/Look Ahead 2, hal.92-93
Penilaian
Teknik: Pertanyaan tertulis
Bentuk: essays
Standar Kompetensi
Kompetensi Dasar
Merespons makna dalam percakapan transaksional (to get things done) dan
interpersonal (bersosialisasi) resmi dan berlanjut (sustained) secara akurat,
lancar, dan berterima dalam konteks kehidupan sehari-hari dan melibatkan
tindak tutur: mengungkapkan keingintahuan dan menyatakan berbagai sikap
Mengungkapkan makna dalam teks monolog yang menggunakan ragam
bahasa lisan secara akurat, lancar, dan berterima dalam konteks kehidupan
sehari-hari dalam teks berbentuk discussion
Mengungkapkan makna dan langkah retorika dalam teks monolog dengan
menggunakan ragam bahasa tulis secara akurat, lancar, dan berterima dalam
konteks kehidupan sehari-ahri dalam bentuk teks discussion
Indikator
Merespons percakapan berbentuk discussion
Melakukan percakapan dengan mengungkapkan keingintahuan dan
menyatakan berbagai sikap
Membuat tulisan berdasarkan discussion.
Tujuan Pembelajaran
Siswa dapat percakapan berbentuk discussion.
Siswa dapat melakukan percakapan dengan mengungkapkan keingintahuan
dan menyatakan berbagai sikap.
Siswa dapat membuat tulisan berdasarkan discussion
Materi Pokok
Getting started
Percakapan yang di dalamnya terdapat diskusi dan ungkapan keingintahuan dan pernyataan
berbagai sikap, misalnya:
Viva : Dien, do you think that computers are necessary for high school students?
Viva : I think computer lessons do not promote physical activity. You know why?
Well, there are students who are caught up in a computer so that they forget about lunch,
forget about their homework, or even want to skip after-school activities.
Metode Pembelajaran/Teknik:
Three-phase technique
Langkah-langkah Kegiatan
Kegiatan Awal (5’)
Siswa bertanya jawab tentang gambar dalam HAND OUT.
Kegiatan Inti (65’)
Siswa mendengarkan percakapan sambil melengkapi teks tersebut dan
melafalkan beberapa kosa kata.
Siswa merespons isi percakapan dengan menjawab pertanyaan.
Siswa melakukan survei kelas tentang topik percakapan yang telah
mereka dengarkan.
Siswa memasukkan hasil survei ke dalam lembar survei.
Siswa menuliskan kesimpulan dari survei yang telah mereka lakukan
dan membacakannya di depan kelas.
Siswa memberi label gambar bagian-bagian komputer.
Secara berpasangan siswa melengkapi pernyataan dengan kata-kata
mereka sendiri dan melaporkannya di depan kelas.
Siswa melengkapi kalimat dengan kata-kata yang berhubungan dengan
komputer yang telah disediakan.
Kegiatan Akhir (20’)
Siswa mendapat feedback dari guru.
Siswa menjawab pertanyaan essay
Sumber/Bahan/Alat
HAND OUTLook Ahead 3, hal.78-82
Tape/laptop
Script dari Look Ahead 3
Penilaian
Teknik: Lisan, Tertulis
Bentuk: Melengkapi percakapan, menjawab pertanyaan, melakukan survey, mengisi
lembar survey, melengkapi kalimat.
Kunci Jawaban:
1. About computers.
2. No, because she thinks computer lessons do not promote physical activity.
3. No, because she thinks that computers help people a lot in the information age.
4. Computers have more advantages than disadvantages.
5. Possible answers:
Advantages: It helps people handle so much work in the office, it enables police
regulate the traffic light, it enable people communicate with each other in different
places.
Disadvantages: It doesn’t promote physical activities, it addicts people.